The pandemic led the Reynolds Faculty Library to create short instructional videos and embed them directly into Canvas courses. Initial discussions in 2020 focused on fewer in-person classes and library visits. A literature review found asynchronous instruction gaining importance during COVID. Videos under 5 minutes were created in Canva and Camtasia on topics like databases, scholarly articles, keywords, and eBooks. Modules were added to English and other courses. Assessments showed increased information literacy and embedded librarian sessions. Future plans include expanding modules and collecting instructor feedback.
Canvas Research Modules: Meeting Students Where They Are Denise Woetzel
The document summarizes the creation of research modules by J. Sargeant Reynolds Community College libraries to deliver information literacy instruction through Canvas during COVID. Due to fewer in-person classes and library visits, the libraries created short instructional videos using Canva and Camtasia and embedded them into Canvas course shells. An English research module and modules for other subjects were created. Assessment found that students who completed the modules performed better and more students accessed instruction through Canvas and embedded librarians compared to before COVID. Future plans include adding basic skills modules to all courses and gathering instructor feedback.
The document discusses using wikis and Library 2.0 approaches to support the International Baccalaureate (IB) curriculum framework. It describes a library project where students used a wiki to research and share information about weather after reading a story. Students learned skills like evaluating websites, recording audio files, and collaborating online. They enjoyed participating and acquiring new literacy skills to support their learning.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
The document summarizes findings from a 2009 U.S. Department of Education meta-analysis of 51 online learning studies. The key findings were:
1) Students in online conditions performed better on average than those receiving face-to-face instruction.
2) Studies where online students spent more time on task found greater benefits for online learning.
3) Effect sizes were larger for studies varying curriculum/instruction between online and face-to-face conditions beyond just the medium of instruction.
The document discusses a staff development day and 8th grade culture fair project at Illinois Viking Middle School's public library in 2010. It summarizes positive outcomes, including increased collaboration, exposure to new technologies, and student engagement. It also notes areas for improvement like technology troubleshooting and limited resources. The grant funding enabled new databases, computers, and staff support. The library hopes to address issues of participation rates and access through expanded resources and hours.
Shaping the Open Course at Bucks County Community CollegeBill Hemmig
This document outlines Bucks County Community College's OER Strategic Initiative to transition 10 gateway courses from traditional textbooks to open educational resources. It describes hiring consultants and faculty developers to redesign courses. Courses were transitioned in phases from 2016-2018 and assessed for impact. Instructional design and universal design resources and feedback templates were provided to support course redesign. Student surveys found OER benefits included free and accessible digital materials that could be annotated and searched across devices.
Fardiah et al- Forging ties, fostering collaborations: a case of sustainable ...IFLA_InfolitRef
1) The National Library Board of Singapore collaborated with schools to develop sustainable information literacy education programs. They created courseware and trained teachers to teach information literacy skills.
2) Initially the library focused on visits and promotions, but starting in 2005 developed new programs. In 2012 the Information Literacy department created a national program taught at various grade levels.
3) To ensure sustainability, the library trained teachers as trainers so they could teach the skills. This created a multiplier effect reaching many students over several years. Additional online guides and reference services further supported students.
Canvas Research Modules: Meeting Students Where They Are Denise Woetzel
The document summarizes the creation of research modules by J. Sargeant Reynolds Community College libraries to deliver information literacy instruction through Canvas during COVID. Due to fewer in-person classes and library visits, the libraries created short instructional videos using Canva and Camtasia and embedded them into Canvas course shells. An English research module and modules for other subjects were created. Assessment found that students who completed the modules performed better and more students accessed instruction through Canvas and embedded librarians compared to before COVID. Future plans include adding basic skills modules to all courses and gathering instructor feedback.
The document discusses using wikis and Library 2.0 approaches to support the International Baccalaureate (IB) curriculum framework. It describes a library project where students used a wiki to research and share information about weather after reading a story. Students learned skills like evaluating websites, recording audio files, and collaborating online. They enjoyed participating and acquiring new literacy skills to support their learning.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
The document summarizes findings from a 2009 U.S. Department of Education meta-analysis of 51 online learning studies. The key findings were:
1) Students in online conditions performed better on average than those receiving face-to-face instruction.
2) Studies where online students spent more time on task found greater benefits for online learning.
3) Effect sizes were larger for studies varying curriculum/instruction between online and face-to-face conditions beyond just the medium of instruction.
The document discusses a staff development day and 8th grade culture fair project at Illinois Viking Middle School's public library in 2010. It summarizes positive outcomes, including increased collaboration, exposure to new technologies, and student engagement. It also notes areas for improvement like technology troubleshooting and limited resources. The grant funding enabled new databases, computers, and staff support. The library hopes to address issues of participation rates and access through expanded resources and hours.
Shaping the Open Course at Bucks County Community CollegeBill Hemmig
This document outlines Bucks County Community College's OER Strategic Initiative to transition 10 gateway courses from traditional textbooks to open educational resources. It describes hiring consultants and faculty developers to redesign courses. Courses were transitioned in phases from 2016-2018 and assessed for impact. Instructional design and universal design resources and feedback templates were provided to support course redesign. Student surveys found OER benefits included free and accessible digital materials that could be annotated and searched across devices.
Fardiah et al- Forging ties, fostering collaborations: a case of sustainable ...IFLA_InfolitRef
1) The National Library Board of Singapore collaborated with schools to develop sustainable information literacy education programs. They created courseware and trained teachers to teach information literacy skills.
2) Initially the library focused on visits and promotions, but starting in 2005 developed new programs. In 2012 the Information Literacy department created a national program taught at various grade levels.
3) To ensure sustainability, the library trained teachers as trainers so they could teach the skills. This created a multiplier effect reaching many students over several years. Additional online guides and reference services further supported students.
Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.
This document describes a blended learning course on World Englishes and miscommunications involving five universities from the Asia-Pacific region. The course utilized both online and face-to-face components, including prerecorded lectures, online discussion forums, and live video conferences. Its goals were for students to learn about different Englishes, communication issues that can arise, and develop their language skills through interactive activities. Assessment involved self-reflection, assignments, and participation in online and face-to-face discussions.
The document summarizes a project by University College Cork Library to improve their Canvas course by co-creating interactive learning experiences with students. Six students were employed to provide feedback and help develop learning objects using tools like Actionbound, LibWizard and H5P. Over the summer the students worked with library staff, providing 1-1 feedback and collaborating on resources for Canvas modules. Both the students and library staff found value in the partnership and using technology to enhance learning.
Reggie Cobb has taught biology online since 2001 and has incorporated interactive e-textbooks into his courses using Cengage Learning's MindTap platform. He hypothesizes that an interactive e-text will promote student success by guiding students through course content in a structured "learning path", reducing distractions. Cobb creates a learning path in MindTap that embeds the e-textbook and divides it into small sections, and personalizes it by adding multimedia. Based on student performance data, Cobb believes the interactive e-text has promoted learning, though other factors may have also contributed to improved grades. Further refinement of the learning path is ongoing to fully realize the benefits of the interactive e-textbook approach.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
Collaborating with students: Reflections on UCC Library co-creating learning ...Stephanie C
UCC Library launched its Library Learning Resources course on Canvas (the University’s VLE) at the start of the 2020 academic year. The course consists of seven, self-directed interdisciplinary modules which offer teaching to all students on information searching and Library resources. This talk outlines the key learnings from a 2021 summer project funded by the University’s Office of the Vice-President for Learning & Teaching.
The project involved Library staff collaborating with a diverse and inclusive group of students: to obtain feedback on the Library’s modules; implement improvements based on feedback; develop interactive assessments and content, allowing for the co-creation of learning experiences. The outcome of the project was a refined Library course which was more appealing and engaging. Library staff and students used H5P to co-create new interactive learning objects which help cement knowledge and allow for self-evaluation. An interactive, app-based scavenger hunt was also developed to provide an impactful first experience of UCC Library buildings for new students.
Key learning outcomes for attendees:
Recognize importance of partnering with students in projects;
Determine best application of technology in enhancing learning;
Summarize challenges experienced and what worked and didn’t work
Presenters: Kelly Banyas and Donna Witek
Lehigh Valley PaLA 2019 Annual Spring Conference, Bethlehem, PA, May 17, 2019
Description: This presentation will discuss how two academic librarians migrated information literacy content to online platforms in order to better facilitate instruction and reach learners outside the classroom.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
This document summarizes a study on using different web technologies to engage students' critical thinking abilities in a required writing course. The study found that blogging and a traditional argument essay were most effective, while wikis and in-class writing were least effective. Students enjoyed open-ended projects that allowed choosing genres like videos or blogs. Facebook groups constrained critical thinking due to its structure. Reflective writing provided insights into students' experiences. Technologies that restricted text or were unfamiliar presented barriers to critical thinking.
Recipe for Research Success: Using Tutorials to Teach Information Literacy Sk...Teal Smith
Brief Keynote presentation on using tutorials to teach information literacy at an academic library. Originally displayed in Second Life as part of a poster session organized by Esther Grassian for the UCLA course Information Literacy Instruction: Theory and Practice.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
The document describes an instructional unit created for an 8th grade science teacher to teach mitosis and meiosis. The unit was designed to address problems of lack of student engagement, a content gap, and meeting diverse learner needs. It utilized Google Classroom for collaborative learning and a WordPress site for blended learning. The unit spans 4 weeks and aligns to state standards and 5E instructional methods. It provides student choices and supports to investigate sub-topics and complete final projects, drawing on research about the benefits of student-centered and technology-integrated approaches.
This document summarizes a research article that describes a project where 10th grade students in an Advanced Placement Academy created online book reviews using a wiki site. The goal was to keep students engaged after their AP exams. Students wrote individual reviews of assigned books and then grouped reviews thematically. The results exceeded expectations as the wiki allowed for collaborative, creative work that demonstrated deeper understanding than traditional book reports. However, the document notes that details on challenges faced were not provided.
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
Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.
This document describes a blended learning course on World Englishes and miscommunications involving five universities from the Asia-Pacific region. The course utilized both online and face-to-face components, including prerecorded lectures, online discussion forums, and live video conferences. Its goals were for students to learn about different Englishes, communication issues that can arise, and develop their language skills through interactive activities. Assessment involved self-reflection, assignments, and participation in online and face-to-face discussions.
The document summarizes a project by University College Cork Library to improve their Canvas course by co-creating interactive learning experiences with students. Six students were employed to provide feedback and help develop learning objects using tools like Actionbound, LibWizard and H5P. Over the summer the students worked with library staff, providing 1-1 feedback and collaborating on resources for Canvas modules. Both the students and library staff found value in the partnership and using technology to enhance learning.
Reggie Cobb has taught biology online since 2001 and has incorporated interactive e-textbooks into his courses using Cengage Learning's MindTap platform. He hypothesizes that an interactive e-text will promote student success by guiding students through course content in a structured "learning path", reducing distractions. Cobb creates a learning path in MindTap that embeds the e-textbook and divides it into small sections, and personalizes it by adding multimedia. Based on student performance data, Cobb believes the interactive e-text has promoted learning, though other factors may have also contributed to improved grades. Further refinement of the learning path is ongoing to fully realize the benefits of the interactive e-textbook approach.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
Collaborating with students: Reflections on UCC Library co-creating learning ...Stephanie C
UCC Library launched its Library Learning Resources course on Canvas (the University’s VLE) at the start of the 2020 academic year. The course consists of seven, self-directed interdisciplinary modules which offer teaching to all students on information searching and Library resources. This talk outlines the key learnings from a 2021 summer project funded by the University’s Office of the Vice-President for Learning & Teaching.
The project involved Library staff collaborating with a diverse and inclusive group of students: to obtain feedback on the Library’s modules; implement improvements based on feedback; develop interactive assessments and content, allowing for the co-creation of learning experiences. The outcome of the project was a refined Library course which was more appealing and engaging. Library staff and students used H5P to co-create new interactive learning objects which help cement knowledge and allow for self-evaluation. An interactive, app-based scavenger hunt was also developed to provide an impactful first experience of UCC Library buildings for new students.
Key learning outcomes for attendees:
Recognize importance of partnering with students in projects;
Determine best application of technology in enhancing learning;
Summarize challenges experienced and what worked and didn’t work
Presenters: Kelly Banyas and Donna Witek
Lehigh Valley PaLA 2019 Annual Spring Conference, Bethlehem, PA, May 17, 2019
Description: This presentation will discuss how two academic librarians migrated information literacy content to online platforms in order to better facilitate instruction and reach learners outside the classroom.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
This document summarizes a study on using different web technologies to engage students' critical thinking abilities in a required writing course. The study found that blogging and a traditional argument essay were most effective, while wikis and in-class writing were least effective. Students enjoyed open-ended projects that allowed choosing genres like videos or blogs. Facebook groups constrained critical thinking due to its structure. Reflective writing provided insights into students' experiences. Technologies that restricted text or were unfamiliar presented barriers to critical thinking.
Recipe for Research Success: Using Tutorials to Teach Information Literacy Sk...Teal Smith
Brief Keynote presentation on using tutorials to teach information literacy at an academic library. Originally displayed in Second Life as part of a poster session organized by Esther Grassian for the UCLA course Information Literacy Instruction: Theory and Practice.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
The document describes an instructional unit created for an 8th grade science teacher to teach mitosis and meiosis. The unit was designed to address problems of lack of student engagement, a content gap, and meeting diverse learner needs. It utilized Google Classroom for collaborative learning and a WordPress site for blended learning. The unit spans 4 weeks and aligns to state standards and 5E instructional methods. It provides student choices and supports to investigate sub-topics and complete final projects, drawing on research about the benefits of student-centered and technology-integrated approaches.
This document summarizes a research article that describes a project where 10th grade students in an Advanced Placement Academy created online book reviews using a wiki site. The goal was to keep students engaged after their AP exams. Students wrote individual reviews of assigned books and then grouped reviews thematically. The results exceeded expectations as the wiki allowed for collaborative, creative work that demonstrated deeper understanding than traditional book reports. However, the document notes that details on challenges faced were not provided.
Semelhante a The Pandemic's Lasting Results: Innovation in Chunks (20)
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
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
The Pandemic's Lasting Results: Innovation in Chunks
1. The Pandemic’s Lasting Results
Innovation in Chunks
Reynolds Faculty Forum, May 11, 2023
Presented by Lynn Riggs & Denise Woetzel
2. Initial Discussions
● Fall 2020 - COVID Realities:
○ More asynchronous course
sections than before
○ Fewer instructors requesting
IL sessions
○ Fewer students visiting
library in person
● Focus on ENG-111 classes
● Spring 2021: Met with English head
to discuss IL skills to focus on
4. Literature Review
Osorio, Nestor L. & Alissa Droog, 2021.
A literature review conducted by Northern
Illinois University Libraries explored the
impact of COVID-19 on reference &
research services in academic libraries
found that in many cases, services such as
asynchronous library instruction was
gaining momentum prior to COVID. During
& after the pandemic, these existing &
emerging library services gained even
more importance.
5. Literature Review
Ibacache, Kathia, et al. 2021
Results from a 2020 nationwide
study of academic instruction
librarians found that 54% of
librarians used their LMS and 15%
used Canva to deliver information
literacy content during COVID.
6. Literature Review
Olsen, Rachel & Samantha Harlow,
2022
According to an ongoing survey
conducted by University of North
Carolina at Greensboro Libraries,
most students are accessing the
library’s research modules through
their Canvas LMS rather than the
library’s website.
7. Literature Review
Idelman, Brandee J., 2022
A study conducted at Irvine
Valley College found that Writing
1 students who completed the
asynchronous, self-paced
information literacy modules in
their Canvas LMS did better in
the course than Writing 1
students that did not complete
the modules.
8. Literature Review
Humphries, Brendan & Damien,
Clark, 2021
Major study findings conducted by
CQ University in Australia indicated a
significant preference for chunk-style
videos between 3 and 17 minutes in
duration when compared to
traditional long-view lecture
materials.
9. Literature Review
Tomaszewski, Robert, 2021
Benefits of asynchronous instruction
observed for a biology course at California
State University, Fullerton were the
flexibility with embedding videos at time
of need while eliminating logistical issues
of a F2F workshop such as space, class
period constraints, scheduling conflicts &
the large # of students needing
instruction each semester.
10. Collaboration with Canvas System Administrator
Met with the Canvas System Administrator to discuss adding a course
development site (course shell) for the English Research Module
11. Focus on Video Content
Used Canva to create most videos:
● Easy & quick
● Engaging
● Wide selection of graphics,
animation & music
● Diversity/Inclusion images
● Most videos under 5 minutes
in length
12. Videos Created with Camtasia
Camtasia was used to create
videos on finding & using
eBooks:
● Recorded step-by-step
instructions
● Narration
● 4-5 minutes in length
13. Video Accessibility & ADA Compliance
● Created Google Docs video
transcripts
● Uploaded the videos to
YouTube
● Added closed captions in
YouTube
● Embedded the videos in
Canvas
14. English Instructor Collaboration
● Attended department
meeting to discuss module
& get instructor feedback
● Upon request, instructors
added as TAs to Canvas
course shell
● Instructors copy module
over into their English
course sections
15. English Research Module
Includes 6 essential IL concepts:
1. Databases vs. the Open Web
2. Scholarly vs. Popular Articles
3. Selecting & Using Keywords in a
Search
4. Finding articles in a Library
Database
5. Evaluating Sources using the
5Ws Criteria
6. Finding & using eBooks
16. English Research Module Assessment
● Created Quick Check questions for all six videos using
● Created a 20 question quiz
17. Other Department Collaborations
● History: Primary Sources
● Culinary Arts: Finding Articles &
Books
● Nursing: PICO Questions
● Political Science: Basic IL Skills
● Biology: Scientific Literacy &
Avoiding Plagiarism
18. Information Literacy Program - Impact of COVID
Semester IL sessions Embedded Librarians Research Modules
Fall 2019 115 2 0
Fall 2020 49 36 0
Fall 2021 51 36 60
Fall 2022 80 61 166
20. Future Plans
● Add a basic IL skills module to every course
section in Canvas
● Survey English instructors to glean feedback
on quick check questions & quiz incorporated
into English research module
● Incorporate assessment into other
department research modules
● Use Canva Present & Record option for
narration
● More collaboration with more instructors
21. Works Cited
Humphries, Brendan, and Damien Clark. “An Examination of Student Preference for
Traditional Didactic or Chunking Teaching Strategies in an Online Learning
Environment.” Research in Learning Technology, vol. 29, Jan. 2021, pp. 1–12.
https://doi.org/10.25304/rlt.v29.2405.
Ibacache, Kathia, et al. “Emergency Remote Library Instruction and Tech Tools: A Matter
of Equity During a Pandemic.” Information Technology & Libraries, vol. 40, no. 2, June
2021, pp. 1–30. https://doi.org/10.6017/ital.v40i2.12751.
Idleman, Brandee J. “Cast a Wider Net: Leveraging Canvas for Asynchronous Information
Literacy Learning.” College & Undergraduate Libraries, vol. 29, no. 1/2, Jan. 2022, pp.
78–99. https://doi.org/10.1080/10691316.2022.2089937.
22. Works Cited
Olsen, Rachel, and Samantha Harlow. “Creating Library Tutorials to Provide Flexibility
and Customized Learning in Asynchronous Settings.” Public Services Quarterly, vol.
18, no. 1, Jan. 2022, pp. 19–33. https://doi.org/10.1080/15228959.2021.1896413.
Osorio, Nestor L., and Alissa Droog. “Exploring the Impact of the Pandemic on Reference
and Research Services: A Literature Review.” New Review of Academic Librarianship,
vol. 27, no. 3, July 2021, pp. 280–300.
https://doi.org/10.1080/13614533.2021.1990092.
Tomaszewski, Robert. “A STEM E-Class in Action: A Case Study for Asynchronous One-
Shot Library Instruction.” Journal of Academic Librarianship, vol. 47, no. 5, Sept.
2021, https://doi.org/10.1016/j.acalib.2021.102414,
23. Credit for Images
Most of the images in this presentation were downloaded from our
subscription to Canva for Teams - https://www.canva.com/for-teams
English Research Module images were created with our subscription
to TechSmith Snagit - https://www.techsmith.com/screen-capture.html
Lynn
Welcome to our presentation, The Pandemic’s Lasting Results: Innovation in Chunks…
I am Lynn Riggs, Acting Reference Lead Librarian—
This is Denise Woetzel…
Hi everyone, I’m Denise Woetzel and currently serving as the Acting Reference Lead librarian at our Parham Road campus library. And currently, I am Acting Reference Lead for our campus library.
Lynn
In the Fall of 2020: the COVID Realities were :
More online asynchronous course sections being offered than ever before.
For those classes that meet at least once a week via Zoom, fewer instructors were requesting IL sessions during their class periods.
Our college was scheduling more shorter sessions during the semester including five & seven week terms.
The biggest reality was that: students no longer were walking through the physical doors of the library
We had to do something: At first we set a goal of being embedded in every single English 111 & 112 course section.
After doing some research into what would actually work–a glimmer of hope came from the English Department head at the time, Rachel Jasiczek, who was very excited to meet with us.
In Spring 2021 we met with Rachel to discuss what information literacy skills to focus on —just for one class—English 111.
Lynn
As a result of those meetings with Rachel —Our BIG IDEA was to meet students where they were really experiencing college— in Canvas & to create short Informtion Literacy Videos to do it.
We asked our Canvas LMS administrator, CJ Bracken, to create a course shell or development site where we could house this essential Information Literacy content— in the form of short videos that we wanted our ENG-111 students to “walk” through— in a short & sweet single page.
And this single page would include the basic IL concepts that students new to college research . . . would really need.
Denise
Before we discuss our research modules initiative, I want to share with you a literature review we conducted on articles published since the pandemic that address the impact of COVID on information literacy services at colleges & universities including here at Reynolds. These articles specifically address asynchronous instruction, video creation, and modules being created in learning management systems. This first study is actually a literature review itself conducted by librarians at Northern Illinois University that explored the impact of COVID-19 on reference and research services in academic libraries. A review of the literature found that in many cases, services such as asynchronous online library instruction were gaining momentum prior to COVID. During and after the pandemic, these existing and emerging library services gained even more importance. The literature review also found that teaching online was nothing new for many librarians who already had created asynchronous instruction modules, videos, and LibGuides prior to the pandemic.
Denise
For this 2020 study, over 200 academic instruction librarians were surveyed nationwide on the various technology they used during the pandemic. Results found that 54% of librarians used their learning management system, such as Canvas or Blackboard. And 15% of librarians used Canva, not Canvas. Canva is a graphic design platform used to create information literacy content such as presentations and videos.
Denise
In this next study, results from a 2018 survey conducted by University of North Carolina at Greensboro librarians found that students had a strong preference for reading and viewing content within Canvas. This was even more obvious during COVID when MORE asynchronous online classes were being scheduled. The librarians had initially made their research modules accessible from the library’s website, but, based on this study as well as the pandemic, librarians copied their research modules into Canvas. A 2020 follow-up survey was conducted and results found that most students are accessing these modules through Canvas rather than the library’s website
Denise
And here, a qualitative Action Research study conducted at Irvine Valley College investigated how the availability of asynchronous library learning modules in Canvas impacted information literacy learning among community college students. One key finding related to student success was that Writing 1 students who completed the modules did better than Writing 1 students that did not complete the modules. For the treatment group of students that did complete the modules, 12% more students earned an A or B in Writing 1 than students who did not receive the treatment. Also, the treatment group showed a 5% decline in students withdrawing from the Writing 1 class.
Denise
Next, this study from CQ University in Australia examined the video preferences of first year undergraduate students in two separate semesters by comparing a long lecture recording versus a series of ‘chunked’ videos of identical learning material in a Health Sciences Study & Research Skills unit. The major findings indicated a significant preference for chunk-style videos between 3 and 17 minutes in length when compared to traditional long-view lecture materials.
Denise
And in this last article for our literature review, a study at California State University, discusses the benefits of asynchronous instruction observed by both the stem librarian and biology instructors. Benefits observed include the flexibility with embedding the videos at the time of need in the course while eliminating the many logistical issues encountered with a face-to-face workshop such as: space, class period constraints, scheduling conflicts, and the large number of students needing instruction each semester.
Lynn
Like I was discussing before the Literature Review,
One of our first steps was to meet with our Canvas System Administrator, CJ Bracken.
CJ suggested that he could create an empty Canvas course shell for the library—- for our English content.
The idea was— that once completed by us, the Canvas module could be copied by individual instructors into their courses.
Later CJ also agreed to create other Canvas course shells for us to use with other departments & we will discuss those too.
Lynn
So 1st we needed to concentrate on the video content…
Realizing that many students have short attention spans and like very short, animated chunks of information, we decided to create the video content of the module page —-using Canva (not Canvas). Our Canva videos are about 2-5 minutes in length. As suggested by the Literature Review “Chunking” the video content in digestible segments promotes student retention of the material.
So what is CANVA? As Denise mentioned, Canva is a graphic design platform used to create video & slide presentations, flyers, social media posts & more.
Our Web Services Librarian, Will Weaver, showed us how to make videos from the Canva slides we created.
We created short videos for each of the 5 IL concepts we discussed with the English department head.
And we really liked using Canva because:
Once we know what content to include, it was easy to create videos out of slides.
Also, there is a diverse selection of Canva graphics, animation effects & musical scores to choose from. Adding these into our videos makes them engaging for our students bc they are SHORT & focused!
Denise
We also used Camtasia for creating two videos on finding & using eBooks. We wanted narration instead of a musical score for these videos because we wanted to demonstrate the detailed step-by-step instructions on how to find and use eBooks using both the library catalog and an eBook database.
These videos are about 4-5 minutes in length.
Denise
We made our videos as accessible and ADA compliant as possible. Once a video was completed, our next steps included:
Creating a Google Docs video transcript
Uploading the video to the library’s YouTube account
Providing a link to the Google Docs video transcript in the YouTube description
Adding closed captions to the YouTube video
And then embedding the video and link to the Google Docs transcript in the Canvas course shell
For the Canva videos that have music in the background instead of narration, visually impaired students can still use a screen reading app to read the Google Doc video transcripts or the closed captions in the YouTube videos. And for the Camtasia videos that do have narration, our hearing impaired students can read the Google Doc video transcripts or the closed captions in the YouTube videos.
Lynn
Collaboration with English Instructors just kept on going!
After the Research Module for English 111 was completed, we attended an English department meeting in Summer 2021 to demo the Canvas research module and get faculty feedback. A couple of faculty did “pilot” the use of the module that summer as well.
During the meeting, several English instructors expressed interest to be added to the Canvas course shell so they could copy the module over into their course sections. All they had to do was ask us & we added them using the “People” feature as TAs.
One English instructor suggested adding content on how to find & use eBooks. We thought this was a great idea, and as mentioned previously, created two videos on finding & using eBooks.
Lynn
So finally the English 111 research module was done & it includes content on 6 essential IL concepts:
Databases vs. the Open Web
Scholarly vs. Popular Articles
Selecting & Using Keywords in a Search
Finding articles in a Library Database
Evaluating Sources using the 5Ws Criteria
And, Finding & using eBooks
Denise
Last fall semester, we decided to include assessment in the English research module to make the content more engaging.
The reason for not including assessment in this module when it was initially created was because we wanted to get the content up as quickly as possible for both English instructors and students.
A design tool called Design Plus by Cidi Labs is integrated into our Canvas LMS and was used to create quick check questions under each video.
We also created a 20 question quiz in Canvas that includes mostly multiple choice and true/false questions. Instructors have option to hide quiz.
We do plan on surveying instructors to get feedback on whether they used the quiz and how their students did on the quiz.
Lynn
Collaboration with other departments happened naturally . . .
For the History Department we made a research module focusing on new Primary Source Video Databases purchased during the pandemic..
Culinary needed information on how to find digital & physical resources bc they are at the Kitchens campus & facing accreditation.
Nursing needed a research module to help students grasp PICO questions & evidence-based research.
Dual Enrollment Political Science students were another great sector for the research modules. We can better reach these students by having a module in their Canvas course since seeing them in person is less likely—so we worked with a faculty member at Tucker to design something just for them.
For Biology, we created a video on Writing a Lab Report. The results of this collaboration have been exciting as one instructor reported that 96% of her students are now completing the lab report assignment whereas only about 70% of them were turning this assignment in before.
Lastly, Biology faculty also needed something focused on Avoiding Plagiarism for Reynolds—so a video was created for all faculty to use.
Overall —-Creating videos & a Canvas course module that faculty can copy over— allows each department to get tailor-made content!
Biology needs something on Scientific Literacy and suggested they suggested one on Avoiding Plagiarism—that can be used by all departments.
One biology instructor, Shalini, assessed completion of the lab report in her course sections. Before students viewed the scientific literacy: writing a lab report video, the lab report completion rate was about 70%. When Shalini incorporated the Scientific Literacy video for students, the completion rate was 96%.
Lynn
So now I will take you back to the Pandemic’s Lasting Impact on our Information Literacy Program...
The 1st column shows that the shut-down starting in March of 2020 caused a significant drop off in Information Literacy sessions that were taught by Librarians.
The 2nd column shows that our Embedded Librarian program has grown as a result of the pandemic which forced us into new/online forms of engagement.
The third column shows the giant increase in the number of Research Modules copied into course sections.
TOGETHER - these services are promoted to faculty as a 3-pronged approach to help support students in their course work. Whenever an instructor requests one of these services—I always offer the other forms of help as additional “olive branches” for students.
Lynn
This line chart of same IL statistics provides a visual of how COVID impacted our IL program:
You can see that the Embedded Research Modules with our Canva videos - in RED - are where we are touching the most courses & students.
Denise
And some of our thoughts on what we may want to pursue in the future include:
Adding a basic information literacy skills module to every single class or course section in Canvas. We know this is a lofty goal and was actually suggested by our Canvas System Administrator, CJ, but we need to further investigate the feasibility of this goal.
We also want to investigate incorporating assessment into our other research modules besides English such as quick check multiple choice questions - OR - reflection questions which require students to think critically about the content they reviewed such as how a particular IL skill or resource will help them succeed in their classes. Incorporating assessment into the modules will not only make them more engaging but if the assessment is a graded assignment, than this is more of an incentive for students to carefully review all the content.
As mentioned before, we do plan on surveying instructors who have embedded our research modules to glean feedback on the assessment. These assessment results will be helpful to us when planning future research modules.
Canva has a Present & Record option that allows narration. We tested this feature and it seems to work well but it is still in the beta stage. We may want to further investigate and compare Canva’s Present & Record option with Camtasia when narration for a specific presentation or video makes more sense than using music in the background.
And with our future collaborations with instructors we do want to get as much input and insight as possible from instructors on developing research modules for specific programs and classes. We want to make sure the content is tailored to the needs of these programs and classes and meets the information literacy needs of students enrolled in these programs and classes.
Denise
If your are interested in reading any of the six articles from our literature review, I’ve included two Works Cited slides that contain these citations and can provide you the link to this Google Slide presentation, just reach out to me.
Denise
Denise
I also wanted to give credit for the images we used in this presentation. For most of the slides we actually used our Canva for Teams subscription to download images for this presentation, which is the same graphic design tool we used to create our videos for the research modules.
Denise
If you would like to view the videos we have used in our research modules, you can check them out on your YouTube channel. This slide gives the link to our YouTube channel.
Lynn
Any questions? If you have questions that come up later on, you can always email us.