Early Access to Resource Lists at University of StirlingTalis
ย
The university aimed to provide consistent and accurate reading lists for students to save their time. Over time, the number of reading lists grew significantly. To improve early student access, the library worked with e-learning colleagues to display reading lists on the university's learning management system before courses began. This allowed students to access all their reading lists in one place and from the mobile app. It also increased collaboration between libraries and academic staff and improved the student experience.
The document discusses the development and implementation of an online learning resource system called Teletop at the University of Leuven. Key points:
- Teachers created online resources to support part-time students, which grew to include 600 university-wide courses and 300 within the Faculty of Educational Science and Technology.
- Resources were partially reused from old courses and updated where needed. They were easier to use than previous HTML-based courses and gave teachers more control.
- Larger-scale reuse across other systems and universities may not yet be possible due to teachers' preferences to create their own resources and lack of readiness to use outside resources.
- However, developing standardized templates, metadata, and a learning resource
This presentation was provided by Melissa Russell and Mike Matousek, both of Cengage, during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
The document summarizes an interview with Robert Ryder about the technology services at Western Carolina University's Hunter Library. Some key points include: Hunter Library serves 9,500 students at WCU and is the largest library in western North Carolina; the library relies on centralized campus servers and networks and uses Sierra as its integrated library system; it faces funding issues for technology and relies on grants for many digital initiatives; and technology staff work to remain up-to-date on emerging technologies through various online resources and professional development activities.
This document summarizes new features coming to the Discovery Education streaming platform in summer 2008, including expanded content, higher video resolution, improved search capabilities, and enhanced site administration and reporting tools. It outlines new content being added, as well as improvements to the student access center, teacher tools, and site layout and design.
From Bean Counting to Adding Value: Using Statistics to Transform ServicesUCD Library
ย
Presentation given by Diarmuid Stokes, College Liaison Librarian at University College Dublin Library, Dublin, Ireland, at the Great Expectations Conference, Birmingham City University, UK, December 5, 2014.
Early Access to Resource Lists at University of StirlingTalis
ย
The university aimed to provide consistent and accurate reading lists for students to save their time. Over time, the number of reading lists grew significantly. To improve early student access, the library worked with e-learning colleagues to display reading lists on the university's learning management system before courses began. This allowed students to access all their reading lists in one place and from the mobile app. It also increased collaboration between libraries and academic staff and improved the student experience.
The document discusses the development and implementation of an online learning resource system called Teletop at the University of Leuven. Key points:
- Teachers created online resources to support part-time students, which grew to include 600 university-wide courses and 300 within the Faculty of Educational Science and Technology.
- Resources were partially reused from old courses and updated where needed. They were easier to use than previous HTML-based courses and gave teachers more control.
- Larger-scale reuse across other systems and universities may not yet be possible due to teachers' preferences to create their own resources and lack of readiness to use outside resources.
- However, developing standardized templates, metadata, and a learning resource
This presentation was provided by Melissa Russell and Mike Matousek, both of Cengage, during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
The document summarizes an interview with Robert Ryder about the technology services at Western Carolina University's Hunter Library. Some key points include: Hunter Library serves 9,500 students at WCU and is the largest library in western North Carolina; the library relies on centralized campus servers and networks and uses Sierra as its integrated library system; it faces funding issues for technology and relies on grants for many digital initiatives; and technology staff work to remain up-to-date on emerging technologies through various online resources and professional development activities.
This document summarizes new features coming to the Discovery Education streaming platform in summer 2008, including expanded content, higher video resolution, improved search capabilities, and enhanced site administration and reporting tools. It outlines new content being added, as well as improvements to the student access center, teacher tools, and site layout and design.
From Bean Counting to Adding Value: Using Statistics to Transform ServicesUCD Library
ย
Presentation given by Diarmuid Stokes, College Liaison Librarian at University College Dublin Library, Dublin, Ireland, at the Great Expectations Conference, Birmingham City University, UK, December 5, 2014.
The document discusses an academic's perspective on adopting resource lists to integrate reading lists with the university library catalogue and learning management system. Some key benefits mentioned are streamlining the student experience, avoiding duplicating work by managing reading lists and CLA scans separately, and allowing the library to track student access and borrowing. Potential drawbacks include reducing opportunities for students to practice catalogue searching and the time-consuming nature of setting up the system and scanning CLA materials. Going forward, the author plans to provide feedback to improve catalogue integration and list formatting, monitor student progress, and get assistance setting up additional lists.
The document summarizes the Greenwich Academic Literature Archive (GALA), a digital repository created by the University of Greenwich to promote and disseminate research outputs. GALA collects research publications, conference papers, and other materials from 2007 onwards. Eight students were initially hired to help collect data from each school. Over 1,600 items are now stored in GALA, though some are still under review. Going forward, GALA aims to be a full-text repository with self-deposit functionality to provide a complete record of individual research outputs.
The presenters will talk about their journey from a traditional library catalogue (Voyager) to an open source system (Koha). They will focus on how they ensured that the new system is clear and accessible โ a key requirement as an arts institution with a high number of dyslexic students. They will highlight the opportunities and challenges of an open source system and report on where they stand seven months after implementation, including feedback from students who have been using the new system.
Adaptive Learning and IMS Global standardsKaren Vignare
ย
This document discusses adaptive and personalized learning technologies. It covers:
1. How new technologies are being used to personalize learning through planning, advising, relationship management, customized courses, and tracking student progress.
2. Adaptive learning and digital courseware focus on personalizing the course content and assessments for each individual student.
3. For adaptive learning technologies to scale effectively, companies need to lead in adopting open standards while higher education needs to demand more flexible integration of student data into existing systems.
Illuminating shifting perspectives and roles: the emergence of library staff ...Jen Green
ย
Successfully managing an institutionโs scholarly output and meeting the present-day needs of scholars means shifting many aspects of library work. A key driver is that the fundamental concept of digital content management has evolved to include not only resources that are purchased, but also content created locally, found openly, and connected globally.
The Dartmouth Academic Commons (DAC), an open repository, will facilitate long-term public representation of Dartmouthโs scholarly output. Librarians and library staff who collect manage, preserve, and present resources are deeply involved through an evolving process of broadening the scope and nature of collection management work.
Although we are past the โAll MOOC All the Timeโ hype of 2012, any announcement of the death of the MOOC is premature. Universities that began thinking about MOOCs then are just now ready for launch. Come and learn what is new in the world of MOOCs and what role content is playing in this new form of teaching and learning. Both Copyright Clearance Center and ProQuest SIPX have been supplying content into MOOCs with new and interesting models. Learn more about student uptake of both free and for-purchase content. Learn how libraries and publishers are handling challenges and opportunities in this new learning space.
RDAP 15: Data Curation Issues for Electronic Theses and Dissertations at Corn...ASIS&T
ย
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
April 22-23, 2015
Part of "Current Issues and Approaches to Curating Student Research Data"
Dianne Dietrich, Physics and Astronomy Librarian, Cornell University
Wendy Kozlowski, Scientific Data Curation Specialist, Cornell University
Pushing the Boundaries of your Reading Lists and Digitisation Services with T...Talis
ย
The document summarizes presentations from the University of East Anglia and the University of South Wales about their experiences undergoing Business Process Reviews of their Talis Aspire systems. Both universities wanted to streamline workflows and ensure efficient use of Talis Aspire features. The reviews involved mapping current processes, identifying issues, and discussing how new Talis Aspire tools could help. Both universities reported positive outcomes from gaining an outside perspective and new ideas to improve acquisitions and reading list management.
This presentation describes TeSS, the motivations behind it, some of it's many features and looks at some of the ongoing and future developments and activities we're working towards. Additionally there are some slides on Bioschemas at the end
A combination of focus groups and surveys were conducted with students, faculty, and administrators across eight campuses to gather input on learning resources. The key findings were that the three constituent groups want instruction and technology provided in an inclusive environment. Specifically, they requested librarians and embedded librarians, well-trained tutors, computers and faster computers, reliable Wi-Fi, resources for media production, quiet study areas, collaborative spaces, and better marketing of services. The strategic plan for learning resources should focus on rethinking space usage, improving tutor training, implementing new technologies, strengthening relationships with academic disciplines, and developing the brand and marketing.
Exploring eTextbooks with Talis - Keji Adedeji | Talis Insight Europe 2016Talis
ย
The document discusses challenges universities face in selecting and providing core eTextbooks and how Talis can help. It outlines the current manual process for identifying textbooks, managing academic preferences, and lengthy negotiations with publishers. Talis can help by providing a workflow to simplify the selection process, identify digital availability and costs, and seamlessly provision content for students. This would help improve the student experience and support data-driven acquisition decisions. Plymouth University is working with Talis to develop additional functionality for core textbook selection and acquisition workflows.
This document discusses licensing challenges with Massive Open Online Courses (MOOCs) and proposes a solution from the Copyright Clearance Center (CCC). It begins with context on the growth of higher education and MOOCs. MOOCs have low completion rates and unclear business models. CCC's solution would allow course instructors to link to required readings on a content partner's website. Enrolled students could then order and pay for materials through the partner. The partner would invoice CCC, who would distribute royalties to rightsholders while providing reporting. This scalable solution addresses issues like fluctuating enrollment and ensures copyright compliance for MOOC content.
A Year in with Reading Lists & Digitised Content: What our students are tell...Talis
ย
This document summarizes feedback from focus groups with students at the University of Westminster about their experiences using the university's new online reading list and digitized content system. Students reported that having reading lists and materials online for all modules was helpful. They appreciated when lists were annotated and directed by tutors. While many engaged students found the amount of available materials useful, printing everything could be burdensome. The university librarians also discussed analyzing usage data on digitized materials to understand what is most popular and cost-effective to provide. Overall, the feedback will help the university improve student training and guidance on using the systems.
Figshare is a research data management platform that offers out-of-the-box compliance with the EPSRC mandate on open access to research data. Not only does figshare satisfy open data mandates but it also provides a world class research data dissemination platform. With private sharing and collaboration functionality, figshare for institutions provides a flexible and comprehensive end-to-end data management platform. This session will focus on how the University of Sheffield and the University of Salford have implemented figshare for institutions.
This document outlines an initiative to create an open data and analytics platform for post-secondary education. The goals are to build a cost-effective analytics solution that can integrate data from multiple learning management systems and data sources, eliminate the need for additional analytics experts at individual institutions, and improve student outcomes. The first project phase will build a prototype by developing connectors to import data from a learning management system and analyze the data to create useful reports. A roadmap outlines expanding the prototype in future phases, signing up more institutions, and eventually making the platform's consulting services publicly available. Next steps include a kickoff meeting and raising funds to hire key roles to implement the initiative.
Adaptive courseware vendor selection and engagementKaren Vignare
ย
The document discusses adaptive courseware vendor selection and engagement for universities. It provides an agenda that covers introductions, vendor engagement, selection process, project management, setting expectations, changing culture, iterating and scaling pilots. It describes the author's background and experience. It outlines the selection process universities can use, including looking at efficacy research. It also discusses what information and frameworks were lacking for universities prior to conducting pilots. The rest of the document provides details on the vendor selection, project management, challenges encountered, lessons learned, and changing university culture to support innovation.
This document discusses learning analytics tools and how ready universities are to use student data. It summarizes the analytics capabilities of Blackboard, Canvas, and Desire2Learn and introduces the College Miner tool. College Miner focuses on qualitative student data like surveys and can correlate this data with behavioral and grade information. The document outlines how various data sources, like course evaluations and alumni surveys, could be analyzed and reported on to help improve student satisfaction and outcomes.
Annick Hollebeke (Velt) praatte in het Groen in de Stadproject voor de Turnhoutse wijken Den Brand en Jef Buyckxstraat over Gifvrij tuinieren, of over de natuurrijke tuin
The document discusses an academic's perspective on adopting resource lists to integrate reading lists with the university library catalogue and learning management system. Some key benefits mentioned are streamlining the student experience, avoiding duplicating work by managing reading lists and CLA scans separately, and allowing the library to track student access and borrowing. Potential drawbacks include reducing opportunities for students to practice catalogue searching and the time-consuming nature of setting up the system and scanning CLA materials. Going forward, the author plans to provide feedback to improve catalogue integration and list formatting, monitor student progress, and get assistance setting up additional lists.
The document summarizes the Greenwich Academic Literature Archive (GALA), a digital repository created by the University of Greenwich to promote and disseminate research outputs. GALA collects research publications, conference papers, and other materials from 2007 onwards. Eight students were initially hired to help collect data from each school. Over 1,600 items are now stored in GALA, though some are still under review. Going forward, GALA aims to be a full-text repository with self-deposit functionality to provide a complete record of individual research outputs.
The presenters will talk about their journey from a traditional library catalogue (Voyager) to an open source system (Koha). They will focus on how they ensured that the new system is clear and accessible โ a key requirement as an arts institution with a high number of dyslexic students. They will highlight the opportunities and challenges of an open source system and report on where they stand seven months after implementation, including feedback from students who have been using the new system.
Adaptive Learning and IMS Global standardsKaren Vignare
ย
This document discusses adaptive and personalized learning technologies. It covers:
1. How new technologies are being used to personalize learning through planning, advising, relationship management, customized courses, and tracking student progress.
2. Adaptive learning and digital courseware focus on personalizing the course content and assessments for each individual student.
3. For adaptive learning technologies to scale effectively, companies need to lead in adopting open standards while higher education needs to demand more flexible integration of student data into existing systems.
Illuminating shifting perspectives and roles: the emergence of library staff ...Jen Green
ย
Successfully managing an institutionโs scholarly output and meeting the present-day needs of scholars means shifting many aspects of library work. A key driver is that the fundamental concept of digital content management has evolved to include not only resources that are purchased, but also content created locally, found openly, and connected globally.
The Dartmouth Academic Commons (DAC), an open repository, will facilitate long-term public representation of Dartmouthโs scholarly output. Librarians and library staff who collect manage, preserve, and present resources are deeply involved through an evolving process of broadening the scope and nature of collection management work.
Although we are past the โAll MOOC All the Timeโ hype of 2012, any announcement of the death of the MOOC is premature. Universities that began thinking about MOOCs then are just now ready for launch. Come and learn what is new in the world of MOOCs and what role content is playing in this new form of teaching and learning. Both Copyright Clearance Center and ProQuest SIPX have been supplying content into MOOCs with new and interesting models. Learn more about student uptake of both free and for-purchase content. Learn how libraries and publishers are handling challenges and opportunities in this new learning space.
RDAP 15: Data Curation Issues for Electronic Theses and Dissertations at Corn...ASIS&T
ย
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
April 22-23, 2015
Part of "Current Issues and Approaches to Curating Student Research Data"
Dianne Dietrich, Physics and Astronomy Librarian, Cornell University
Wendy Kozlowski, Scientific Data Curation Specialist, Cornell University
Pushing the Boundaries of your Reading Lists and Digitisation Services with T...Talis
ย
The document summarizes presentations from the University of East Anglia and the University of South Wales about their experiences undergoing Business Process Reviews of their Talis Aspire systems. Both universities wanted to streamline workflows and ensure efficient use of Talis Aspire features. The reviews involved mapping current processes, identifying issues, and discussing how new Talis Aspire tools could help. Both universities reported positive outcomes from gaining an outside perspective and new ideas to improve acquisitions and reading list management.
This presentation describes TeSS, the motivations behind it, some of it's many features and looks at some of the ongoing and future developments and activities we're working towards. Additionally there are some slides on Bioschemas at the end
A combination of focus groups and surveys were conducted with students, faculty, and administrators across eight campuses to gather input on learning resources. The key findings were that the three constituent groups want instruction and technology provided in an inclusive environment. Specifically, they requested librarians and embedded librarians, well-trained tutors, computers and faster computers, reliable Wi-Fi, resources for media production, quiet study areas, collaborative spaces, and better marketing of services. The strategic plan for learning resources should focus on rethinking space usage, improving tutor training, implementing new technologies, strengthening relationships with academic disciplines, and developing the brand and marketing.
Exploring eTextbooks with Talis - Keji Adedeji | Talis Insight Europe 2016Talis
ย
The document discusses challenges universities face in selecting and providing core eTextbooks and how Talis can help. It outlines the current manual process for identifying textbooks, managing academic preferences, and lengthy negotiations with publishers. Talis can help by providing a workflow to simplify the selection process, identify digital availability and costs, and seamlessly provision content for students. This would help improve the student experience and support data-driven acquisition decisions. Plymouth University is working with Talis to develop additional functionality for core textbook selection and acquisition workflows.
This document discusses licensing challenges with Massive Open Online Courses (MOOCs) and proposes a solution from the Copyright Clearance Center (CCC). It begins with context on the growth of higher education and MOOCs. MOOCs have low completion rates and unclear business models. CCC's solution would allow course instructors to link to required readings on a content partner's website. Enrolled students could then order and pay for materials through the partner. The partner would invoice CCC, who would distribute royalties to rightsholders while providing reporting. This scalable solution addresses issues like fluctuating enrollment and ensures copyright compliance for MOOC content.
A Year in with Reading Lists & Digitised Content: What our students are tell...Talis
ย
This document summarizes feedback from focus groups with students at the University of Westminster about their experiences using the university's new online reading list and digitized content system. Students reported that having reading lists and materials online for all modules was helpful. They appreciated when lists were annotated and directed by tutors. While many engaged students found the amount of available materials useful, printing everything could be burdensome. The university librarians also discussed analyzing usage data on digitized materials to understand what is most popular and cost-effective to provide. Overall, the feedback will help the university improve student training and guidance on using the systems.
Figshare is a research data management platform that offers out-of-the-box compliance with the EPSRC mandate on open access to research data. Not only does figshare satisfy open data mandates but it also provides a world class research data dissemination platform. With private sharing and collaboration functionality, figshare for institutions provides a flexible and comprehensive end-to-end data management platform. This session will focus on how the University of Sheffield and the University of Salford have implemented figshare for institutions.
This document outlines an initiative to create an open data and analytics platform for post-secondary education. The goals are to build a cost-effective analytics solution that can integrate data from multiple learning management systems and data sources, eliminate the need for additional analytics experts at individual institutions, and improve student outcomes. The first project phase will build a prototype by developing connectors to import data from a learning management system and analyze the data to create useful reports. A roadmap outlines expanding the prototype in future phases, signing up more institutions, and eventually making the platform's consulting services publicly available. Next steps include a kickoff meeting and raising funds to hire key roles to implement the initiative.
Adaptive courseware vendor selection and engagementKaren Vignare
ย
The document discusses adaptive courseware vendor selection and engagement for universities. It provides an agenda that covers introductions, vendor engagement, selection process, project management, setting expectations, changing culture, iterating and scaling pilots. It describes the author's background and experience. It outlines the selection process universities can use, including looking at efficacy research. It also discusses what information and frameworks were lacking for universities prior to conducting pilots. The rest of the document provides details on the vendor selection, project management, challenges encountered, lessons learned, and changing university culture to support innovation.
This document discusses learning analytics tools and how ready universities are to use student data. It summarizes the analytics capabilities of Blackboard, Canvas, and Desire2Learn and introduces the College Miner tool. College Miner focuses on qualitative student data like surveys and can correlate this data with behavioral and grade information. The document outlines how various data sources, like course evaluations and alumni surveys, could be analyzed and reported on to help improve student satisfaction and outcomes.
Annick Hollebeke (Velt) praatte in het Groen in de Stadproject voor de Turnhoutse wijken Den Brand en Jef Buyckxstraat over Gifvrij tuinieren, of over de natuurrijke tuin
The document presents a development process model consisting of inception, elaboration, construction, and transition phases. It describes the activities in each phase such as feasibility study, requirements capture, implementation, and deployment. The document also outlines the use of various models such as use case, analysis, design, and test models across the software development lifecycle. Finally, it discusses the identification, calculation, and mitigation of risks during the project.
This one sentence document contains the Basque phrase "EGUBERRI ON", which translates to "Happy New Year" in English. It wishes the reader a happy new year in the Basque language.
Annick Hollebeke (Velt) praatte in de Turnhoutse wijken Jef Buyckxstraat en Den Brand over natuurrijke tuinen in het kader van het Groen in de Stadproject.
Een handleiding bij het opzetten van een digitaal fotoarchief voor een buurt, op basis van de ervaringen van Vormingplus Kempen bij het FAZe-project in Zevendonk, Turnhout
This Cochrane review evaluated the effects of influenza vaccines in healthy adults. The review included 50 studies with over 70,000 participants. Inactivated influenza vaccines were found to reduce symptomatic influenza by 73% when the vaccine strain matched the circulating strain, and by 44% when matching was incomplete or unknown. Common side effects included soreness at the injection site and muscle aches. Rare side effects like Guillain-Barrรฉ syndrome and Bell's palsy were associated with vaccination, occurring in 1-10 cases per million vaccinated. The vaccines had little effect on preventing pneumonia or hospitalization.
Horror movies originated in the late 1890s with one of the first being Georges Melies' 1896 film "The House of the Devil". During the 1930s, iconic horror films like Frankenstein, Dracula, and The Invisible Man helped establish the gothic horror genre. In the 1950s and 1960s, horror incorporated more science fiction elements in films such as Invasion of the Body Snatchers and Psycho. The 1970s saw the rise of psychological horror films like The Exorcist and The Texas Chainsaw Massacre. Slasher films became popular in the 1980s with franchises like Halloween and A Nightmare on Elm Street spawning numerous sequels. Recent horror in the 2000s has
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulatio...Saxion
ย
The document discusses educational models and approaches within the Leonardo S(t)imulation project. It outlines expertise within the project including course management systems and standards. It also describes several educational approaches like distance learning, blended learning, and pedagogies. Finally, it discusses structured development of content using templates and patterns as well as authoring tools.
Piloting Sakai In A Master Course Does It Really WorkSaxion
ย
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing student assignments.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improvements to the interface and documentation were needed.
This document summarizes serious adverse events associated with anti-TNF alpha drugs used to treat conditions like rheumatoid arthritis. It finds increased risks of infections like tuberculosis, fungal infections, and pneumonia. Heart failure trials of anti-TNF drugs like etanercept and infliximab were halted due to safety issues. Neurological side effects like demyelination were reported. Lymphoma risks were higher in anti-TNF drug patients compared to controls in clinical trials. Autoimmune conditions like lupus-like syndromes were also reported as potential rare side effects. Overall, anti-TNF drugs have benefits but also safety risks requiring careful consideration and patient monitoring.
Este documento parece no contener ningรบn contenido sustancial. No incluye texto, solo los tรญtulos "inicio", "Pรกgina 2" y "Pรกgina 3" sin ninguna otra informaciรณn.
The document discusses improving the effectiveness of training in organizations. It identifies that organizations are not getting the return on their training investment. It suggests focusing on 3 areas to improve training potency: planning, learning, and culture. For planning, the training strategy should align with organizational objectives and account for various inputs. Training should take a holistic approach and focus on driving excellence rather than just remedial action. Learning happens best through experience, reflection and discussion. For culture, training must fit the organizational culture and be reinforced back in the workplace.
Fisser, P., & Strijker, A. (2005, May 27). Managing Self Regulated, Blended ...Saxion
ย
This document discusses strategies for implementing self-regulated blended learning and reuse of learning objects. It identifies various actors involved in the implementation process and their roles. It also describes different strategies and models that can be used, including top-down and bottom-up approaches, and the concerns-based adoption model. Dimensions for reuse are identified, including cultures, learning scenarios, incentives, and how learning objects are stored. The results of the research discussed show that reuse in practice may focus more on local sharing within departments rather than wide exchanges across repositories.
Strategies for renewal of eLearning environmentsVDIT
ย
Deborah Jones, Program Manager, LMS Academic Support, University of Melbourne
The University of Melbourne is currently reviewing strategies for our learning environment options, in the context of a university-wide LMS renewal process. Alongside this is an external review of eLearning at Melbourne, and workshops with stakeholders from faculties, learning and teaching centres and ITS. This presentation will provide an overview of the process, and highlight some key areas of interest.
The document discusses Ontario's e-Learning strategy to provide online educational resources for teachers and students. It aims to increase access to resources across the province. Key parts of the strategy include a contributor gateway for teachers to upload resources and an educational resource bank for teachers and students to search resources. Considerations in developing the resource bank included selecting appropriate metadata standards and gathering teacher feedback to ensure usability. Over 4000 resources are now available in the resource bank covering curriculum topics in different formats.
Technological and pedagogical issues surrounding mass production of elearningChristopher Peat
ย
The document discusses the technological and pedagogical issues surrounding the mass production of multimedia learning content. It addresses challenges such as adhering to educational principles, conforming to technology standards, ensuring affordability and accessibility. The document also presents a case study of a project that developed learning objects from classroom materials to retain the original pedagogical approach at a low cost. Stakeholders including academics and learning technologists collaborated to capture classroom interactions and package them into reusable learning objects using open source tools.
Digital Learning Resources Network: Potential for B.C. Post-Secondary Institu...BCcampus
ย
Mark McLaughlin, David Porter, Stephanie Chu, Lynne Masse-Danes, Debbie Schachter, Shirley Lew, Michelle Lamberson, Mary Burgess and Sal Ferraras
Festival of Learning: Celebrating Teaching and Learning in Higher Education
Burnaby, B.C. - June 6-9, 2016
Labelling digital learning materials so that teachers can find themwimdboer
ย
The document discusses labeling and categorizing digital learning materials to help teachers more easily find and use them. It proposes using the IEEE Learning Object Metadata standard to catalog materials in databases according to fields like title, description, subject, and intended user. Research with teachers found they spend time searching for additional materials and would use a site with a complete overview of available materials categorized by standard metadata. Open questions remain around publisher participation and the quality and usefulness of metadata for teachers.
This document summarizes the evaluation of a Digital Fluency Course implemented at the Open University of Tanzania from 2014 to 2017. The course consisted of 5 modules that covered digital fundamentals, working with open educational resources, learning design and development, academic integrity, and managing digital resources. The evaluation found that the course increased availability of learning materials, reduced costs by removing copyright restrictions, and built capacity through communities of practice. Challenges included low participation rates, requests to keep modules open-ended, and developer challenges around pedagogical approaches and time constraints. Lessons learned included the need for clearer requirements, longer duration, and acknowledging facilitation as an institutional responsibility.
The document discusses adaptive learning and key questions about adaptive learning systems. It defines adaptive learning as "a technology that automatically adapts learning delivery to an audience or an individual." It then lists eight key questions to help define the type of adaptive learning system, including what data drives adaptation, what is adapted (content, sequence, etc.), how recommendations are made (rules-based vs algorithms), applications, scalability, and openness of content and data models. The document then profiles CogBooks as an adaptive learning authoring and delivery platform that intelligently personalizes for each student, is robust and cloud-based, supports open content and data models, and is used widely in higher education and corporations.
JISC LADIE project Learning Design In Educationgrainne
ย
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
This document provides information on various aspects of using information and communication technology (ICT) in education. It discusses how ICT can be used to support activities involving information gathering, data processing, data storage, and data presentation. It also outlines several ways ICT can enhance teaching and learning, such as providing access to online resources, catering to different learning styles, and enabling new forms of instruction like video conferencing. Both benefits and challenges of ICT-based and traditional education methods are presented.
This document discusses using postgraduate students to support the sustainability of open educational resources (OER). It argues that students have the time and skills needed to adapt existing materials through tasks like copyright clearance and curation, but may lack the subject knowledge for generating new content. A case study found students effectively adapted materials under lecturer guidance. The document concludes that students are best used as "capacitators" or helping hands in the OER process rather than solely seeking materials, and could also contribute pedagogically if involved in early design. Overall, OER requires more time than closed materials, so sustainability efforts need to acknowledge this cost.
Moodle: using an open learning management system to support student learningKeith Landa
ย
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodleโs open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
Moodle: using an open learning management system to support student learningKeith Landa
ย
The document discusses Moodle, an open source learning management system (LMS) that is widely used around the world. It provides an overview of Moodle's features and how it can support teaching and learning. Some key benefits highlighted include it being cost-effective with no licensing fees, having a robust set of activities and resources, and having a flexible open architecture that allows for integration with other systems and tools.
The document discusses federal stimulus funds provided by the American Recovery and Reinvestment Act of 2009 (ARRA) and the Student Aid and Fiscal Responsibility Act (SAFRA) for open educational resources (OER). It describes the Race to the Top program which provides grants to states for education reform, and selection criteria related to standards, assessments, data systems, teachers/leaders, and low-performing schools. The document proposes that developing OER content based on the NROC approach and model could help address these selection criteria and priorities. It outlines recommendations for creating high-quality OER, including guidelines, templates, and leveraging an online network for collaboration and professional development.
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
Similar to Strijker, A. (2002 09 09). Learning Content Management Systems For Web Supported Learning Experiences With Reuse And User Support Tools (20)
Samenwerking in CoPs Kennisdeling binnen Saxion โ Allard Strijker (Saxion) โ ...Saxion
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Waar moet je aan denken als je een community of practice voor het onderwijs wil inrichten. Presentatie voor de Surf onderwijsdagen 2023. De presentatie geeft een aantal ontwerpvragen en voorbeelden van keuzes die door Saxion zijn gemaakt door het Teaching and Learning Center.
Strijker a (2019 02-12) expertmeeting (v)mboSaxion
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Hoe gaat het curriculum voor het vmbo er uitzien voor het vmbo. Wat zijn de voorstellen van het ontwikkelteam van curriculum.nu op januari 2019. De eerste conceptvoorstellen voor een nieuw curriculum in Nederland voor Digitale geletterdheid. Dus Mediawijsheid, ICT basisvaardigheden, Informatievaardigheden en Computational Thinking
Strijker a, (2019 01-24) digitale geletterdheid in het curriculum van vmbo-sl...Saxion
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Wat zijn de voorstellen van het ontwikkelteam van curriculum.nu op januari 2019. De eerste conceptvoorstellen voor een nieuw curriculum in Nederland voor Digitale geletterdheid. Dus Mediawijsheid, ICT basisvaardigheden, Informatievaardigheden en Computational Thinking
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
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In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
Strijker & Fisser (2019-06-26) A new curriculum for the netherlands including...Saxion
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In 2018 the Netherlands started the development of a new curriculum framework for primary, lower and upper secondary education. New themes in curriculum are Digital Literacy, citizenship and a strong focus on 21st century skills. Digital Literacy is defined as a combination of ICT skills, media literacy, information literacy and Computational Thinking. Starting with a vision on a theme such as Digital Literacy and using this vision as a starting point for describing big ideas. For Digital Literacy eight big ideas were described: data and information, safety and privacy, using and controlling, communication and cooperation, digital citizenship, digital economy, applying and designing, and sustainability. Computational Thinking is integrated in each of these big ideas. The underlying framework for Computational Thinking is based on ISTE and CSTA and each big idea is specified as a learning trajectory describing learning objectives leading to a new legal curriculum framework in 2022.
Strijker a (2019 05-17-3) computationeel denken VLEVASaxion
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Presentatie voor VLEVA in Brussel over computationeel denken in het curriculum van Nederland. Computational thinking is onderdeel van digitale geletterdheid
Digitale geletterdheid verdiepingssessie curriculum nu | Strijker a (2018 09-19)Saxion
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Digitale geletterdheid uitwerking door het ontwikkelteam van curriculum.nu met nadruk op domeinen, perspectieven, brede vaardigheden, 21e eeuwse vaardigheden, doelen voor onderwijs, grote opdrachten en de samenhang in de bouwstenen
Digital literacy and 21st century skills curriculum in the netherlands | Stri...Saxion
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This document discusses digital literacy and 21st century skills curriculum in the Netherlands. It provides background on the National Institute for Curriculum Development in the Netherlands (SLO), which is tasked with designing national curricular frameworks. It outlines the historical lack of national curriculum regulation in the country. It then discusses the development of defining 21st century skills like digital literacy, computational thinking, and media literacy. It provides operational definitions and concepts for computational thinking. It also describes the development of learning trajectories for computational thinking in primary education, including feedback received and areas identified for improvement.
Strijker a (2017) sbl webinar digitale geletterdheid in het onderwijsSaxion
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Digitale geletterdheid is de combinatie van de digitale vaardigheden: ICT-basisvaardigheden, Mediawijsheid, Informatievaardigheden en Computational thinking. In het huidige curriculum is nog te weinig aandacht voor digitale geletterdheid. Als er al aandacht voor is, dan is deze versnipperd en weinig samenhangend. In het onderwijs van de toekomst krijgen digitale vaardigheden een prominentere plaats. Samen met scholen ontwikkelt SLO een doorlopende leerlijn digitale geletterdheid waarin aandacht wordt besteed aan mediawijsheid, informatievaardigheden, computational thinking en ICT basisvaardigheden. Voor elk van de digitale vaardigheden zijn leerplankaders gemaakt, leerlijnen ontwikkeld en passende leermiddelen gezocht.
Strijker a (2017 ) workshop terra college digitale geletterdheid in het onder...Saxion
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Digitale geletterdheid is de combinatie van de digitale vaardigheden: ICT-basisvaardigheden, Mediawijsheid, Informatievaardigheden en Computational thinking. In het huidige curriculum is nog te weinig aandacht voor digitale geletterdheid. Als er al aandacht voor is, dan is deze versnipperd en weinig samenhangend. In het onderwijs van de toekomst krijgen digitale vaardigheden een prominentere plaats. Samen met scholen ontwikkelt SLO een doorlopende leerlijn digitale geletterdheid waarin aandacht wordt besteed aan mediawijsheid, informatievaardigheden, computational thinking en ICT basisvaardigheden. Voor elk van de digitale vaardigheden zijn leerplankaders gemaakt, leerlijnen ontwikkeld en passende leermiddelen gezocht.
Strijker a (2017 ) workshop digitale geletterdheid voor inspiratiedag decanenSaxion
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Digitale geletterdheid is de combinatie van de digitale vaardigheden: ICT-basisvaardigheden, Mediawijsheid, Informatievaardigheden en Computational thinking. In het huidige curriculum is nog te weinig aandacht voor digitale geletterdheid. Als er al aandacht voor is, dan is deze versnipperd en weinig samenhangend. In het onderwijs van de toekomst krijgen digitale vaardigheden een prominentere plaats. Samen met scholen ontwikkelt SLO een doorlopende leerlijn digitale geletterdheid waarin aandacht wordt besteed aan mediawijsheid, informatievaardigheden, computational thinking en ICT basisvaardigheden. Voor elk van de digitale vaardigheden zijn leerplankaders gemaakt, leerlijnen ontwikkeld en passende leermiddelen gezocht.
Strijker a (2017 ) jonkmanlezing digitale geletterdheid in het onderwijs (lite)Saxion
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Digitale geletterdheid is de combinatie van de digitale vaardigheden: ICT-basisvaardigheden, Mediawijsheid, Informatievaardigheden en Computational thinking. In het huidige curriculum is nog te weinig aandacht voor digitale geletterdheid. Als er al aandacht voor is, dan is deze versnipperd en weinig samenhangend. In het onderwijs van de toekomst krijgen digitale vaardigheden een prominentere plaats. Samen met scholen ontwikkelt SLO een doorlopende leerlijn digitale geletterdheid waarin aandacht wordt besteed aan mediawijsheid, informatievaardigheden, computational thinking en ICT basisvaardigheden. Voor elk van de digitale vaardigheden zijn leerplankaders gemaakt, leerlijnen ontwikkeld en passende leermiddelen gezocht.
Strijker a (2017 ) instruct digitale geletterdheid in het onderwijs (lite)Saxion
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Digitale geletterdheid is de combinatie van de digitale vaardigheden: ICT-basisvaardigheden, Mediawijsheid, Informatievaardigheden en Computational thinking. In het huidige curriculum is nog te weinig aandacht voor digitale geletterdheid. Als er al aandacht voor is, dan is deze versnipperd en weinig samenhangend. In het onderwijs van de toekomst krijgen digitale vaardigheden een prominentere plaats. Samen met scholen ontwikkelt SLO een doorlopende leerlijn digitale geletterdheid waarin aandacht wordt besteed aan mediawijsheid, informatievaardigheden, computational thinking en ICT basisvaardigheden. Voor elk van de digitale vaardigheden zijn leerplankaders gemaakt, leerlijnen ontwikkeld en passende leermiddelen gezocht.
Strijker, a. (2016) o2 g2 leerlijnen ontwikkelenSaxion
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Om in toekomstige ontwikkelingen over leerlijnen een eenduidig begrippenkader aan te geven heeft SLO een definitie van leerlijnen geformuleerd op basis van bestaande leerlijnen en discussie met inhoudsdeskundigen op het gebied van leerplanontwikkeling, uitgeverijen en vakverenigingen. De definitie die door SLO (Strijker, 2010 [2] ) wordt gebruikt luidt:
Een leerlijn is een beredeneerde opbouw van tussendoelen en inhouden, leidend naar een einddoel.
Afhankelijk van de precieze functie, gebruikscontext en doelgroep variรซren leerlijnen in de mate waarin implicaties voor verschillende leerplanelementen zijn uitgewerkt.
Strijker, a. (2016) minisymposium computational thinkingSaxion
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Computational thinking is het procesmatig (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om met computertechnologie het probleem op te lossen. Het gaat daarbij om een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen.
Strijker (2018) edusummit 2017 twg 5 site challenges for formative assessment...Saxion
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This document summarizes the discussions from the EDUsummIT 2017 TWG 5 working group on the challenges of formative assessment supported by technologies. The group identified opportunities for formative assessment through datafication of learning, feedback and scaffolding enabled by technologies. However, they also discussed challenges around developing learning analytics for complex 21st century skills, incorporating affective assessment aspects, managing different sources of feedback, and addressing privacy and ethical issues. The working group examined these opportunities and challenges of using information technologies to support formative assessment practices.
Strijker (2018) learning and teaching computational thinkingSaxion
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The document discusses computational thinking challenges for teacher education. It defines computational thinking as both unplugged problem solving and logical thinking skills, as well as plugged coding, computer science, and data science skills. It also outlines the existing curriculum in the Netherlands, which focuses on digital literacy including knowledge, thinking, use, and creation of digital technologies. It provides contact information for Allard Strijker of the National Institute For Curriculum Development in the Netherlands to obtain more information or ask questions.
Digitale geletterdheid in het onderwijs - 21e eeuwse vaardigheden | NOT 2017 Saxion
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Strijker A (2017 ) Digitale geletterdheid in het onderwijs. Presentatie op de NOT 2017. De presentatie beschrijft de ontwikkeling van de leerlijnen voor computational thinking, ICT basisvaardigheden, informatievaardigheden en mediawijsheid in relatie met het curriculum voor funderend onderwijs, po, bao, so, vo en vmbo
Designing learning trajectories for computational thinking | SITE2017Saxion
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This document discusses the development of learning trajectories for computational thinking in the Netherlands. It provides background on the National Institute for Curriculum Development and defines computational thinking based on international standards. The document then outlines intermediate objectives for computational thinking in lower secondary education and the concepts involved. It describes the development of initial learning trajectories for computational thinking in primary education and feedback received, noting positive responses but also areas for improvement such as a need for more focus on problem solving and computer aspects.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).