Surfmark is a web-based research tool that organizes content from the internet and databases. It allows users to easily collaborate on research under different topics. Unless the research effort itself can be preserved and reused, collaboration will be limited. Research and collaboration are intertwined.
Surfmark is useful for teachers and students as more information is available online. It allows for easy collaboration on student projects. The tool also helps teachers guide students through the research process and make online research reusable across devices. Surfmark features include in-context notes, single-click summaries, bibliographies, and converting research to PDF for offline sharing.
Some uses of Surfmark include teaching digital literacy to students, facilitating student research projects
This document outlines training topics for teachers on various technology tools and resources including Integrade Pro for grading, videoconferencing, creating online lessons using Filamentality, using email, concept mapping with Inspiration, searching state standards and online lesson plans, library databases and the hidden web, bookmarking with iKeepBookmarks, searching the internet, using Blackboard for online classes, making PowerPoint presentations, editing videos with iMovie, designing web pages, utilizing the Utica Learning Interchange, and implementing brain compatible project-based learning supported by technology.
1. The document discusses Google Apps for Education and the Teacher Dashboard add-on, which allows teachers to easily manage student files and folders.
2. The Teacher Dashboard displays a teacher's classes, the students in each class, and recent documents students have worked on. It enables teachers to quickly view files and "push" files to student folders.
3. The document provides instructions for teachers on accessing the Teacher Dashboard link and using its features to share files with students and change the student display order.
This document outlines an ICT in Practice meeting to discuss unlocking the potential of interactive whiteboards. The meeting aims to show how interactive whiteboards can be effective teaching tools, encourage applying ideas across subjects, and share resources. It discusses several tools and techniques for the whiteboard, including using the floating toolbar, Notebook software, multimedia, and transparency features to engage students and help them make connections. Attendees are challenged to integrate three tips or activities from the presentation into lessons over the next few weeks and provide feedback.
The document discusses various ways that new technologies can be used to enhance geography teaching and learning. It provides ideas for using department websites, blogs, and social media like Twitter to share resources, promote the department, and engage with students and parents. It also explores using technologies for professional development, assessment, digital mapping, organizing resources, and creating interactive teaching materials like revision guides, worksheets, and quizzes. Overall, the document outlines how technologies can support online learning, collaboration, and organization across a geography department.
This document provides an overview of tools that can be used to implement a paperless classroom. It discusses benefits of going paperless such as saving paper, money, and time. It then outlines specific paperless tools for students like Google Drive and Dropbox for collaboration. The remainder of the document details digital tools teachers can use, including learning management systems like Blackboard, e-mail, presentation tools, video lessons, scanning, and mobile apps. Conditions to consider for going paperless like equipment needs are also addressed.
A WebQuest is an inquiry-based lesson that uses mostly online resources. It has five essential parts: a task, a process, resources, an evaluation, and a conclusion. Teachers use WebQuests to engage students in higher-order thinking, support problem solving and critical thinking, and enhance technology skills. While WebQuests can differentiate instruction and foster collaboration, they are not suitable for every learning goal and may require strong reading skills.
This document discusses the use of technology in the classroom, including cloud computing which enables virtual interaction and file sharing; tablets which provide mobile access to programs and digital textbooks while eliminating physical textbooks; Glogster Edu, an online program for creating multimedia posters and presentations; and Wikispaces, a resource for sharing documents and leaving comments.
This document outlines training topics for teachers on various technology tools and resources including Integrade Pro for grading, videoconferencing, creating online lessons using Filamentality, using email, concept mapping with Inspiration, searching state standards and online lesson plans, library databases and the hidden web, bookmarking with iKeepBookmarks, searching the internet, using Blackboard for online classes, making PowerPoint presentations, editing videos with iMovie, designing web pages, utilizing the Utica Learning Interchange, and implementing brain compatible project-based learning supported by technology.
1. The document discusses Google Apps for Education and the Teacher Dashboard add-on, which allows teachers to easily manage student files and folders.
2. The Teacher Dashboard displays a teacher's classes, the students in each class, and recent documents students have worked on. It enables teachers to quickly view files and "push" files to student folders.
3. The document provides instructions for teachers on accessing the Teacher Dashboard link and using its features to share files with students and change the student display order.
This document outlines an ICT in Practice meeting to discuss unlocking the potential of interactive whiteboards. The meeting aims to show how interactive whiteboards can be effective teaching tools, encourage applying ideas across subjects, and share resources. It discusses several tools and techniques for the whiteboard, including using the floating toolbar, Notebook software, multimedia, and transparency features to engage students and help them make connections. Attendees are challenged to integrate three tips or activities from the presentation into lessons over the next few weeks and provide feedback.
The document discusses various ways that new technologies can be used to enhance geography teaching and learning. It provides ideas for using department websites, blogs, and social media like Twitter to share resources, promote the department, and engage with students and parents. It also explores using technologies for professional development, assessment, digital mapping, organizing resources, and creating interactive teaching materials like revision guides, worksheets, and quizzes. Overall, the document outlines how technologies can support online learning, collaboration, and organization across a geography department.
This document provides an overview of tools that can be used to implement a paperless classroom. It discusses benefits of going paperless such as saving paper, money, and time. It then outlines specific paperless tools for students like Google Drive and Dropbox for collaboration. The remainder of the document details digital tools teachers can use, including learning management systems like Blackboard, e-mail, presentation tools, video lessons, scanning, and mobile apps. Conditions to consider for going paperless like equipment needs are also addressed.
A WebQuest is an inquiry-based lesson that uses mostly online resources. It has five essential parts: a task, a process, resources, an evaluation, and a conclusion. Teachers use WebQuests to engage students in higher-order thinking, support problem solving and critical thinking, and enhance technology skills. While WebQuests can differentiate instruction and foster collaboration, they are not suitable for every learning goal and may require strong reading skills.
This document discusses the use of technology in the classroom, including cloud computing which enables virtual interaction and file sharing; tablets which provide mobile access to programs and digital textbooks while eliminating physical textbooks; Glogster Edu, an online program for creating multimedia posters and presentations; and Wikispaces, a resource for sharing documents and leaving comments.
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Discover - e: Tips and Tricks for Connecting Users to Library-provided Electr...St. Petersburg College
OCLC events at ALA Annual 2009 (July 12).
A panel will share advice about helping library users connect with library-provided electronic resources and discuss current innovations in formation discovery.
Looking to incorporate some new technology into your classroom? HEUX Learning Systems have a lot of benefits to offer instructors, from storing lesson plans in a cloud, to engaging students, and more.
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
This document provides tips for managing resources and supporting research using technology. It discusses using reference managers like EndNote, RefWorks, Zotero, and Mendeley to store PDFs and references and create bibliographies. Popular PDF annotation apps like iAnnotate and GoodReader are also mentioned. The document recommends Evernote for taking notes from various sources and organizing information. Other tips include using Scrivener for writing large documents, backing up work frequently, and finding a system that works for the individual researcher's needs and devices.
This document outlines the benefits of using ePortfolios and provides 8 steps for creating an ePortfolio. Some key benefits mentioned are that ePortfolios make connections between theory and practice, document learning over time, provide evidence of meeting standards, and encourage reflection. The 8 steps provided are to consider goals and objectives, gather artifacts, convert files to recommended formats, create folders, upload documents, use naming conventions, share folders, and optionally create a website.
A presentation from a 20 minute workshop on Online Learning to help support independent learning.
Workshop brief: Examples will look at the use of department websites, twitter, schoology, flipboard and pearltrees to support independent learning. The examples used will show how resources and links can be shared easily with students to create online resource repositories. There will be a particular focus on how these can be used with KS4 and KS5 to encourage students to (i) take responsibility for their own learning and read around topics and (ii) follow up lessons using resources used in class at home to support revision.
This document discusses research strategies for students using online resources. It highlights that while the internet and intranet appear similar, intranet databases are internally edited and contain more curated content. When researching online, students should focus on sources that are relevant, appropriate, detailed, current, authoritative, and unbiased. Specific tools like NoodleTools and graphic organizers can help students organize their research, capture bibliographic data, and receive feedback from teachers throughout the research process.
The document discusses three technologies that can enhance teaching: Slideshare, Google Documents, and Creative Commons. Slideshare allows users to share presentations online, Google Documents enables collaborative editing of documents, and Creative Commons provides tools to legally share and reuse works. The document provides details on the features of each technology and suggests ways they could be used together or individually in classroom settings, such as having students create and review assignments that integrate information from the different sites.
Utilising Technology in teaching Geography at KS4 and KS5Rob Chambers
This document discusses utilizing technology to teach geography at the secondary school level. It describes setting up an online learning hub with resources for students and using social media like Twitter and Facebook to engage students. Formative assessment tools like Kahoot and QuickKey are highlighted that provide real-time feedback. The document also explores using GIS software and apps to incorporate mapping and data collection into fieldwork. Storymaps are presented as a way to bring topics to life by combining maps, text and multimedia. Overall, the document advocates for various technologies to enhance geography teaching and learning.
This document provides guidelines for students preparing for Integrated Skills in English (ISE) examinations regarding different text types and their organization, language, style, and register. It covers correspondence, factual writing, creative/descriptive writing, and critical/analytical writing. For each text type, it outlines expectations for organization, language used, and appropriate style and register. The document aims to assist teachers and students in preparing for the ISE Portfolio and Controlled Written examination.
The document provides information about Trinity College London's Integrated Skills in English (ISE) exam at level ISE I, which assesses reading, writing, speaking, and listening skills. It gives a summary of the ISE I exam format and modules, provides tips on preparing for the exam, explains what happens on the exam day, and outlines what language skills the examiner evaluates in each section. The document is a guide for students taking the ISE I exam to help them understand exam expectations and how to prepare.
Students will create their own comic strips by writing stories and speech bubbles on templates provided. They will practice writing skills and storytelling as they draw pictures to illustrate short narratives about aliens, scientists, and hatchlings. Key steps include brainstorming stories, using speech and thought bubbles to tell the stories, and presenting the comic strips to the class.
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Discover - e: Tips and Tricks for Connecting Users to Library-provided Electr...St. Petersburg College
OCLC events at ALA Annual 2009 (July 12).
A panel will share advice about helping library users connect with library-provided electronic resources and discuss current innovations in formation discovery.
Looking to incorporate some new technology into your classroom? HEUX Learning Systems have a lot of benefits to offer instructors, from storing lesson plans in a cloud, to engaging students, and more.
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
This document provides tips for managing resources and supporting research using technology. It discusses using reference managers like EndNote, RefWorks, Zotero, and Mendeley to store PDFs and references and create bibliographies. Popular PDF annotation apps like iAnnotate and GoodReader are also mentioned. The document recommends Evernote for taking notes from various sources and organizing information. Other tips include using Scrivener for writing large documents, backing up work frequently, and finding a system that works for the individual researcher's needs and devices.
This document outlines the benefits of using ePortfolios and provides 8 steps for creating an ePortfolio. Some key benefits mentioned are that ePortfolios make connections between theory and practice, document learning over time, provide evidence of meeting standards, and encourage reflection. The 8 steps provided are to consider goals and objectives, gather artifacts, convert files to recommended formats, create folders, upload documents, use naming conventions, share folders, and optionally create a website.
A presentation from a 20 minute workshop on Online Learning to help support independent learning.
Workshop brief: Examples will look at the use of department websites, twitter, schoology, flipboard and pearltrees to support independent learning. The examples used will show how resources and links can be shared easily with students to create online resource repositories. There will be a particular focus on how these can be used with KS4 and KS5 to encourage students to (i) take responsibility for their own learning and read around topics and (ii) follow up lessons using resources used in class at home to support revision.
This document discusses research strategies for students using online resources. It highlights that while the internet and intranet appear similar, intranet databases are internally edited and contain more curated content. When researching online, students should focus on sources that are relevant, appropriate, detailed, current, authoritative, and unbiased. Specific tools like NoodleTools and graphic organizers can help students organize their research, capture bibliographic data, and receive feedback from teachers throughout the research process.
The document discusses three technologies that can enhance teaching: Slideshare, Google Documents, and Creative Commons. Slideshare allows users to share presentations online, Google Documents enables collaborative editing of documents, and Creative Commons provides tools to legally share and reuse works. The document provides details on the features of each technology and suggests ways they could be used together or individually in classroom settings, such as having students create and review assignments that integrate information from the different sites.
Utilising Technology in teaching Geography at KS4 and KS5Rob Chambers
This document discusses utilizing technology to teach geography at the secondary school level. It describes setting up an online learning hub with resources for students and using social media like Twitter and Facebook to engage students. Formative assessment tools like Kahoot and QuickKey are highlighted that provide real-time feedback. The document also explores using GIS software and apps to incorporate mapping and data collection into fieldwork. Storymaps are presented as a way to bring topics to life by combining maps, text and multimedia. Overall, the document advocates for various technologies to enhance geography teaching and learning.
This document provides guidelines for students preparing for Integrated Skills in English (ISE) examinations regarding different text types and their organization, language, style, and register. It covers correspondence, factual writing, creative/descriptive writing, and critical/analytical writing. For each text type, it outlines expectations for organization, language used, and appropriate style and register. The document aims to assist teachers and students in preparing for the ISE Portfolio and Controlled Written examination.
The document provides information about Trinity College London's Integrated Skills in English (ISE) exam at level ISE I, which assesses reading, writing, speaking, and listening skills. It gives a summary of the ISE I exam format and modules, provides tips on preparing for the exam, explains what happens on the exam day, and outlines what language skills the examiner evaluates in each section. The document is a guide for students taking the ISE I exam to help them understand exam expectations and how to prepare.
Students will create their own comic strips by writing stories and speech bubbles on templates provided. They will practice writing skills and storytelling as they draw pictures to illustrate short narratives about aliens, scientists, and hatchlings. Key steps include brainstorming stories, using speech and thought bubbles to tell the stories, and presenting the comic strips to the class.
Collaborative tools can enhance student learning by allowing students to work together on tasks, share knowledge and ideas, and communicate with each other and instructors flexibly. Common tools discussed include mind maps for organizing information, electronic calendars for time management, Google Docs for simultaneous editing, RefWorks for citations, wikis for group assignments, Dropbox for file sharing, and blogs for self-expression. Using these tools teaches students important job skills like communication, teamwork, time management, critical thinking, and productivity. The document recommends universities teach students how to use collaborative tools and social media as part of the curriculum.
This document discusses various types of e-resources including e-books, e-journals, online databases, and social media platforms. It outlines the advantages of e-resources such as easy retrieval of information, ability to search across many resources simultaneously, and convenience of access from any computer. The document also discusses specific e-resources like educational blogs, podcasts, virtual classrooms, and e-learning, outlining how they can be used for teaching and learning.
This document discusses using infographics instead of a paper for a research unit. It focuses on integrating reading, writing, and technology skills. Students will research topics, formulate questions, and evaluate resources. They will create infographics online using Glogster and other apps to present information in an easy to use visual format and reveal relationships among data. The document provides examples of student work and discusses creating infographics both online and offline. It concludes that infographics reached students who may not have completed a traditional paper.
This document discusses 10 different digital tools and their uses for education:
1. Google Drive - Can be accessed anywhere and allows for collaboration on documents and monitoring of student progress. Suggested for group projects.
2. Dropbox - Simple to use for sharing large files. Suggested for storing and sharing documents.
3. YouTube - Useful for visual learning and sharing student work. Suggested for research, delivering lessons, and student productions.
4. Wikispaces - Allows for collaborative research and editing. Suggested for establishing revision platforms and interactive activities.
5. Prezi - Easy to build and share presentations. Suggested for delivering lessons and allowing student choice.
6. Google -
This document discusses various offline and online learning resources that can be used for teaching, including traditional resources like textbooks as well as digital resources. It covers e-resources like e-books, e-journals, and search engines that provide easy retrieval of information. Social networking, educational blogs, podcasting, e-learning, and web-based learning are also discussed as effective digital learning tools. The key benefits of these resources include increased access to information, convenience, collaboration, and preparation of students for future employment.
This document lists and briefly describes 40 different Web 2.0 tools that can be used in the classroom. The tools are organized into categories including annotation & note taking, writing & blogging, brainstorming & mind mapping, collaboration, communication, course management, creativity, curating, feedback, presentation, productivity, questioning, screencasts, and timelines. Many of the tools listed are free to use and available across different devices.
The document describes several collaboration tools and their key features. Evernote allows users to write notes every day across devices, work together on projects, gather research, and find notes quickly with powerful search. Google Apps for Education enables secure collaboration and data access from any device. Dropbox makes files accessible from any computer or mobile device and allows sharing with others in a private manner. Diigo is a social bookmarking tool that allows users to build personal libraries, annotate web pages, and collaborate in groups.
This document discusses learning styles and how to engage students with different styles in online courses. It identifies four main learning styles: visual/verbal, visual/nonverbal, auditory/verbal, and tactile/kinesthetic. Most students have a combination of styles. The document recommends designing learning activities to accommodate different styles, such as using written and visual materials, audio lectures, discussions, projects, and collaboration tools. It provides examples of how strategies like lectures, discussions, and project-based learning can be adapted to the online environment to engage students with diverse learning preferences.
Highlights of what's new in Diigo V4.
Diigo ~ integrated suite of Online Research & Collaborative Tools for individuals & groups: Research, Share, & Collaborate
To learn more, visit http://www.diigo.com/learn_more/research
The document provides an overview of using wikis, flashcards, presentations, and Blackboard discussion boards as assessment tools. Wikis allow for collaboration and social learning. Flashcards are effective study tools that involve active learning. Presentations help students demonstrate skills and mastery of content. Blackboard discussion boards facilitate asynchronous discussions and engagement with course material.
Panel discussion 10/4/2013. Zotero. Mendeley. EndNote. GoogleDrive. Dropbox. How to approach citation management, identify possible practice for managing your own research.
Hosted by Institute for Research on Teaching & Learning, College of Education, Michigan State University.
The document provides an overview of technology resources available for secondary teachers and students through the Deer Park Tech Subscriptions program, including Discovery Education, BrainPop, Castle Learning, Google Apps, Enchanted Learning, Voicethread, and Wikispaces. Login instructions and technical support contacts are provided. Potential uses of the resources to engage students and integrate technology and standards into teaching practices are discussed.
The document provides information about finding and using free online tools and software for learning purposes. It includes:
1) Suggestions for searching for relevant programs and resources using keywords and Google's advanced search function.
2) Examples of specific web tools and software that can be used for activities like debate, argument mapping, mind mapping, blogging, video tutorials, online collaboration and communication.
3) Links to websites that review and list additional free education tools and online collaboration platforms for students and teachers.
Diigo is a new type of online research and collaboration tool that integrates tags, folders, highlights, notes, and group sharing to enable new processes for online knowledge management, learning, and teaching. It allows users to collect, organize, and share information from the web. Educators can use Diigo to turn reading and research into social activities where students engage with material and each other through discussions on annotated pages. Diigo supports collaborative work in groups, with features for networking and building learning communities.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
This document discusses free online authoring tools that teachers can use to create educational materials and activities. It describes Isabel Pérez Torres, who teaches English and researches online teaching tools. The document outlines three categories of online teaching tools - educational platforms, authoring software, and online authoring templates. It focuses on the latter, providing criteria for evaluating these tools, such as the type and format of activities created. The document analyzes two specific tools - Zoomerang for online surveys and the Discovery Channel education portal for creating various interactive and non-interactive materials. It explains how teachers can use these free tools to design activities that students can complete both online and offline.
Role of academic libraries in Open, Distance and e-Learning By Lwande Omondi ...unulwbpartnership
Role of academic libraries in Open, Distance and e-Learning
14TH UN/UNIVERSITY LIBRARIANS MEETING/WORKSHOP - 19TH MAY 2011 AT KCA UNIVERSITY
Lwande Omondi Charles
e-Learning, University of nairobi
This document discusses using social media in research. It begins by defining social media and providing examples. It then outlines several ways social media can aid research, such as finding information, communicating, collaborating, and building an online identity. Specific tools are discussed that can help with tasks like planning projects, making notes, storing files, academic networking, and disseminating research. Issues around using social media data and measuring impact are also covered. Throughout, the presenter provides her top recommendations for social media tools useful in research.
Mobile Apps Study Guide H818 conference - Open Star Badge AwardDenise McDonough
Open University's Annual Networked Practitioner Conference 2018. Presented Live over 3 days via Adobe Connect, to an audience of OU Staff, Alumni and current cohort. This presentation was awarded an Open Star Badge for one of the best presentations of 2018. Theme: Innovation - Format: Multimedia.
A link to the Mobile App Study Guide created using Microsoft Sway is provided in the presentation slides. Licensed as an OER CC BY SA 4.0
The H818 cohort work for months researching and creating an education project under 3 Themes: Innovation, Inclusion and Implementation. We are tasked to create them in one of these Formats: Multimedia, Workshop or Paper.
The principal goals are to cultivate an open practice, create our work through peer review inside and outside the module and become Networked Practitioners ourselves and to create a Personal Learning Network for a lifetime.
Everyone provided an interesting and thought provoking project and I proud to have worked with all of my colleagues in this module.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
Charging Fueling & Infrastructure (CFI) Program Resources by Cat PleinForth
Cat Plein, Development & Communications Director of Forth, gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
Charging Fueling & Infrastructure (CFI) Program by Kevin MillerForth
Kevin Miller, Senior Advisor, Business Models of the Joint Office of Energy and Transportation gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
Welcome to ASP Cranes, your trusted partner for crane solutions in Raipur, Chhattisgarh! With years of experience and a commitment to excellence, we offer a comprehensive range of crane services tailored to meet your lifting and material handling needs.
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At ASP Cranes, customer satisfaction is our top priority. We are dedicated to delivering reliable, cost-effective, and innovative crane solutions that exceed expectations. Contact us today to learn more about our services and how we can support your project in Raipur, Chhattisgarh, and beyond. Let ASP Cranes be your trusted partner for all your crane needs!
Expanding Access to Affordable At-Home EV Charging by Vanessa WarheitForth
Vanessa Warheit, Co-Founder of EV Charging for All, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
Charging and Fueling Infrastructure Grant: Round 2 by Brandt HertensteinForth
Brandt Hertenstein, Program Manager of the Electrification Coalition gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
Implementing ELDs or Electronic Logging Devices is slowly but surely becoming the norm in fleet management. Why? Well, integrating ELDs and associated connected vehicle solutions like fleet tracking devices lets businesses and their in-house fleet managers reap several benefits. Check out the post below to learn more.
EV Charging at MFH Properties by Whitaker JamiesonForth
Whitaker Jamieson, Senior Specialist at Forth, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
EV Charging at MFH Properties by Whitaker Jamieson
Surfmark demo
1. What is Surfmark
Web-based research can become very intense
Research
Create Work product
Collaborate
Research is exploratory, on Internet and Internet, on structured and
unstructured tool that efficiently organizes all
Surfmark is acontent and on public and private databasesyour webIt represents significant new knowledge makes it super-easy
based research under topics and creation which attenuates to
asymptotically because it relies on brains retention capacity
collaborate and iterate on it.
It requires considerable time and effort and yet it is repeated across the
organization quite regularly
Unless the research effort itself can be preserved and reused, collaboration
will come out short
Research and collaboration are intertwined
2. Why is Surfmark useful for Teachers/Students
Online course
materials
More and more information is moving on web
Quality teaching materials is available free/online
Easy
collaboration
Students do projects in teams and need to collaborate
Teachers also sometimes share lesson plans
Teach digital
literacy
The tool helps the teachers guide students through the
process of research
Make online
research
reusable
The tool helps you save your research from any device
Features are built towards efficient research output
Essentially, Surfmark is positioned as a tool web-browsing, that can
Extensible journals automatically created out of for managing all online be
materials on or place.
shared, collaborated in oneturned into a Wiki
3. Surfmark: Features
In-context
notes
Take notes on the web-page or pdf document while you are reading –
just like you take footnotes while reading a book.
Single-click
summaries
In a single click generate a color coded summary of all the research
done along with all the notes taken.
Bibliograph
ies
PDF for
offline usage
Generate bibliography of the research in a single click. Multiple
formats supported. More formats can be supported on request.
Convert your research in a PDF file. Share within communities.
Surfmark aligns itself with a researchers’ workflow by automatically saving
Extensible journals automatically created out of web-browsing, that can be
and organizing everything they research, in a way they want
shared, collaborated on or turned into a Wiki
4. Surfmark use cases
Being used as a tool to teach digital literacy
Students doing research in teams
Teachers collecting research material online and sharing within
themselves
Teachers using Surfmark on top of Turn-it-in to actually teach the
process of doing original research (as opposed to pointing out a
plagiarized content)
5. Hands on session
Login URL – www.surfmark.com/org/iish
Login details:
1. Username – same as your school username
2. Password – first 4 of first-name and last 3 of last name
Download tools
- Click on “Get Started”
- Install your toolbar (FF/Chrome/iPad/any-other-browser)
Use toolbar while researching
most of the knowledge work involves search.The basic construct is that – we do the research, create some sort of document and depending on the context get the team involved. Now it doesn’t have to be linear and there is lot of back and forth going on.Lets look at search – here I am not talking about navigational search. That problem is well served by search engines. Here I am talking about research search / exploratory search –the one where we are trying to build a body of knowledge around a topic. It is messy, unstructured and all over the places. It is carried out one on internet and interanet, ……Our brains are synthesizing knowledge, they are making connections, they are building context and perspective. But we all know that most of this knowledge withers away because there are no easy ways to document it.We have a good sense that this happens across the organization, on same / similar topics quite repeatedly. So most times it is redundant. My assertion is that unless we can save this extremely useful body of knowledge and collaborate while saving this knowledge, what we subsequently collaborate on are our own dogmas – which I suspect lead to many a political fight in companies. But that’s a different topic that we will not discuss right now!
Lets look at some past and current efforts in trying to address the exploratory aspects of search. Here I want to assert that with current state of technology, a purely algorithmic approach (which will of-course incorporate heuristics), however clever, can not address the needs of exploratory search. No matter what the solution, a knowledge worker still has to spend time in building a body of knowledge on a topic.
Lets go a big deeper into why we can’t have an exploratory search engine. Data explosion: Ontologies, however vast can represent only tiny bit of possible connections bits of information have. They are becoming very good in giving a points of view, but humans have to synthesize them into body of knowledge. There is simply no way around it, exploratory search is hardly ever deterministicBrowser ignored: The action happens at the browser. That’s where we are going through pages, embracing tangents, rejecting ideas, going deeper into certain directions, taking detours etc. Those are extremely valuable signals and current systems simply can’t/don’t capture themWhey don’t they capture:Privacy – obviously. They have a business to protect and they already get enough flake for being cavalier with privacy. It will be PR nightmare to explain what they are doing, even if what they are doing is absolutely transparent.Business models – Energy is focused on fighting spam. That’s what effect their extremely lucrative business model, not the inability to preserve context. Even though they recognize the problem quite well and are more than capable of creating powerful solutions.
So how does it all tie into collaboration. I have got to talk collaboration because that is the title of the talk!I had already asserted that most collaboration happens, what I would call post-fact. People have already formed their opinions and now they are just jostling / cooperating to get the work done as efficiently as possible.That’s what innovative companies like Asana are beginning to address. Collaboration around task management and I think it is a great way to insert yourself into the enterprise software conversation – Ultimately collaboration is the neucleation point around which one can strap on more software!Some companies are just adding social layers. I am not sure of employees care that much about facebookifaction of their work enviornment. As I asserted earlier (and it is the central thesis of my presentation) – exploratory / research search is the time when we are using the most brain cells / engaged . That’s when we should start collaborating not at the time when we are already set in our dogmasWe simply can’t afford to waste this vast largely untapped knowledge. No one is going to save this knowledge for the sake of saving it. A Collaborative platform provides the need to preserve.Now with people using cloud drives, external social networks and everything in between, the definition of work space is expanding and we need to build systems that allow collaboration around those.(Comment for Kapil – this is the segway into oneflo. As workspaces expand, we need to make sure that our collaboration solution caters to them as well and that’s what we are doing with oneflo
So how does it all tie into collaboration. I have got to talk collaboration because that is the title of the talk!I had already asserted that most collaboration happens, what I would call post-fact. People have already formed their opinions and now they are just jostling / cooperating to get the work done as efficiently as possible.That’s what innovative companies like Asana are beginning to address. Collaboration around task management and I think it is a great way to insert yourself into the enterprise software conversation – Ultimately collaboration is the neucleation point around which one can strap on more software!Some companies are just adding social layers. I am not sure of employees care that much about facebookifaction of their work enviornment. As I asserted earlier (and it is the central thesis of my presentation) – exploratory / research search is the time when we are using the most brain cells / engaged . That’s when we should start collaborating not at the time when we are already set in our dogmasWe simply can’t afford to waste this vast largely untapped knowledge. No one is going to save this knowledge for the sake of saving it. A Collaborative platform provides the need to preserve.Now with people using cloud drives, external social networks and everything in between, the definition of work space is expanding and we need to build systems that allow collaboration around those.(Comment for Kapil – this is the segway into oneflo. As workspaces expand, we need to make sure that our collaboration solution caters to them as well and that’s what we are doing with oneflo
So how does it all tie into collaboration. I have got to talk collaboration because that is the title of the talk!I had already asserted that most collaboration happens, what I would call post-fact. People have already formed their opinions and now they are just jostling / cooperating to get the work done as efficiently as possible.That’s what innovative companies like Asana are beginning to address. Collaboration around task management and I think it is a great way to insert yourself into the enterprise software conversation – Ultimately collaboration is the neucleation point around which one can strap on more software!Some companies are just adding social layers. I am not sure of employees care that much about facebookifaction of their work enviornment. As I asserted earlier (and it is the central thesis of my presentation) – exploratory / research search is the time when we are using the most brain cells / engaged . That’s when we should start collaborating not at the time when we are already set in our dogmasWe simply can’t afford to waste this vast largely untapped knowledge. No one is going to save this knowledge for the sake of saving it. A Collaborative platform provides the need to preserve.Now with people using cloud drives, external social networks and everything in between, the definition of work space is expanding and we need to build systems that allow collaboration around those.(Comment for Kapil – this is the segway into oneflo. As workspaces expand, we need to make sure that our collaboration solution caters to them as well and that’s what we are doing with oneflo
So how does it all tie into collaboration. I have got to talk collaboration because that is the title of the talk!I had already asserted that most collaboration happens, what I would call post-fact. People have already formed their opinions and now they are just jostling / cooperating to get the work done as efficiently as possible.That’s what innovative companies like Asana are beginning to address. Collaboration around task management and I think it is a great way to insert yourself into the enterprise software conversation – Ultimately collaboration is the neucleation point around which one can strap on more software!Some companies are just adding social layers. I am not sure of employees care that much about facebookifaction of their work enviornment. As I asserted earlier (and it is the central thesis of my presentation) – exploratory / research search is the time when we are using the most brain cells / engaged . That’s when we should start collaborating not at the time when we are already set in our dogmasWe simply can’t afford to waste this vast largely untapped knowledge. No one is going to save this knowledge for the sake of saving it. A Collaborative platform provides the need to preserve.Now with people using cloud drives, external social networks and everything in between, the definition of work space is expanding and we need to build systems that allow collaboration around those.(Comment for Kapil – this is the segway into oneflo. As workspaces expand, we need to make sure that our collaboration solution caters to them as well and that’s what we are doing with oneflo