Presentation at ACRL New England Conference 2012 that talks about how Reference Librarians embedded information literacy lessons into a campus-wide Moodle training program for faculty.
Presentation used by me in a Panel Discussion in Sports & Cultural Club, Sector 15A, Noida, India. It gives an overview of School and Higher education.
Includes slides that report on the library instruction workshops offered at Idaho State University, as well as an information-literacy course and ideas on keeping statistics for online and distance library instruction
Playing an Active Role in Affordable Course Content: A Step by Step GuideLucinda Rush
Libraries and campus stakeholders across the
nation are spending time and resources on Open Educational Resources, but what do our students
think? Presenters will share how they collaborated
with stakeholders on campus to examine student
perceptions of textbook costs and their academic
success, to share these perceptions with faculty,
and to further awareness of affordable course
content and open educational resources to faculty
at Old Dominion University.
This presentation describes briefly about 3 digital and online applications which are to be used for teachers professional development in Indonesia. This ppt is an unedited version for AMFIE 2013.
What to consider when designing and implementing online and distance learning in higher education. Invited Paper presented at Chiang Mai University's eLearning Conference, 25-26 July, 2016
Presentation used by me in a Panel Discussion in Sports & Cultural Club, Sector 15A, Noida, India. It gives an overview of School and Higher education.
Includes slides that report on the library instruction workshops offered at Idaho State University, as well as an information-literacy course and ideas on keeping statistics for online and distance library instruction
Playing an Active Role in Affordable Course Content: A Step by Step GuideLucinda Rush
Libraries and campus stakeholders across the
nation are spending time and resources on Open Educational Resources, but what do our students
think? Presenters will share how they collaborated
with stakeholders on campus to examine student
perceptions of textbook costs and their academic
success, to share these perceptions with faculty,
and to further awareness of affordable course
content and open educational resources to faculty
at Old Dominion University.
This presentation describes briefly about 3 digital and online applications which are to be used for teachers professional development in Indonesia. This ppt is an unedited version for AMFIE 2013.
What to consider when designing and implementing online and distance learning in higher education. Invited Paper presented at Chiang Mai University's eLearning Conference, 25-26 July, 2016
Sakai Student Survey Result 2008 & 2010, Claremont ConsortiumSusan Kullmann
The Claremont Consortium administers a biennial survey to the approximately 5,000 Sakai-using undergraduate and graduate students in its member institutions [Claremont McKenna College, Claremont Graduate University, Harvey Mudd College, Keck Graduate Institute, Pitzer College, Pomona College and Scripps College]. The presentation summarizes findings from the 2008 and 2010 surveys. We identify changes in student use of Sakai; student assessment of the benefits and drawbacks of courses that use Sakai; which tools students find most useful in their courses as well as tool usage patterns, and student suggestions to improve Sakai and the ways that it is used in their classes.
Presented at the 2010 Sakai Conference (Denver, CO) on June 17, 2010. (Presentation slightly updated for online viewing.)
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
This article lists the answer to the following points of interest:
1. How many private schools are there in the United States?
2. How many students are enrolled in private schools?
3. Which factors affect parents’ choice of the school?
4. What is the difference in results of public and private schools?
5. What is the average tuition?
Expanding OER Adoption in Michigan, Oregon, and CaliforniaUna Daly
Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.
When: Tues, March 28, at 10am PT/ 1pm ET
Featured Speakers:
Regina Gong, OER Project Manager, Lansing Community College, Michigan
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Vera Kennedy, Sociology Professor, West Hills LeMoore College, California
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
Sakai Student Survey Result 2008 & 2010, Claremont ConsortiumSusan Kullmann
The Claremont Consortium administers a biennial survey to the approximately 5,000 Sakai-using undergraduate and graduate students in its member institutions [Claremont McKenna College, Claremont Graduate University, Harvey Mudd College, Keck Graduate Institute, Pitzer College, Pomona College and Scripps College]. The presentation summarizes findings from the 2008 and 2010 surveys. We identify changes in student use of Sakai; student assessment of the benefits and drawbacks of courses that use Sakai; which tools students find most useful in their courses as well as tool usage patterns, and student suggestions to improve Sakai and the ways that it is used in their classes.
Presented at the 2010 Sakai Conference (Denver, CO) on June 17, 2010. (Presentation slightly updated for online viewing.)
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
This article lists the answer to the following points of interest:
1. How many private schools are there in the United States?
2. How many students are enrolled in private schools?
3. Which factors affect parents’ choice of the school?
4. What is the difference in results of public and private schools?
5. What is the average tuition?
Expanding OER Adoption in Michigan, Oregon, and CaliforniaUna Daly
Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.
When: Tues, March 28, at 10am PT/ 1pm ET
Featured Speakers:
Regina Gong, OER Project Manager, Lansing Community College, Michigan
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Vera Kennedy, Sociology Professor, West Hills LeMoore College, California
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
[소스 코드]
https://github.com/ac9831/AVL-Tree
[설명]
대학생 연합 IT 벤처 창업 동아리 S.O.P.T (Shout Our Passion Together - http://sopt.org) 에서 내부적으로 진행하는 전공 과목 기초 스터디 자료입니다.
이번주에 다룬 내용은 균형 이진 트리인 AVL 트리입니다.
스터디 자료는 다음과 같은 순서대로 올라갈 예정입니다.
1. 데이터 구조 및 알고리즘
2. 운영체제
3. 네트워크
Feedback mais rápido na sua build dividindo os testes funcionaisElias Nogueira
Apresentação em 28/10/2016 no evento virtual QANinjaConference
Apresentar, de forma ditática e no formato totalmente live code, como dividir a automação na sua pipeline com um smoke test seguido dos testes funcionais/aceitação criando estas duas chamadas no Jenkins.
Serão apresentadas duas ferramentas diferentes: CasperJs (Javascript) para o smoke test e Selenium WebDriver (Java) para testes funcionais/aceitação
Open: Decreasing Costs, Improving Access, and Increasing Quality of EducationDavid Wiley
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
Academic libraries need new methods of demonstrating their value to their institutions and their patrons. One potential method is to investigate a link between library usage and student attainment. This presentation describes some work undertaken in DBS library looking at the possible effect of a number of library usage criteria on the final exam grade achieved by final year degree students. A correlation was found between final exam grade library borrowing, off-campus resource usage & printing from Moodle and final exam grade. In addition, mandatory attendance at a information skills class increased library borrowing and off-campus electronic resource usage. This leads to the supposition that information literacy instruction may drive better exam results.
How to Prevent Your Flip from Flopping: Five Key Mistakes to Avoid When Switc...Gary Atwood
Contrary to popular perception, successfully adopting the flipped (or inverted) classroom model requires more than just recording videos of lectures for students to watch outside of class. This poster will highlight five key mistakes that teachers sometimes make when adopting the flipped classroom model, and outlines effective strategies to avoid them.
Presentation by Gary Atwood (Springfield College) and Kelcy Shepherd (UMass) on web site management. Presented at the 2009 Massachusetts Library Association Conference. Kelcy Shepherd created this presentation with input from Gary.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Teaching Faculty to Embed Library Resources & Services into Online Classrooms
1. Teaching Faculty to Embed
Library Resources & Services
into Online Classrooms
Gary S. Atwood
Springfield College
ACRL New England Annual Conference | May 18, 2012
2. Q. Do you provide any kind of
support for faculty who use an
online classroom (BlackBoard,
Desire2Learn, Sakai, etc.)?
Thanks for the great introduction. Thank you all for coming to my little talk today. \nI’d also like to say “Hi” to everyone in the virtual conferences in VT and ME - in fact, let’s all say “Hi!”\nGreat.\n
I’d like to get started today, by asking a question:\nCouple of years ago, I would have said “No”\nHad instructions on web site for linking to online articles but that’s it - Changed in 2010 - SC made 2 decisions\n
One, switch from our old LMS to a new one called Moodle\n
ALL faculty members were going to be trained - regardless of whether or not they were going to use an online class.\nGreat in theory - in practice, caused a huge logistical problem\n
Only one Educational Technologist for 214 faculty members and dozens of adjuncts\n\n
Looking at the numbers, we could see that there was no way that one individual could reach all these people in the time frame we were looking at.\n\n\n
Created Training Team - Ed. Tech, Reference Librarians + other staff members\nTake formal Moodle training and then take what they learned and create in-house training program for faculty\nProbably asking yourself, “Why would Reference Librarians agreed to this?” - 3 main reasons:\n
First reason really doesn’t need much explanation - librarians are awesome, right?\n
2nd was experience - Run 2 college-wide information literacy programs for faculty.\nKnew a little bit about putting a program like this together - Wanted to help the college avoid some of the mistake we made.\n
Saw it as perfect opportunity to deliver under-the-radar information literacy education to our faculty.\nSC - IL is gen. ed. competency - supposed to be embedded in all courses - not there yet.\nFaculty not opposed to IL - gets crowded out, which is why we’re always look for opportunities to get the word out.\nKind of like an IL Trojan Horse\n
Don’t get me wrong - Big leap of faith on our part.\nNot sure how we were going to embed library into Moodle training or if it would work\nBig bust - no problem, we’d still get face time with faculty, which is always good.\n
That’s WHY we joined - Now I’d like to tell you about the training & how we worked the library into the training.\nTraining Team needed to be taught how to use Moodle - Enrolled in 1 month training course offered by Moodle Rooms\n500 - purpose is to get us familiar with navigating the system and how to use certain features\n501 - focused on creating specific learning objects, into to online pedagogy best practices\n
That’s WHY we joined - Now I’d like to tell you about the training & how we worked the library into the training.\nTraining Team needed to be taught how to use Moodle - Enrolled in 1 month training course offered by Moodle Rooms\n500 - purpose is to get us familiar with navigating the system and how to use certain features\n501 - focused on creating specific learning objects, into to online pedagogy best practices\n
Time to create our own training program - Focused on how to put content into Moodle courses.\n“What are the key resources that faculty need to know in order to get up and running?” - E.g. online discussion modules\nTopics not necessarily library-related, but we tried to work in as many resources and services as we could\n
Showed them how to link to resources outside Moodle - usually web sites\nWe showed them how to link to full text articles in library databases ... how to link to research guides - anything as long as it was library related\n
Another popular topic was embedding videos - usually done by using YouTube\nWe tweaked this to show them how to embed videos from Films on Demand\nSomeone always said they didn’t know these resources could be added to online classrooms\nSome would admit that they didn’t know about resource\nKnew we were on the right track - ex. usually led to larger IL discussions.\n
Some examples led to large IL discussions\nAdd pictures to Moodle - ask “Is this legal to do?”\nAlways generated great discussion about copyright - sometimes had to cut discussion off because people were so into it.\n
So that was section one\n
Section two - focused more on pedagogical best practices. Variety of methods but small groups best.\nBreak up into groups - facilitated by Training Team member - How do you adapt part of your class to online?\nEx. adapt research assignment so that it’s more collaborative, I used it to talk about research in general\nNot as many “Ah-Ha” moments\n
Official training ends, support phase. Making plans for next round of training.\n
Was it worth it? Was huge project - felt it was worth the time and effort to participate\n3 specific reasons:\n
Good job of reintroducing faculty to resources and services.\nGot sense of what they liked - hope to use this in our marketing efforts\n
Got to “audition”for faculty - Not sure if people think we’re terrible teachers, but our performance erased that idea.\nPeople commented us on the program and our delivery.\nFinally, strengthened connection w/faculty - has led to more in-depth discussions after Moodle training over\n\n
Jan - worked on her class - showed her Moodle bells and whistles, used as opportunity to educate her about library resources and services e.g. online databases - research classes - books for reserve.\nIdeally, she’d have gotten this info anyway - Made this connection because of Moodle classes\n
Nothing perfect, had it’s problems - best way to sum up is that it was huge demand on our time.\nRipple effect throughout library - Other staff workloads increased - other projects pushed to back burner.\nFeel like pluses outweighed the minuses.\n
Audience asks “Gary, this is great, but for most of us we’ll never have the chance to help train faculty on a new system the way you did. What can the rest of us do to increase the library’s presence in online classrooms at our institutions?”\n
So glad you asked!\nOur situation was unique - have few recommendations based on our experience and my research into embedded librarianship.\n
All systems have similar features - hopefully you can learn as INSTRUCTOR - If you understand how back end works, you’ll have better idea how to plug the library in. E.g. - HTML block could be used to add chat widget.\nMinimum - get trained as student - you can still learn about strengths and weaknesses.\nGOAL - learn enough about system to be able to suggest ways to add library to classes.\n
Level of communication b/t library and ITS - can be a little strained. Why? Don’t really speak same language - leads to lots of misunderstandings.\nWant to be involved with LMS? Need to overcome this problem - LMS administrator is always someone in IT. Worth the effort. \nWe work with Ed. Tech - he’s advocated on our behalf many times & big reason why we’re so involved.\n
LMS have basic template for all courses - includes specific info for everyone. Get link into template - if it’s there, then library is automatically in all courses.\nWe got actual VR button and link to home page. Ex. of benefit of working with Ed. Tech. - he suggested this.\n
My institution would never go for this.\nResults of survey say that 76% of courses have a library link.\n
Theory here simple: Faculty know about resources = put them into courses. \nFaculty put resources into classes = students use them - hopefully\nSeems obvious, literature suggests that % of faculty don’t know about or don’t know how to use resources.\n
Penn State U. - faculty asked to rate awareness of library resources. Top one is the best result.\nResults seem standard - based on other articles I’ve read. \nPretty depressing - why we need to continue outreach to faculty. - This was driving force behind our decision to join Moodle training.\n
Well, I’m almost at the end of my little talk, but I’d like to leave you with a couple of things to think about....\n\n
First, online classes aren’t a fad. They’re a big part of the future.\n\n
Enrollments have grown every year since 2002 - no sign of stopping.\n6.1 million students took online course in fall of 2010. Increase of 560,000 students from previous year.\nIncreasingly, this is where students are - we need to be in this space as well.\n\n
Not a given that faculty will direct students to library for research.\n\n
One study found that 60% of faculty supplied research info for students.\nDon’t over-generalize, but this is probably happening to some extent at many schools.\nNothing wrong with that, but I want to make sure my faculty are making informed decisions.\n
\n
Thank you for your time.\nThanks everyone at ACRL New England for putting on such a great conference.\n