Developing a professional online presence. Key objectives:
Taking ownership of YOUR professional online presence
Building valuable networks
Developing confident digital skills
Standing out from the crowd
Teaching social media to people who help people get jobs.
For the poll questions, I'm getting them to stand up and place themselves on a line. Example: I like technology question. One end is the I love it, and use it while on the toilet. The other end is, when I retire I'm throwing my smartphone out the window. Good mix.
Talked about some of the why's to use social media, then dove into how it might actually work.
Developing a Professional Online Presence as a GraduateSue Beckingham
Raising awareness of the importance of developing a professional online presence is a vital part of a students education and will enhance the skills they will need as graduates.
LinkedIn for Students (Network building, inspiring profile, job searching, Do...Mehak Azeem
Special guide about guidance for students, volunteers, and young professionals about Building LinkedIn profiles at 43rd Annual International Conference of the IEEE EMBC 2021.
Teaching social media to people who help people get jobs.
For the poll questions, I'm getting them to stand up and place themselves on a line. Example: I like technology question. One end is the I love it, and use it while on the toilet. The other end is, when I retire I'm throwing my smartphone out the window. Good mix.
Talked about some of the why's to use social media, then dove into how it might actually work.
Developing a Professional Online Presence as a GraduateSue Beckingham
Raising awareness of the importance of developing a professional online presence is a vital part of a students education and will enhance the skills they will need as graduates.
LinkedIn for Students (Network building, inspiring profile, job searching, Do...Mehak Azeem
Special guide about guidance for students, volunteers, and young professionals about Building LinkedIn profiles at 43rd Annual International Conference of the IEEE EMBC 2021.
These are the slides I gave to a group of students at Gordon College on LinkedIn and how they can use it to network, establish and online presence and find a job or internship.
Developing a professional online presence as a graduateSue Beckingham
Guest lecture for Law and Criminology students on developing a professional online presence. A spotlight on the use of LinkedIn as a professional networking tool looks at ten top tips to develop an effective profile.
How to REALLY use LinkedIn - mini LinkedIn PresentationBert Verdonck
Lots of people have a LinkedIn Profile and some connections, but don't know what to do with this website.
This mini LinkedIn presentation shows where the power of LinkedIn resides and how to tap into that power.
Get your FREE copy of the second edition of the international bestseller "How to REALLY Use LinkedIn" via www.how-to-really-use-linkedin.com
About Networking Coach: we are a team of business networking specialists, online and offline, with workshops, presentations and training courses about LinkedIn, networking at events and referrals. We are usually hired as a speaker or trainer.
LinkedIn for Students and Graduates - how to start networking and checking al...Charles Hardy
Presentation at the Summer London Graduate Careers Fair, June 2016.
- how to approach Networking and building connections on LinkedIn
- how to explore career paths of graduates / alumni from your university and course
- Looking at Employers on LinkedIn
Social Media Workshop for Businesspeople Between JobsSteve Drake
Using social media tools to become a content/knowledge resource and thus increase your value to a potential employer. This introductory workshop focuses on Facebook, LinkedIn, Twitter and Social Bookmarking as tools to help persons inbetween jobs broadening their knowledge and expand their networking.
Court Bovee discusses the most important features you should be teaching about LinkedIn, the world's largest professional social site with 80 million members. Be sure to download the script that accompanies this presentation: http://www.slideshare.net/Bovee/script-for-teaching-linkedin
What is the first step to landing the perfect IT position?
Discover the job search resources you can use when searching for your next position in IT.
Job boards, social media and talent communities can all be excellent tools for uncovering exciting opportunities in the IT field.
Introduction to Social Media for Executives: Job Hunting with Social MediaAugie Ray
A basic 30- to 45-minute introduction to using social media for career management and job hunting. Includes data on how recruiters are using Facebook, Twitter and LinkedIn, tips for making the most of LinkedIn and considerations for how Facebook may be kept person or also used for professional networking.
How to Fully Take Advantage of LinkedInNikki Little
Getting started with LinkedIn, the 10 most important profile elements, how to network on LinkedIn, how to visualize your connections, the most important elements of a company page and what not to do on LinkedIn.
Looking beyond the CV: Developing a LinkedIn ProfileSue Beckingham
Looking beyond the CV: Developing a LinkedIn profile and understanding how social media is used in a professional context within workplace and by prospective employers.
Invited Guest Lecture at the University of York, Department of Biology
Aims:
Introduce the concept of a professional digital footprint
Professional use of social channels
Developing your own professional online presence
These are the slides I gave to a group of students at Gordon College on LinkedIn and how they can use it to network, establish and online presence and find a job or internship.
Developing a professional online presence as a graduateSue Beckingham
Guest lecture for Law and Criminology students on developing a professional online presence. A spotlight on the use of LinkedIn as a professional networking tool looks at ten top tips to develop an effective profile.
How to REALLY use LinkedIn - mini LinkedIn PresentationBert Verdonck
Lots of people have a LinkedIn Profile and some connections, but don't know what to do with this website.
This mini LinkedIn presentation shows where the power of LinkedIn resides and how to tap into that power.
Get your FREE copy of the second edition of the international bestseller "How to REALLY Use LinkedIn" via www.how-to-really-use-linkedin.com
About Networking Coach: we are a team of business networking specialists, online and offline, with workshops, presentations and training courses about LinkedIn, networking at events and referrals. We are usually hired as a speaker or trainer.
LinkedIn for Students and Graduates - how to start networking and checking al...Charles Hardy
Presentation at the Summer London Graduate Careers Fair, June 2016.
- how to approach Networking and building connections on LinkedIn
- how to explore career paths of graduates / alumni from your university and course
- Looking at Employers on LinkedIn
Social Media Workshop for Businesspeople Between JobsSteve Drake
Using social media tools to become a content/knowledge resource and thus increase your value to a potential employer. This introductory workshop focuses on Facebook, LinkedIn, Twitter and Social Bookmarking as tools to help persons inbetween jobs broadening their knowledge and expand their networking.
Court Bovee discusses the most important features you should be teaching about LinkedIn, the world's largest professional social site with 80 million members. Be sure to download the script that accompanies this presentation: http://www.slideshare.net/Bovee/script-for-teaching-linkedin
What is the first step to landing the perfect IT position?
Discover the job search resources you can use when searching for your next position in IT.
Job boards, social media and talent communities can all be excellent tools for uncovering exciting opportunities in the IT field.
Introduction to Social Media for Executives: Job Hunting with Social MediaAugie Ray
A basic 30- to 45-minute introduction to using social media for career management and job hunting. Includes data on how recruiters are using Facebook, Twitter and LinkedIn, tips for making the most of LinkedIn and considerations for how Facebook may be kept person or also used for professional networking.
How to Fully Take Advantage of LinkedInNikki Little
Getting started with LinkedIn, the 10 most important profile elements, how to network on LinkedIn, how to visualize your connections, the most important elements of a company page and what not to do on LinkedIn.
Looking beyond the CV: Developing a LinkedIn ProfileSue Beckingham
Looking beyond the CV: Developing a LinkedIn profile and understanding how social media is used in a professional context within workplace and by prospective employers.
Invited Guest Lecture at the University of York, Department of Biology
Aims:
Introduce the concept of a professional digital footprint
Professional use of social channels
Developing your own professional online presence
How to use LinkedIn - Build a Personal Brand and Company Brand using LinkedIn.
Presented By Ralph Meyer at the "Where there Tea, there's hope" event on Thursday the 15th - https://www.eventbrite.co.uk/e/where-theres-tea-theres-hope-registration-63373420607
learning about social media is a necessity in today's world. so, this slideshow will help you in learning about social media and different platforms available and how to use them, and what are there uses!
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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So what is the absolute value of social media for maths graduates?
1. So what is the absolute value of
|Social Media|for Maths Graduates?
Why everyone needs to develop a
professional online presence
Sue Beckingham | @suebecks
2. Key objectives
Taking ownership of YOUR professional online presence
Building valuable networks
Developing confident digital skills
Standing out from the crowd
3. Think for a moment about
• your online connections
• what you share with others
• and why....
Hold those thoughts
4. How do you engage with social media?
PROFESSIONAL
Digital Visitors and Residents Mapping Process
Dave White, University of Oxford
PERSONAL
15. A social network is a social structure made up of a set of
actors (such as individuals or organizations) and
the dyadic ties (interaction) between these actors.
16. Network benefits
Access to information,
knowledge and experience.
The goal in a network is to make all the
experience, skills and knowledge – tacit or
explicit – available to anyone at the point
of need
Anklam 2007
17. Online connectedness
•
•
•
•
Enables and provides support for learning
Can increase the effectiveness of learning
Can increase access to learning.
Allows people to connect with each other in
spite of geographical distances
• Provides a forum and permission to participate
• Complements face to face communication
Adapted from George Siemens
http://www.elearnspace.org
20. Future Work Skills 2020
Virtual collaboration - Ability to
work productively, drive
engagement and demonstrate
presence as a member of a virtual
team.
New-media literacy - Ability to
critically assess and develop
content that uses new media
forms, and to leverage these
media for persuasive
communications.
21. Find out how experts in your chosen field(s)
are using social media
23. It is the key professional networking
tool
the corporate office
the water cooler
the staff canteen
the bar
24. LinkedIn Demographics
LinkedIn is in the Top 20 most visited websites
in the world
http://www.alexa.com/topsites/global
Nearly 5.7 billion people searches on LinkedIn in
2012 alone
25. LinkedIn Demographics
259 million members worldwide
students and recent graduates - fastest growing
demographic
13m+ members in the UK
professionals are signing up to LinkedIn at a rate
of approx. 2 new members per second.
Company presence
3m companies have a page
LinkedIn Groups
2.1 million
26. Make the most of
YOUR profile!
http://press.linkedin.com/about
38. #3
Complete your
whole profile
Click on the 'Edit Profile' button to
update any of the sections or the
'Improve your profile' button for
suggestions.
Proofread any changes you make for
errors!
39. #4
Include
relevant
keywords
Think about the key search words employers
would use if they were:
looking for people with skills in your field
looking for graduates, interns or students for
work placements
41. #6
Customise
your public
profile URL
The default URL will also include random numbers and
letters and appears underneath your photo.
uk.linkedin.com/pub/your-name/1x/11x/111
Customise this to have your full name then add to:
• your email signature
• business cards
• your bios on other social sites
42. #7
Add skills
to your profile
Add relevant skills to your profile.
Valued connections may then publically endorse your skills
and expertise
43. #8
Ask for
recommendations
You may give others a recommendation, but do also
consider asking people you have worked with to give you
one too.
44. #9
Make
connections
• Connect with current and previous work colleagues
• Search by name, company, school, email contacts or group
members. Drill down using advanced search.
• Develop relevant 2nd and 3rd degree connections
45. #10
Join relevant
Groups
• Engage in discussion topics and answer
questions in your specialism
• Develop new connections
• Create your own group
49. The LinkedIn Apply Button
Companies can add
this to their job
page on the
company website
Applicants are
asked to submit a
link to their
LinkedIn profile
https://developer.linkedin.com/apply
50. Resources: go.shu.ac.uk/socialmedia
How to use social media responsibly
How your personal use of Social media relates
to the University's rules and regulations; what
is inappropriate, and the associated
consequences
Managing your digital footprint
Four ways to stop your social media past
damaging your real-life future; simple steps to
clean up and manage your social media
identity
Using social media for learning
Make social media work for you and stand out
from the crowd by identifying and harnessing
opportunities
Staying safe online - your guide to IT security
Advice on avoiding identity theft and online
fraud; staying safe and protecting your
equipment and information.
51. Sue Beckingham
Educational Developer and Associate Lecturer
Sheffield Hallam University
@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks
http://socialmedia4us.wordpress.com/