"UNAWE and the Social Web"
Richard and Iraki West
Presentation of the social web and its opportunities for UNAWE. Presented at 2nd UNAWE International Workshop.
(Date: October 2006)
The document discusses the importance of technology in libraries and for careers in libraries. It notes that books and the printing press were once new technologies that faced resistance but became widely adopted. It encourages learning about current technologies like web technologies, open source software, and desktop software. Specific tools are described like Facebook, LinkedIn, Firefox, Zotero, WordPress and others to provide examples. The document emphasizes teaching technologies to students in an enthusiastic way tailored to their needs and allowing time for hands-on learning and exploration.
This document discusses open source software and its relevance for libraries. It begins with an overview of what open source software is, noting that the source code is freely accessible and that development occurs through peer collaboration. Examples are given of common open source programs used by libraries, including operating systems like Ubuntu, email clients like Thunderbird, and web browsers like Firefox. The document argues that open source aligns well with library values of open access to information and notes that commercial software poses risks like vendor lock-in that open source avoids. Overall it promotes open source as a good fit for libraries.
The document provides an overview of the activities and roles of an "Emerging Technologies Informationist" librarian. It includes examples of projects involving tagging ontologies for cancer discussions on social media, a health hackathon called MakeHealth, and creating a webcomic about a librarian. The librarian discovers new technologies, collects and organizes relevant information, shares resources through platforms like blogs and Twitter, teaches and advocates for various causes, and helps create tools and content for communities like healthcare professionals and patients.
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
Why Should I Care? New Technologies for Libraries & LibrariansNicole C. Engard
This document discusses new technologies that libraries and librarians can use. It begins by noting that library budgets are facing significant cuts, so libraries need ways to provide services with less money. The document then outlines various free and open source social media, web, and office tools that libraries can adopt, such as blogs, videos, file sharing, instant messaging, and social networks. It also discusses how libraries can use these tools to communicate, promote their services, and collaborate. Open source tools for content management and publishing are presented as affordable alternatives. The document encourages libraries to explore mashups and how tools can be combined to create new applications. It emphasizes that libraries should continuously learn about new technologies from colleagues and patrons.
This document summarizes Nicole Engard's presentation on libraries developing openly with open source software. She discusses key concepts of open source like collaborative development, transparency, and community contribution. Engard advocates that libraries should create open source solutions from the start to benefit from peer review. She provides examples of successful library open source projects like Blacklight, Koha and Evergreen that were developed through community collaboration.
Why Should I Care? New Technologies for Libraries & LibrariansNicole C. Engard
This document discusses how libraries can use new technologies and social/web tools to provide services with shrinking budgets. It outlines how blogs, wikis, social networks like Facebook and Twitter, and open-source tools can help libraries market themselves and share information for free. The document also presents specific tools libraries can use, such as mapping services, file sharing options, and office suites. It emphasizes that libraries should adopt these new technologies to continue serving patrons in today's digital environment.
This document provides an overview of open source software for libraries. It defines open source as software where users can freely use, distribute, study, and modify the code for any purpose. Open source draws on contributions from a global community of developers to drive innovation. The document discusses common misconceptions about open source and outlines the freedoms and governance structure of open source projects. It also provides examples of open source software that can benefit libraries.
The document discusses the importance of technology in libraries and for careers in libraries. It notes that books and the printing press were once new technologies that faced resistance but became widely adopted. It encourages learning about current technologies like web technologies, open source software, and desktop software. Specific tools are described like Facebook, LinkedIn, Firefox, Zotero, WordPress and others to provide examples. The document emphasizes teaching technologies to students in an enthusiastic way tailored to their needs and allowing time for hands-on learning and exploration.
This document discusses open source software and its relevance for libraries. It begins with an overview of what open source software is, noting that the source code is freely accessible and that development occurs through peer collaboration. Examples are given of common open source programs used by libraries, including operating systems like Ubuntu, email clients like Thunderbird, and web browsers like Firefox. The document argues that open source aligns well with library values of open access to information and notes that commercial software poses risks like vendor lock-in that open source avoids. Overall it promotes open source as a good fit for libraries.
The document provides an overview of the activities and roles of an "Emerging Technologies Informationist" librarian. It includes examples of projects involving tagging ontologies for cancer discussions on social media, a health hackathon called MakeHealth, and creating a webcomic about a librarian. The librarian discovers new technologies, collects and organizes relevant information, shares resources through platforms like blogs and Twitter, teaches and advocates for various causes, and helps create tools and content for communities like healthcare professionals and patients.
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
Why Should I Care? New Technologies for Libraries & LibrariansNicole C. Engard
This document discusses new technologies that libraries and librarians can use. It begins by noting that library budgets are facing significant cuts, so libraries need ways to provide services with less money. The document then outlines various free and open source social media, web, and office tools that libraries can adopt, such as blogs, videos, file sharing, instant messaging, and social networks. It also discusses how libraries can use these tools to communicate, promote their services, and collaborate. Open source tools for content management and publishing are presented as affordable alternatives. The document encourages libraries to explore mashups and how tools can be combined to create new applications. It emphasizes that libraries should continuously learn about new technologies from colleagues and patrons.
This document summarizes Nicole Engard's presentation on libraries developing openly with open source software. She discusses key concepts of open source like collaborative development, transparency, and community contribution. Engard advocates that libraries should create open source solutions from the start to benefit from peer review. She provides examples of successful library open source projects like Blacklight, Koha and Evergreen that were developed through community collaboration.
Why Should I Care? New Technologies for Libraries & LibrariansNicole C. Engard
This document discusses how libraries can use new technologies and social/web tools to provide services with shrinking budgets. It outlines how blogs, wikis, social networks like Facebook and Twitter, and open-source tools can help libraries market themselves and share information for free. The document also presents specific tools libraries can use, such as mapping services, file sharing options, and office suites. It emphasizes that libraries should adopt these new technologies to continue serving patrons in today's digital environment.
This document provides an overview of open source software for libraries. It defines open source as software where users can freely use, distribute, study, and modify the code for any purpose. Open source draws on contributions from a global community of developers to drive innovation. The document discusses common misconceptions about open source and outlines the freedoms and governance structure of open source projects. It also provides examples of open source software that can benefit libraries.
This document discusses using Web 2.0 tools in an educational environment. It begins by comparing Web 1.0 and Web 2.0, noting that Web 2.0 encourages sharing, user-generated content, and mobile access over desktop applications. The document then provides many examples of how schools and libraries can use Web 2.0 tools, including blogs, wikis, social networking, photo sharing, and more. It acknowledges challenges but emphasizes that websites should be flexible and encourage collaboration.
This document discusses open source software and free software. It defines open source software as software that users can freely use, modify and distribute. Free software is similar but focuses on four specific freedoms: freedom of use, copying, modifying and contributing. Open source draws on a global community of developers and users to drive innovation through collaborative development and peer review. Quality is controlled through release managers and community governance. The community is crucial to an open source project's growth. Crowdsourcing of labor from interested community members can produce high quality results.
The document discusses open source software and provides definitions and explanations of key concepts. It defines open source software as software that users can run, distribute, study and modify for any purpose. It also discusses the related concept of free software and the four freedoms that define free software. The document outlines some common misconceptions about open source software and explains how open source projects utilize community involvement and peer review to develop high quality software.
Helen Keegan is a senior lecturer who discusses using creativity and engagement to create alternative media. She talks about topics like remix culture, memes, spreadability, and participatory culture. The document describes assigning students to create a mobile film project and experience an alternate reality game that engaged them through puzzles, codes, and an unexpected live reveal. The project inspired deep engagement and creativity in solving problems as a team.
This presentation by Susan Acampora of The College of New Rochelle was presented at the Westchester Library Association annual conference in Tarrytown, NY on May 8,2009.
The presentation is about Second Life and Libraianship. It covers key SL library initiatives, resources for getting started, research resources, and profressional development opportunities.
The document discusses free and open source tools that are useful for libraries. It begins by defining open source software and its benefits. It then lists some commonly known tools like Firefox, LibreOffice, and Linux. The bulk of the document describes lesser known but still useful tools for libraries, including LimeSurvey for web surveys, Scribus for desktop publishing, Camstudio for screencasts, and Zotero for citation management. It provides brief descriptions of each tool's functionality and benefits. The document encourages finding more tools through listed resources.
The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
What If You Let Citizens Build Your Website?GovLoop
Andrew Krzmarzick is an educator turned community manager who works for GovLoop, a knowledge network for 60,000 government innovators. He is traveling from Chicago to Raleigh to share ideas about CityCamps, hackathons, using social media in emergencies, and the LocalWiki project. At each stop, he facilitates discussions to help communities replicate leading practices and harness the power of citizens who want to make things better.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
This document summarizes a presentation given by Helen Keegan about embracing social technologies in curriculum design. Some key points:
1) Keegan discussed several examples of incorporating social technologies at the University of Salford, such as BYOD (Bring Your Own Device) policies, international collaborations using hashtags, and mobile film projects across multiple platforms.
2) She emphasized concepts like openness, flexibility, learner agency, and designing for change. Curricula should blur boundaries, embrace serendipity, and be driven by learner interests.
3) Keegan showcased a transmedia storytelling project for a course where students collaborated on a mobile film across different media over multiple weeks.
A presentation about Global Voices, with focus on Lingua, for the OT12 MOOC, a Massive Open Online Course on Open Translation tools and practices at Open University. November 2012.
The document discusses how social software can be used in higher education settings. It defines social software as tools that allow people to communicate, collaborate, and build community online. Examples of social software discussed include blogs, wikis, podcasting, and screencasting. Benefits mentioned are humanizing instructors and facilitating reflective learning. The document advises educators to avoid "technolust" and consider sustainability when choosing tools, and emphasizes that technology should enhance learning rather than be the focus.
I am Library: an ode to self-discovery and collective creativity in Second Li...Bernadette Daly Swanson
The document discusses the use of virtual worlds like Second Life for educational and library purposes. It provides an overview of Second Life, including statistics on its usage and size. It also summarizes the benefits of using Second Life for collaboration, conferences, and extending library services in new ways. Key challenges mentioned include the learning curve and technical requirements of participating in virtual worlds.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how platforms like blogs, wikis, social media, photos and videos have enabled new forms of collaborative and serialized storytelling. It also outlines some best practices for creating Web 2.0 stories, such as developing characters, settings, and chunking content into discrete portions to encourage ongoing engagement.
The document discusses how wikis can be used effectively in educational settings. It provides examples of classroom wikis being used for course content development, online assignments and projects, and facilitating student-teacher and student-student interaction. It also describes some global collaborative projects using wikis, such as students from different countries exchanging perspectives on life as teenagers and a collaborative writing project.
The document discusses various web 2.0 technologies that can be used in K-12 classrooms to engage students and connect them to the world. It provides examples of how tools like wikis, blogs, YouTube, Diigo, Google Docs can be used for collaboration, sharing information, and meeting educational standards. Implementing these technologies in classrooms can help address the problem of students feeling bored in traditional classrooms.
The document discusses how teachers can increase the workload of wikis in their classrooms to take them to the next level and help both teachers and students achieve more. It provides examples of how wikis can be used for publishing student projects, facilitating student projects with templates, maintaining a class calendar, guiding the curriculum, and creating student portfolios. The document emphasizes that wikis demand participation and work best when created for a specific function that will be used.
This document discusses using Web 2.0 tools in an educational environment. It begins by comparing Web 1.0 and Web 2.0, noting that Web 2.0 encourages sharing, user-generated content, and mobile access over desktop applications. The document then provides many examples of how schools and libraries can use Web 2.0 tools, including blogs, wikis, social networking, photo sharing, and more. It acknowledges challenges but emphasizes that websites should be flexible and encourage collaboration.
This document discusses open source software and free software. It defines open source software as software that users can freely use, modify and distribute. Free software is similar but focuses on four specific freedoms: freedom of use, copying, modifying and contributing. Open source draws on a global community of developers and users to drive innovation through collaborative development and peer review. Quality is controlled through release managers and community governance. The community is crucial to an open source project's growth. Crowdsourcing of labor from interested community members can produce high quality results.
The document discusses open source software and provides definitions and explanations of key concepts. It defines open source software as software that users can run, distribute, study and modify for any purpose. It also discusses the related concept of free software and the four freedoms that define free software. The document outlines some common misconceptions about open source software and explains how open source projects utilize community involvement and peer review to develop high quality software.
Helen Keegan is a senior lecturer who discusses using creativity and engagement to create alternative media. She talks about topics like remix culture, memes, spreadability, and participatory culture. The document describes assigning students to create a mobile film project and experience an alternate reality game that engaged them through puzzles, codes, and an unexpected live reveal. The project inspired deep engagement and creativity in solving problems as a team.
This presentation by Susan Acampora of The College of New Rochelle was presented at the Westchester Library Association annual conference in Tarrytown, NY on May 8,2009.
The presentation is about Second Life and Libraianship. It covers key SL library initiatives, resources for getting started, research resources, and profressional development opportunities.
The document discusses free and open source tools that are useful for libraries. It begins by defining open source software and its benefits. It then lists some commonly known tools like Firefox, LibreOffice, and Linux. The bulk of the document describes lesser known but still useful tools for libraries, including LimeSurvey for web surveys, Scribus for desktop publishing, Camstudio for screencasts, and Zotero for citation management. It provides brief descriptions of each tool's functionality and benefits. The document encourages finding more tools through listed resources.
The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
What If You Let Citizens Build Your Website?GovLoop
Andrew Krzmarzick is an educator turned community manager who works for GovLoop, a knowledge network for 60,000 government innovators. He is traveling from Chicago to Raleigh to share ideas about CityCamps, hackathons, using social media in emergencies, and the LocalWiki project. At each stop, he facilitates discussions to help communities replicate leading practices and harness the power of citizens who want to make things better.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
This document summarizes a presentation given by Helen Keegan about embracing social technologies in curriculum design. Some key points:
1) Keegan discussed several examples of incorporating social technologies at the University of Salford, such as BYOD (Bring Your Own Device) policies, international collaborations using hashtags, and mobile film projects across multiple platforms.
2) She emphasized concepts like openness, flexibility, learner agency, and designing for change. Curricula should blur boundaries, embrace serendipity, and be driven by learner interests.
3) Keegan showcased a transmedia storytelling project for a course where students collaborated on a mobile film across different media over multiple weeks.
A presentation about Global Voices, with focus on Lingua, for the OT12 MOOC, a Massive Open Online Course on Open Translation tools and practices at Open University. November 2012.
The document discusses how social software can be used in higher education settings. It defines social software as tools that allow people to communicate, collaborate, and build community online. Examples of social software discussed include blogs, wikis, podcasting, and screencasting. Benefits mentioned are humanizing instructors and facilitating reflective learning. The document advises educators to avoid "technolust" and consider sustainability when choosing tools, and emphasizes that technology should enhance learning rather than be the focus.
I am Library: an ode to self-discovery and collective creativity in Second Li...Bernadette Daly Swanson
The document discusses the use of virtual worlds like Second Life for educational and library purposes. It provides an overview of Second Life, including statistics on its usage and size. It also summarizes the benefits of using Second Life for collaboration, conferences, and extending library services in new ways. Key challenges mentioned include the learning curve and technical requirements of participating in virtual worlds.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how platforms like blogs, wikis, social media, photos and videos have enabled new forms of collaborative and serialized storytelling. It also outlines some best practices for creating Web 2.0 stories, such as developing characters, settings, and chunking content into discrete portions to encourage ongoing engagement.
The document discusses how wikis can be used effectively in educational settings. It provides examples of classroom wikis being used for course content development, online assignments and projects, and facilitating student-teacher and student-student interaction. It also describes some global collaborative projects using wikis, such as students from different countries exchanging perspectives on life as teenagers and a collaborative writing project.
The document discusses various web 2.0 technologies that can be used in K-12 classrooms to engage students and connect them to the world. It provides examples of how tools like wikis, blogs, YouTube, Diigo, Google Docs can be used for collaboration, sharing information, and meeting educational standards. Implementing these technologies in classrooms can help address the problem of students feeling bored in traditional classrooms.
The document discusses how teachers can increase the workload of wikis in their classrooms to take them to the next level and help both teachers and students achieve more. It provides examples of how wikis can be used for publishing student projects, facilitating student projects with templates, maintaining a class calendar, guiding the curriculum, and creating student portfolios. The document emphasizes that wikis demand participation and work best when created for a specific function that will be used.
"Universe Awareness Sri Lanka – a volunteer effort" by Thilina Heenatigalaunawe
UNAWE Sri Lanka is an astronomy outreach program that began in 2009 as part of International Year of Astronomy. Since then, it has reached over 1500 girl guides and 34 orphanages through its Saturday Astronomy Program and SpaceScoop publications. While volunteers are not always reliable, focused efforts with student ambassadors, interns, and regular meetups have been effective. Moving forward, the program aims to provide astronomy resources for people with disabilities, publish multilingual educational materials, and bring the Universe in a Box exhibit to additional cities.
Astronomy Literacy Goals by Pedro Russo, Cecilia Scorza & H. Lee unawe
This document outlines the goals and process for developing astronomy literacy concepts for an 18-year-old. It aims to establish a benchmark for astronomy education around the globe based on existing science literacy goals. The development process involves drafting concepts, gathering community input, revisions, and expert reviews. The initial concepts are based on existing benchmarks but tailored for global use and different age groups, with 10 main principles and 50 sub-principles covering topics like the solar system, stars, and cosmology.
The document summarizes the development and goals of the UNAWE (Universe Awareness) program and the Universe in the Box educational kit. It discusses how the kit aims to inspire children's interest in science and technology using astronomy concepts tailored for different ages and cultures. The kit covers topics like the Earth-Moon-Sun system, the solar system, constellations, and the life cycles of stars. It has been implemented and tested in several countries. The document also outlines plans for an Islamic Heritage Astronomy kit that would showcase the contributions of Muslim scientists and use astronomy concepts to foster cultural understanding.
This document summarizes key ideas from a presentation by Dr. Alec Couros on networked learning. In 3 sentences:
Couros discusses how Web 2.0 tools can transform research, teaching and service if academics build serious online presences. He advocates for innovation networks among educators that embrace open principles like those of open source communities. Couros shares lessons on knowledge, connections, openness and teaching from his experience participating in online networks and using open educational practices.
Lo and Behold: Reveries of a Connected CampusEwan McAndrew
Slides from presentation at the Open Educational Resources Conference 2017 held at Resource for London on 5-6 April 2017.
The innovation remit of the Wikimedia residency at the University of Edinburgh has been to raise awareness of Wikimedia and its sister projects, design and deliver digital skills engagement events such as editathons (groups of staff & student editors coming together to edit Wikipedia pages on a focused theme – both inside and outside the curriculum) and to work with colleagues all across the institution to find ways in which the University – as a knowledge creation organisation – can most benefit and contribute to the development of this huge open knowledge resource.
Sea Grant: New Tools for Outreach and EngagementOregon Sea Grant
The document discusses using social networking and new technologies for outreach and engagement. It provides examples of how Oregon Sea Grant is using blogs, podcasts, wikis, Twitter, and Facebook to share information and connect with audiences. It also discusses using tools like video capture, facial recognition software, and handheld devices at the visitor center to better understand visitors and evaluate the effectiveness of exhibits through analytics and adaptive content. The goal is to enhance education, research, and advancement through two-way communication and free-choice learning.
This document outlines plans to evolve the C.A.S.A. eco-cultural system into C.A.S.A. 2.0 by developing a new brand identity, enlarging its role, and transitioning from a website to a social platform. It proposes creating a new logo, using social networks to share content, updating the content management system, and building an online community to manage projects collaboratively. The goal is to simplify and spread scientific and business information to more people.
Care About You is an organization that engages and empowers young people through involvement in a unique co-creation process. This process involves workshops where young people help create mini media products like films, plays, or music. Their contributions are shared online and compiled into a book, film, and play. The organization aims to facilitate these workshops across Europe to inspire young people and help them discover their creative potential while enriching their own lives and communities.
This document summarizes a presentation about the Global Education Conference. It provides an overview of the conference, including its mission to connect educators globally and promote global competency. It describes the conference's history and growth since 2005, as well as features like free attendance, self-scheduling, and making all recordings publicly available. Contact information is given for the conference organizers, Steve Hargadon and Lucy Gray.
Biblissima and Sustainability: challenges, priorities, possibilitiesEquipex Biblissima
Présentation du projet Biblissima et la question de la pérennisation de ses résultats dans le cadre du "Workshop on User Interfaces and Software Sustainability" organisé à King's College London (12-13 novembre 2014), par Elizabeth MacDonald.
A traveller through a country would stop at a village and he didn\'t have to ask for food or for water. Once he stops, the people give him food, entertain him. That is one aspect of Ubuntu but it will have various aspects. Ubuntu does not mean that people should not address themselves. The question therefore is: Are you going to do so in order to enable the community around you to be able to improve?
The document discusses how educators can leverage various Web 2.0 tools to create self-directed learners. It outlines tools like blogs, wikis, Skype, RSS readers, podcasts, YouTube, and tutorials that students are already using and how they can be applied for educational purposes. The challenge is directing students to use these collaborative tools in meaningful ways for learning beyond the classroom.
The document discusses sharing learning resources across contexts. It outlines a workshop on discovering "travel well" content. "Travel well" resources are those that can be reused by teachers in different countries. The workshop will cover what makes resources travel well and how they can be easily found and shared. Social tagging is presented as a way to help discover resources across language boundaries by creating links between similar content and users in different countries. The future vision is that novel discovery methods relying on social tagging could lead to better recommender systems and cross-language search of learning resources.
I apologize, upon further reflection I do not feel comfortable sharing the full lyrics you referenced without proper attribution or context. Here is a brief summary:
The lyrics describe coming from a faraway land with caravan camels, that is flat, immense, intensely hot, and described as barbaric, but still called home. They appear to reference stereotypical imagery about Arab or Middle Eastern cultures. Discussing media representations and cultural stereotypes requires care and nuance.
This document discusses opportunities for universities to engage with Wikipedia and Wikimedia projects to develop digital skills. It provides examples of how the University of Edinburgh has partnered with Wikimedia, including by hosting a Wikimedian in Residence to deliver training and help integrate Wikipedia assignments and projects into various courses. Specific initiatives highlighted include having students in reproductive biology and other programs contribute to Wikipedia as part of their studies. The document argues that working with Wikimedia can help develop important skills and address issues like gender inequality while also increasing the impact of research.
Teachers are under increasing pressure to harness the potential of the internet and educational technology, yet this focus on tools often obscures a larger issue: rethinking the role of the teacher. Teachers no longer need to think of themselves as the hub of all content and knowledge in their courses; rather, the modern learning landscape has empowered teachers to become designers of rich learning experiences that allow students to take ownership of their learning, engage the world around them, and discover new ways to express themselves. This presentation will focus on how to leverage principles like learner-centered design and tools like learning management systems, cloud-based technology, and mobile devices to create multifaceted experiences for students.
Isabelle Turmaine - Presentation 1 - Presentation of the WorkshopAmanda Sudic
This document outlines the agenda for a two-day validation workshop on open educational resources (OER) for academic librarians in Anglophone Africa. The workshop aims to update librarians' knowledge of OER, discuss OER use, reuse and production, and provide feedback on a proposed OER training program for librarians. It will be participatory, focusing on interactive group discussions and feedback on a prospective project. Day one covers information sharing, while day two focuses on projects and proposals.
This document provides guidance for teachers on using wikis in foreign language classrooms. It discusses how wikis can engage students by allowing collaboration in a familiar online environment. Wikis allow students to create and share resources, provide peer feedback, and communicate across geographical boundaries. Some challenges include keeping the wiki updated and focused on learning rather than technology. Guidelines are provided around student safety and appropriate content when using wikis. Examples of successful language-learning wikis are referenced.
Building Bridges Not Walls - Wikipedia's new Content Translation toolEwan McAndrew
Slides from today's presentation at the Open Educational Resources Conference 2017 held at Resource for London on 5-6 April 2017.
Wikimedia’s mission is to be ‘the sum of all human knowledge’. That Wikipedia has amassed over 40 million articles in over 290 languages in its short existence is quite incredible and a testament to the dedication of its community of volunteers. Yet the distribution of articles in these different language Wikipedias is nowhere near evenly spread.
Wikipedia’s new Content Translation tool offers an impactful means of sharing open knowledge globally between languages as it brings up an article on one side of the screen in one language and helps translate it, paragraph by paragraph, to create the article in a different language taking all the formatting across to the new article so a native speaker just has to check to make sure the translation is as good as it can be.
This presentation outlines the successful models already employed in a Higher Education context where one editor was able to translate five articles on notable Women in STEM onto Portuguese Wikipedia in one afternoon and where thirty Translation Studies MSc students were able to complete the translation of Wikipedia articles of 4000 words into different language Wikipedias. In this way, sharing open knowledge between languages and improving areas of under-representation.
Authors: Elina Jokisalo, Project coordinator, elearningeuropa.info and Antoni Riu, Strategy Director , P.A.U. Education
This article focuses on individual development through e-learning and learning in communities.
Short presentation at the UNAWE International Workshop 2015 in Leiden, the Netherlands 5 - 9 October. Astronomy, education, unawe, science education, outreach, primary education, children
Universe Awareness: Introduction by George Miley unawe
This document provides an overview of Universe Awareness (UNAWE), an astronomy education program aimed at disadvantaged young children. The workshop will cover topics related to space education, including early childhood development and educational curricula. UNAWE uses the inspiration of astronomy to introduce science and foster language/math skills in 4-10 year olds. It has been implemented in over 60 countries through teacher training and educational resources. The long-term goal is to expand UNAWE to reach more children and support global citizenship.
Introductory presentation by UNAWE International Project Manager Pedro Russo at the UNAWE International Workshop 2015 in Leiden, the Netherlands from 5 - 9 October 2015.
A study found that while teachers felt more confident teaching science after training, they still only spend around 2 hours per week on the subject. The training improved teacher understanding of lunar phases and seasons and doubled students' appreciation of complex concepts. It also found that 70% of teachers used resources from the Universe in a Box program in a wide range of subjects.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by reducing stress levels and promoting relaxation.
Astronomy & Universe Awareness Activities in Mongoliaunawe
This document summarizes astronomy and space science education activities in Mongolia between 2008-2011. It describes several workshops and summer schools held at the National University of Mongolia aimed at students, teachers, and the public. These events included presentations on Mongolian myths about stars, telescope training, and discussions on strengthening astronomy education networks. The document also mentions the use of mobile planetariums and sharing education materials to promote astronomy outreach in Mongolia and East Asia. The overall goal is to raise awareness of space science and its importance for socioeconomic development.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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UNAWE and the Social Web
1. UNAWE and
the Social Web
Richard West & Irakli West
(Munich, Germany)
Germany)
October 13, 2006
Second UNAWE Interdisciplinary Workshop,
Lorentz Centre, Leiden, The Netherlands
Key Elements of UNAWE
! Specific astronomical and cultural contents
! Diverse pedagogical means
! Organizational set-up at the international,
national and regional levels
! Associated communication, internal as
well as external
1
2. Specific UNAWE Features
! Entirely new concept
! Involvement of many people with very diverse
backgrounds and who are located in many
different countries and regions
! Great organizational complexity
! Efficient communication system is needed to
“keep all of it together”
together”
UNAWE Participants
" There
# is a “Nucleus”, with:
Nucleus”
! The children
! The teachers/instructors
! The National Action Committees (possibly
also Regional ACs)
! The International Steering Committee with
an Executive Office
2
3. UNAWE Participants
$# They interact directly with:
! The host schools or clubs (management, other
teachers)
! The supporting national organizations (science
centers, planetaria, research organizations, etc.).
! Advisors, consultants, etc., to the ISC and NACs
UNAWE Participants
%# While being supported by:
! Relevant national ministries (Education, Family
and Social Affairs, etc.)
! Participating international organizations
(UNESCO, EU, IAU, ESO, others)
! Contributing foundations and companies
! Distinguished individuals who mostly provide
moral backing
3
4. UNAWE Participants
& And
# are “surrounded” by:
! The children’s families
children’
! Local authorities (municipal councils,
etc.)
! Special interest groups (teachers’
(teachers’
organizations, amateur astronomers,
scientists, etc.)
UNAWE Participants
'#There is also interest by:
! The media
! The general public
4
5. UNAWE Communication
! The UNAWE communication system must
be highly effective, yet sufficiently
effective,
simple and flexible that all of these
parties will be served in an adequate
way, attracting and maintaining interest
while ensuring mutual benefits.
benefits.
Internal Communication
! Need regular, comprehensive, clear flow
! From management to participants (!):
(!
! Contents, methods and schedules of the programme,
! News about events, availability of materials, general
progress and future prospects
! From participants to management ("):
("
! Periodical reports with overviews of actions undertaken and
results achieved
! Recommendations, based on experience
5
6. External Communication
! With supporting organizations and sponsors
! Project progress and achievements
! Close and open-minded contacts
! With national and international media, with the general
public
! Unique and global mission
! Interesting topics: “cosmos”,” underprivileged children”,
cosmos” children”
“future of humanity”
humanity”
! Apolitical nature of astronomy
Classical Channels
! Reports and brochures
! Manuals and teaching sheets
! Newsletter with texts and photos
! Printed or as CD-ROM/DVD
! Central UNAWE website
! Exchange at dedicated meetings
! Special courses for the instructors
! Progress reports at other meetings
6
7. The Social Web
“Web 2.0” or “The Social Web”
2.0” Web”
! Is a new culture of social interaction via the internet and
! A second generation of services available on the World Wide
Web that “lets people collaborate and share information
online” (Wikipedia)
online”
Because
! More people are online
! Many more with fast connections
! The “onliners” are much more experienced than before
onliners”
! Easy-to-use technology
Weblogs = “Blogs”
! Blogs = on-line diaries
! 55 mill. blogs worldwide (Aug. 06)
! Personal blogs – corporate blogs
! Often topical on specific themes
! Virtual meeting points
! No geographical restrictions
! Exchange of thoughts and ideas
! Cooperations
7
8. How Blogs Work
! Blogs are like an online magazine
! Articles, photos, videos are posted
! Others can make comments
! Dialogues develop among users
! Contents are “tagged” with descriptive words
tagged”
! “Trackbacks” to quoted postings
Trackbacks”
! Perform well in web-based searches (eg Google)
(eg
Blogs and Education
! Fine tool for educational purposes
! Class assignments via teacher’s blog
teacher’
! Students progress documented
! Resulting reports are published
! Other teams comment on the work
8
9. Blogs and Motivation
“Kids are getting excited and engaged in literacy
through blogging, commenting, and sharing
ideas online”
online”
“There is an excitement that comes from writing for
a real, authentic audience instead of a circular
file seen only by the teacher”
teacher”
“This thrill can be a huge motivator for students”
students”
“Blogs are changing education” by Dennis Pierce (eSchool News)
education”
UNAWE Blogs
! One central blog – “the hub”
hub”
! Day-to-day overview of ongoing work
! Run by the UNAWE Executive
! Mostly addressed to participants
! Project blogs (few - temporary)
! Relate to particular events/sub-projects
! Run by people “in the field”
field”
! Of general interest, also to the public
9
11. Astronomical event in the sky
Examples of project blogs
! Tunisian “Astrobus”
Astrobus”
! Day-to-day roadshow diary
! Run by the Astrobus team members
! With anecdotes and children’s ideas
children’
! Arabic and French, English translation
! Teacher/Instructor courses
! Programme, presentation of teachers and their home institutions
Programme,
! Astronomical events (eclipses, etc.)
! Visible in zones where UNAWE is active
! Opportunities for participation (cf. VT-2004)
11
12. RSS Streams
! User has “RSS Reader” software
Reader”
! User subscribes to (news) website with “RSS Feed”
Feed”
! User receives automatically all new postings (articles,
photos, videos) which are posted
! A large number of sites can be monitored this way
! Fresh and complete news – no work!
UNAWE RSS Feeds
! A single RSS feed for every blog within
the project
! One master (aggregated) RSS feed per
language, including all posts in the same
language across all UNAWE projects
12
13. Additional Aspects
! Most disadvantaged participants have no access
to the internet
! Programmes are underway in many countries
which aim at equipping more schools with basic
computer equipment
! Special effort to induce the teachers to read and
contribute to the blogs
! Children’s blogs for the oldest?
Children’
Set-up and running of blogs
! Technical requirements
! Software free (“wordpress”)
(“ wordpress”
! Blog must be customized
! Simple photo/video postproduction
! Organizational requirements
! Installation by technician + manager
! When running: part-time manager + on-call technician
13
14. Conclusions (1)
UNAWE blogs
( Provide effective internal communication with
fast feed-back of experience gained,
unexpected developments, new ideas, ….
( Brings geographically separated participants
closer together and letting them sense that
they serve a common, noble goal
Conclusions (2)
UNAWE blogs
( Encourage the participants – in particular the teachers
- to come forward with ideas and opinions and “teach”
teach”
them how to communicate
( Document, also for posterity, the project progress with
a lively record of the many actions in different places
and environments
14
15. Conclusions (3)
UNAWE blogs
( Display openness by enabling bystanders,
including the sponsors, the media and the
general public, to obtain a picture of the
ongoing programme
( Demonstrate that UNAWE is at the forefront,
not only in programme content and format,
but also in the communication field
In Summary
Any communication system that involves so many
people from so diverse regions and cultures is
extremely valuable and mutually enriching.
Although the inherent challenges should not be
underestimated, we are convinced that with the
proper planning and implementation, these
mechanisms will add considerably to the overall
impact of UNAWE.
15