Info skills was created through an evolutionary process of collaboration between UEL Library and Learning Services and UELconnect. It began with existing materials from the library and was inspired by other universities' resources. A project team contributed ideas and expertise to develop prototypes and refine the resource based on user feedback. Over iterative cycles, they incorporated new ideas and specialized input. The final product was a flexible online tool to support students' information skills, created using a custom content management system allowing for ongoing updates.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
Teaching Digital Composition: Tips, Approaches, & BenefitsAmy Goodloe
These are the notes for a talk I gave at Emory University, for their Symposium on Digital Publication, Undergraduate Research, and Writing in January 2013.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
Teaching Digital Composition: Tips, Approaches, & BenefitsAmy Goodloe
These are the notes for a talk I gave at Emory University, for their Symposium on Digital Publication, Undergraduate Research, and Writing in January 2013.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
Using Web 2.0 Tools inside Brightspace with an Eye on AccessibilityD2L
Learn about the use of free web applications inside Brightspace and find those that can be used effectively in an education environment. Discover at least four popular Web 2.0 tools that create significant accessibility barriers to students with disabilities, and about the techniques needed for creating alternative assignments or work-arounds for students who are unable to utilize inaccessible Web 2.0 tools.
Watch the webinar here: http://bit.ly/1McZHr2
A Pedagogical Model for Science Education through Blended LearningJosé Bidarra
Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
Using Web 2.0 Tools inside Brightspace with an Eye on AccessibilityD2L
Learn about the use of free web applications inside Brightspace and find those that can be used effectively in an education environment. Discover at least four popular Web 2.0 tools that create significant accessibility barriers to students with disabilities, and about the techniques needed for creating alternative assignments or work-arounds for students who are unable to utilize inaccessible Web 2.0 tools.
Watch the webinar here: http://bit.ly/1McZHr2
A Pedagogical Model for Science Education through Blended LearningJosé Bidarra
Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Designing for Diversity: Creating Learning Experiences that Travel the GlobeUna Daly
Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
If you've picked up a conference program lately, you are well aware that so many of the conversations that librarians are having focus on the hurdles to establishing relationships with faculty members and the issues that arise when attempting to collaborate across sectors. In honor of this year's theme, this session aims to move beyond all of that gloom and doom. Those of us having these conversations and running into these barriers are obviously very convinced of the value of collaboration so let's talk about the positives for a change--let's talk about intrasector collaboration.
This lively discussion will focus on libraries collaborating with libraries, librarians collaborating with librarians, and librarians collaborating with library school students. We'll discuss best practices for saving time, saving money, and saving the future of the profession through working with colleagues who are just as eager to collaborate as we are. Advisory board members from Libraries Thriving, the online community for librarians interested in e-resource innovation and information literacy promotion that was conceived during a 2010 Charleston Conference plenary session, will share their experience with working in these areas and attendees will be invited to join in with their stories, experiences, and questions. Come with a positive attitude towards collaboration and leave with ideas about how to better your working relationships with colleagues.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
User Experience Service showcase lightning talks - December 2018Neil Allison
The University of Edinburgh User Experience Service ran a showcase of recent projects on 5 December 2018. The session began with these lightning talks.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Uel ll sconf_130112
1. Info skills: How it came to be
Erica Plowman
Learning Designer
UELconnect
Friday 13th January 2012
2. Info skills is designed to
support Level 1 students to
develop the key skills they
need to find information for
their assignments and use it
appropriately.
It was created in partnership
between members of UEL’s
Library and Learning
Services and the Distance
and E-learning team
(UELconnect)
WWW.UEL.AC.UK/INFOSKILLS
3. Questions we’ve been asked
How did you pull everything together?
How did you make it look so good?
Where did all the materials come from?
Why make it ‘open-access’?
Why not include other study skills?
Who did it?
Why does it
4. One way to describe how we did it
Maintenance and Analysis
update
Specification
Promotion A typical
‘development’
cycle
Design and
Testing Development
Content
Coding
Writing
5. But this description ..
• Appears too mechanistic to include
creativity and spontaneity.
• Doesn’t capture the relationships, empathy
and communication at the heart of the
process.
• Is often retrofitted onto the messier way
things really happen!
6. Maybe it’s more helpful ..
To talk about how things develop rather than
how they ‘are developed’
Which reminds me of ..
7. ‘Evolution’
So let’s talk about Info skills in terms of:
• Species: What kind of creature is it?
• Origins: Where did it come from?
• Evolutionary process: How was it created?
• New forms: What next?
8. What kind of learning tool is
it?
What context and audience
is it intended for?
What is the underlying
design and thinking behind
it?
How does this meet the
needs identified?
SPECIES
Photo used under Creative Commons from Peter Harris
9. Species
• Static content – complementing F2F sessions, helpdesk/email
support, specialist Subject Librarian appts and online chat tool
• Independent/self-directed use – ‘designed’ content, explicit,
consistent, cross-referenced
• Informal learning – learner free to browse around, must attract
them, not compulsory
• Hybrid resource – reference, information and learning material
• Multimedia – information presented in different formats
• ‘Just-in-time’ or ‘strategic’ – to allow learners to use it in
different ways, last minute help, answer a specific question,
refresh knowledge or broader overview of new concepts
• Open access – easiest access and widest reach for all learners
(distance, part-time, international, pre-entry, partner colleges)
also advertises support we offer to potential new students
10. Genetic (design) blueprint
• Transparent navigation, flexible entry points – supports different points of
need (starting off / refresher / lastminute.com), maximise learner control
• Browsable, bite-size resources, variety of formats – flexible paths through
content, caters to different learner preferences (eg straight to a practice
quiz, or follow step-by-step guide), engage learners with multimedia
• Conversational, motivational narratives – address learner
directly, encourage independent learners to engage with the material
• Tutor and peer support built-in – videos reflect genuine student experience
and make it more relevant for them, supportive advice for new students in
particular
• Assignment context – emphasis on‘why’ you need these skills not just ‘what’
they are, home page slideshow sets the scene
• High quality graphic design/images – to engage and attract learners
• Usability and accessibility – video subtitles and transcripts, not too text-
heavy, only 3 levels of navigation, does contain Flash objects however.
11. Where did it come from?
What existing materials
did we start with?
What pre-cursors were
there?
ORIGINS
Photo used under Creative Commons from APS Museum
12. Origins – our main starting points
• Existing materials – handouts, leaflets from
Library, help docs on website, librarians
support material
• External websites and OERs – lots of
inspiration from other universities
• ‘Get that job’ – we had created an in-house
resource with Employability colleagues to
support students with skills needed to apply
for jobs. It looked like this …
14. Origins
Also:
New Employability brand
At the same time we
started planning Info
skills, our Employability
and Enterprise team
wanted to update ‘Get
that job’ to match the new
brand of printed materials
they had commissioned
from Wire Design.
15. How was it created?
Who contributed to its
creation and what did
they do?
What were the key
things that made it
happen?
EVOLUTION
Photo used under Creative Commons from Mary Margret
16. The process of evolution
In very basic terms, the theory of evolution goes
something like:
• Existing forms come under pressure from changes
in the environment
new conditions, lack of resources
• There is a degree of variety in gene pool
spontaneous mutations, newcomers to the population
• Genes mix through cross-fertilisation, producing
slightly different forms
natural selection favours the better adapted forms
• Over long periods, this should produce new forms
that are more successful
17. Info skills evolution
Let’s consider each aspect in terms of this project:
• Existing forms
• Changes in the environment
new conditions, lack of resources
• Variety in gene pool
spontaneous mutations, newcomers to the population
• Cross-fertilisation
natural selection, better adapted
• New forms
18. Existing forms gave us ideas:
As mentioned in Origins, some of them were:
• UEL Library website guidance docs
• Librarians’ VLE material
• OER and external websites
Staffordshire Assignment Survival Kit
Cardiff Information Literacy Resource Bank
Leeds Skills@Library
OU Safari
• Original ‘Get that job’ design
• New employability brand
19. Changes in the environment
New conditions:
Widening participation, more students with info skills gaps
Student expectations - access to 24/7 info/help
Expectation that online tools for learning as media rich and easy-to-
use as wider internet (Youtube, Google, Amazon etc)
Information (overload) age – the need to find information. NOW!
Lack of resources:
Demands on teaching and support staff for F2F and 1:1 support
Doing ‘more for less’ agenda – maybe needs to be interpreted as
‘more of some things and less of others’
High quality online resources may need a greater investment ‘up
front’ but if they meet important needs, reach all students, and have
a good shelf life, they may be more value-added than doing other
cheaper, quicker things. Needs thinking about.
20. Variety in gene pool
Diversity of ideas, experiences, expertise, roles, responsibilities:
Project team: Head of Library and Learning Services, Academic Services Manager,
Subject Librarian, Learning Designer, Learning Technology Adviser, Learning Materials
Developer
Subject Matter Experts: Subject Librarians provided ideas advice, content and
volunteered for videos*. Wider Library staff took part in testing.
Specialist input: from Academic Integrity and Psychology (APA referencing), Skills
Modules Leaders also appeared in videos*
Student Voice: volunteers for focus groups, videos and testing, Student Liaison Officers
provided useful perspective
‘Newcomers’ to the population
External web developers
A professional cameraman helped us improve quality of in-house videos
Colleagues and students helped with photos*
Cardiff Information Literacy Resource Bank – permission to re-purpose 3 quizzes
‘Spontaneous mutations’ – things we didn’t know about when we started
Employability branding
CMS tool
* Get full written consent for use of anyone’s image
21. Cross-fertilisation/Natural selection
Continuous collaboration and consultation within our project team, taking ideas back and forth between Subject
Librarians, web developers and others.
Processes:
Inputs:
• Initial focus groups with students and Subject Librarians
• Requirements discussions with project team, consulting benchmarks
Output: Project outline documentation, planned structure and milestone plan
• Review of internal and external online and print material
• Subject Librarians completed content ‘proformas’ on key areas
Output: Prototyped ‘proof of concept’ design with small group staff and students
Inputs:
Prototype feedback, specialist consultations, iterations of draft text followed up with individuals, filming and
editing videos, sourcing photos, creating images, screencaptures, pdfs, quizzes, iterations of web design and
functionality
Output: Finished resources and a CMS tool allowing us to build 80% of the site for a wider evaluation
Inputs:
Feedback collated, amends agreed, text edited and proofread, resources completed, tagging and debugging.
Publicity material and campaign planned. Google analytics set up. FAQ, Glossary, help info compiled.
Output: Info skills completed and launched after final review by Library colleagues in March 2011
The Appendix of examples illustrates some of these developments
22. Adaptation
• Collaboration and testing of ideas makes it more likely the
final result will be ‘well-adapted’ to your population and your
conditions.
• I prefer ‘well-adapted’ as it sounds like a higher expectation
and less clinical than ‘fit for purpose’.
• The end result is achieved through a balance of decisions
based on discussion, evaluation, feedback and testing, and
sometimes compromises with the technology.
• It happens over iterative cycles: formal ones with set
evaluation points and continuous informal, small-scale ones.
• It’s an ongoing process – LLS have just completed a 6-month
evaluation and are planning further updates to Info skills.
23. New Forms
We are now developing a new
resource to support academic
writing skills at Level 1.
Planned changes are:
• improved access via mobile
devices
• more practice exercises
• the option of sequences of
linked guidance and practice
resources
And probably others we don’t
know about yet
24. Lessons learned from nature?
• Organic process
not quite as slow as evolution
Info skills took about 6 months actual development
you do need a clear milestone plan but it has to allow for some spontaneity and trying out new
ideas
without this our final look and feel and the flexible CMS tool would not have happened
• Collaborate to create
diversity of experience/expertise from different disciplines – about 35 people probably contributed to
this project in total
collaboration can be slow but often produces the best ideas and helps solve problems
think of it as having access to a wider talent pool
• Build in opportunities for growth
think about how to allow easy updating/adding of new resources (and who by!)
is there room to expand on the structure you’ve designed?
this is true for a resource library, VLE site or other type of online tool
• Testing and evaluation
more likely the final result will be well-adapted
keeps it learner-centred
happening all the time not just at the end
As shown by this view of the development process…
25. ADDIE: Less like this …
Analyse
Evaluate Design
Implement Develop
26. And more like this
Analyse
Implement Evaluate Design
Develop
32. Content proformas
But let people do it as
they prefer, it’s getting
the raw content that
counts, not fitting pre-
determined structures.
They always change
anyway.
36. The CMS tool
In the process of meetings with Wire Design…
we discovered that as well as doing the visual
design for the new resources, they could also
give us a simple-t-use CMS tool which would
actually allow us to build the site flexibly
ourselves.
We worked in partnership with them …
to agree the design and functionality of the
system and were then able to upload the content
and resources we’d prepared very easily.
This made everything much more flexible …
as we could edit and refine the content as much
as necessary during development and meant the
sites would be easy and cheap to expand and
update in the future.
Anyone could use it …
But we have trained 2 individuals who take
responsibility for it to streamline updates
For example ►
This is where you would add a new page or a
sub-page to the Referencing Section.
37. CMS: Front and back
The Harvard Referencing The Harvard Referencing
page on the site page in the CMS