You have the power to lead, change you workplace, and collaborate not only across offices but also across the world. In this exciting session, you will learn about innovative strategies for becoming a leader and setting up the workplace systems to support open communications across your organization to facilitate collaboration. Learn about new technology systems for managing collaboration and how you can be a change agent within your organization for growth.
You have the power to lead, change you workplace, and collaborate not only across offices but also across the world. In this exciting session, you will learn about innovative strategies for becoming a leader and setting up the workplace systems to support open communications across your organization to facilitate collaboration. Learn about new technology systems for managing collaboration and how you can be a change agent within your organization for growth.
This presentation from the 2014 SXSWedu Conference discusses how LRMI makes it easier to discover and use educational materials that meet the needs of the teacher or learner.
Non-MARC metadata training for "traditional" catalogers: the role and importa...Kelly Thompson
Association of College & Research Libraries Conference (ACRL 2015) poster (peer-reviewed). Presented March 27, 2015.
Abstract: Training “traditional” catalogers to create non-MARC metadata? My approach stresses critical thinking pedagogy -- metadata work is not about knowing a specific standard or tool, but about methodologies, thought processes, and an understanding of user goals and library data ecosystems. I hope to help you understand the role of critical thinking (or systems-level thinking) in training catalogers to leverage standards to independently develop high-quality, interoperable, user-focused metadata within continuously changing information ecosystems.
A brief and simplified introduction to the ACRL Frameworks & Standards for Information Literacy to improve student learning in Higher Education classrooms.
Final Assignment Written assignment (Research Proposal) ChereCheek752
Final Assignment
Written assignment (Research Proposal)
Activity brief
BRM221 – Research Methods II
Online campus
Professor: Dr. Hasan Evrim Arici | [email protected]
Description Research Proposal
The students will develop a research proposal for their future dissertation.
Please use the “Dissertation Proposal Form” attached.
Format This activity must meet the following
formatting requirements:
• Font size 12
• Double-spaced
• Word Limit: N/A
• Harvard Referencing System
Goal(s) • To evaluate students’ knowledge of the theory and practice of
quantitative research methods.
• To evaluate the students on how to formulate, analyze, and
present their research findings.
• To appraise students’ knowledge about research philosophies,
and how to apply them effectively in their research;
• To evaluate how students choose the appropriate research
designs/methods;
• To evaluate students’ understanding of the various ethical
considerations while conducting and presenting their research.
Due date Date: Monday, 20th September 2021
Time: 14.00h CEST
Weight towards
final grade
This activity has a weight of 60%
towards the final grade.
Learning
outcomes
• Understand: the different philosophies of research which act as a
guide and filter to formulating appropriate research designs.
• Knowledge: acquire knowledge of the different research
approaches; techniques and methods.
• Identify: which data collection method(s) best correlate to their
research.
• Apply: research methods skills developed in this course will be
applied to any research conducted by the student.
• Analyze and Evaluate: the results of their research findings as a
basis and context for real world business decision making.
Assessment
criteria
The grading rubric below will be used to
evaluate students’ assignment.
Good luck!
Rubric: written assignment
Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)
Problem
identification
The business issue has been
correctly identified, with a
competent and comprehensive
explanation of key driving
forces and considerations.
Impact on company operations
has been correctly identified.
Thorough analysis of the issue
is presented.
The student correctly identified
the issue(s), taking into account
a variety of environmental and
contextual drivers. Key case
information has been identified
and analyzed.
The student correctly identified
the case (issues), considering
obvious
environmental/contextual
drivers. There is evidence of
analysis, but it lacks depth.
The student correctly identified
the issue(s) but analysis was
weak. An absence of context –
the work is basically descriptive
with little analysis.
The student failed to correctly
identify the issue(s); analysis
was incorrect or too superficial
to be of use; information was
misinterpreted.
Information
gathering
The student showed skill in
gathe ...
Overview of the Research on Open Educational Resources for Development (ROER4D) Open Data initiative, highlighting data management principles, the five pillars of the ROER4D data publication approach and the project de-identification approach.
UCISA Learning Anaytics Pre-Conference WorkshopMike Moore
UCISA Learning Analytics Pre-Conference Workshop
Mike Moore - Sr. Advisory Consultant - Analytics
Desire2Learn, Inc.
UCISA Conference 2014, Brighton, UK
Presented Mar 26, 2014
This presentation from the 2014 SXSWedu Conference discusses how LRMI makes it easier to discover and use educational materials that meet the needs of the teacher or learner.
Non-MARC metadata training for "traditional" catalogers: the role and importa...Kelly Thompson
Association of College & Research Libraries Conference (ACRL 2015) poster (peer-reviewed). Presented March 27, 2015.
Abstract: Training “traditional” catalogers to create non-MARC metadata? My approach stresses critical thinking pedagogy -- metadata work is not about knowing a specific standard or tool, but about methodologies, thought processes, and an understanding of user goals and library data ecosystems. I hope to help you understand the role of critical thinking (or systems-level thinking) in training catalogers to leverage standards to independently develop high-quality, interoperable, user-focused metadata within continuously changing information ecosystems.
A brief and simplified introduction to the ACRL Frameworks & Standards for Information Literacy to improve student learning in Higher Education classrooms.
Final Assignment Written assignment (Research Proposal) ChereCheek752
Final Assignment
Written assignment (Research Proposal)
Activity brief
BRM221 – Research Methods II
Online campus
Professor: Dr. Hasan Evrim Arici | [email protected]
Description Research Proposal
The students will develop a research proposal for their future dissertation.
Please use the “Dissertation Proposal Form” attached.
Format This activity must meet the following
formatting requirements:
• Font size 12
• Double-spaced
• Word Limit: N/A
• Harvard Referencing System
Goal(s) • To evaluate students’ knowledge of the theory and practice of
quantitative research methods.
• To evaluate the students on how to formulate, analyze, and
present their research findings.
• To appraise students’ knowledge about research philosophies,
and how to apply them effectively in their research;
• To evaluate how students choose the appropriate research
designs/methods;
• To evaluate students’ understanding of the various ethical
considerations while conducting and presenting their research.
Due date Date: Monday, 20th September 2021
Time: 14.00h CEST
Weight towards
final grade
This activity has a weight of 60%
towards the final grade.
Learning
outcomes
• Understand: the different philosophies of research which act as a
guide and filter to formulating appropriate research designs.
• Knowledge: acquire knowledge of the different research
approaches; techniques and methods.
• Identify: which data collection method(s) best correlate to their
research.
• Apply: research methods skills developed in this course will be
applied to any research conducted by the student.
• Analyze and Evaluate: the results of their research findings as a
basis and context for real world business decision making.
Assessment
criteria
The grading rubric below will be used to
evaluate students’ assignment.
Good luck!
Rubric: written assignment
Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)
Problem
identification
The business issue has been
correctly identified, with a
competent and comprehensive
explanation of key driving
forces and considerations.
Impact on company operations
has been correctly identified.
Thorough analysis of the issue
is presented.
The student correctly identified
the issue(s), taking into account
a variety of environmental and
contextual drivers. Key case
information has been identified
and analyzed.
The student correctly identified
the case (issues), considering
obvious
environmental/contextual
drivers. There is evidence of
analysis, but it lacks depth.
The student correctly identified
the issue(s) but analysis was
weak. An absence of context –
the work is basically descriptive
with little analysis.
The student failed to correctly
identify the issue(s); analysis
was incorrect or too superficial
to be of use; information was
misinterpreted.
Information
gathering
The student showed skill in
gathe ...
Overview of the Research on Open Educational Resources for Development (ROER4D) Open Data initiative, highlighting data management principles, the five pillars of the ROER4D data publication approach and the project de-identification approach.
UCISA Learning Anaytics Pre-Conference WorkshopMike Moore
UCISA Learning Analytics Pre-Conference Workshop
Mike Moore - Sr. Advisory Consultant - Analytics
Desire2Learn, Inc.
UCISA Conference 2014, Brighton, UK
Presented Mar 26, 2014
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. What is Information Literacy?
Set of abilities requiring individuals to
“recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information.”
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency
3. ACRL Standards
Created in 2000 and modified by the American
College & Research Libraries division of the
American Library Association
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
4. Standards Toolkit
The Standards Toolkit is a set • Standard One: Know
of tools, web pages and other • Standard Two: Access
resources that will help you • Standard Three: Evaluate
to use the Information
• Standard Four: Use
Literacy Competency
• Standard Five: Ethical/Legal
Standards for Higher
Education.
http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit
5. Example of Standard 2.1.C
Standard Two: The information literate student accesses needed information
effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative
methods or information retrieval systems for accessing the needed
information.
Outcomes Include:
A. Identifies appropriate investigative methods (e.g., laboratory experiment,
simulation, fieldwork)
B. Investigates benefits and applicability of various investigative methods
C. Investigates the scope, content, and organization of information retrieval
systems
D. Selects efficient and effective approaches for accessing the information
needed from the investigative method or information retrieval system
6. Next Step
Create Teaching Goals
and Learning Objectives
or Outcomes related to
the Standards.
http://www.ala.org/acrl/standards/objectivesinformation
7. Teaching Goals &
Learning Objectives
Help you plan what to cover in your
instruction session
Guide in evaluating the effectiveness of
the session
Assess student learning
8. Teaching Goals
• What skills you plan to teach
• Examples:
• Search the online catalog
• Scholarly vs. Popular sources
9. Learning Objectives
Info Lit skills the students will take away
from class
Translates goals into specific and
quantifiable behaviors
Should be realistic and attainable within
class time
10. Objectives for 2.1.C
2.1.C. Investigates the scope, content, and organization of information
retrieval systems
Objectives can include:
Describes the structure and components of the system or tool being used,
regardless of format (e.g., index, thesaurus, type of information retrieved
by the system).
Identifies the source of help within a given information retrieval system and
uses it effectively.
Selects appropriate tools (e.g., indexes, online databases) for research on a
particular topic.
Identifies the differences between freely available Internet search tools and
subscription or fee-based databases.
Identifies and uses search language and protocols (e.g., Boolean, adjacency)
appropriate to the retrieval system.
11. Information Literacy Objectives
1. Develop a Research Strategy
2. Select Finding Tools
3. Search
4. Use Finding Tool Features
5. Retrieve Sources
6. Evaluate Sources
7. Document Sources
8. Understand Economic, Legal, and Social Issues
-Modeled on the SAILS Skill Sets
12. Example Goal and Objectives
Goal 1. Search the catalog
By the end of the instruction session:
- 1.1 Student will effectively locate an item using Title
or Author searches
- 1.2 Student will effectively use keyword searching
and the AND operator to locate resources on a
particular topic
13. Rubrics
The ULS has created several rubrics that can be used by
faculty and librarians to incorporate appropriate structure
and assessment to the development of their instructional
sessions.
These rubrics are based on the ACRL Standards and the
eight skill sets identified by the SAILS (Standardized
Assessment of Information Literacy Skills) test currently in
use. There are four levels for all of the ULS rubrics. These
include: novice, developing, proficient and accomplished.
14. Accomplish
Novice Developing Proficient
ed
Shows an
increased
Understands
understandin
Unable to nature &
g of Able to adapt
narrow scope of
information search
topic; Unsure assignment;
needed process to
Develop of Determines
for topic; topic;
Research how to find general
Refines Knows what
Strategy information keywords
keywords keywords
needed in relation to
and and phrases
for topic
develops to employ
assignment to begin
synonyms
searching
for search
terms
15. What is a Curriculum Map?
Grid for subject specific information
literacy instruction
Scope and Sequence of skills
Customizable to needs of a particular
department or major
16. Components of a Curriculum Map
Courses offered
Rubric Level
IL Concepts & Skills
Progression
18. MUST READ
"Finding Context: What Today's College Students Say about
Conducting Research in the Digital Age”, Alison J. Head
and Michael B. Eisenberg, Project Information Literacy
Progress Report, University of Washington's Information
School, February 4, 2009 (18 pages).
http://projectinfolit.org/publications/
19. LibGuide Companions
Information Literacy
Fundamentals
http://pitt.libguides.com/infolit
Information Literacy Tools
http://pitt.libguides.com/infolittools
The ingredients you need to build a curriculum map are fairly simple: first, the courses offered at your campus in the department or major that you are mapping. Maps do not have to be (and probably should not be) all-encompassing of every course offered, but make sure that you map a good representative sample. Along with this, you should identify where each course falls within a rubric like the one Melissa showed earlier (Novice, Developing, Proficient, Accomplished) Then build on this framework to map the appropriate IL concepts and skills to the courses where they can or should be taught. These should be sequenced progressively so that you introduce more basic skills in a Novice-level course, but in a higher level course you might reinforce or even expand on those basic skills as well as introduce new ones that are more advanced. Faculty input can be very important here – scope and sequencing of skills will be based largely on your expertise with IL instruction, but also should take into account what faculty want their students to be able to do for the purposes of that particular course.