From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
Creating High Quality Assessments: Tour of OnCourse AssessmentM. Tre Gonzalez
Recent research studies find that "common formative assessment" is one of the most powerful ways to improve student learning. The key: getting meaningful feedback fast enough to make instructional decisions.
Join this webinar to learn how OnCourse Assessment can modernize your school’s assessment practices with:
- Collaborative test authoring
- 70+ technology-enhanced item types (incl. math, chemistry, audio/video, etc)
- 100,000+ searchable questions aligned to grade level standards, or complete field-tested interim assessments
- Analytics on student growth and item quality
For a recording of this webinar, email tre@oncoursesystems.com. For a quick video on OnCourse Assessment, visit: www.oncoursesystems.com/products/assessment
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Creating High Quality Assessments: Tour of OnCourse AssessmentM. Tre Gonzalez
Recent research studies find that "common formative assessment" is one of the most powerful ways to improve student learning. The key: getting meaningful feedback fast enough to make instructional decisions.
Join this webinar to learn how OnCourse Assessment can modernize your school’s assessment practices with:
- Collaborative test authoring
- 70+ technology-enhanced item types (incl. math, chemistry, audio/video, etc)
- 100,000+ searchable questions aligned to grade level standards, or complete field-tested interim assessments
- Analytics on student growth and item quality
For a recording of this webinar, email tre@oncoursesystems.com. For a quick video on OnCourse Assessment, visit: www.oncoursesystems.com/products/assessment
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
“What Happens After Graduating from University?"Alison Head
Presentation by Alison Head at LILAC in Dublin, Ireland on March 21, 2016 about Project Information Literacy's latest study of 1,651 recent university graduates and their information-seeking practices for lifelong learning once they continue on in their lives.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The instruction librarians at a four-year, private university developed a multi-year information literacy instruction program to meet recently implemented information literacy learning outcomes in the university’s new core curriculum. The sequential information literacy instruction program includes two required library interventions in the first year - a tutorial to introduce students to basic information literacy concepts and a face-to-face library instruction session to build on the concepts learned in the tutorial. This structured program has presented many opportunities for the librarians to experiment with and assess creative and innovative approaches to instruction. In this presentation we will discuss one such approach that hybridized the in-person library instruction sessions attended by 1,273 first-year students.
During the face-to-face intervention, the instruction librarians were expected to introduce students to advanced search strategies to help them find relevant information for their research topics and to evaluate that information for quality. In order to adequately incorporate both of these learning outcomes into one 50-75 minute session, it was decided that a hybrid approach was necessary. Hybrid, or blended learning is a method of instruction in which students learn through a combination of face-to-face instruction and computer-mediated activities. The hybrid instructional method allows multiple opportunities for student learning, can increase student motivation to learn and respects diverse learning styles.
To hybridize this session, we developed a short tutorial that students completed as homework introducing them to six advanced search strategies through videos and guided live searching. Additionally, the paper-based, active learning exercise the students completed in class was “gamified” and transformed into a digital learning object (The RADAR Game http://electra.lmu.edu/TheRadarGame/story.html) to increase student engagement and learning. Gamification is the process of transforming a non-game instructional activity using game design thinking to increase motivation and engagement. We will discuss the game design components used in the redesign of this active learning exercise to meet the goal of increased student engagement. Some of the gamification techniques to be discussed include motivational feedback, collaboration, and competition.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
Teaching, Assessment and Learning Analytics: Time to Question AssumptionsSimon Buckingham Shum
Presented by the Assessment Research Centre
and the Melbourne Centre for the Study of Higher Education
Teaching, Assessment and Learning Analytics: Time to Question Assumptions
Simon Buckingham Shum
Professor of Learning Informatics, and Director of the Connected Intelligence Centre (CIC)
University of Technology Sydney
When: 11.30 -12.30 pm, Wed. 13 Sep 2017
Where: Frank Tate Room, Level 9, 100 Leicester St, Carlton
This will be a non-technical talk accessible to a broad range of educational practitioners and researchers, designed to provoke a conversation that provides time to question assumptions. The field of Learning Analytics sits at the convergence of two fields: Learning (including learning technology, educational research and learning/assessment sciences) and Analytics (statistics; visualisation; computer science; data science; AI). Many would add Human-Computer Interaction (e.g. participatory design; user experience; usability evaluation) as a differentiator from related fields such as Educational Data Mining, since the Learning Analytics community attracts many with a concern for the sociotechnical implications of designing and embedding analytics in educational organisations.
Learning Analytics is viewed by many educators with the same suspicion they reserve for AI or “learning management systems”. While in some cases this is justified, I will question other assumptions with some learning analytics examples which can serve as objects for us to think with. I am curious to know what connections/questions arise when these are shared..
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he was appointed in August 2014 to direct the new Connected Intelligence Centre. Previously he was Professor of Learning Informatics and an Associate Director at The UK Open University’s Knowledge Media Institute. He is active in the field of Learning Analytics as a co-founder and former Vice President of the Society for Learning Analytics Research, and Program Co-Chair of LAK18, the International Learning Analytics and Knowledge Conference. Previously he co-founded the Compendium Institute and Learning Emergence networks. Simon brings a Human-Centred Informatics (HCI) approach to his work, with a background in Psychology (BSc, York), Ergonomics (MSc, London) and HCI Design Argumentation (PhD, York). He co-edited Visualizing Argumentation (2003) followed by Knowledge Cartography (2008, 2nd Edn. 2014), and with Al Selvin, wrote Constructing Knowledge Art (2015). He was recently appointed as a Fellow of The RSA. http://Simon.BuckinghamShum.net
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
"Its on the exam" - Affecting student engagement through crowd-sourced asses...Eamon Costello
Costello, E., Brown, M., Brunton, J., & Delaney, L. (2015). It's on the exam! Affecting student engagement through crowd-sourced assessment. Paper at Shaping the Future of Learning Together, Association for Learning Technology Annual Conference (ALT-C), Manchester, 10th September.
Coherent learning design for e portfolio framed authentic learning experiencesBeata Jones
This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1. What today’s university students have taught us
Alison J. Head, Ph.D., Director, Project Information Literacy
University of Washington Information School | USA
5 June 2016 | Creating Knowledge Conference, Reykjavik, Iceland
10. Adjectives that
describe how
you feel when
you get a
research
assignment . . .
fear,
angst,
tired,
dread,
excited,
anxious,
annoyed,
stressed,
disgusted,
intrigued,
confused, and
overwhelmed.
2009, n = 86 | 7 campuses
19. 1. Majority recommend a “place-based source” (60%)
2. Few recommended consulting librarians (13%)
3. Few defined what “research” is or means (16%)
2010 Handout Study, n = 191 handouts | 28 campuses
“Instructors are my research coaches”
But assignment handouts . . .
20. 2016 Staying Smart, n = 1,651 recent graduates from 10 US
After graduation: “Google is the Internet to me”
79%
51%
21%
18%
14%
12%
10%
9%
7%
5%
3%
3%
2%
1%
1%
0% 25% 50% 75% 100%
YouTube
Pinterest
Duolingo
Khan Academy
Coursera
Stack Overflow
Codecademy
Google Helpouts
lynda
edX
Udemy
CrashCourse
Udacity
Academic Earth
ALISON
22. 77%
73%
71%
71%
66%
62%
62%
61%
59%
59%
54%
25%
0% 25% 50% 75% 100%
Currency (e.g., publication date)
Author’s credentials
URL (e.g., Web domain)
Interface design
External linkage (if links exist)
Familiarity from previous use
Heard about site before
Chart quality (if they exist)
Author credits others for ideas
Different viewpoints…
Bibliography included
Mentioned by librarian
Evaluation criteria: Coursework
2010 Truth Be Told survey, n = 8353 | 25 campuses
23. Evaluation criteria: After graduation
2015 Staying Smart survey, n = 1651 | 10 US campuses
97%
94%
92%
89%
88%
86%
84%
75%
72%
58%
0% 25% 50% 75% 100%
How up-to-date the information is
What the author's credentials are
Site is familiar from previous use
Site design conveys legitimacy
URL is from a legitimate source, e.g.,
gov or edu
Site links to other resources
Someone has recommended using
the site
Charts add important information (if
they exist)
Gut feeling says site is legitimate
Site is familiar from college
24. PIL Finding Solutions
Defining a topic is harder than
finding sources.
• Fewer lessons on “search,” more on
formulating students’ own questions
• Embed librarians within courses
Using same sources, many come
from secondary school assignments.
• Teach abstracts, teach synthesis
• Learning how to “tie it all together” as
essential university skills
Evaluating online sources using a
variety of different criteria.
• Work closely with educators K-12
• Next step: Teaching students how to
ask their own questions
How can PIL’s research inform solutions?
25. What today’s university students have taught us
Alison J. Head, Ph.D., Director, Project Information Literacy |University of
Washington Information School
alison@projectinfolit.org | http://projectinfolit.org
5 June 2016 | Creating Knowledge Conference, Reykjavik, Iceland