Social media can be useful tools for scientists in three main areas:
1) Networking to maintain and make new contacts, obtain and share information about research and opportunities.
2) Science communication to explain research to colleagues, get feedback, and broaden understanding.
3) Public outreach to increase visibility, educate and inspire, and demonstrate science's relevance. Maintaining an online presence through sites like Twitter, Facebook, and ResearchGate can help with networking, communication and outreach.
The basics of using social media for your business, non-profit or educational institution. It's all about connecting with content that people care about.
Cascade Network Event - Cultivating Your Online CommunityLaura Whitehead
Presentation from the LVSC Cascade Network Learning Event -
Engage and Connect with Social Media for frontline organisations held in January 2010. A discussion workshop exploring areas such as - what is an online community, how to manage, what is your role in nuturing the community, encouraging participation, plus a look at social media policies. Blogpost round-up of the event and other presentations at: http://laura.popokatea.co.uk/2010/01/15/engage-and-connect-with-social-media-event-roundup.
How to Be A Social Media God: A Guide for ScientistsCraig McClain
This document provides guidance on using social media effectively. It begins by explaining the importance of curating an online identity and having an online mission or goals. It then provides 12 general rules for online engagement, such as making it easy for others to find you online, knowing what information about you is publicly available, and keeping content concise. The document offers specific strategies like using a personal website or blog, finding your niche or area of expertise, and leveraging different social media platforms like Twitter, YouTube and blogs. It emphasizes the importance of branding, networking, embracing opportunities to expand one's audience, and integrating outreach with research. The overall message is that social media can be a powerful tool when used strategically to share information and
The two-day Intelligent Information Symposium in May 2012 in Sydney featured workshops and keynote speakers on topics related to the future of libraries and information professionals. Day 1 included workshops on preparing for multiple futures and disruptive forces that may impact libraries by 2018-2025. Day 2 consisted of keynote speeches on engaging customers online, failing productively to drive learning, and envisioning post-print libraries, as well as intensive sessions on social media strategies and connecting clients to resources. The conference explored challenges and opportunities for the field.
Four ways to improve your digital engagementmediaengage
This document provides four ways to improve digital engagement through social media and online tools. It recommends deciding on engagement goals, creating a listening plan to monitor conversations, focusing on sharing great relevant content beyond just your own, and experimenting with campaigns. The overall message is that digital engagement involves creating authentic two-way interactions through listening, responding, and sharing valuable content with your community.
What are some of the best practices that aspiring citizen journalists should consider when creating Web content? This presentation reviews some of the basics.
Social media can be useful tools for scientists in three main areas:
1) Networking to maintain and make new contacts, obtain and share information about research and opportunities.
2) Science communication to explain research to colleagues, get feedback, and broaden understanding.
3) Public outreach to increase visibility, educate and inspire, and demonstrate science's relevance. Maintaining an online presence through sites like Twitter, Facebook, and ResearchGate can help with networking, communication and outreach.
The basics of using social media for your business, non-profit or educational institution. It's all about connecting with content that people care about.
Cascade Network Event - Cultivating Your Online CommunityLaura Whitehead
Presentation from the LVSC Cascade Network Learning Event -
Engage and Connect with Social Media for frontline organisations held in January 2010. A discussion workshop exploring areas such as - what is an online community, how to manage, what is your role in nuturing the community, encouraging participation, plus a look at social media policies. Blogpost round-up of the event and other presentations at: http://laura.popokatea.co.uk/2010/01/15/engage-and-connect-with-social-media-event-roundup.
How to Be A Social Media God: A Guide for ScientistsCraig McClain
This document provides guidance on using social media effectively. It begins by explaining the importance of curating an online identity and having an online mission or goals. It then provides 12 general rules for online engagement, such as making it easy for others to find you online, knowing what information about you is publicly available, and keeping content concise. The document offers specific strategies like using a personal website or blog, finding your niche or area of expertise, and leveraging different social media platforms like Twitter, YouTube and blogs. It emphasizes the importance of branding, networking, embracing opportunities to expand one's audience, and integrating outreach with research. The overall message is that social media can be a powerful tool when used strategically to share information and
The two-day Intelligent Information Symposium in May 2012 in Sydney featured workshops and keynote speakers on topics related to the future of libraries and information professionals. Day 1 included workshops on preparing for multiple futures and disruptive forces that may impact libraries by 2018-2025. Day 2 consisted of keynote speeches on engaging customers online, failing productively to drive learning, and envisioning post-print libraries, as well as intensive sessions on social media strategies and connecting clients to resources. The conference explored challenges and opportunities for the field.
Four ways to improve your digital engagementmediaengage
This document provides four ways to improve digital engagement through social media and online tools. It recommends deciding on engagement goals, creating a listening plan to monitor conversations, focusing on sharing great relevant content beyond just your own, and experimenting with campaigns. The overall message is that digital engagement involves creating authentic two-way interactions through listening, responding, and sharing valuable content with your community.
What are some of the best practices that aspiring citizen journalists should consider when creating Web content? This presentation reviews some of the basics.
Mobilising Informal and Social Learning in the WorkplaceLearning Designs
The document discusses mobilizing informal and social learning in the workplace. It covers topics like human memory, defining informal learning, the workplace context, barriers and enablers to informal learning, and the potential role of social media. The agenda includes sessions on these topics with references to related literature. Some key points are that informal learning often happens unconsciously and is integrated with work routines, barriers include lack of feedback and an non-supportive organizational culture, and social media can help learning by allowing networking and learning with others in a more mobile environment.
This document provides an overview of a Flat Classroom Workshop on getting started with intercultural communication and a participant action project. It outlines the agenda which includes cultural scavenger hunt activities, discussions on sharing cultural backgrounds and defining culture, and brainstorming phases for coming up with ideas to address the digital divide. Guidelines are provided for participating in the backchannel discussion and collaborating on projects using various digital tools.
Social media for science communication campus communicatorsPaige Jarreau
This document discusses the importance of social media for science communication. It begins by defining various social media platforms and noting that they are key ways that people share information today. It then provides several reasons why social media is important for science communication, including that scientists and science communicators are increasingly using platforms like YouTube, Facebook and blogs to discuss science with broader audiences. Younger scientists especially support more direct communication with lay audiences. As traditional science journalism has declined, online and social media have become a major source of science information. The document concludes by providing tips on how to effectively use specific social media platforms like Twitter, blogs, and Facebook for science communication purposes.
Digital Tools of Engagement: Storify, SoundCloud, Pinterestmediaengage
Pinterest. Storify. SoundCloud. You’ve likely been hearing a lot about these new online tools. But, you may not be quite sure whether – or how – they're useful to you in engaging your community. Review this presentation for practical ways in which public media professionals are using these tools to inspire, inform and engage.
Going Visual in Digital CommunicationsBecca Bycott
Creating digital, visual content poses challenges for higher education. Here are some ideas and resources I shared with my Frostburg State colleague Bri Huot at the CASE District II 2012 conference.
Miami Demystifying DH session 1 slides-FINALPaige Morgan
This document provides an overview of digital humanities (DH) for those unfamiliar with the field. It defines DH as using digital tools and methods for research, analysis, and presentation. The author discusses DH goals of making libraries supportive spaces for experimentation. Key points are that DH is interdisciplinary, collaborative, and allows new forms of scholarship. Projects typically involve analyzing available sources with digital tools and presenting them in novel ways for specific audiences. The document encourages thinking about how one might engage with DH and provides resources for further training and collaboration.
Make no mistake; the fear of missing out (FOMO) is very real for college students. More than ever, students are pressured to be everywhere at once. For better or worse, the FOMO culture is transforming how they communicate to each other – and how we communicate with them – on social media. In this presentation, you’ll learn how keeping this in mind will help you use social media more effectively in campus activities.
This document provides guidance on using social media for professional purposes in academia. It discusses that professionalization involves communication and social skills. Twitter is recommended as a starting platform due to its large and supportive community and flexibility. The document outlines best practices for using Twitter, such as reporting on work, asking questions, and sharing content. It also discusses using social media to engage in academic conversations, gain different perspectives, and build professional networks.
DMDH 2014: Workshop 5: Project Ideation and DevelopmentPaige Morgan
This document provides guidance on developing digital humanities and multimodal scholarship projects. It discusses the differences between digital humanities and multimodal scholarship, important factors to consider in project ideation such as skills required, collaboration needs, and audience. The document offers questions to help flesh out project ideas and ensure feasibility, and emphasizes defining the scope of work, investigating resources, and mindful project management. While projects provide benefits, integrating digital humanities into the classroom is also encouraged.
A personal learning network (PLN) is an informal learning network that allows teachers to connect with others in their field, find new ideas, and share creative work and strategies. PLNs promote creativity and networking through social media platforms like Facebook, LinkedIn, Twitter, Google+, and Classroom 2.0. As budget cuts limit training opportunities, PLNs provide an organic approach to professional development.
This document discusses where social media is alive outside of traditional online platforms. It analyzes knowledge sharing at various in-person events like barcamps, hackathons, and TEDx talks. People participate in these events to learn, build networks, test ideas, and learn collaboration methods. A wide variety of topics are shared openly. The document suggests that companies could apply the enthusiasm and motivation seen at these events to improve internal knowledge sharing on intranets. People are willing to participate and engage when they can build their own agenda and learn from others in an exhausting but engaging style.
These are slides for a workshop on restructuring student media organizations for a digital-first approach. The workshop is part of the Journalism, Leadership & Management Conference at Iowa State University.
Social media for science communication - URMA PresentationPaige Jarreau
This document discusses using social media for science communication. It defines social media and explains why it is important for scientists to use these platforms to communicate their research. Scientists are increasingly using social media to discuss and follow science topics. Younger scientists especially support direct communication with lay audiences. The document outlines various social media platforms and how they can be used effectively for science communication, including networking, reaching new audiences, and making science more accessible. It emphasizes using engaging storytelling techniques and focusing on two-way communication and audience goals.
Presentation from the Entrepreneurial Librarian conference, October 17, 2014 held at Wake Forest University. Entrelib.org John Burke. Miami University Middletown
The presentation provides reasons for using social media in research activities and communication. Various social media are linked to the Research Life Cycle.
The original presentation was held at a research group meeting at Utrecht University of Applied Sciences, June 2014.
Stealth Librarianship: Creating Meaningful Connections Through User Experienc...Bohyun Kim
Association of College and Research Libraries - Live Webcast. April 23, 2013
Part : User Experience by Bohyun Kim, Part 2: Liaising by Kiyomi Deards, Part 3: Outreach by Erin Dorney
Podcasting, New Media, and Being Social May 2009 PublishJohn Blue
This document discusses the shift from traditional media like TV and print to more personalized on-demand media like streaming, podcasts, and social media. It notes that today's media environment allows consumers to choose what, when, how, and where they consume media. The document promotes the idea of creating and immediately sharing your own content through tools like podcasting and video casting. It provides examples of niche podcasts and encourages connecting with experts through social networks, blogs, and events like Podcamp to learn and share information.
This document is from John Blue of Truffle Media Networks and discusses creating niche media content for agricultural audiences. It notes how media consumption has changed from a top-down model to an on-demand model where users choose what, when, and how they consume content. It suggests agricultural media still relies too heavily on traditional TV, radio, and print and should explore more direct connections with audiences through podcasting, video casting, and social sharing of customized content.
Tell your story: promoting yourself and your research onlineJo Hawkins
With more and more employers using Google to screen job candidates, establishing a strong online presence is now one of the most powerful ways to gain a competitive advantage in the job market. This presentation explores common concerns that prevent academics from promoting their research online, and outlines how to develop a communications strategy that will allow you to tell your story to a global audience, build a community around your research, and become an influencer in your discipline area.
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
Mobilising Informal and Social Learning in the WorkplaceLearning Designs
The document discusses mobilizing informal and social learning in the workplace. It covers topics like human memory, defining informal learning, the workplace context, barriers and enablers to informal learning, and the potential role of social media. The agenda includes sessions on these topics with references to related literature. Some key points are that informal learning often happens unconsciously and is integrated with work routines, barriers include lack of feedback and an non-supportive organizational culture, and social media can help learning by allowing networking and learning with others in a more mobile environment.
This document provides an overview of a Flat Classroom Workshop on getting started with intercultural communication and a participant action project. It outlines the agenda which includes cultural scavenger hunt activities, discussions on sharing cultural backgrounds and defining culture, and brainstorming phases for coming up with ideas to address the digital divide. Guidelines are provided for participating in the backchannel discussion and collaborating on projects using various digital tools.
Social media for science communication campus communicatorsPaige Jarreau
This document discusses the importance of social media for science communication. It begins by defining various social media platforms and noting that they are key ways that people share information today. It then provides several reasons why social media is important for science communication, including that scientists and science communicators are increasingly using platforms like YouTube, Facebook and blogs to discuss science with broader audiences. Younger scientists especially support more direct communication with lay audiences. As traditional science journalism has declined, online and social media have become a major source of science information. The document concludes by providing tips on how to effectively use specific social media platforms like Twitter, blogs, and Facebook for science communication purposes.
Digital Tools of Engagement: Storify, SoundCloud, Pinterestmediaengage
Pinterest. Storify. SoundCloud. You’ve likely been hearing a lot about these new online tools. But, you may not be quite sure whether – or how – they're useful to you in engaging your community. Review this presentation for practical ways in which public media professionals are using these tools to inspire, inform and engage.
Going Visual in Digital CommunicationsBecca Bycott
Creating digital, visual content poses challenges for higher education. Here are some ideas and resources I shared with my Frostburg State colleague Bri Huot at the CASE District II 2012 conference.
Miami Demystifying DH session 1 slides-FINALPaige Morgan
This document provides an overview of digital humanities (DH) for those unfamiliar with the field. It defines DH as using digital tools and methods for research, analysis, and presentation. The author discusses DH goals of making libraries supportive spaces for experimentation. Key points are that DH is interdisciplinary, collaborative, and allows new forms of scholarship. Projects typically involve analyzing available sources with digital tools and presenting them in novel ways for specific audiences. The document encourages thinking about how one might engage with DH and provides resources for further training and collaboration.
Make no mistake; the fear of missing out (FOMO) is very real for college students. More than ever, students are pressured to be everywhere at once. For better or worse, the FOMO culture is transforming how they communicate to each other – and how we communicate with them – on social media. In this presentation, you’ll learn how keeping this in mind will help you use social media more effectively in campus activities.
This document provides guidance on using social media for professional purposes in academia. It discusses that professionalization involves communication and social skills. Twitter is recommended as a starting platform due to its large and supportive community and flexibility. The document outlines best practices for using Twitter, such as reporting on work, asking questions, and sharing content. It also discusses using social media to engage in academic conversations, gain different perspectives, and build professional networks.
DMDH 2014: Workshop 5: Project Ideation and DevelopmentPaige Morgan
This document provides guidance on developing digital humanities and multimodal scholarship projects. It discusses the differences between digital humanities and multimodal scholarship, important factors to consider in project ideation such as skills required, collaboration needs, and audience. The document offers questions to help flesh out project ideas and ensure feasibility, and emphasizes defining the scope of work, investigating resources, and mindful project management. While projects provide benefits, integrating digital humanities into the classroom is also encouraged.
A personal learning network (PLN) is an informal learning network that allows teachers to connect with others in their field, find new ideas, and share creative work and strategies. PLNs promote creativity and networking through social media platforms like Facebook, LinkedIn, Twitter, Google+, and Classroom 2.0. As budget cuts limit training opportunities, PLNs provide an organic approach to professional development.
This document discusses where social media is alive outside of traditional online platforms. It analyzes knowledge sharing at various in-person events like barcamps, hackathons, and TEDx talks. People participate in these events to learn, build networks, test ideas, and learn collaboration methods. A wide variety of topics are shared openly. The document suggests that companies could apply the enthusiasm and motivation seen at these events to improve internal knowledge sharing on intranets. People are willing to participate and engage when they can build their own agenda and learn from others in an exhausting but engaging style.
These are slides for a workshop on restructuring student media organizations for a digital-first approach. The workshop is part of the Journalism, Leadership & Management Conference at Iowa State University.
Social media for science communication - URMA PresentationPaige Jarreau
This document discusses using social media for science communication. It defines social media and explains why it is important for scientists to use these platforms to communicate their research. Scientists are increasingly using social media to discuss and follow science topics. Younger scientists especially support direct communication with lay audiences. The document outlines various social media platforms and how they can be used effectively for science communication, including networking, reaching new audiences, and making science more accessible. It emphasizes using engaging storytelling techniques and focusing on two-way communication and audience goals.
Presentation from the Entrepreneurial Librarian conference, October 17, 2014 held at Wake Forest University. Entrelib.org John Burke. Miami University Middletown
The presentation provides reasons for using social media in research activities and communication. Various social media are linked to the Research Life Cycle.
The original presentation was held at a research group meeting at Utrecht University of Applied Sciences, June 2014.
Stealth Librarianship: Creating Meaningful Connections Through User Experienc...Bohyun Kim
Association of College and Research Libraries - Live Webcast. April 23, 2013
Part : User Experience by Bohyun Kim, Part 2: Liaising by Kiyomi Deards, Part 3: Outreach by Erin Dorney
Podcasting, New Media, and Being Social May 2009 PublishJohn Blue
This document discusses the shift from traditional media like TV and print to more personalized on-demand media like streaming, podcasts, and social media. It notes that today's media environment allows consumers to choose what, when, how, and where they consume media. The document promotes the idea of creating and immediately sharing your own content through tools like podcasting and video casting. It provides examples of niche podcasts and encourages connecting with experts through social networks, blogs, and events like Podcamp to learn and share information.
This document is from John Blue of Truffle Media Networks and discusses creating niche media content for agricultural audiences. It notes how media consumption has changed from a top-down model to an on-demand model where users choose what, when, and how they consume content. It suggests agricultural media still relies too heavily on traditional TV, radio, and print and should explore more direct connections with audiences through podcasting, video casting, and social sharing of customized content.
Tell your story: promoting yourself and your research onlineJo Hawkins
With more and more employers using Google to screen job candidates, establishing a strong online presence is now one of the most powerful ways to gain a competitive advantage in the job market. This presentation explores common concerns that prevent academics from promoting their research online, and outlines how to develop a communications strategy that will allow you to tell your story to a global audience, build a community around your research, and become an influencer in your discipline area.
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
The document discusses the importance of becoming a lifelong learner and maintaining a personal learning network (PLN). It provides steps for building a PLN, including setting learning goals, choosing tools like Twitter and RSS feeds, and connecting with others both locally and globally. The document emphasizes that a PLN should be deliberately created and maintained by dedicating time each day to participate, contribute, listen and share in order to continue learning and staying relevant in one's career.
“Life is about learning; when you stop learning, you die.” – Tom Clancy
There are people and resources everywhere that can help you stay on the leading edge, develop new skills, and stay relevant in your chosen profession. It’s easier than ever to reach out and connect these days. This presentation focuses on social media networks, online resources, and the dispositions you need to build your own personal learning network (PLN) and manage it so you can become a learner for life, bring out your best at work, and have a personal life, too.
Five Ways to Use Social Media to Raise Awareness for Your Paper or ResearchSean Ekins
Presentation given at the AAPS 2016 conference in Denver. Some of the slides are from AAPS, Some from Kudos and some from Figshare. One slide is from Tony Williams. All slides used with permission.
This document discusses how social media and online networking can be used for communication, career exploration, and recruitment. It outlines how traditional in-person networking is now augmented by online presence on platforms like Facebook, Twitter, LinkedIn, and blogs. Maintaining an online profile can help one actively engage in research, communication, and reflection on professional development or passively learn about career opportunities and job roles. The document also provides tips on using social media networks for career-related purposes, maintaining an online presence, and protecting privacy and security online.
The document summarizes discussions from focus groups with CEHD graduate students about open access and open content. The students expressed both support for and reservations about open access journals. They acknowledged benefits like increased access and readership but also questioned issues of sustainability and quality control for open access publications. Overall, the students saw potential benefits of open access growing over time but recognized challenges in gaining broader faculty support and establishing standards and financial models.
The document summarizes an open access week presentation focused on open content and comparative educational development. It discusses the history and objectives of an open access journal called "Reconsidering Development" run by graduate students. It also summarizes the results of focus groups with CEHD graduate students on their perspectives on open access, including how it influences their research, barriers to access, impacts outside of academia, generational differences in support, and questions around sustainability of open access journals.
The document discusses communities of practice (CoPs) and their use in creating an information literate Scotland. It defines CoPs as groups that share a common concern or passion and learn from regular interaction. The purpose of the Scottish information literacy CoP is to connect practitioners working toward that common goal. General success factors include having a clear purpose, a safe environment, active participants, and blending online and offline activities. The CoP has worked well for sharing information and questions, though some members confess to lurking more than participating. Next steps proposed include increasing participation, developing measures of success, and hosting online and in-person events.
This document summarizes a panel discussion on crowdsourcing reference and user services in libraries. The panelists discuss challenges like distinguishing good contributions from bad, systematic biases, and keeping contributions up to date. They also provide examples of how platforms like LibraryThing, Birds of North America, and Encyclopedia of Life have addressed issues of scalable curation, systematic biases, and the update problem. One panelist discusses her research on CrowdAsk, a crowdsourcing platform for student questions at Purdue University that aims to provide contextual answers and strengthen online communities.
Demystifying Digital Scholarship: Using Social Media for Learning and Profess...Paige Morgan
This document discusses using social media for learning and professional development in academia. It explores how academics interact online, how to prepare for participating in online conversations, and which platforms are best suited for sharing work or conversing. The document encourages experimenting on conversing platforms like Twitter to improve communication skills before applying those skills to more permanent sharing platforms. It provides tips for building connections and maintaining an online presence through low-commitment activities like following lists of interest and participating in weekly chats.
My Personal Learning Network: PresentationElaine Hall
This presentation outlines the process of developing my own personal learning network (PLN). Includes mission statement, goals, scope, objectives, resources, management strategies and successes. This was pulled together as a class project but way overdue for its application to professional development, lifelong learning, and scholastic endeavors. While complex in its current status, though, the PLN is constantly transformative - it will grow, it will change, and it will evolve just as the people, situations, and understandings within my life will also change. That's the beauty of an active personal learning network!
This document outlines Sheryl Nussbaum-Beach's presentation on becoming a connected educator and agent of change. It discusses developing a growth mindset and embracing do-it-yourself learning through online networks. It also emphasizes the importance of collaboration, developing a learning tribe, and transforming school culture from one focused on compliance to one centered around empowering learners. The overall message is that educators must lead the way in changing schools to prepare students for a world where connected learning is the norm.
The document discusses connected learning and trends in digital education. It provides insights from experts on topics like personal learning networks, collective intelligence, and how technology is changing the ways people learn and work. The key takeaways are that learning is becoming more connected, personalized, and takes place through collaboration and social interaction.
This document outlines Sheryl Nussbaum-Beach's presentation on connected learning and leading in the 21st century. She discusses the need for schools to transform their culture from a traditional model to one focused on connected learning using tools and networks. She emphasizes developing communities of practice and personal learning networks to encourage collaboration and knowledge sharing among educators. The presentation provides strategies for teachers to become agents of change in leveraging connected learning.
This document summarizes Kristy Rawson's presentation on "Alt-Ac" and "Post-Ac" careers for humanities PhDs. It provides an overview of Rawson's background and credentials, defines key terms like "Alt-Ac" and "Post-Ac", lists various career paths outside of academia that utilize research and writing skills, and outlines practical steps and resources for exploring non-faculty career options like networking, informational interviews, projects, and internships. The presentation emphasizes using skills like coding, blogging, data analysis and visualization to expand career opportunities.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
Enhancing your research impact through social mediaNicola Osborne
Nicola Osborne provided an introduction to using social media to enhance research impact. She discussed various social media platforms like blogs, Twitter, YouTube and their benefits for networking, disseminating work, and engaging audiences. Osborne emphasized the importance of considering your goals and audiences when developing content. She also cautioned against sharing sensitive or inappropriate content and provided tips for evaluating the success of social media engagement.
"Enhancing your research impact through social media" - presentation given by Nicola Osborne, EDINA Digital Education Manager, at the Edinburgh Postgraduate Law Conference 2017 (19th January 2017).
Similar to Thinking about research: The worms eye view (20)
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sectordebbieholley1
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmonydebbieholley1
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New Worlddebbieholley1
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaningdebbieholley1
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approachdebbieholley1
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0) debbieholley1
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...debbieholley1
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
This document discusses various approaches to creating a culture of learning used in a nursing department. These approaches include Lego Serious Play, open letters to policymakers, cinenurducation which is creating educational movies, dual coding which is writing in pictures, and bite size learning. Other initiatives discussed are using teddy bears in children's nursing, AI bots as teaching tools, 360 filming with nursing students, checklists to support literature reviews, walking seminars, using storyboards and collages to solve problems, and exploring the impact of drugs. The document provides references to support the different discussed approaches.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...debbieholley1
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
This document discusses requirements for two teaching recognition awards: the Principal Fellowship of the Higher Education Academy (PFHEA) and National Teaching Fellowship (NTF).
It provides an overview of the evidence needed for each award, including demonstrating strategic leadership and commitment to enhancing student learning for the PFHEA, and individual excellence, raising teaching profiles, and developing excellence for the NTF.
The document also shares examples of evidence that supported applications for these awards, such as impact of strategies to reduce student disadvantage, use of technology enhancing experience, and disseminating best practices. It prompts discussion of aspects of others' teaching practice that could provide award-worthy evidence.
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023) debbieholley1
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss debbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
1. Photo by Jonathan Kemper on Unsplash
An ALDinHE Research Community presentation
2. The internet page content
(updated daily – this was 11th November!)
We surely need to consider alternative ways of communicating
our research
Time goes by very fast in the internet world.....
Link tohttps://siteefy.com/how-many-websites-are-there/
3. • Building step by step
• Two ways of thinking – your passion and
look to find funding to match
• Or 'squeezing' your passion into research
funding calls....
• However you start..
It's best not to leave it to the peer review
panel to ask (and answer) questions!!!
4.
5. • Mapping your stakeholders may help..
• Think open access?
• Think public engagement?
• Think multi-media channels?
• Sharing and influencing – how will you
track?
• Think partnerships and networks – who
are yours?
6. Thinking about research: the
worms eye
With Debbie Holley, Professor of
learning Innovation, Bournemouth
University
@debbieholley1
7. Go on any of their courses offered at
your institution!
Social media guide
Free online 'how to' course
The 10 habits of highly unsuccessful
research bid writers
Formal but worth reading