UKCISA PMI project presentation
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This document outlines a project at the University of Leicester to create a web-based resource highlighting the experiences of international students involved in extracurricular activities. Interviews were conducted with 17 students and 3 staff about their experiences with activities like volunteering, sports, work experience and students' union events. The interviews were edited into 1.5 minute videos and paired with photos on the project website. The resource aims to encourage international students to participate more broadly in university life and highlight the benefits such as cultural and language skills, social development, and employability. Feedback was gathered throughout the project and more evaluation will be done once the resource is fully launched. Challenges included finding students to interview and technical issues in producing the videos.
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Students as agents of change. Presented by Elisabeth Dunne and Dale Potter (University of Exeter), Facilitated by Malcolm Ryan (University of Greenwich).
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The document discusses technoheutagogy, which is using web 2.0 tools and learning management systems to facilitate learner-directed adult learning. It emphasizes empowering adult learners by giving them personal responsibility and relevance in their education. Learners can choose what, when, where, how much, and how to learn, determining their own grade. Web 2.0 tools and features of LMSs like threaded discussions and collaborative projects can engage learners and assess learning in a way that is learner-directed. Assessment focuses on achieving personally relevant knowledge through knowledge audits involving discussion, reflection, and content mastery evaluation.
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How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
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T: @NeilMorrisDT
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The document provides an overview of a digital storytelling project for teachers. It describes the stages of the project which include preparation and content development, asset gathering and storyboarding, and presentation and reflection. Key aspects of each stage are outlined, such as developing a script, organizing assets, and using video editing software in a workshop setting. Benefits of the project for both teachers and students are highlighted, such as exploring new modes of learning. Essential questions for students to consider are also presented.
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1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
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The document summarizes a presentation about the Digital Media Services program at the University of Texas at Austin. The program aimed to advance media literacy among students and faculty by providing resources and training. However, the reality fell short of the visionary dream. Lessons learned included that students rely on PCs, forget skills quickly, and procrastinate. The program also became a critical course component and projects need to be carefully scaled and monitored. Moving forward, the program will track usage, provide more online training, and conduct ongoing assessment.
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This document discusses using blogs to document experiences. It suggests that blogs can be used to keep a diary, but should involve more reflection on how an experience impacted learning. Blogs can be used privately or shared publicly/with employers. When shared publicly, care should be taken to avoid posting private contact/financial details. Social media like Facebook, Twitter and LinkedIn can also be used to promote oneself, and a blog URL could be included in a CV, business cards or email signature.
Example tweets
This Twitter user had lunch with a friend, shared a link about digital career literacy, and tweeted about starting a new alumni mentoring project. They also shared links on how employers view social media, career paths based on personality types, and tips for academics on Twitter. The user mentioned meeting and following another Twitter user for their insights on careers and employability.
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The document discusses how a university careers service can use social media to engage with students, alumni, employers, and academics. It provides examples of how the University of Leicester careers service uses social media platforms like Facebook, Twitter, and LinkedIn to promote events, answer inquiries, and facilitate projects. The document also provides guidance on how students can use social media to develop employability skills and find jobs, and discusses best practices for careers services using social media.
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This document discusses social media and digital career literacy. It defines social media as internet services where users generate and share content. It outlines the "Seven C's of digital career literacy" which are changing, collecting, critiquing, connecting, communicating, creating, and curating online information to support career development. Examples are provided of how to use blogs, social bookmarking, and networking to curate an online presence and network.
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This document discusses how to use LinkedIn effectively. It provides guidance on writing a full profile, using status updates, engaging with interest groups, researching companies, and connecting with other professionals. Tips are given for students to explore careers, identify contacts, and develop their network for internships and opportunities abroad. Students commonly ask about including relevant information in their profile as students and how to make useful contacts on LinkedIn.
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The document discusses how to effectively use Twitter for career and professional purposes. It recommends starting by creating a professional profile, following relevant career professionals and organizations, and sharing interesting links and opinions on readings. Engaging in conversations by mentioning other users and using hashtags is encouraged. Third-party apps can make accessing Twitter easier. The key is to build connections through regular, high-quality contributions to discussions on the platform.
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This document discusses using social media to assist with job applications. It recommends engaging with platforms like LinkedIn, Facebook, Twitter and Google+ to network with employers, keep up to date in your industry, gain insight into recruitment processes and find jobs. The document provides tips on optimizing profiles on each platform, including writing a biography, linking to other profiles, following hashtags and engaging in conversations. It also cautions on curating an appropriate digital footprint and maintaining privacy settings.
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This document discusses social media and its uses. It suggests that social media includes web and mobile technologies that turn communication into interactive dialogues. It also recommends creating a social media page and using social media for personal, service, and career purposes like communicating, sharing, and building networks. Finally, it provides contacts and additional resources for social media strategies.
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This document provides instructions for creating an ePortfolio using WordPress.com. It explains that blogs make good ePortfolios because they can organize content chronologically or by tags, present a personal profile, and allow others to follow activities through RSS feeds. The steps include signing up for a WordPress account, setting up the blog layout and appearance by choosing a theme and widgets, writing an introductory "About" page, and then creating blog posts to reflect on work and development activities which can be tagged and commented on. The goal is to record reflections over time that can then be shared with potential employers.
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The document discusses using social media to develop personal branding and networking for career and business purposes. It encourages students to use platforms like Facebook, Twitter, and LinkedIn to expand their network, research careers and partners, find jobs, and promote themselves. It provides tips on how to engage professionally with each platform, such as writing a biography and blog on LinkedIn and Twitter. The document also covers best practices for digital identity and privacy management online.
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1) The document discusses the process of planning and producing a video, including planning the subject and style, storyboarding what will be seen and said, recording good audio using tools like Audacity, including relevant visuals, and editing the video using Windows Movie Maker.
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del.ico.us and Twitter are social bookmarking and microblogging tools that can be used for personal development planning (PDP). del.ico.us allows users to bookmark websites, tag them, and share them with a network. Twitter allows users to post 140 character messages to share with their network. Both services allow users to search for others to expand their network and share resources.
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This document discusses using social media to develop personal branding. It recommends engaging with social media platforms like LinkedIn, Twitter and Facebook to expand your network, research careers and employers, and promote yourself. Specific tips are provided, such as writing a biography, linking to your personal website, engaging in conversations on Twitter, and keeping your LinkedIn profile up-to-date. Blogging is also recommended as a way to write longer reflections and share content through social media. The importance of digital footprint, privacy settings, and choosing appropriate networks is emphasized.
Using Social Media to assist your career - Audio Version
Presentation given as part of the Leicester Award for Employability Skills at the University of Leicester
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This document discusses blogs, ePortfolios, and social media. It defines an ePortfolio as a collection of work assembled by a user online to demonstrate abilities and allow self-expression over time. Blogs are suggested as a good tool for private reflection, sharing with employers, and networking through social media like Facebook, Twitter, and LinkedIn. Examples are provided of using social media for networking and promoting new ideas or work. A caution is given about keeping profiles private and not sharing personal details publicly.
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This document discusses how students and graduates can use social media to assist their careers. It recommends engaging with social media platforms like LinkedIn, Twitter and blogs to research careers, connect with employers, showcase skills and experiences, and promote oneself professionally. Specific advice includes creating a full LinkedIn profile, getting recommendations, blogging to reflect on activities, and linking social media accounts together for a cohesive digital presence. Maintaining an appropriate digital footprint and online etiquette is also advised.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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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
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4. BCP, Surveying volume 1
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UKCISA PMI project presentation
- 1. The International Student Experience – more than just academic learning University of Leicester PMI 2 Project Matt Mobbs Martin Pennington
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