Presentation at the HEA-funded workshop 'A new approach to problem based learning in law: turning pedagogy upside down '.
This workshop aimed to promote sharing of good practice across institutions by enabling delegates to visualise the innovation learning space, ‘SCALE UP’ (Student-Centred Active Learning Environment with Upside-down Pedagogies), by visiting it and taking part in a law workshop. The workshop also aimed to contribute to the knowledge exchange of innovative learning practices in the context of simulation, experiential learning and problem based learning, and actively use information technology to solve factual problems in a legal setting to embrace student behaviours in an educational setting.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/NdOcrh
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This document discusses the use of social media tools for educators. It identifies Twitter as the most useful tool for connecting to education groups and sharing ideas, websites, and pictures quickly. It also recommends Diigo for bookmarking websites and Tinyurl for shortening URLs to share on Twitter. The document outlines successes with using new tools like Twitter, LinkedIn, and Prezi, as well as not-so-new tools like Pinterest. It describes challenges with using Twitter and LinkedIn and positives of using Moodle for online learning. The conclusion emphasizes the teacher's responsibility to become familiar with available technology to best engage students.
Ning is an online platform that allows people with common interests to form social networks to share ideas, information, and experiences. It can be beneficial for education by allowing students to search Ning sites on topics to research for school or personal interest. Teachers can also use Ning sites to share information for classes in more interactive ways compared to learning management systems. Ning provides flexibility for self-paced, lifelong learning through discussion forums, blogs, and embedded multimedia content.
This document discusses blogs and edublogs. It defines blogs as regularly updated websites or web pages consisting of periodic articles in reverse chronological order, intended for public consumption. Edublogs refer to blogs used for educational purposes. The benefits of edublogs include being highly motivating for students, providing opportunities for authentic reading and writing, and enabling collaboration through ongoing online discussions. Blogs can be used by teachers for classroom management and communication, and by students as digital portfolios to track progress and receive feedback. Blogs also allow for collaboration between students, teachers, and mentors.
The document discusses how technology can be integrated into the classroom to engage students and prepare them for the real world. It identifies benefits like active learning, individual growth, and peer collaboration. Suggested technologies include online research, interactive whiteboards, digital presentations, and interactive websites. Specific apps highlighted are Sway for digital storytelling, Popplet for visual mind-mapping, and Thing Link for virtual field trips and lectures.
Using Blogs as a Tool to Develop Students' Writing and Critical Thinking SkillsUCL
Slides from UCL Arena Exchange Seminar, 14 Jan 2015
Critical thinking and being able to express this in written form is a crucial skill for students in evaluating ideas, applying concepts to real-life situations and solving problems. As a deep approach to learning it is inherently difficult to teach.
This seminar will present an approach that enables students to develop their writing and critical thinking skills using blogs as a tool. This is based on experiences from the module ‘Buildings Organisations Networks’(BON) in the MSc Spatial Design: Architecture and Cities at the Bartlett Faculty of the Built Environment at UCL, where blogs formed an integral part of the teaching and learning experience as well as the assessment.
The seminar will give a brief overview of the approach and then focus on a round table discussion to share questions, views, perspectives and ideas to apply this approach to different teaching practices and settings.
The document discusses transitioning school libraries into learning commons for 21st century learning. It describes a learning commons as a flexible space that expands learning beyond the classroom through collaboration between students, teachers, and teacher-librarians using new technologies. A learning commons provides a natural environment for people to work together and facilitates active, social learning compared to traditional quiet libraries. The document outlines differences between libraries and learning commons, such as learning commons being places for "doing" with comfortable, flexible furniture and 24/7 access to current digital resources to encourage exploration and collaboration. It proposes transitioning the school's library into a wireless learning commons from 2011-2014 by removing obstacles and outdated materials to create an inviting
This document discusses various web tools for publishing online content. It begins by summarizing the author's process of creating a wiki for their students to share information about civilizations for a school project. It then discusses using RSS feeds to stay up to date on news, sports, and educational resources. The author expresses initial apprehension about blogging but comes to see its potential for sharing enrichment activities and information with students. The document concludes by expressing excitement to learn and use additional online tools like Google Forms, Pinterest, and Edmodo for formative assessments and sharing resources.
Presentation at the HEA-funded workshop 'A new approach to problem based learning in law: turning pedagogy upside down '.
This workshop aimed to promote sharing of good practice across institutions by enabling delegates to visualise the innovation learning space, ‘SCALE UP’ (Student-Centred Active Learning Environment with Upside-down Pedagogies), by visiting it and taking part in a law workshop. The workshop also aimed to contribute to the knowledge exchange of innovative learning practices in the context of simulation, experiential learning and problem based learning, and actively use information technology to solve factual problems in a legal setting to embrace student behaviours in an educational setting.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/NdOcrh
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This document discusses the use of social media tools for educators. It identifies Twitter as the most useful tool for connecting to education groups and sharing ideas, websites, and pictures quickly. It also recommends Diigo for bookmarking websites and Tinyurl for shortening URLs to share on Twitter. The document outlines successes with using new tools like Twitter, LinkedIn, and Prezi, as well as not-so-new tools like Pinterest. It describes challenges with using Twitter and LinkedIn and positives of using Moodle for online learning. The conclusion emphasizes the teacher's responsibility to become familiar with available technology to best engage students.
Ning is an online platform that allows people with common interests to form social networks to share ideas, information, and experiences. It can be beneficial for education by allowing students to search Ning sites on topics to research for school or personal interest. Teachers can also use Ning sites to share information for classes in more interactive ways compared to learning management systems. Ning provides flexibility for self-paced, lifelong learning through discussion forums, blogs, and embedded multimedia content.
This document discusses blogs and edublogs. It defines blogs as regularly updated websites or web pages consisting of periodic articles in reverse chronological order, intended for public consumption. Edublogs refer to blogs used for educational purposes. The benefits of edublogs include being highly motivating for students, providing opportunities for authentic reading and writing, and enabling collaboration through ongoing online discussions. Blogs can be used by teachers for classroom management and communication, and by students as digital portfolios to track progress and receive feedback. Blogs also allow for collaboration between students, teachers, and mentors.
The document discusses how technology can be integrated into the classroom to engage students and prepare them for the real world. It identifies benefits like active learning, individual growth, and peer collaboration. Suggested technologies include online research, interactive whiteboards, digital presentations, and interactive websites. Specific apps highlighted are Sway for digital storytelling, Popplet for visual mind-mapping, and Thing Link for virtual field trips and lectures.
Using Blogs as a Tool to Develop Students' Writing and Critical Thinking SkillsUCL
Slides from UCL Arena Exchange Seminar, 14 Jan 2015
Critical thinking and being able to express this in written form is a crucial skill for students in evaluating ideas, applying concepts to real-life situations and solving problems. As a deep approach to learning it is inherently difficult to teach.
This seminar will present an approach that enables students to develop their writing and critical thinking skills using blogs as a tool. This is based on experiences from the module ‘Buildings Organisations Networks’(BON) in the MSc Spatial Design: Architecture and Cities at the Bartlett Faculty of the Built Environment at UCL, where blogs formed an integral part of the teaching and learning experience as well as the assessment.
The seminar will give a brief overview of the approach and then focus on a round table discussion to share questions, views, perspectives and ideas to apply this approach to different teaching practices and settings.
The document discusses transitioning school libraries into learning commons for 21st century learning. It describes a learning commons as a flexible space that expands learning beyond the classroom through collaboration between students, teachers, and teacher-librarians using new technologies. A learning commons provides a natural environment for people to work together and facilitates active, social learning compared to traditional quiet libraries. The document outlines differences between libraries and learning commons, such as learning commons being places for "doing" with comfortable, flexible furniture and 24/7 access to current digital resources to encourage exploration and collaboration. It proposes transitioning the school's library into a wireless learning commons from 2011-2014 by removing obstacles and outdated materials to create an inviting
This document discusses various web tools for publishing online content. It begins by summarizing the author's process of creating a wiki for their students to share information about civilizations for a school project. It then discusses using RSS feeds to stay up to date on news, sports, and educational resources. The author expresses initial apprehension about blogging but comes to see its potential for sharing enrichment activities and information with students. The document concludes by expressing excitement to learn and use additional online tools like Google Forms, Pinterest, and Edmodo for formative assessments and sharing resources.
The document discusses how teachers can use a variety of technological resources to implement differentiated instruction in their classrooms. Differentiated instruction involves tailoring lessons, materials, and assessments to meet the individual needs of students. With online lesson plans, activities, and videos, teachers have many options for incorporating different learning styles. The document provides examples of how teachers can differentiate, such as using varying worksheets or separating students into small groups. It emphasizes that technology has made differentiated instruction much easier for teachers by providing abundant resources and guidance.
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
The document proposes transforming high school libraries into learning commons to better prepare students for life after graduation. It discusses 1) changing the physical library space into an open learning commons with flexible seating and an experimental technology space, and 2) creating a virtual learning commons space through collaborative websites. The goal is to encourage school-wide collaboration between teachers, students, and staff to make connections across subjects and help students develop important life skills.
Moodle is a learning management system that allows teachers to put class information online for students to access from home, including links, videos, and discussion boards. It facilitates communication through announcements and notices, as well as collaboration through online discussion groups and sharing resources. Using Moodle supports "blended learning" by helping students work at home and continuing classroom discussions outside of school.
The document discusses the development of online communities of practice for professional learning. It defines communities of practice as groups that share a passion for what they do and who regularly interact to improve. Online communities of practice allow for anytime, anywhere learning without set meeting times. They work best with a blend of online and in-person communication. The author shares her experience developing the Te@chThought online community using social media and initiatives like Twitter chats and blogs. She outlines challenges and benefits of online communities of practice and provides tips for getting started and maintaining momentum.
This document summarizes Mike Minton's experience using various web tools for collaboration and publishing in Spring 2013. Wikis allowed for easy collaboration on an online conversation record. RSS feeds helped find current information efficiently. Creating a website to share class resources and videos with students was enjoyable and Google Sites made it simple. Moodle provided a structured online learning experience for the first time, with easy document organization, assignment submissions, and look forward to using it again.
Gender and Scholarly Publishing: What Do Students Need to Know? TheILC
This document discusses educating women and gender studies students on issues related to scholarly communication, including the role of gender in publishing, how open access affects global access to scholarship on gender, and how students' online lives influence their understanding of copyright. It proposes that students need to understand the economics, legal aspects, and discussions of the "gender gap" in scholarly publishing. The poster will examine these topics and offer examples of how librarians can teach discussions on scholarly publishing, copyright, and open access to effectively educate students.
The document provides details about the schedule and presentations for the 2016 Innovative Library Classroom conference to be held at Radford University on May 11-12, 2016. The conference will include a pre-conference social event on May 11 with poster sessions presented by librarians from various universities. On May 12, the keynote speaker will be Donna Lanclos who will discuss active learning in libraries and classrooms. Additional presentations will be given throughout the day covering topics such as mindfulness in instruction, iPad-based instruction, qualitative data in online courses, and partnerships between libraries and other campus groups.
Letting Go: How Students Can Find Their Own WayTheILC
The document describes a library orientation scavenger hunt designed for students to explore the library spaces on their own terms. It discusses how previous orientations involved passive learning through tours and lectures, but students became more engaged after hands-on experience in the stacks. The scavenger hunt allows students to explore the libraries in teams, finding materials and locations based on clues. Teams document their progress through photos and discussion. Assessment shows students enjoy the active learning approach, though it requires significant class time, so an optional scoring rubric was added to determine winners.
Students as Knowledge Creators: Metacognition and DiscussionTheILC
This document summarizes a discussion forum assignment for an online undergraduate library skills course. The assignment asks students to reflect on how they gather information, create knowledge, and share knowledge with others. Students are encouraged to think about knowledge creation processes in their work or personal lives. Example situations discussed by students include tweaking recipes and posting them online or sharing experiences from intense jobs in healthcare, the military, or business. The goals of the assignment are to develop students' metacognitive awareness of their own learning and knowledge creation processes and to create an engaging online classroom discussion.
Creating Learner Personas for the Library Classroom TheILC
This document discusses creating learner personas to inform library classroom design. It defines personas as narrative descriptions of student types for whom a class is designed. An example persona named Rebecca is provided. The benefits of personas include combating self-referential design and fostering empathy. Data from the target course and institution can be used to create quantitative and qualitative personas. Several sample personas are described including Jian, Janelle, Anthony, and Bridget to represent different student backgrounds, motivations, and learning styles. Personas are intended to help instructors consider diverse student needs in instructional planning.
The Biggest Lies on the Internet. Using Real Life Examples to Help Students M...Lucinda Rush
Presentation at The Innovative Library Conference (TILC), Radford University, May, 2016
Teaching students about the information cycle and the research process under ideal circumstances is valuable in showcasing intended functions and effects, but may leave students ill-equipped to deal with real-word circumstances. I’m going to argue that talking about case studies in information cycles that have short-circuited, either due to moral panics about new technologies, poor reporting gone bad, and even poorly conducted scientific research we can teach students how to be critical readers of empirical-based research claims.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This document discusses using social media, specifically Twitter, to develop a personal learning network (PLN) and engage in professional development. It describes the weekly #LTHEchat Twitter chat where educators discuss topics related to learning and teaching in higher education. The chat provides opportunities for speedy continuing professional development. Participants have found value in networking, accessing resources, showcasing work, and gaining new skills and opportunities through their involvement in the #LTHEchat community.
Using Twitter to Enhance Students' Wider Subject AwarenessPaul Smalley
Paul Smalley conducted action research using Twitter to enhance undergraduate students' wider subject awareness in religious education. Over six months, he tweeted links to articles twice daily related to religion, education, or religious education using #k23re, and had students follow and engage with the tweets. Students reported that using Twitter helped direct them to useful resources they wouldn't have otherwise found and increased their knowledge of current issues. The research found that Twitter can help connect students to online information and each other to enhance learning.
The National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum) is Ireland’s advisory body for teaching and learning in Irish higher education. In 2015 the National Forum developed a professional development framework for all staff who teach in Higher Education (PDF). In2016, library staff from Carlow IT DIT (now TU Dublin) and Dundalk IT were awarded substantial funding for a 2 year project (L2L) to review the PDF through a library lens. L2L was the first library-based project to be funded by the National Forum in this way.
All library staff teach formally or informally, while also performing a wide array of other library tasks. The PDF provides a framework to prompt a deeper exploration of such multi-layered roles and, in doing so, helps to identify our complex and evolving professional development needs.
Tangible outcomes include the website l2l.ie, with its wealth of resources, and a book recording the experiences of project participants. Other outcomes include greater self-confidence and recognition of all library staff as educators.
It is essential now that these outcomes are disseminated widely amongst the library community. So the conference presentation will describe the project, discuss its findings and encourage attendees to engage with it.
Relevance of the presentation to the conference theme of ‘Inclusive Libraries’:
All library staff in all libraries (academic, public and special) ‘teach’ their users in some way and all users benefit (including those disadvantaged or excluded). In addition, the presentation will be equally relevant to attendees from the North and the south. Finally, the success of the project will encourage other library staff to apply for similar funding in future.
The document discusses how teachers can use a variety of technological resources to implement differentiated instruction in their classrooms. Differentiated instruction involves tailoring lessons, materials, and assessments to meet the individual needs of students. With online lesson plans, activities, and videos, teachers have many options for incorporating different learning styles. The document provides examples of how teachers can differentiate, such as using varying worksheets or separating students into small groups. It emphasizes that technology has made differentiated instruction much easier for teachers by providing abundant resources and guidance.
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
The document proposes transforming high school libraries into learning commons to better prepare students for life after graduation. It discusses 1) changing the physical library space into an open learning commons with flexible seating and an experimental technology space, and 2) creating a virtual learning commons space through collaborative websites. The goal is to encourage school-wide collaboration between teachers, students, and staff to make connections across subjects and help students develop important life skills.
Moodle is a learning management system that allows teachers to put class information online for students to access from home, including links, videos, and discussion boards. It facilitates communication through announcements and notices, as well as collaboration through online discussion groups and sharing resources. Using Moodle supports "blended learning" by helping students work at home and continuing classroom discussions outside of school.
The document discusses the development of online communities of practice for professional learning. It defines communities of practice as groups that share a passion for what they do and who regularly interact to improve. Online communities of practice allow for anytime, anywhere learning without set meeting times. They work best with a blend of online and in-person communication. The author shares her experience developing the Te@chThought online community using social media and initiatives like Twitter chats and blogs. She outlines challenges and benefits of online communities of practice and provides tips for getting started and maintaining momentum.
This document summarizes Mike Minton's experience using various web tools for collaboration and publishing in Spring 2013. Wikis allowed for easy collaboration on an online conversation record. RSS feeds helped find current information efficiently. Creating a website to share class resources and videos with students was enjoyable and Google Sites made it simple. Moodle provided a structured online learning experience for the first time, with easy document organization, assignment submissions, and look forward to using it again.
Gender and Scholarly Publishing: What Do Students Need to Know? TheILC
This document discusses educating women and gender studies students on issues related to scholarly communication, including the role of gender in publishing, how open access affects global access to scholarship on gender, and how students' online lives influence their understanding of copyright. It proposes that students need to understand the economics, legal aspects, and discussions of the "gender gap" in scholarly publishing. The poster will examine these topics and offer examples of how librarians can teach discussions on scholarly publishing, copyright, and open access to effectively educate students.
The document provides details about the schedule and presentations for the 2016 Innovative Library Classroom conference to be held at Radford University on May 11-12, 2016. The conference will include a pre-conference social event on May 11 with poster sessions presented by librarians from various universities. On May 12, the keynote speaker will be Donna Lanclos who will discuss active learning in libraries and classrooms. Additional presentations will be given throughout the day covering topics such as mindfulness in instruction, iPad-based instruction, qualitative data in online courses, and partnerships between libraries and other campus groups.
Letting Go: How Students Can Find Their Own WayTheILC
The document describes a library orientation scavenger hunt designed for students to explore the library spaces on their own terms. It discusses how previous orientations involved passive learning through tours and lectures, but students became more engaged after hands-on experience in the stacks. The scavenger hunt allows students to explore the libraries in teams, finding materials and locations based on clues. Teams document their progress through photos and discussion. Assessment shows students enjoy the active learning approach, though it requires significant class time, so an optional scoring rubric was added to determine winners.
Students as Knowledge Creators: Metacognition and DiscussionTheILC
This document summarizes a discussion forum assignment for an online undergraduate library skills course. The assignment asks students to reflect on how they gather information, create knowledge, and share knowledge with others. Students are encouraged to think about knowledge creation processes in their work or personal lives. Example situations discussed by students include tweaking recipes and posting them online or sharing experiences from intense jobs in healthcare, the military, or business. The goals of the assignment are to develop students' metacognitive awareness of their own learning and knowledge creation processes and to create an engaging online classroom discussion.
Creating Learner Personas for the Library Classroom TheILC
This document discusses creating learner personas to inform library classroom design. It defines personas as narrative descriptions of student types for whom a class is designed. An example persona named Rebecca is provided. The benefits of personas include combating self-referential design and fostering empathy. Data from the target course and institution can be used to create quantitative and qualitative personas. Several sample personas are described including Jian, Janelle, Anthony, and Bridget to represent different student backgrounds, motivations, and learning styles. Personas are intended to help instructors consider diverse student needs in instructional planning.
The Biggest Lies on the Internet. Using Real Life Examples to Help Students M...Lucinda Rush
Presentation at The Innovative Library Conference (TILC), Radford University, May, 2016
Teaching students about the information cycle and the research process under ideal circumstances is valuable in showcasing intended functions and effects, but may leave students ill-equipped to deal with real-word circumstances. I’m going to argue that talking about case studies in information cycles that have short-circuited, either due to moral panics about new technologies, poor reporting gone bad, and even poorly conducted scientific research we can teach students how to be critical readers of empirical-based research claims.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This document discusses using social media, specifically Twitter, to develop a personal learning network (PLN) and engage in professional development. It describes the weekly #LTHEchat Twitter chat where educators discuss topics related to learning and teaching in higher education. The chat provides opportunities for speedy continuing professional development. Participants have found value in networking, accessing resources, showcasing work, and gaining new skills and opportunities through their involvement in the #LTHEchat community.
Using Twitter to Enhance Students' Wider Subject AwarenessPaul Smalley
Paul Smalley conducted action research using Twitter to enhance undergraduate students' wider subject awareness in religious education. Over six months, he tweeted links to articles twice daily related to religion, education, or religious education using #k23re, and had students follow and engage with the tweets. Students reported that using Twitter helped direct them to useful resources they wouldn't have otherwise found and increased their knowledge of current issues. The research found that Twitter can help connect students to online information and each other to enhance learning.
The National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum) is Ireland’s advisory body for teaching and learning in Irish higher education. In 2015 the National Forum developed a professional development framework for all staff who teach in Higher Education (PDF). In2016, library staff from Carlow IT DIT (now TU Dublin) and Dundalk IT were awarded substantial funding for a 2 year project (L2L) to review the PDF through a library lens. L2L was the first library-based project to be funded by the National Forum in this way.
All library staff teach formally or informally, while also performing a wide array of other library tasks. The PDF provides a framework to prompt a deeper exploration of such multi-layered roles and, in doing so, helps to identify our complex and evolving professional development needs.
Tangible outcomes include the website l2l.ie, with its wealth of resources, and a book recording the experiences of project participants. Other outcomes include greater self-confidence and recognition of all library staff as educators.
It is essential now that these outcomes are disseminated widely amongst the library community. So the conference presentation will describe the project, discuss its findings and encourage attendees to engage with it.
Relevance of the presentation to the conference theme of ‘Inclusive Libraries’:
All library staff in all libraries (academic, public and special) ‘teach’ their users in some way and all users benefit (including those disadvantaged or excluded). In addition, the presentation will be equally relevant to attendees from the North and the south. Finally, the success of the project will encourage other library staff to apply for similar funding in future.
2013 Partners in Learning Innovation Workshop Session 1SchoolNet SA
This is the first of six presentations that show how the Microsoft Innovative Educator programme will work. This was created by Megan rademeyer from SchoolNet.
This document discusses the author's experience creating a personal learning network (PLN) on Twitter for their EDU 210 course. It describes how the course introduced them to PLNs and how Twitter can be used as an educational tool rather than just social media. The author created a new Twitter profile focused on education and followed accounts related to teaching with technology, educational resources and trends. Initially they struggled to find people to follow but learned over time. The PLN has provided opportunities to learn and connect with others in education. The author plans to further develop their PLN by engaging more and tweeting their own content as their knowledge grows.
This document discusses the author's experience creating a personal learning network (PLN) on Twitter for their EDU 210 course. It describes how the course introduced them to PLNs and how Twitter can be used as an educational tool rather than just social media. The author created a new Twitter profile focused on education and followed accounts related to teaching with technology, educational resources and trends. Initially they struggled to find people to follow but learned over time. The PLN has provided opportunities to learn and connect with others in education. The author plans to further develop their PLN by engaging more and sharing their growing knowledge as they gain more experience in the field.
This document discusses the benefits of using social media, such as Twitter and blogging, as an academic researcher. It provides examples of how academics find social media useful for networking, promoting their work, staying up to date in their field, and engaging with a broader audience. The document also addresses common concerns about using social media and maintaining a professional online presence. It suggests understanding the various tools available and choosing platforms that fit one's comfort level and aims, such as building connections, collaborative projects, or learning from others.
The document discusses the concept of a personal learning network (PLN) and connected educators. It provides perspectives from educators on how PLNs have allowed for collaborative and differentiated learning beyond the traditional professional development model. PLNs are described as global communities of learners that can share ideas and learn from one another through various online tools and platforms like Skype, Google Docs, blogs, Twitter, and social networks.
This document provides guidance on using social media for professional purposes in academia. It discusses that professionalization involves communication and social skills. Twitter is recommended as a starting platform due to its large and supportive community and flexibility. The document outlines best practices for using Twitter, such as reporting on work, asking questions, and sharing content. It also discusses using social media to engage in academic conversations, gain different perspectives, and build professional networks.
This document discusses using Twitter to create a personal learning network (PLN). It describes how the author initially struggled to find people to follow but eventually connected with educational organizations, magazines, and teachers. Following other educators on Twitter helped the author learn about technology in education and keep up with current trends. While the author's PLN is still developing, it has provided opportunities to make connections and gain support that will help throughout their teaching career.
This document discusses using Twitter to create a personal learning network (PLN). It describes how the author initially struggled to find people to follow but eventually connected with educational organizations, magazines, and teachers. Following other educators on Twitter helped the author learn about technology in education and keep up with current trends. While the author's PLN is still developing, it has provided opportunities to make connections and gain support that will help throughout their teaching career.
This resource explains that Twitter allows teachers to form a virtual staffroom for support and networking, engage in quality assured searching and communication through
Library Connect Webinar - Librarians Do Research Too!Library_Connect
Eminent LIS researcher Carol Tenopir, Chancellor’s Professor, School of Information Sciences, University of Tennessee, Knoxville, presented these slides during the Library Connect webinar on April 16, 2015, titled "Building a professional identity: from research to impact." These slides present an overview of why librarians should do research and how they can get started.
View the webinar at: https://www.brighttalk.com/webcast/9995/125073
The document discusses using technology for literacy instruction in 21st century classrooms. It provides background on the presenters and the goal of sharing effective technology uses that can be implemented in classrooms. Some key technologies discussed are blogging, wikis, podcasting, VoiceThread, and digital storytelling. The document also discusses the National Council of Teachers of English definition of 21st century literacy as involving proficiency with technology tools, collaboration, information design and sharing, and managing and analyzing multiple streams of information.
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
A module in our pocket, MELSIG contribution 6 Sep 2013 with Liz HannafordChrissi Nerantzi
This document summarizes findings from a module that utilized mobile technologies to enhance learning. It found that mobile devices increased connectivity, helped form an online learning community, and encouraged peer collaboration. However, it also presented challenges in using personal devices for learning, technological barriers, and issues adjusting expectations around social media use. The document shares stories from participants on using apps and social media innovatively for teaching, and reflects on implications for transforming curriculum through new technologies.
Similar to What Has Twitter Done for You Lately? Encouraging Students to Build a PLN (20)
This document provides the schedule for the Teaching and Learning with Innovative Connections (TILC) 2018 conference taking place May 8-9 at Radford University. The schedule outlines the various presentations, keynotes, lightning talks, and social events during the two-day conference. On Wednesday May 9th, the keynote speaker Jennifer Ferretti will present on "Art is Information: Countering the 'Neutral' Classroom with Pop Culture and Social Justice". Presentation sessions are scheduled throughout the day in various classrooms covering topics such as using audience analysis in instructional design, incorporating poetry in teaching research skills, and exploring genre and scholarship as conversation.
The Game Is Afoot: Information Literacy for First-Year Students TheILC
This document describes a study that compared the effects of traditional lecture-based instruction versus games-based instruction for first-year composition students. The researcher taught one section using lectures and one section incorporating a modified version of the Amazing Race game. Students' final papers were analyzed using a rubric to assess the quality, relevance, and accuracy of citations. More papers were submitted from the games-based class than the lecture class. Focus groups were not held due to lack of participation. The study aimed to determine if games-based instruction leads to students learning and retaining more information and citing better sources in their papers.
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement bef...TheILC
This document discusses strategies for pre-class engagement activities to build student involvement. It describes three main types of strategies: activating prior knowledge through examples like analogies or puzzles to trigger memories, facilitating self-assessment with creative activities for students to demonstrate existing knowledge, and building rapport by establishing an approachable and respectful tone. The purpose is to support constructivist learning, maximize instruction time, and set an engaged tone for the class. Examples of specific pre-class activities are provided for each strategy type.
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement bef...TheILC
The document provides strategies for engaging students before class starts to activate their prior knowledge of upcoming lesson topics. Some strategies include playing video clips, displaying questions for students to discuss in pairs or via response tools, and facilitating self-assessment activities using technologies like Socrative or paper-and-pencil options like defining terms in a limited number of words or as an acrostic puzzle. The purpose is to get students thinking about the day's topics before class begins.
Innovating the FYE Proposal: Moving Beyond “Library Week” TheILC
This document discusses developing a First Year Experience (FYE) course focused on the history of Mississippi State University through the university libraries. It provides background on FYE programs, describes the existing FYE program at MSU, and outlines the process used to develop and propose a new library-focused FYE course. This included partnering with library stakeholders, submitting a proposal, and preparing the course syllabus. The proposed course would use information literacy activities and a capstone project to introduce students to the culture and history of MSU through library resources and special collections.
Innvovating handoutInnovating the FYE Proposal: Moving Beyond “Library Week”...TheILC
This document provides best practices for developing a First Year Experience (FYE) proposal focused on the library. It recommends: 1) developing a unique library idea, 2) partnering with stakeholders for input and approval, and 3) creating learning outcomes. Additional tips include knowing deadlines, getting pre-approval from the FYE coordinator, and marketing the program on social media and the library website. Gamification ideas like Plickers, Kahoot, and GooseChase are presented to make instruction interactive. A group activity prompts thinking about how to support the institution and students.
Building a bridge: Using metaphor to teach Information Literacy FunTheILC
This document discusses how metaphors can be used to teach information literacy concepts. It provides examples of common metaphors used in language and how those metaphors influence how we think. The document encourages teachers to use metaphors when instructing students to help connect, illuminate, build, and stick important concepts. Examples of student metaphors for research concepts are given. The document concludes by recommending that teachers have students explore metaphors for information literacy concepts through discussion.
It’s how you play the game: utilizing an online quiz tool to enhance and asse...TheILC
Kahoot is a free game-based learning platform that allows instructors to create interactive quizzes, surveys, and discussions for students to participate in using their phones or computers. The document discusses how two librarians at Western Carolina University used Kahoot to enhance library instruction and assessment for lower-level courses by creating quizzes on topics like scholarly vs. popular sources and primary vs. secondary sources. They found Kahoot engaged students and provided useful assessment data. However, they learned to keep questions simple and be prepared to troubleshoot technical issues. Going forward, they plan to expand their Kahoot library and improve their assessment methods.
One-On-One Research Help: Designing Services that Support Enduring Relationsh...TheILC
This document describes a new one-on-one research consultation service for first-year students at UNC Chapel Hill. The traditional one-shot library instruction model has limitations like time constraints and low walk-up questions. The new service rebrands reference as research coaching, targeting first-year writing students. Library staff are trained in a research coaching model emphasizing empathy, shared understanding, progress, revisiting goals, and planning forward. Consultations include a research plan form to encourage the coaching model and provide clear next steps. Marketing includes emails, websites, and classroom presentations to promote easy online booking and embeddability within the learning management system.
Treasure Hunts at the Library: Raiders of the Lost (AR)kTheILC
This document describes how to create an augmented reality scavenger hunt for library instruction using two apps, Aurasma and Padlet. Students are divided into groups and each group is given an iPad. They follow a map of stops in the library, where they use the Aurasma app to scan trigger images that reveal overlay content about library resources. Padlet allows groups to submit answers. The activity can engage students and show them the library is a fun place to learn. Variations include making it self-guided or using it for extra credit.
Ready for the Next Step: Combining Information Literacy with Digital Literacy...TheILC
The instructor was asked by the head of the Communication department to help students create e-portfolios for graduation. The instructor researched best practices for e-portfolios and created a rubric. They held multiple class sessions to teach digital literacy skills and scaffold the process. Students learned how to use Wordpress to build their portfolios, and received feedback from industry professionals. Both successes and areas for improvement were identified, such as the need for more guidance on technology and examples. The partnership helped students gain skills for career preparation and take control of their online presence.
Ready for the Next Step: Combining Information Literacy with Digital Literacy...TheILC
This document discusses combining information literacy and digital literacy instruction when creating e-portfolios. It provides sources and resources for e-portfolio sites, rubrics, and research on e-portfolios. The document includes a portfolio component worksheet that lists the types of work students should include in their portfolios and criteria for evaluating the components. It also provides criteria for evaluating the aesthetic and leadership elements of the e-portfolio.
They Want Me to Teach APA for 75 Students?: Transforming Citation Instruction...TheILC
This document describes an active learning approach for teaching APA citation format, even in large classes of 75 students. The instructor shows an example citation in correct format, then provides a link to a Google Form with citation examples containing errors for students to identify. This allows students to learn citations through self-paced practice on their own devices. The approach works for a range of class sizes and levels, is reusable with different examples, and gives students focused practice identifying citation issues.
“But I Can’t Go to the Library:” Embedding Librarians in Online CoursesTheILC
The document describes an embedded librarian program at Longwood University where librarians provide resources and assistance directly within online courses. For the program's pilot, the author was embedded in a hybrid nursing course where she introduced herself in-person, posted an introduction online, and created a discussion board and announcements to engage students. A post-course survey found that most students did not contact the librarian but wished they had, suggesting embedding librarians in earlier courses. The program has since expanded to include more librarians and courses with various levels of librarian involvement.
Instruction is for Everyone: Including Technical Services Staff in Library In...TheILC
Technical services librarians have skills in finding, evaluating, and organizing information that can benefit library instruction programs by consulting on planning, co-teaching sessions, or embedding in online courses. Their expertise in areas like keywords, citations, copyright, and authority control align with information literacy frameworks and exposing them to more student interactions increases their visibility and understanding of user needs.
Hole in One: Marketing YOUR Library Services on the Green TheILC
The document discusses Longwood University library's marketing plan for their participation in New Lancer Days, a four-day orientation event for new students. The library's goals were to bring as many first-year students as possible into the library, move them around the first floor, and encourage them to meet library staff. By the end of their activities, the library wanted students to know where to check out materials, find librarian offices, get research help, and writing support. They implemented promotion activities and assessed the results using gate counts to reflect on strengths, weaknesses, and opportunities for adapting future marketing efforts.
Teaching, Learning, and Leading: Be a professional triple threatTheILC
This document summarizes a conference on teaching, learning, and leading in libraries. It discusses the evolving roles of libraries and instruction librarians. The key themes are:
1) Libraries and instruction librarians face challenges like changing user needs, new types of collections, and assessing outcomes, but also opportunities to collaborate across institutions and support user-created content.
2) Instruction librarians need skills in areas like teaching, assessment, communication and leadership to adapt to these changes. Their roles may include instructional designer, advocate, and project manager in addition to teacher.
3) Applying concepts from educational theory can help instruction librarians take a leadership perspective in areas like facilitating meetings, professional development,
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
What Has Twitter Done for You Lately? Encouraging Students to Build a PLN
1. What has Twitter Done for You Lately?
Encouraging Students to Build a Professional Learning Network
Start the Conversation
Me
Benefits & Value
➢ Access to other professionals
➢ Access to more information
➢ Reference feature
➢ Collaboration
➢ Share events & news
Start Building a PLN
Cultivate Your Network
➢ Do your research!
➢ Put yourself out there!
➢ Leave comments & start
conversations
➢ Share ideas, tools, resources, &
events
Changing Perceptions
➢ Can’t replace info lit instruction
➢ Build trust by teaching practical
skills
➢ Change perceptions of who
librarians are
➢ Change perception about who
my students are
Innovation in Your Classroom
In what ways are you able to
supplement your information
literacy instruction with other
instruction that promotes life long
learning?
Abby Moore, Education Librarian
UNC Charlotte