Presentation delivered by Sandy Buchanan (Sheffield Hallam University) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Exploring Majors and Careers - Key Questions to Ask YourselfKimberly Knowles
This is a guide that I developed in 2007 for a presentation on Self Motivation that I gave - it gives useful suggestions for questions to ask yourself to help narrow in a major or career choice.
Retrospective meeting for work and study groupsWanda Rossi
This retrospective framework helps work and study groups wrap up projects or iterations. It boosts communication and productivity of group members. Depending on the size of your team set aside 2-3 hours at the end of a project/iteration or shortly after. I offer to facilitate the session with virtual and co-located teams.
NAFSA Career Speaker Series 2016: Fear, Failure, & Creativity: Daring Greatly...Natalie M. Garrett
What does 'daring greatly' look like in international education?
This presentation builds on last year's "Failure is Not the Other 'F' Word" and dives deeper into how to dare greatly in your work everyday. We will discuss moving past the negative experience of failure to maximize learning and move to a place of creativity and opportunity.
How can we implement student-centered learning activities into any classroom?
The video of this presentation can be find here: https://youtu.be/5x9YwND6EX8
Sync Norwich Sandler Training Ermine Amies Human Software - Communications Ex...Ermine Amies
Communications for ICT developers and tech people, sales people, sales managers, sales directors, entrepreneurs, business owners and executives - using Extended DISC. how to recognise your own style and other people's styles and how to adjust presented by Ermine Amies Sandler Training Norfolk Suffolk Essex Cambridgeshire East Anglia
(2016 Version) Dating Skills For Engineers ( entrepreneurship skills) iain.verigin
I begin with "What Does A Project Look and Feel LIke?" I talk about the fact that projects are stressful and have an emotional curve that is "U" shaped. We start excited and then move slowly to despair before getting excited again. To get thru this we need to be bring "Persistence, Grit, and Cheer" to our work place. Mainly we need to bring "Cheer" to the workplace.
I hypothesize that "Cheer" is supported by 4 personal skills -- Communication, Listening, Helping, and Don't Be An Asshole".
Then I focus on four fundamental personal skills of entrepreneurship – Communicating (Heath Brothers), Listening (Marshal Goldsmith), Helping (Edgar Schein), and Don’t Be An Asshole (Robert Sutton). I also add in the Growth Mindset (Carol Dweck) as part of Don’t Be An Asshole.
#more
I used to call this talk “Entrepreneurship Fundamental Skills” and the nickname that emerged was “Dating Skills For Engineers”.
Insights into a YOURBRAND! Coaching SessionHelen Gurnett
Find out more about developing an authentic personal brand to increase leadership presence, personal confidence and energy. This presentation talks about the basis for the session and shows moments from a YOURBRAND! Coaching Session. You can also find out how this session could benefit you personally or as a business leader as well as your wider team.
The Brute Force and Ignorance Approach: Writing when you have no plan, no plo...Vincent O'Neil
Award-winning novelist Vincent H. O'Neil's comprehensive workshop on generating and shaping an idea, from brainstorming to plot development. Presented at the Sleuthfest mystery convention in Boca Raton, Florida in 2017.
A live audio version of this workshop, along with the live audio for three more of the presentations I have posted on this site, are available for purchase from VW Tapes: Conference & Seminar Recording. If the link below doesn't work, please go to the VW Tapes webpage and type my name in the Search box.
http://vwtapes.com/search.aspx?find=Vincent%20O'Neil&fbclid=IwAR0SkwWW5izLbBFvZHKhqOI953GMXhhsFBsg749We3dvq4-43BcFj_S-aMU
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
By Alexander Buchanan, Information Adviser for Engineering & Mathematics at Sheffield Hallam University. Delivered at the New Professionals Training Day, Friday 13th June 2014, at the University of York.
Exploring Majors and Careers - Key Questions to Ask YourselfKimberly Knowles
This is a guide that I developed in 2007 for a presentation on Self Motivation that I gave - it gives useful suggestions for questions to ask yourself to help narrow in a major or career choice.
Retrospective meeting for work and study groupsWanda Rossi
This retrospective framework helps work and study groups wrap up projects or iterations. It boosts communication and productivity of group members. Depending on the size of your team set aside 2-3 hours at the end of a project/iteration or shortly after. I offer to facilitate the session with virtual and co-located teams.
NAFSA Career Speaker Series 2016: Fear, Failure, & Creativity: Daring Greatly...Natalie M. Garrett
What does 'daring greatly' look like in international education?
This presentation builds on last year's "Failure is Not the Other 'F' Word" and dives deeper into how to dare greatly in your work everyday. We will discuss moving past the negative experience of failure to maximize learning and move to a place of creativity and opportunity.
How can we implement student-centered learning activities into any classroom?
The video of this presentation can be find here: https://youtu.be/5x9YwND6EX8
Sync Norwich Sandler Training Ermine Amies Human Software - Communications Ex...Ermine Amies
Communications for ICT developers and tech people, sales people, sales managers, sales directors, entrepreneurs, business owners and executives - using Extended DISC. how to recognise your own style and other people's styles and how to adjust presented by Ermine Amies Sandler Training Norfolk Suffolk Essex Cambridgeshire East Anglia
(2016 Version) Dating Skills For Engineers ( entrepreneurship skills) iain.verigin
I begin with "What Does A Project Look and Feel LIke?" I talk about the fact that projects are stressful and have an emotional curve that is "U" shaped. We start excited and then move slowly to despair before getting excited again. To get thru this we need to be bring "Persistence, Grit, and Cheer" to our work place. Mainly we need to bring "Cheer" to the workplace.
I hypothesize that "Cheer" is supported by 4 personal skills -- Communication, Listening, Helping, and Don't Be An Asshole".
Then I focus on four fundamental personal skills of entrepreneurship – Communicating (Heath Brothers), Listening (Marshal Goldsmith), Helping (Edgar Schein), and Don’t Be An Asshole (Robert Sutton). I also add in the Growth Mindset (Carol Dweck) as part of Don’t Be An Asshole.
#more
I used to call this talk “Entrepreneurship Fundamental Skills” and the nickname that emerged was “Dating Skills For Engineers”.
Insights into a YOURBRAND! Coaching SessionHelen Gurnett
Find out more about developing an authentic personal brand to increase leadership presence, personal confidence and energy. This presentation talks about the basis for the session and shows moments from a YOURBRAND! Coaching Session. You can also find out how this session could benefit you personally or as a business leader as well as your wider team.
The Brute Force and Ignorance Approach: Writing when you have no plan, no plo...Vincent O'Neil
Award-winning novelist Vincent H. O'Neil's comprehensive workshop on generating and shaping an idea, from brainstorming to plot development. Presented at the Sleuthfest mystery convention in Boca Raton, Florida in 2017.
A live audio version of this workshop, along with the live audio for three more of the presentations I have posted on this site, are available for purchase from VW Tapes: Conference & Seminar Recording. If the link below doesn't work, please go to the VW Tapes webpage and type my name in the Search box.
http://vwtapes.com/search.aspx?find=Vincent%20O'Neil&fbclid=IwAR0SkwWW5izLbBFvZHKhqOI953GMXhhsFBsg749We3dvq4-43BcFj_S-aMU
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
By Alexander Buchanan, Information Adviser for Engineering & Mathematics at Sheffield Hallam University. Delivered at the New Professionals Training Day, Friday 13th June 2014, at the University of York.
By Kirstyn Radford, Research Support Librarian, University of York. Delivered at the New Professionals Training Day, Friday 13th June 2014, at the University of York.
Presentation delivered by Alexander ("Sandy") Buchanan (Sheffield Hallam University) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Elizabeth Gadd [Loughborough University] at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Round table discussion delivered at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Presentation delivered by Tony Wilson (University of York) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Presentation delivered by Jennie Wilson at ARLG's [Academic & Research Libraries Group] Yorkshire & Humberside branch's Open Access Advocacy event, University of Bradford, 25th November 2014
Presentation delivered by Charles Oppenhiem, at ARLG's [Academic & Research Libraries Group] Yorkshire & Humberside branch's Open Access Advocacy event, University of Bradford, 25th November 2014
Presentation delivered by Kirsty Carver (University of Bradford) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Janette Colclough at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Presentation delivered by Michelle Walker [Northumbria University] at King's Manor campus, University of York, as part of Supporting Researchers at Your University event organised by Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Presentation delivered by Chris McLay at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Stevie Farrell & Sarah Hotchkin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Presentation delivered by Anne Costigan at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Presentation delivered by Emily Wheeler (University of Leeds) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Presentation delivered by Susan George ( University of Bradford) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Presentation delivered by Katherine Coussement (University of Bradford) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Motivating learners is the key to learning. In order to achieve this, we often try to create a smooth learning experience. However, according to Heath and Heath, it may well be better for us to focus instead on including 'peak' experiences during the lesson. This presentation looks at four key ingredients we can use to create such moments: Elevation - Pride - Insight - Connection.
A pitch is the description of a potential story that a writer sends to an editor in order to land an assignment.
A pitch is basically delivering a business plan verbally. A pitch typically takes the form of an entrepreneur or group of entrepreneurs presenting or describing their ideas to prospective investors.
The other evening I had a wonderful opportunity to spend about 70 minutes with a group of 40ish first and second year teachers in my area. I was asked to come in and help them with some ideas around engagement. At first, I was really struggling with this concept because there are so many deeper issues that lead to students not being engaged in the classroom. While I am not able to solve the problems for each educator, I did try to curate a hands on session that challenged their thinking about simple and free approaches to rethink how we allow students to express learning.
The intended outcome was to have beginning teachers will know and be able to select strategies to engage students and increase motivation.
Presentation delivered by Emma Butler (University of Derby) at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Delivered at Librarians as Researcher event at York St John University 25th January 2013, hosted by Academic and Research Libraries Group Yorkshire & humberside division.
Presentation delivered by Jackie Dunn (Newcastle University) and Ann-Marie Laws (Ponteland High School) at Schools to HE Transition event at York St. John University, 20th July 2011
Presentation on evidence-based practice and the information literacy skills of new students, delivered by Hannah Spring at CILIP UCR Yorkshire & Humberside's School to HE Transitions event, 20th July 2011
Presentation by Dave Pattern and Martin Philp on the University of Huddersfield's use of the Summon library discovery system, delivered at UCR Yorkshire and Humberside's Discovering Discovery Tools event, 16th May 2011
Presentation by Emma Thompson on the University of Liverpool's use of EBSCO's discovery system, delivered at UCR Yorkshire & Humberside's Discovering Discovery Tools event, 16th May 2011.
Presentation by Angela Carritt on the Bodleian Libraries' use of Primo, delivered at UCR Yorkshire & Humberside's Discovering Discovery Tool event, 16th May 2011.
More from Academic and Research Libraries Group Yorkshire & Humberside (11)
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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?
2. Coming up in today's episode...
• Characteristics of small-group
teaching
• Things to consider
• Useful kit
• The reference interview
• Some (possibly) fun activities
• The obligatory cat photo
• Lots of stick-people
9. Fun Activity No.1
So, do you have any horror stories?
What is the most stupid/ inane/ pointless/
unanswerable/ difficult enquiry or piece of
teaching You've ever been asked to do?
Did I miss out any sorts of teaching?
And now we've done that, what made those
classes so tricky?
34. Fun Activity No.2
You will have noticed the paper and pens
before you.
Take a pencil and a piece of paper: you have a
minute to sketch or doodle a picture of
whatever you like. Artistic merit is not a
concern.
When you're time is up, fold over your piece
of paper so your drawing is not visible, and
await further instructions.
46. 'Satiable Curiosity
"I keep six honest
serving men
(They taught me all I
knew);
Their names are What
and Why and When
And How and Where
and Who."
From 'The Elephant's Child', from the Just So
Stories by Rudyard Kipling
IllustrationbyJosephGleesonfrom1912DoubledayeditionofJustSoStories,courtesyofNewYorkPublicLibrary
48. Any questions?
With many thanks to Deb Taylor, Zuzana Kalivodova, Karen Dolman, Em Finney, Rupert Kahn and Simon
Quinn for their time and suggestions
Editor's Notes
As librarians, our natural instinct is to be helpful and to try and sort out every single enquiry we get as soon as it is asked: this is not always the best option. Even when we're lone workers, we are almost always working as part of a broader organisation: not all the enquiries that come our way actually fall within our remit, and even if we are the right people to ask, we may not have the knowledge immediately to hand.
Do not feel that you have to always deal with everything yourself: in many cases, you are not in a position to resolve an enquiry- about, say, IT or course admin- and your job is not to solve the enquiry, but to point the enquirer in the direction of someone who can.
Also remember that you can ask colleagues and friends for advice and support if you are not sure what to do, or simply take time out to research or think over the problem. This is not failure: this is getting the job done.
People are usually just looking for an answer: while sometimes there may be time constraints that demand an instant answer, most of the time they will not mind if you need to go off and do research, or refer the enquiry to someone else, so long as the question gets answered in the end: they don't care exactly how they get there. If you just sit there flailing about helplessly with an issue you can't resolve, neither you or the student is going to be happy.
This leads onto the most important advice of all...
But the academics also have a major influence in the teaching of information literacy in the amount of time they allot for library sessions. There can vary wildly between courses- and even individual lecturers- and often has very little to do with the degree of informational ability the students may actually require.
For example, the Health and Well-Being lecturers may put quite lot demands on their students in terms of information use; but most Health and Well-Being courses have far more teaching time with the librarians than other subjects, so at the same time they can cover more ground.
Academics can also free up time in other ways: in the Built and Natural Environment courses, for example, a lot of the resources that fall outside of Summon's coverage, such Digimap or the Construction Information Service, are heavily used in regular classes. The lecturers provide most of the instruction in these, freeing up more time in library sessions for other matters.
Are you familiar with those kids' books where you have to sort through various options for lost teddies- or tractors, or puppies, or cows, or whatever- rejecting various candidates because they're tummy is too fuzzy or their nose is too shiny, before getting to the right one on the last page? Well, there is a strong element of this in the reference interview.
I've mentioned the role checking and confirmation plays in a reference interview: after all, the first thing you need to do when trying to find something is to actually know what you are looking for. It's really easy to make false assumptions about an enquiry and waste time- and patience- by heading off in the wrong direction. So regularly bounce what you think the real question is back at the enquirer, to make sure it's what they think is the real question too.
Enquirers aren't malicious- well, almost all enquirers aren't malicious: they have a problem they want you to solve, and they will try very hard to help you solve that problem. To do this, they will often enthusiastically supply you with copious amounts of information: sometimes this will actually be the relevant information you actually need to solve the problem; but a lot of the time, it's nothing whatsoever to do with the issue. Part of your role in a reference interview is to sort the relevant from the irrelevant information, based on your expertise and clever questioning. This can be trickier than it sounds, as enquirers will often provide extremely detailed and convincing confabulations, based their mistaken understanding of the situation.
So, for example, students will often come to you saying that a printer has run out of paper or ink: occasionally this is true, but, more often than not, it isn't, and the student has misinterpreted an error message on the printer, or has simply assumed that any failure to print must be down to lack of supplies.
Unfortunately, we're not allowed to say this. This questioning tactic is rarely effective, however much you might feel like using it at times. Subtler methods are required: so what do you do?
As we've mentioned, librarians can appear mysterious and spooky beings, so it's important to be friendly and welcoming right from the beginning: if you look too fierce and unapproachable, the student may never come over to make the enquiry in the first place.
Obviously, at some point you need to ask them why they've come to talk to you.
Again, students often feel like a prize idiot for having to ask a question, so explaining to them that they're not being a nuisance and that answering these questions is part of your job will help calm and reassure them.
Whatever the initial question is, it's usually a good idea to give at least a brief answer before delving more deeply. It shows your ability and willing to help, and if the student doesn't have a lot of time to spare- or it turns out to be not a very complicated enquiry after all- it stops you wasting a load of time. Your answer can then lead into more probing questioning.
Before you go too far, it's a good idea to paraphrase the question and bounce it back to the enquirer, to check your understanding and make sure you don't waste time and effort investigating the wrong thing.
This is bit where you identify and solve the problem: it's the key stage as far as the enquirer is concerned, but is only part of the wider process. This may involve more questioning, as you gather further information
on requirements, context and deadline
Before you finish, you should always check that you: a) have been working on the right problem all along, and; b) have resolved it to the enquirer's satisfaction. It's also at this stage that the students will often ask you the additional questions they've neglected to ask so far.
It's a good idea to finish on a learning point and summarising what you did for the student: that way, if they encounter the same situation again, they will know what to do for themselves the next time.
And being polite and saying goodbye never hurts for encouraging them to come back and asking you more questions.
An open question is a way of getting more information about the enquiry. It doesn't have a set yes or no answer: instead, the person you're asking defines the answer: to an extent, you're finding different ways of saying 'tell me more about...'. This is often how you get the background to establish the context to the enquiry.
A bit of background detail have a major impact on how you answer an enquiry. It may be that what the student is trying to do is wholly inappropriate for their end purpose, or they've gone with a method they're familiar with when there's a much easier or more effective alternative.
So if a student is looking for a book on, say, aeroplanes, it will make an immense difference if they're a postgraduate studying aerospace engineering or are a trainee primary school teacher looking for something to take into class for the kiddies.
It also helps to establish the level of detail and quantity of information. There is a real difference in the resources you need to look up a quick definition of something and what you need to write a literature review. Likewise, your response may vary for an assignment due in a month or one due in 30 minutes?
I don't know if any of you were read the story of the insatiably curious Elephant's Child when you were young- if not, I feel very, very old- but this poem from it rather handily lists a lot of the sort of questions that are open questions.
So an open question might be:
"What sort of thing is an 'X'?"
or
"When do you want the statistics for?"
or
"How has your tutor told you to do this part of the assignment?"
or
"Which of these factors matters most, and why?"
Once you've got sufficient information, you can then use closed questions to narrow down the options. You supply the possible answers, and ask the student to pick one. It's a very quick and efficient way of getting to the heart of what they want, and usually the way to go once you think you've figured out what the enquiry is really about.
Essentially, it's multiple choice: do you want option A or option B?
Of course, often they will want option C, which you never thought of: this is why it's a good idea to keep an open mind and prepare the ground with open questions first.