The Students' Perspective on Web2.0 and Information Literacy - Yorkshire Universities Information Skills Group Workshop, Thursday, 12th June 2008
•Download as PPT, PDF•
1 like•482 views
Presentation given by Jamie Wood and Joseph Tame at the University of Bradford to the Yorkshire Universities Information Skills Group on the student perspective on information literacy and Web2.0.
Report
Share
Report
Share
![The Student Perspective on Web2.0 ,[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/cilassyuisg20080612-final-1213691269266981-9/85/The-Students-Perspective-on-Web2-0-and-Information-Literacy-Yorkshire-Universities-Information-Skills-Group-Workshop-Thursday-12th-June-2008-1-320.jpg)
![CILASS: a CETL ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
A Blog's not Just for Christmas
The document discusses the benefits of using blogs for enhancing teaching and learning. It provides examples of how blogs can be used to communicate with students, encourage research, and make the learning process more interactive. Some key benefits mentioned are shifting the focus from teacher to student, engaging in dialogue, and allowing knowledge to change with experiences. The document also provides recommendations for blog platforms and includes many links to educational blogs and resources in different subject areas.
Social Media For Educator's: The Making of Erin's PLN
The document discusses various social media tools that can be used to create an educator's personal learning network (PLN). It describes Twitter for microblogging and connecting with other educators, Delicious for bookmarking and sharing websites, Wikispaces for collaborative editing of web pages, and other tools like Educator's PLN, Qlubb, and Animoto. The author found Delicious to be the most useful tool for finding relevant resources. Creating and managing the PLN was initially daunting but the author found they were more technologically knowledgeable than expected and was able to find and share knowledge through their PLN.
New Technologies for PGCE trainees
Presentation on how New Technologies need to be used by teachers and trainee teachers to stay up to date themselves and to enhance their pupils' lessons. I cover what i feel are the most useful tools to use to keep ahead of the game! For all disciplines.
ABC of Classroom Blogging - TUANZ 2007
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
TUANZ - ABC of Blogging
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
Knowing Me, Knowing You: Social media for professional learning
This document discusses how social media can be used by school librarians to find ideas for library displays, follow the latest library research, find resources to support collections, stay up to date with library events, and access book reviews and tutorials. It recommends using Instagram with hashtags like #schoollibrary and #libraryshelfie, and Pinterest boards tagged with #schoollibrary to find display ideas. Twitter, blogs, and organization websites are suggested to follow leaders in the library field and learn about current research. Hashtags can also be used on Twitter to follow topics like conferences. Tools like Feedly, Pocket, and Scoop.It are presented as ways to collect and curate information from various online sources.
Using Social Media in Higher Education
Using Social Media in Higher Education discusses how social media can be utilized across various functions in higher education including recruitment, student guidance, teaching, peer support, university communication, student and academic professional development, and research. Specific social media platforms are highlighted for each function such as using Facebook and wikis for student FAQs, blogs and Google Drive for project collaboration, and Twitter and LinkedIn for academic professional development and research dissemination. The document provides an overview of how social media can enhance and support key areas in higher education.
Social mediaintheclassroom presentation
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
Recommended
A Blog's not Just for Christmas
The document discusses the benefits of using blogs for enhancing teaching and learning. It provides examples of how blogs can be used to communicate with students, encourage research, and make the learning process more interactive. Some key benefits mentioned are shifting the focus from teacher to student, engaging in dialogue, and allowing knowledge to change with experiences. The document also provides recommendations for blog platforms and includes many links to educational blogs and resources in different subject areas.
Social Media For Educator's: The Making of Erin's PLN
The document discusses various social media tools that can be used to create an educator's personal learning network (PLN). It describes Twitter for microblogging and connecting with other educators, Delicious for bookmarking and sharing websites, Wikispaces for collaborative editing of web pages, and other tools like Educator's PLN, Qlubb, and Animoto. The author found Delicious to be the most useful tool for finding relevant resources. Creating and managing the PLN was initially daunting but the author found they were more technologically knowledgeable than expected and was able to find and share knowledge through their PLN.
New Technologies for PGCE trainees
Presentation on how New Technologies need to be used by teachers and trainee teachers to stay up to date themselves and to enhance their pupils' lessons. I cover what i feel are the most useful tools to use to keep ahead of the game! For all disciplines.
ABC of Classroom Blogging - TUANZ 2007
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
TUANZ - ABC of Blogging
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
Knowing Me, Knowing You: Social media for professional learning
This document discusses how social media can be used by school librarians to find ideas for library displays, follow the latest library research, find resources to support collections, stay up to date with library events, and access book reviews and tutorials. It recommends using Instagram with hashtags like #schoollibrary and #libraryshelfie, and Pinterest boards tagged with #schoollibrary to find display ideas. Twitter, blogs, and organization websites are suggested to follow leaders in the library field and learn about current research. Hashtags can also be used on Twitter to follow topics like conferences. Tools like Feedly, Pocket, and Scoop.It are presented as ways to collect and curate information from various online sources.
Using Social Media in Higher Education
Using Social Media in Higher Education discusses how social media can be utilized across various functions in higher education including recruitment, student guidance, teaching, peer support, university communication, student and academic professional development, and research. Specific social media platforms are highlighted for each function such as using Facebook and wikis for student FAQs, blogs and Google Drive for project collaboration, and Twitter and LinkedIn for academic professional development and research dissemination. The document provides an overview of how social media can enhance and support key areas in higher education.
Social mediaintheclassroom presentation
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
Social Media in the Classroom by Wilmington University
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
Social mediaintheclassroom presentation
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
TUANZ - ABC of Blogging - 2007
The document discusses setting up and using classroom blogs for educational purposes. It provides guidance on choosing blogging tools, ensuring student safety and privacy, and planning the purpose and content of the blog. Examples of existing classroom blogs are also listed.
Final presentation
This document discusses various web tools for publishing online content. It begins by summarizing the author's process of creating a wiki for their students to share information about civilizations for a school project. It then discusses using RSS feeds to stay up to date on news, sports, and educational resources. The author expresses initial apprehension about blogging but comes to see its potential for sharing enrichment activities and information with students. The document concludes by expressing excitement to learn and use additional online tools like Google Forms, Pinterest, and Edmodo for formative assessments and sharing resources.
Blogs
Blogs can be used in language teaching in several ways. Teachers can create a class blog as a shared space for students and the teacher to post writing, photos, audio, and videos. Blogs allow students to develop writing skills through regular practice and feedback. They also encourage student participation and build a sense of community. Blogs can be used to track student work and assess progress over time through their online portfolio. Teachers should engage and encourage students to maintain interest in using blogs for learning.
Web 2.0
This document discusses several practical Web 2.0 applications for teachers and students: Blogger, Wikispaces, podcasts, and Delicious. Blogger allows students to discuss topics in writing and teachers to model writing. Wikispaces enables student collaboration and publishing projects. Podcasts develop listening skills and introduce topics. Delicious helps teachers organize websites. The document advocates demonstrating uses of these tools to administrators and parents and continuing professional development to incorporate new technologies.
Blogs & wikis
This document discusses using blogs and wikis for blended learning. It defines blogs and wikis, outlines their benefits for educational purposes, and provides examples of how teachers and students can use them. Specific ideas are given for blog and wiki activities, such as book reviews, photo blogs, and collecting information on course topics. Resources for tutorials and hosting services are also listed. The document encourages readers to set up sample blogs and wikis of their own to experience using these tools.
Web 2
The document discusses how teachers can use web 2.0 tools and podcasting in their classrooms. It provides examples of popular web 2.0 sites like blogs, wikis, and Flickr that encourage user participation and collaboration. The document also explains what podcasting is and how teachers can create podcasts using tools like Audacity or Garageband. Podcasts allow for "anytime, anywhere" learning and can be used to reinforce curriculum concepts. Several hosting options are mentioned for sharing podcasts with students.
Reasons to use blogs
Blogs provide several benefits for both students and teachers. For students, blogs help develop writing skills, foster collaboration, and engage digital natives by allowing them to share work with a broad audience. Blogs also allow self-directed learning and help prepare students for online networking. For teachers, blogs facilitate professional development by connecting them with other experts, provide a forum for sharing ideas and discussions, and make them aware of current trends relevant to students. Blogs additionally give teachers alternative ways to connect with and engage students.
Online Teaching
The document discusses various online resources that can be used for teaching, including their benefits and disadvantages. It outlines online teaching, wiki pages, and weblogs (blogs). Online teaching allows courses to be available online, providing flexibility but requiring self-discipline. Wiki pages allow collaborative editing but are open to spam. Weblogs promote reflection and learning but are publicly viewable. The conclusion reflects that students can learn through blogs and wikis, as with a classroom.
Using Web2.0 in Libraries
The document discusses how Web 2.0 technologies like wikis, blogs, podcasts, and videos can be used in a TAFE (Technical and Further Education) classroom setting and library. Students in a Library 2.0 diploma course are assigned group projects that involve creating content on class wikis, recording podcast and video tutorials, and maintaining blogs to document their progress. The goals are to encourage collaboration, sharing of resources, and participatory learning among students.
Educational blogs
Educational blogs are created for educational purposes to facilitate reflection, questioning, collaboration, and higher-order thinking by archiving and sharing content. Students can use blogs to journal about class discussions, reflect on lessons, share ideas for applying knowledge, and see themselves as contributors to professional communities. Blogging also helps students express themselves in writing and develop writing habits. Popular educational blogging services like Edublogs make it easy for teachers to create blogs and customize them to give assignments, collect student work, and conduct learning assessments and surveys.
Sweeney social media
The document discusses various social media platforms that can be used by educators including Pinterest, Twitter, and Google+. Pinterest is described as a photo sharing site good for visual learners but requires users to sign in. Twitter allows connecting with other educators globally through hashtags and lists. Google+ is well organized for groups, contacts, and sharing links and files. The author notes finding Google Classroom clunky compared to Google Docs for sharing course content. Overall social media provides valuable professional development for teachers though the large amount of available information can be challenging.
Social media in education(شبكات التوصل الاجتماعية فى التعليم )
This document discusses how to incorporate various social media tools into educational activities. It provides examples of how tools like Facebook, Twitter, YouTube, TED Talks, Khan Academy, LinkedIn, Pinterest, SlideShare and blogging can be used to boost student engagement, connect students with experts, share content and lessons, and help students develop an online presence. Potential benefits are outlined, such as increased comprehension and new learning channels, as well as challenges to consider, such as distraction. The document emphasizes using social media purposefully with a clear learning objective in mind.
Blog poster
Blogging can enhance students' reading, writing, and social networking skills while allowing educators to publish online educational information. Blogs are conversational and informational tools that can help students learn while also serving as a career enhancement tool for teachers. Setting up a blog through sites like Blogger.com allows educators to take advantage of features such as RSS feeds, Twitter, audio/video casting, social bookmarking, wikis, and online photo galleries to engage students in new ways of communicating and learning.
Web Blogs
Blogs can be an effective learning tool when used in educational settings. They allow for knowledge construction through collaboration, debates, and argumentation which supports social constructivism. Blogs archive information and link ideas together in a way that reveals the structure of knowledge and the evolution of thoughts over time. Teachers can use blogs to provide resources and facilitate discussions for students. Students can use blogs to share their work, thoughts, and learning which allows teachers to assess understanding.
Digital learningday webinar_slides
This document provides information about Digital Learning Day on February 6, 2013 and lists 10 suggestions for activities teachers can do to participate, such as setting up an RSS feed reader, flipping a lesson, creating a digital citizenship agreement with students, using discussion boards as a back channel, hosting a TED talk, and trying a new online tool. It also mentions a survey after the webinar to enter a drawing for a free trial and subscription for OLE and announces the next webinar on building a personal learning network.
The effective use of blogs in economics education
Workshop given at the Developments in Economics Education conference about using blogs in economics teaching and research
A13 teach writing with tech
This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs on platforms like Blogger, using wikis like Wikipedia for collaborative writing projects, and exploring other digital tools like Glogster, Twitter, and Google Docs that support writing. The presenter encourages teachers to experiment with these tools and ask for help from educational technology experts.
Wiki in the_class
This document lists 17 ways to use a wiki in the classroom, as presented by various educators. Some examples include creating subject-specific repositories for student-written revision materials, asking students to collaboratively respond to books or class discussions, showing off student work, allowing students to create personal pages, publishing training videos, posting podcasts, sharing teaching techniques among staff, creating a forum for students to discuss issues, and using a wiki as an interactive substitute teacher plan or classroom website. Wikis allow for collaboration between students and teachers.
Beyond Consultation
The document discusses engaging students in educational development and innovation through the Student Ambassador Network (SAN) at the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS). It provides examples of how the SAN and CILASS have collaborated with students, such as having students represented from the initial bid stage, creating student-friendly materials, and obtaining student input into meetings and projects. Table discussions focused on engaging students in evaluation, scholarship, curriculum planning, and an interdisciplinary network.
Rossiter and Biggs (2008), A problem-based learning approach
Presentation by Dr Catherine Biggs and Dr Diane Rossiter of the Department of Chemical and Process Engineering at the University of Sheffield Learning and Teaching Conference 2008, entitled: 'A problem-based learning approach
to 1st year UG Chemical
Engineering'
More Related Content
What's hot
Social Media in the Classroom by Wilmington University
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
Social mediaintheclassroom presentation
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
TUANZ - ABC of Blogging - 2007
The document discusses setting up and using classroom blogs for educational purposes. It provides guidance on choosing blogging tools, ensuring student safety and privacy, and planning the purpose and content of the blog. Examples of existing classroom blogs are also listed.
Final presentation
This document discusses various web tools for publishing online content. It begins by summarizing the author's process of creating a wiki for their students to share information about civilizations for a school project. It then discusses using RSS feeds to stay up to date on news, sports, and educational resources. The author expresses initial apprehension about blogging but comes to see its potential for sharing enrichment activities and information with students. The document concludes by expressing excitement to learn and use additional online tools like Google Forms, Pinterest, and Edmodo for formative assessments and sharing resources.
Blogs
Blogs can be used in language teaching in several ways. Teachers can create a class blog as a shared space for students and the teacher to post writing, photos, audio, and videos. Blogs allow students to develop writing skills through regular practice and feedback. They also encourage student participation and build a sense of community. Blogs can be used to track student work and assess progress over time through their online portfolio. Teachers should engage and encourage students to maintain interest in using blogs for learning.
Web 2.0
This document discusses several practical Web 2.0 applications for teachers and students: Blogger, Wikispaces, podcasts, and Delicious. Blogger allows students to discuss topics in writing and teachers to model writing. Wikispaces enables student collaboration and publishing projects. Podcasts develop listening skills and introduce topics. Delicious helps teachers organize websites. The document advocates demonstrating uses of these tools to administrators and parents and continuing professional development to incorporate new technologies.
Blogs & wikis
This document discusses using blogs and wikis for blended learning. It defines blogs and wikis, outlines their benefits for educational purposes, and provides examples of how teachers and students can use them. Specific ideas are given for blog and wiki activities, such as book reviews, photo blogs, and collecting information on course topics. Resources for tutorials and hosting services are also listed. The document encourages readers to set up sample blogs and wikis of their own to experience using these tools.
Web 2
The document discusses how teachers can use web 2.0 tools and podcasting in their classrooms. It provides examples of popular web 2.0 sites like blogs, wikis, and Flickr that encourage user participation and collaboration. The document also explains what podcasting is and how teachers can create podcasts using tools like Audacity or Garageband. Podcasts allow for "anytime, anywhere" learning and can be used to reinforce curriculum concepts. Several hosting options are mentioned for sharing podcasts with students.
Reasons to use blogs
Blogs provide several benefits for both students and teachers. For students, blogs help develop writing skills, foster collaboration, and engage digital natives by allowing them to share work with a broad audience. Blogs also allow self-directed learning and help prepare students for online networking. For teachers, blogs facilitate professional development by connecting them with other experts, provide a forum for sharing ideas and discussions, and make them aware of current trends relevant to students. Blogs additionally give teachers alternative ways to connect with and engage students.
Online Teaching
The document discusses various online resources that can be used for teaching, including their benefits and disadvantages. It outlines online teaching, wiki pages, and weblogs (blogs). Online teaching allows courses to be available online, providing flexibility but requiring self-discipline. Wiki pages allow collaborative editing but are open to spam. Weblogs promote reflection and learning but are publicly viewable. The conclusion reflects that students can learn through blogs and wikis, as with a classroom.
Using Web2.0 in Libraries
The document discusses how Web 2.0 technologies like wikis, blogs, podcasts, and videos can be used in a TAFE (Technical and Further Education) classroom setting and library. Students in a Library 2.0 diploma course are assigned group projects that involve creating content on class wikis, recording podcast and video tutorials, and maintaining blogs to document their progress. The goals are to encourage collaboration, sharing of resources, and participatory learning among students.
Educational blogs
Educational blogs are created for educational purposes to facilitate reflection, questioning, collaboration, and higher-order thinking by archiving and sharing content. Students can use blogs to journal about class discussions, reflect on lessons, share ideas for applying knowledge, and see themselves as contributors to professional communities. Blogging also helps students express themselves in writing and develop writing habits. Popular educational blogging services like Edublogs make it easy for teachers to create blogs and customize them to give assignments, collect student work, and conduct learning assessments and surveys.
Sweeney social media
The document discusses various social media platforms that can be used by educators including Pinterest, Twitter, and Google+. Pinterest is described as a photo sharing site good for visual learners but requires users to sign in. Twitter allows connecting with other educators globally through hashtags and lists. Google+ is well organized for groups, contacts, and sharing links and files. The author notes finding Google Classroom clunky compared to Google Docs for sharing course content. Overall social media provides valuable professional development for teachers though the large amount of available information can be challenging.
Social media in education(شبكات التوصل الاجتماعية فى التعليم )
This document discusses how to incorporate various social media tools into educational activities. It provides examples of how tools like Facebook, Twitter, YouTube, TED Talks, Khan Academy, LinkedIn, Pinterest, SlideShare and blogging can be used to boost student engagement, connect students with experts, share content and lessons, and help students develop an online presence. Potential benefits are outlined, such as increased comprehension and new learning channels, as well as challenges to consider, such as distraction. The document emphasizes using social media purposefully with a clear learning objective in mind.
Blog poster
Blogging can enhance students' reading, writing, and social networking skills while allowing educators to publish online educational information. Blogs are conversational and informational tools that can help students learn while also serving as a career enhancement tool for teachers. Setting up a blog through sites like Blogger.com allows educators to take advantage of features such as RSS feeds, Twitter, audio/video casting, social bookmarking, wikis, and online photo galleries to engage students in new ways of communicating and learning.
Web Blogs
Blogs can be an effective learning tool when used in educational settings. They allow for knowledge construction through collaboration, debates, and argumentation which supports social constructivism. Blogs archive information and link ideas together in a way that reveals the structure of knowledge and the evolution of thoughts over time. Teachers can use blogs to provide resources and facilitate discussions for students. Students can use blogs to share their work, thoughts, and learning which allows teachers to assess understanding.
Digital learningday webinar_slides
This document provides information about Digital Learning Day on February 6, 2013 and lists 10 suggestions for activities teachers can do to participate, such as setting up an RSS feed reader, flipping a lesson, creating a digital citizenship agreement with students, using discussion boards as a back channel, hosting a TED talk, and trying a new online tool. It also mentions a survey after the webinar to enter a drawing for a free trial and subscription for OLE and announces the next webinar on building a personal learning network.
The effective use of blogs in economics education
Workshop given at the Developments in Economics Education conference about using blogs in economics teaching and research
A13 teach writing with tech
This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs on platforms like Blogger, using wikis like Wikipedia for collaborative writing projects, and exploring other digital tools like Glogster, Twitter, and Google Docs that support writing. The presenter encourages teachers to experiment with these tools and ask for help from educational technology experts.
Wiki in the_class
This document lists 17 ways to use a wiki in the classroom, as presented by various educators. Some examples include creating subject-specific repositories for student-written revision materials, asking students to collaboratively respond to books or class discussions, showing off student work, allowing students to create personal pages, publishing training videos, posting podcasts, sharing teaching techniques among staff, creating a forum for students to discuss issues, and using a wiki as an interactive substitute teacher plan or classroom website. Wikis allow for collaboration between students and teachers.
What's hot (20)
Social Media in the Classroom by Wilmington University
Social Media in the Classroom by Wilmington University
Social media in education(شبكات التوصل الاجتماعية فى التعليم )
Social media in education(شبكات التوصل الاجتماعية فى التعليم )
Viewers also liked
Beyond Consultation
The document discusses engaging students in educational development and innovation through the Student Ambassador Network (SAN) at the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS). It provides examples of how the SAN and CILASS have collaborated with students, such as having students represented from the initial bid stage, creating student-friendly materials, and obtaining student input into meetings and projects. Table discussions focused on engaging students in evaluation, scholarship, curriculum planning, and an interdisciplinary network.
Rossiter and Biggs (2008), A problem-based learning approach
Presentation by Dr Catherine Biggs and Dr Diane Rossiter of the Department of Chemical and Process Engineering at the University of Sheffield Learning and Teaching Conference 2008, entitled: 'A problem-based learning approach
to 1st year UG Chemical
Engineering'
Managing Inquiry-based Learning: Learning from experience
We have taught a suite of inquiry-based learning modules for the past 20 years. Two problems that have occurred frequently are that the students can be poor at organising their schedules and setting deadlines, whilst at the same time we have moved towards marking schemes which are focused on process applied rather than product produced. These two factors have mandated that the students need to provide evidence that they are planning and following the process that has been set. To support this we have introduced a suite of custom support software.
2008 - Student Ambassadors Workshop for Academic Liaison Librarians
Presentation from a workshop facilitated by members of the CILASS student ambassador network at the University of Sheffield for the institution's Academic Liaison Librarians. The session was focussed on student views of Information Literacy provision.
Triads, Posters and Postgrads: inquiry-based learning, research methods and d...
Ana Vasconcelos, Jamie Wood, Kendra Albright, Bob Petrulis (Information Studies; CILASS). Presentation given at the University of Sheffield Learning and Teaching Conference in January 2009.
Using ICT in IBL courses - Little and Bestwick (2007)
This document discusses the use of information and communication technologies (ICT) to support inquiry-based learning (IBL) at the University of Sheffield. It received funding for around 70 projects involving close collaboration between various departments. Many projects incorporated an ICT component to support information literacy, networked learning, and collaborative inquiry. Specifically, archaeology modules used ICT for online case studies, discussion on WebCT, and collaborative group work involving fieldwork, research, and reporting.
OK Bloggs, just watch the blackboard while I run through it: what has elearn...
This document discusses learner autonomy and enquiry-based learning (EBL). It defines an autonomous learner as someone who independently chooses their learning goals, methods, and criteria for evaluation. Effective autonomous learners have appropriate conceptions of learning, intrinsic motivation, and skills for managing information and their learning. EBL involves students determining their own lines of inquiry to pursue knowledge. When using technology to support EBL, factors to consider include the appropriateness of tools, availability of resources, and not overburdening workload. Academic staff can be encouraged to engage with technology by providing peer support, ensuring tools have clear purposes, and equipping them with strategies for appropriate usage.
Viewers also liked (7)
Rossiter and Biggs (2008), A problem-based learning approach
Rossiter and Biggs (2008), A problem-based learning approach
Managing Inquiry-based Learning: Learning from experience
Managing Inquiry-based Learning: Learning from experience
2008 - Student Ambassadors Workshop for Academic Liaison Librarians
2008 - Student Ambassadors Workshop for Academic Liaison Librarians
Triads, Posters and Postgrads: inquiry-based learning, research methods and d...
Triads, Posters and Postgrads: inquiry-based learning, research methods and d...
Using ICT in IBL courses - Little and Bestwick (2007)
Using ICT in IBL courses - Little and Bestwick (2007)
OK Bloggs, just watch the blackboard while I run through it: what has elearn...
OK Bloggs, just watch the blackboard while I run through it: what has elearn...
Similar to The Students' Perspective on Web2.0 and Information Literacy - Yorkshire Universities Information Skills Group Workshop, Thursday, 12th June 2008
The role of social media in learning
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
Economics 2.0
This document discusses using various social media tools like SlideShare, Twitter, Facebook, and FriendFeed for economics teaching. It provides examples of how each tool can be used, such as disseminating lecture materials on SlideShare, providing student reminders and feedback via Twitter, connecting students through Facebook groups, and collaboratively gathering online references using FriendFeed. The document advocates integrating these tools to enhance teaching and learning beyond traditional virtual learning environments.
ASAHP poster, Web 2.0 for Faculty
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
Social Media for the Social Sciences
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples of their use by Social Scientists, information professionals and Intute
How could you use them in your work?
EVHS Learning 2.0 - August, 2010
This document provides an overview of various Web 2.0 tools including blogs, wikis, Twitter, and social bookmarking. It discusses how each tool can be used for educational purposes like collaboration, sharing content, and interacting with other users. Examples are given of different platforms for each tool type. Teachers are encouraged to consider the purpose and audience for each tool to determine what might be best for various classroom needs.
Programming Collaborative Learning (HEA, University of Winchester)
This document discusses using technology to improve feedback and assessment in higher education. It mentions several projects and tools for digital feedback including track changes, commenting, video/audio screencasts, e-portfolios, and peer review tools. Benefits discussed include faster return of more detailed feedback, increased student effort and engagement, and development of skills like collaboration. Challenges mentioned include the time needed for new technologies to be adopted and ensuring academic rigor in tools like blogs. Overall the document promotes experimenting with technology to enhance feedback practices.
From Delicious To Diigo - Lancaster, May 2009
This document discusses using social bookmarking tools like Delicious and Diigo to support inquiry-based learning. It describes how the author set up bookmarking sites for history students to tag and share sources they found online. Students found this helpful for seminar preparation and developing research skills. While some engagement issues arose, most students felt it improved their thinking and ability to find different types of sources. The author reflected that social bookmarking can effectively support inquiry-based learning when combined with specific tasks and modeling from instructors.
How to use Social Media in the Classroom
Learn how to incorporate social media tools into learning activities. When used properly, social media tools can boost student engagement, link students to content experts, find online classroom lessons, and help students to establish an online body of work/establish their brand.
Librarians, Libraries And Facebook
1) The document discusses a study of how academic libraries are using Facebook pages and groups. It provides examples of two university libraries that have created Facebook pages to promote events and services.
2) A survey of librarians found that about half had over 100 fans on their Facebook page and one library had over 1000 fans. Most librarians felt the Facebook page was useful for outreach.
3) Some librarians are hesitant about using Facebook due to concerns over personal use mixing with professional roles or policies restricting social media use. But many see it as a low-investment way to connect with students.
BCTLA Kelowna October 2010
1. The document summarizes the results of a survey given to former students of a teacher-librarian distance education course on using Web 2.0 tools. The survey asked about personal, teaching, and professional development use of tools before and after taking the course.
2. Respondents reported moving from being consumers of Web 2.0 tools before the course to producers after the course, both in their personal lives and teaching. They also expanded use of tools for professional learning through blogs, wikis, and social media.
3. The course seems to be helping teachers learn how to better connect and stay connected using Web 2.0 tools for professional learning and development.
Sagt07 Join Online Revolution
The document discusses using new technologies to enhance geography teaching and learning. It promotes using websites, virtual learning environments (VLEs), blogs, podcasts, and wikis to engage students in online learning. The St Ivo geography department created an online portal called GeoBytes that includes course materials, homework support, revision resources, and ways for students to interact online through discussion forums, blogs and interactive activities. The document provides examples of how teachers can use these online tools and virtual communities to support students and promote independent learning.
Transforming Information Literacy for NowGen Students
This slidedeck supports a virtual presentation by Buffy Hamilton about the Media 21 project given February 28, 2010 at 7:00 PM as part of the CRSTE (The Capital Region Society for Technology in Education) 2010 Cyberconference. Additional supporting materials are available at http://theunquietlibrarian.wikispaces.com/crste2010-media21.
Active Learning
The document discusses active learning and how it can be facilitated through online tools. It defines active learning as anything other than passive listening, and emphasizes learner-centered and collaborative approaches. It then provides examples of active learning tools like wikis, discussion forums, and the Moodle platform. It encourages shifting away from purely content-focused e-learning towards more social and collaborative models of c-learning.
Sagt07 Join Online Revolution
The document discusses using new technologies to enhance geography teaching and learning. It promotes using tools like websites, virtual learning environments (VLEs), blogs, podcasts and wikis to engage students in online learning. Specific examples mentioned include using a department website and VLE to provide homework support, share resources and showcase student work. The benefits of collaborative online learning through tools like blogs and online communities are also discussed.
Sagt07 Join Online Revolution
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
Macquarie University 2008 Ict In The Classroom
This document discusses the use of blogs in education. It provides examples of how teachers and students can use blogs for various purposes like reflecting on lessons, sharing resources, and collaborating on projects. Blogs allow for easy publication and sharing of content. The document also explores considerations for setting up blogs, what teachers and students think about using blogs, and how blogs can be integrated into different subject areas and levels of education.
Workshop 20 - Online Learning - supporting independent learning.
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.
Join the Online Revolution - March 08
Training powerpoint for the use of new technologies in enhancing the teaching and learning of geography.
Enhancing Teaching and Learning in Geography using ICT
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is highlighted.
Enhancing Teaching & Learning with ICT - Geography
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is emphasized.
Similar to The Students' Perspective on Web2.0 and Information Literacy - Yorkshire Universities Information Skills Group Workshop, Thursday, 12th June 2008 (20)
Programming Collaborative Learning (HEA, University of Winchester)
Programming Collaborative Learning (HEA, University of Winchester)
Transforming Information Literacy for NowGen Students
Transforming Information Literacy for NowGen Students
Workshop 20 - Online Learning - supporting independent learning.
Workshop 20 - Online Learning - supporting independent learning.
Enhancing Teaching and Learning in Geography using ICT
Enhancing Teaching and Learning in Geography using ICT
Enhancing Teaching & Learning with ICT - Geography
Enhancing Teaching & Learning with ICT - Geography
More from cilass.slideshare
A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Wood
Presentation given by Dr Jamie Wood at the Learning Through Enquiry Alliance conference 2009 at the University of Reading on inquiry-based learning and social bookmarking.
Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-b...
Presentation given by Dr Tim Herrick (CILASS Fellow and Combined Studies Programme Co-ordinator, The Institute for Lifelong Learning, School of Education, University of Sheffield) at the CILASS Third Mondays research seminar series in April 2009.
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
Presentation given by Richard Rowe, Department of Psychology, University of Sheffield on a CILASS funded project at a BPS practice sharing event.
How Does Inquiry Based Learning Affect Students?
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"
This document discusses the use of information and communication technologies (ICT) to support inquiry-based learning (IBL) at the University of Sheffield. It received funding for around 70 projects involving close collaboration between various departments. Many projects incorporated an ICT component to support information literacy, networked learning, and collaborative inquiry. Specifically, archaeology modules used ICT for online case studies, discussion on WebCT, and collaborative group research and reporting that involved fieldwork, developing data collection tools, and using library and database resources.
Critical appraisal of the public presentation of psychology - CILASS Staff St...
This document outlines a 3-tiered approach for students to critically evaluate how psychology is presented publicly. Students searched BBC news articles, found related scholarly articles, and reflected on the process. Postgraduate tutors noted that while students were skilled searchers, guidance on information literacy and modeling the full task would be beneficial. Overall, the approach provided a positive learning experience for both undergraduate and postgraduate students by incorporating different teaching methods and linking research to teaching.
I blog, therefore I am/reflect/collaborate/learn/teach
The document discusses using blogs to support inquiry-based learning (IBL) in higher education. It outlines how blogs can aid reflection, collaboration, learning/teaching, dissemination of information, and personalization. Blogs allow students and staff to reflect on their IBL processes, work collaboratively, share resources and ideas, disseminate information to the wider community, and customize their blog for self-expression. The document raises questions about how blogs compare to other tools and how new technologies could further enhance their educational applications.
Learning and Teaching in the Information Commons - Jamie Wood
Wood, J. (2007). “Learning and Teaching in the Information Commons”, HEI Open Day, Information Commons, University of Sheffield, 22nd August 2007.
Inquiry-based Learning and Information Literacy
The document discusses how an organization called CILASS promotes inquiry-based learning and information literacy at the University of Sheffield. It provides two scenarios where academic departments want to improve student skills and seeks advice. For the first scenario, involving a new student induction, mentors guide small groups to explore resources and produce a poster. For the second scenario, about embedding skills in seminars, collaborative tasks were designed responding to information literacy skills and new online tutorials were created.
The critical appraisal of the public presentation Of Psyhology: building info...
1) The document describes a 5-year programme at the University of Sheffield called CILASS that aims to promote inquiry-based learning and information literacy skills for undergraduate students.
2) As part of CILASS, the Psychology department implemented a project to critically evaluate how psychology research is presented to the public by having students compare news articles to original research articles.
3) Student feedback indicated that the project was successful in developing their information literacy skills, such as evaluating sources and searching databases, in a way that was engaging through open-ended topics and collaborative work.
Strategi aproaches to Information Literacy Development: a CETL perspective
1) CILASS is a 5-year £4.5M programme funded by HEFCE to promote inquiry-based learning impacting over 10,000 students in arts, social sciences, and law.
2) Inquiry-based learning involves student-directed, open-ended inquiry on problems and cases at an appropriately scaled level. It develops capabilities for scholarship and employability.
3) Information literacy is a key theme for CILASS and involves working with partners like the library and information studies department to embed information literacy training and assess competencies using the SCONUL seven pillars model.
CILASS and Information Literacy
CILASS works to develop inquiry-based learning (IBL) at the University of Sheffield through curriculum development projects and learning spaces. IBL approaches involve self-directed student inquiry using techniques like case studies and problem-based learning. Information literacy is key to IBL, equipping students with skills to independently conduct research and develop knowledge. CILASS promotes information literacy through various initiatives like workshops, an information literacy network, and audits to identify how departments can enhance skills development. The goal is to embed information literacy into IBL curriculum design.
Partnership for information literacy development
Poster presented at 'Information Literacy: Recognising the need' event at the University of Staffordshire May 2006
CILASS: Centre for Inquiry-based learning in the Arts and Social Sciences
The Information Literacy Network is an interdisciplinary group at the University of Sheffield created under CILASS to bring together stakeholders in information literacy. It is chaired by Professor Sheila Corrall and coordinated with the Library. Information literacy is key for CILASS and inquiry-based learning curricula. Through projects, it aims to develop information literacy teaching and share resources across disciplines at the University.
Developing Partnerships for Educational Development from a CETL Perspective
Pamela McKinney: presentation at a workshop for the SEDA (Staff and Educational Development Association) conference November 2006.
Net(work) yourself a job? CETL student engagement and employability
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
'Do you? I don't!' - Engaging students in research on technologies for inquir...
This document discusses staff-student partnerships in academic research. It describes a project investigating how students in the arts and social sciences use technology for inquiry-based learning. Students were involved from the initial bid stage and formed a student ambassador network and working groups to engage in the research process. The research aims to understand how students use technology for formal and informal inquiry learning. It also examines issues of power, whose benefit the research serves, and whether students are "good enough" partners in academic research.
Foregrounding inquiry based learning approaches in Foundation Year programmes
A presentation delivered by Willy Kitchen at a Foundation Year Network Workshop: Developing the Independent Learner at Level 0, Manchester Metropolitan University 3rd July 2007
IBL and Skills Development
This slideshow was created by CILASS Student Ambassadors to run a presentation/workshop at Manchester Metropolitan Business School
Inquiry-based learning with Papyri and Manuscripts - Kate Cooper and Jamie Wo...
The document discusses using inquiry-based learning with Greek and Latin papyri and manuscripts. It proposes developing "generative learning objects" (GLOs) that allow students to engage with physical manuscripts and papyri through alternative, inquiry-based methods. Initial findings show that existing GLOs are engaging but limited for open-ended inquiries. However, many low-tech projects in fields like museology, Egyptology and classics successfully use objects to engage students in research. Advice is sought on how GLOs or other methods could be used to work with manuscripts and papyri at the master's level.
More from cilass.slideshare (20)
A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Wood
A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Wood
Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-b...
Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-b...
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"
Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"
Critical appraisal of the public presentation of psychology - CILASS Staff St...
Critical appraisal of the public presentation of psychology - CILASS Staff St...
I blog, therefore I am/reflect/collaborate/learn/teach
I blog, therefore I am/reflect/collaborate/learn/teach
Learning and Teaching in the Information Commons - Jamie Wood
Learning and Teaching in the Information Commons - Jamie Wood
The critical appraisal of the public presentation Of Psyhology: building info...
The critical appraisal of the public presentation Of Psyhology: building info...
Strategi aproaches to Information Literacy Development: a CETL perspective
Strategi aproaches to Information Literacy Development: a CETL perspective
CILASS: Centre for Inquiry-based learning in the Arts and Social Sciences
CILASS: Centre for Inquiry-based learning in the Arts and Social Sciences
Developing Partnerships for Educational Development from a CETL Perspective
Developing Partnerships for Educational Development from a CETL Perspective
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
'Do you? I don't!' - Engaging students in research on technologies for inquir...
'Do you? I don't!' - Engaging students in research on technologies for inquir...
Foregrounding inquiry based learning approaches in Foundation Year programmes
Foregrounding inquiry based learning approaches in Foundation Year programmes
Inquiry-based learning with Papyri and Manuscripts - Kate Cooper and Jamie Wo...
Inquiry-based learning with Papyri and Manuscripts - Kate Cooper and Jamie Wo...
Recently uploaded
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
Introducing BONKMILLON - The Most Bonkers Meme Coin Yet
Let's be real for a second – the world of meme coins can feel like a bit of a circus at times. Every other day, there's a new token promising to take you "to the moon" or offering some groundbreaking utility that'll change the game forever. But how many of them actually deliver on that hype?
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
Delve into the world of STREETONOMICS, where a team of 7 enthusiasts embarks on a journey to understand unorganized markets. By engaging with a coffee street vendor and crafting questionnaires, this project uncovers valuable insights into consumer behavior and market dynamics in informal settings."
Earn a passive income with prosocial investing
Invest in prosocial funds that earn you an income while improving the world
An Overview of the Prosocial dHEDGE Vault works
How the prosocial dHEDGE earns you money while saving the world!
This assessment plan proposal is to outline a structured approach to evaluati...
This assessment plan proposal is to outline a structured approach to evaluati...lamluanvan.net Viết thuê luận văn
Luận Văn Group hỗ trợ viết luận văn thạc sĩ,chuyên đề,khóa luận tốt nghiệp, báo cáo thực tập, Assignment, Essay
Zalo/Sdt 0967 538 624/ 0886 091 915 Website:lamluanvan.net
Tham gia nhóm hỗ trợ viết bài fb: https://www.facebook.com/groups/285625754522599?locale=vi_VNWho Is Abhay Bhutada, MD of Poonawalla Fincorp
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria -...
Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria -...Godwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
Lecture slide titled Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria - Prof Oyedokun.pptx一比一原版(GWU,GW毕业证)加利福尼亚大学|尔湾分校毕业证如何办理
GWU,GW毕业证录取书【微信95270640】一比一伪造加利福尼亚大学|尔湾分校文凭@假冒GWU,GW毕业证成绩单+Q微信95270640办理GWU,GW学位证书@仿造GWU,GW毕业文凭证书@购买加利福尼亚大学|尔湾分校毕业证成绩单GWU,GW真实使馆认证/真实留信认证回国人员证明
全套服务：加利福尼亚大学|尔湾分校加利福尼亚大学|尔湾分校毕业证成绩单真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供加利福尼亚大学|尔湾分校钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有加利福尼亚大学|尔湾分校加利福尼亚大学|尔湾分校毕业证成绩单帮助再进行电话咨询。
国外毕业证学位证成绩单如何办理：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作加利福尼亚大学|尔湾分校毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。口水苦涩无比山娃一边游泳一边念念不忘那元门票尤令山娃气愤的是泳池老板居然硬让父亲买了一大一小二条巴掌般大的裤衩衩走出泳池山娃感觉透身粘粘乎乎散发着药水味有点痒山娃顿时留恋起家乡的小河潺潺活水清凉无比日子就这样孤寂而快乐地过着寂寞之余山娃最神往最开心就是晚上无论多晚多累父亲总要携山娃出去兜风逛夜市流光溢彩人潮涌动的都市夜生活总让山娃目不暇接惊叹不已父亲老问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦在
Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Seminar: Gender Board Diversity through Ownership Networks
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
在线办理(GU毕业证书)美国贡萨加大学毕业证学历证书一模一样
学校原件一模一样【微信：741003700 】《(GU毕业证书)美国贡萨加大学毕业证学历证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Bridging the gap: Online job postings, survey data and the assessment of job ...
Bridging the gap: Online job postings, survey data and the assessment of job ...Labour Market Information Council | Conseil de l’information sur le marché du travail
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.falcon-invoice-discounting-a-strategic-approach-to-optimize-investments
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Role of Information Technology in Revenue - Prof Oyedokun.pptx
Role of Information Technology in Revenue - Prof Oyedokun.pptxGodwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
Lecture slide on the Role of Information Technology in Revenue Generation and Collection
1. Elemental Economics - Introduction to mining.pdf
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
Recently uploaded (20)
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
This assessment plan proposal is to outline a structured approach to evaluati...
This assessment plan proposal is to outline a structured approach to evaluati...
Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria -...
Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria -...
Independent Study - College of Wooster Research (2023-2024)
Independent Study - College of Wooster Research (2023-2024)
Seminar: Gender Board Diversity through Ownership Networks
Seminar: Gender Board Diversity through Ownership Networks
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
Bridging the gap: Online job postings, survey data and the assessment of job ...
Bridging the gap: Online job postings, survey data and the assessment of job ...
falcon-invoice-discounting-a-strategic-approach-to-optimize-investments
falcon-invoice-discounting-a-strategic-approach-to-optimize-investments
Role of Information Technology in Revenue - Prof Oyedokun.pptx
Role of Information Technology in Revenue - Prof Oyedokun.pptx
1. Elemental Economics - Introduction to mining.pdf
1. Elemental Economics - Introduction to mining.pdf
The Students' Perspective on Web2.0 and Information Literacy - Yorkshire Universities Information Skills Group Workshop, Thursday, 12th June 2008
- 3. The CILASS Student Ambassador Network
- 4. Work of the SAN Student Ambassador Network Evaluation Group Journal Group Film Group Information Materials Group Technology/ User Support Group Staff-student Symposium Working with departments on planning and evaluation Film on student views of IBL for the History department Creation of Student-centred Materials/Guides CILASS Student Journal
- 5. The new CILASS for Students website. Created for students, by students. http://www.shef.ac.uk/cilass/students
- 6. The CILASS SAN You Tube Channel http://www.youtube.com/thecilasssan
- 7. The award-winning CILASS Student Blog. http://www.shef.ac.uk/cilass/students/blog
- 8. The CILASS Student Journal. http://www.shef.ac.uk/cilass/students/journal
- 9. CILASS @ Flickr http://www.flickr.com/cilass
- 10. The CILASS Student Journal. http://www.shef.ac.uk/cilass/students/journal
- 11. SEAS の IBL プロジェクト (The School of East Asian Studies’ IBL Project)
- 12. How does one bring Japan into the classroom?
- 13. A video created for the Japanese Virtual Language Lab to stimulate thinking on donor cards
- 14. An example of a website used for in-class research for use in live debates
- 15. You Tube videos are also used to back up arguments in in-class debates
- 16. In small group presentations on global warming, audience members are invited to find out what their carbon footprint is?
- 17. Students are encouraged to reflect on their learning on their own Japanese blogs
- 30. Learn more about CILASS projects @... www.shef.ac.uk/cilass www.shef.ac.uk/cilass /students www.slideshare.net/c ilass.slideshare email: cilass @shef.ac.uk