SPPS MILI Intro--2014-15

The document discusses designing technology-friendly and student-centered libraries and learning spaces. It provides tips for rethinking current spaces, such as becoming an anthropologist to identify obstacle points and engaging students. Technology should be ubiquitous but invisible. Empowering student voices and amplifying what already works are important. The document lists various resources for redesigning spaces using design thinking techniques like role playing, brainstorming, and creating analogies. Crowdsourcing and surveying users are also recommended.

Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.

This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' increasing use of technology and how this impacts library spaces. It also outlines learning objectives around observing student behaviors, technology's impact on libraries, and changing expectations for student learning. The presentation then shares a case study of the renovation of a high school library to feature more natural light, flexible spaces, and technology access to better serve modern student needs. The goal is to create a learning commons that fosters collaboration and acts as the school's hub.

This document discusses essential elements of effective online professional development. It notes some digital obstacles like digital resistance from educators born in an analog time. However, it argues that personal technology tools can and should be used for professional purposes as well. The document advocates for blending technology trends with best practices in early childhood teacher education and professional development. It also discusses the many flavors of modern learning, including blended, flipped, mobile, distributed, social, and connected learning.

The document outlines Corey Wittig's work developing digital media labs called "The Labs" at the Carnegie Library of Pittsburgh to provide spaces and programming for teens to explore creative and technical skills. It discusses the philosophy and research behind the initiative, how to get started, resources for workshops and equipment, strategies for promotion and volunteer opportunities, and plans for expanding the program.

This document discusses bringing iPads into libraries and how they can be used as learning stations, research tools for students, and e-readers by circulating iPad sets. It addresses logistics like using iPads for 1:1 programs and their impact on library services like e-books, research databases, printing, and embedded librarianship. Key impacts discussed include changes to library instruction, design, book circulation/selection, and the librarian's role with technology.

The document discusses the state of teaching and learning in the 21st century. It notes that while schools are making efforts to cultivate 21st century skills and implement robust technology programs, the success of any program depends on visionary leadership, strategic planning, and commitment to continuous improvement. The document also emphasizes that schools must be prepared to evolve as technology and student needs change in order to ensure students are ready to face a changing world.

Lucy Gray gave a presentation on creating learning networks in school communities. She discussed defining personal learning networks and the idea of the "highly connected teacher" from the National Educational Technology Plan. Gray outlined social media tools that can be used to start personal learning networks for educators and students, including Flickr, Diigo and Edmodo. She stressed that teachers should take charge of their own professional development by developing personal learning networks to investigate best practices. Schools should provide safe, networked learning opportunities for students and teachers and focus more on teaching, learning and strategic planning around technology use.

The document discusses ideas for designing an ideal library space, drawing from interviews where participants described wanting a space that is quiet but not too quiet, with a "coffeeshop feel" where one can work alone or socially. It provides examples of design patterns and library spaces that create varied and flexible areas for different types of work, learning, and collaboration through strategic placement of furniture, lighting, and other features. The document advocates for intentional library design that removes obstacles and invites students in.

This document provides information about various Web 2.0 tools and how they can be used in libraries. It begins with defining Web 2.0 and listing some common Web 2.0 tools. Each tool is then described in more detail with examples of how it can be used by libraries. The document concludes with resources for staying up to date with new Web 2.0 tools.

The document discusses the use of various social media and Web 2.0 tools at the University of Leicester library. It provides an overview of the university and library, then describes how the library uses blogs, Facebook, Twitter, wikis, and other tools to engage with users. It also addresses some concerns about using these channels, such as managing professional and personal identities online and justifying the efforts to management. Overall, the library has found that having a presence where users are online helps to promote services, but it requires experimentation to see what works best.

This presentation provides an overview of free technology and Web 2.0 tools that libraries can use. It discusses tips for using social media effectively and lists various tools for creating websites, multimedia, tutorials, presentations, homework help, marketing libraries, and cloud applications. Examples of library websites integrating social media are also presented. The presentation aims to showcase the many free resources available to libraries for engaging patrons online.

Educating the Net Generation The Need for Using Facebook The Need for Using Google Docs How to Use Facebook for Teaching How to Use Google Docs for Sharing and Collaborating Experiences and Results Conclusion

This document provides a summary of technology resources available for students and parents to assist with homework, projects, and schoolwork. It outlines online tutoring services, databases, citation generators, file sharing and cloud storage options, and safety resources. Key resources mentioned include the public library's online tutoring and homework help through HomeworkLA.org, the EBSCO and Gale databases accessible through the library or schools, citation tools like Citation Machine and EasyBib, and file sharing using Dropbox or Google Docs.

A talk given at Internet Librarian 2013 in Monterey, CA. Oct. 29, 2013. It's a look at various multi-touch, multimedia ebooks that create learning experiences for all types of readers, including people with disabilities. Included are ideas for library programs and services using interactive ebooks.

This document discusses using Web 2.0 tools in an educational environment. It begins by comparing Web 1.0 and Web 2.0, noting that Web 2.0 encourages sharing, user-generated content, and mobile access over desktop applications. The document then provides many examples of how schools and libraries can use Web 2.0 tools, including blogs, wikis, social networking, photo sharing, and more. It acknowledges challenges but emphasizes that websites should be flexible and encourage collaboration.

The document introduces the Metronet Information Literacy Initiative (MILI), which aims to influence how teachers teach the research process and encourage collaboration between teachers and librarians. MILI will focus on the three Rs: research process, reliable resources, and responsible use of information. It will provide guidance on conducting effective research using a defined process, identifying reliable resources in various formats, and promoting the responsible use of information and technology. The goal is to improve student and teacher research skills and incorporate information literacy into curriculums through collaborative projects.

about liageren.com the first startup year, the founder Dave Liu talked

Presentation on how to train museum personnel in 3D virtual environments, held at ICOM General Conference, Nov. 2010 in Shanghai, China

This document provides summaries of and links to various online tools across different categories: 1) Cellblock allows for instant multimedia publishing across websites, desktops, and mobile devices. Users can drag and drop files and embed content on other sites. 2) QuietTube allows users to watch videos without distractions by removing ads, comments, and other elements from videos. 3) Today's Meet enables backchannel conversations during presentations by allowing private audience comments, questions, and answers. 4) Several additional tools are listed for image search, scheduling meetings, cropping/resizing pictures, pronunciation help, reminders, screen recording, shortening URLs, speed reading, text-to-speech, checking website

This document lists and summarizes various 1 trick productivity tools including tools for copyright friendly image search, scheduling meetings, converting PDFs, shortening URLs, speed reading, and editing YouTube videos. Links are provided for each tool described.

The document discusses the Old Masters Picture Gallery in Dresden, Germany launching a virtual copy of their museum in the online virtual world Second Life in May 2007. This made it the first real museum to enter Second Life. The virtual museum allowed for a true to scale representation of the building and paintings for online visitors. Since its launch, the virtual museum has attracted over 100,000 visitors from 35 countries, with 5,000-6,000 monthly visitors spending an average of 30 minutes each visit. The document explores expanding the virtual museum to build a global online community and find new ways to generate revenue through fundraising campaigns and virtual item sales.

This document provides guidance on building a strong Friends group to support the local library. It begins with an overview of the different roles Friends can play, including advocacy, fundraising, public relations, recruiting volunteers, and planning events and special projects. It then gives 10 "commandments" for a successful Friends group, such as having support from the library director and staff, clear roles for all partners, and regular evaluation and evolution. The second part focuses on finding new Friends members and provides tips on developing a recruitment plan, targeting different demographic groups, using various marketing strategies including social media, and following up with potential members. It also shares examples from other libraries of innovative ways to engage younger adults. The overall message is that Friends groups need to

The document provides an agenda and background information for a workshop titled "Building Friends" put on by the Minnesota Association of Library Friends. The morning sessions will cover building and finding Friends groups. The afternoon will include panels on fundraising and keeping Friends groups active. The document also provides information on the Minnesota Association of Library Friends and the resources it offers to library Friends groups. It emphasizes the important roles Friends groups play in advocacy, fundraising, public relations, volunteering, and event planning for libraries.

This document provides an overview of social media and how organizations can use various social media tools. It defines social media as people using tools like blogs, videos, and sites like Facebook and Twitter to create and share content online. The document discusses many popular social media tools including blogs, microblogging, social networks, photo/video sharing, wikis, and their benefits for organizations. It provides tips for organizations on how to participate in social media, including starting with personal interests, listening first, finding people to follow, and developing a plan with goals and resources. It stresses the importance of regular evaluation to determine what is working.

This document provides information about the Metronet Information Literacy Initiative (MILI). MILI aims to improve information literacy skills among teachers and students. It does this through professional development for teachers and library media specialists on integrating information literacy standards into classroom teaching. MILI's goals are to influence the teaching of research, increase awareness and use of Web 2.0 tools, and encourage more collaboration between teachers and library media specialists on teaching the research process. The document discusses key aspects of information literacy and 21st century skills, as well as trends in technology, business, and education that demonstrate the need for these skills. It provides an overview of MILI's focus on research, reliable resources, and responsible use of

Metronet is a consortium of libraries in the Twin Cities metropolitan area that was established in 1980. It facilitates cooperation among different types of libraries and has different regional groups that organize various activities. Metronet maintains a website with information on local library events and resources, and it provides continuing education scholarships and programs for librarians, such as History Day workshops and an Information Literacy Conference.

This document appears to be a slide presentation on how social media is altering communication, education, and learning. Some of the key points made in the slides include: - Social media allows for communication, collaboration, engagement, and relationship building. - Learning can now take place anywhere, anytime, with anyone through social media and web-based tools. - Knowledge is no longer scarce thanks to greater connectivity online. Learners should not see learning as confined just to the classroom. - Popular social media tools discussed include Twitter, Google+, Diigo for social bookmarking, and Skipes for video/voice chat. The presentation emphasizes building a personal learning network through utilizing these various tools.

Metronet is a consortium established in 1980 to facilitate cooperation among libraries. It coordinates various programs and activities for libraries, including History Day at Your Library and the Metronet Information Literacy Initiative (MILI). MILI is a professional development program that focuses on incorporating information and technology literacy standards into classroom teaching using tools like blogs, wikis, and other Web 2.0 technologies. Participants attend monthly webinars and meetings to share knowledge and suggestions. School districts provide credits and incentives for teacher participation and help enable classroom use of discussed tools.

The document introduces the Metronet Information Literacy Initiative (MILI), which aims to promote information literacy skills among students. MILI will focus on teaching the research process, identifying reliable resources, and promoting responsible use of information. It will encourage collaboration between libraries and teachers to incorporate these skills into classroom instruction. MILI will provide guidance on using new tools and the research process to develop assignments that encourage 21st century skills over simply repeating information. The goals are to help students conduct effective research and evaluate information critically and ethically.

Revised presentation about digital literacy by Mary Ann Bell and Diane Cordell at Internet@Schools West Conference, 2014, Monterey, CA

The document outlines Metronet's Information Literacy Initiative (MILI) which aims to teach teachers and librarians information literacy and 21st century skills through professional development opportunities. MILI focuses on developing skills in research, finding reliable resources, and responsible use of information. It promotes using Web 2.0 tools to encourage collaboration, communication, and student content creation. The goal is to prepare students for post-secondary education and careers through integrating information literacy into classroom instruction.

This document discusses transitioning a traditional school library to a dynamic learning commons. It outlines why the transition is needed to better support student and faculty needs in the digital age. Key aspects of the transition include going bookless, providing curated learning resources, and transforming the space into an active learning environment instead of a quiet study space. The transition process at one school took place from 2007 to 2011 and involved changes to staffing, technology, space design, and priorities to make the library a more collaborative and student-centered learning commons.

This document introduces several free Web 2.0 tools that can be used in middle school classrooms including Big Huge Labs, Piktochart, QR Code Monkey, and Animoto. It provides descriptions of each tool's features and limitations. Several curriculum connections are outlined for each tool, such as using Big Huge Labs to create trading cards in English Language Arts or using Piktochart to create timelines in History.

This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.

Information literacy is key for 21st century librarians. It involves skills like searching, retrieving, evaluating information from various sources and attributing information. It is a process that should be taught from schools through higher education and lifelong learning. With new technologies like mobile devices, libraries must explore tools like QR codes, podcasts and using existing tools in new ways to remain relevant to users. Librarians have an important role in student learning by assisting with information literacy development and embedding these skills in collaboration with academic staff.

This document discusses how knowledge alone is no longer power in today's world where information is easily accessible online. It emphasizes that power now lies in how knowledge is used and applied. It highlights the importance of skills like creativity, communication, collaboration, research, critical thinking and digital citizenship as outlined by the National Education Technology Standards. The document advocates for curriculum that incorporates these competencies across all subject areas and encourages inclusive, technology-rich learning environments where teachers facilitate learning beyond the classroom.

This presentation will be shared at the Internet@Schools West Conference 2014 in Monterey, CA. Presenters: Dr. Mary Ann Bell and Diane Cordell

Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensible within their schools. With hundreds of new libraries and thousands of student laptops currently being rolled out to secondary schools, this is the perfect opportunity for teacher librarians to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.

This document discusses social media trends and their implications for learning. It outlines current social media usage statistics showing high penetration rates in Canada. Social media allows learning to become more collaborative, personalized and less formal. The document encourages fostering dynamic social learning spaces using social media by moving from one-way content to two-way conversations and connections. Questions from the audience are invited at the end.

This document discusses the journey of MICDS, an independent school, towards a 1:1 technology integration model. It outlines some of the key drivers for change, including external pressures, evolving technology use by students, and developments in pedagogical theories. It also shares how the curriculum has become more student-centered, collaborative, and skill-focused. Faculty professional development opportunities are discussed. The transition involved cultural shifts around participatory learning, literacy skills, and a flattened worldview. Internal pressures included demands on hardware and software. Overall, the transformation centered on developing students' capacity for evaluating, constructing and creating knowledge.

The document discusses the transition from Web 1.0 to Web 2.0 and the importance of embracing new technologies and approaches to learning. It encourages becoming a "knowledge player" by spending 15 minutes a day exploring new information and becoming a "discovery guide" who helps others learn through collaborative and fun approaches. The key is focusing on concepts like curiosity, creativity, collaboration and empowering users.

Alicia Smith aliciasmith@gmail.com

The document discusses the "Roving Librarian" initiative at the University of Huddersfield library. [1] The initiative aims to promote library resources to students outside traditional library spaces using tablets. [2] Librarians trialled using iPads and Android tablets to engage with and help students at locations like cafes and student unions. [3] Early assessments found the roving librarians approach was positively received by students and academics, though continued work is needed to develop the strategy and branding.

Fiona Beal introduces herself as a passionate educator who uses technology and her personal learning network (PLN) for professional development. She recommends teachers start a PLN by joining sites like Google Reader, Twitter, educational networks, and creating a classroom or personal blog. Maintaining a PLN takes ongoing effort but provides access to global resources and communities to support growth as a 21st century educator.

Pinterest is a visual bookmarking tool that allows users to curate content by creating virtual cork boards called boards and pinning images, links and videos to the boards to organize around topics. Members can like and re-pin pins from other members and search for new pins to add to their boards from Pinterest. Teachers can use Pinterest for lesson planning, collecting resources for student projects and collaborating with other teachers.

The Senior Techies program provided technology education classes to older adults across 14 Minnesota libraries. Over 1,000 people attended the 243 classes on topics like basic computer skills, email, digital photography, and internet searching. The classes aimed to boost confidence with technology for participants ages 47-95. Funding from state and national library agencies supported the equipment, staffing, and collaboration needed for the successful multi-library program, which participants found helpful for continuing to use technology and which they hope to see expanded in the future.

This document outlines the process undertaken by the Multitype Library Systems in Minnesota to establish a group of library futurists to examine challenges and opportunities facing Minnesota libraries. It describes how the futurists group was formed, including inviting representation from different library types and regions, appointing a steering committee, selecting 25 futurists ages 25-35 through an application process, and holding kickoff meetings. The goal was for the futurists to have a focused conversation on the future of Minnesota libraries and initiate a wider discussion on developing a strategic plan.

This document describes a collaboration between Metronet, MELSA, and Minnesota History Day to hold an event called "History Day @ your library" that aims to: 1) Introduce teachers, librarians, and students participating in History Day to library resources in the Twin Cities area. 2) Help teachers teach research skills and help librarians understand History Day. 3) The all-day event includes keynote speakers and breakout sessions on researching, finding reliable sources, and responsible use of information. The goal is to improve connections between libraries and History Day students.

This document summarizes Ann Walker Smalley's career path in libraries and related fields. She began her career at the State Library of Ohio and later worked at Battelle Memorial Institute, the Department of Housing and Urban Development Library, and the National Restaurant Association. Throughout her career, she utilized skills like research, writing, public speaking, and relationship building. After taking a 13-year sabbatical, she returned to librarianship through various consulting roles. She advises MLIS students to gain a variety of experiences, advocate for themselves, and look beyond traditional library roles.

Minnesota has a robust library infrastructure at the state, regional, and local levels to support information access for residents. At the state level, key organizations include the Minnesota Department of Education's State Library Services, the Minnesota Braille and Talking Book Library, and Minitex. Regional public library systems and multitype library systems further strengthen services. Locally, academic, public, school, and special libraries meet community needs. This infrastructure helps libraries collaborate to serve Minnesotans at all stages of life.

This document discusses library advocacy and who should be responsible for advocating for libraries. It emphasizes that advocacy is important at the federal, state, and local levels to raise awareness of libraries' value and secure necessary funding and support. While organizations like ALA and library associations advocate at higher levels, the document stresses that every library staff member and user should see themselves as advocates and work to articulate their library's importance to stakeholders. A variety of advocacy strategies are presented, but the overriding message is that advocacy is important and everyone should play a role.

This document provides an overview of Google News and related tools for staying up-to-date on current events and accessing archived news articles. It describes how Google News can be personalized based on user activity and preferences. It also introduces related Google services for receiving alerts on topics of interest, quickly browsing news articles, subscribing to RSS feeds, and searching historical news archives from various sources. The tools allow users to efficiently organize and access news both currently and retrospectively.

This document provides a summary of various free online tools that can be used for education purposes, including for creating quizzes, flashcards, word games, image generators, and conducting polls. It notes that many of these tools require creating a user account, have limited free features, or have age restrictions. Examples of specific tools are given for each category.

Metronet is a consortium of libraries in the Twin Cities metropolitan area that was established in 1980. It is funded by the Minnesota state legislature and facilitates cooperation among different types of libraries. Metronet provides resources for librarians and the community on its website. It also offers continuing education scholarships, guides to library jobs and children's authors in Minnesota, and programs like History Day at local libraries and the Metronet Information Literacy Initiative for teachers.

This document lists 15 things for educators to try in the upcoming year related to technology integration and online tools. Some suggestions include starting or improving a blog, making screencasts, using a backchannel during events, taking free webinars, finding creative commons media, collaborating via wikis, making word clouds, setting up alerts on topics, trying new Google tools, joining a free online community for educators, using alternative browsers like Firefox, and storing documents and photos in the cloud.

The document discusses the need for an online community tool to facilitate communication and sharing of reviews between participants of a summer camp. It notes key requirements for the tool, including ease of use, cost, security, and enabling campers to access information and share reviews. Additionally, it mentions restructuring existing groups and forums on the tool and adding virtual counselors.

This document lists various one-trick productivity tools organized by category, including alarms, backchannels, cloud backup, image search, cropping pictures, email scheduling, finding broken links, WiFi locations, Google 411, highlighting on the web, password management, scheduling meetings, converting PDFs, resizing pictures, pronunciation help, polling, quick polls, paper printing, reading the web later, reminders, screencasting, shortening URLs, speed reading, text to speech, weather reports, checking web status, white noise generators, and editing YouTube videos. Each tool is briefly described and includes a URL.

Metronet is a nonprofit organization that started in 1980 to facilitate cooperation among libraries in the Minneapolis-Saint Paul area. It provides various programs and services to support libraries, including History Day activities, online learning programs, professional development for teachers and librarians, and an annual information literacy conference.

WebJunction Minnesota (WJMN) is a portal for Minnesota library staff to connect, create, and learn through online courses, social networking, and shared content. Key features of WJMN include a blog, calendar of events, and course catalog on the front page. Members can personalize their experience by creating profiles, joining groups, and bookmarking content. WJMN aims to connect members by providing ways for them to share activities and interests, start discussions, and see what their friends are doing on the site. Members are encouraged to contribute by authoring articles, commenting, tagging content, and volunteering to be featured on the site.

Sequence numbers are mainly used to identify or differentiate each record in a module. Sequences are customizable and can be configured in a specific pattern such as suffix, prefix or a particular numbering scheme. This slide will show how to create sequence numbers in odoo 17.

Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal. About Astro Pathshala Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology. For more information about their courses and consultations, visit Astro Pathshala.

NLc

DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY NĂM 2024 KHỐI NGÀNH NGOÀI SƯ PHẠM

we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation

Reading Presentation

COM322 Assessment - Story 2

BRIGADA ESKWELA OPENING PROGRAM

"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY NĂM 2024 KHỐI NGÀNH NGOÀI SƯ PHẠM"

for educational purposes only

Chapter 2 Era of One party Dominance Class 12 Political Science Notes

 Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC  Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.  Classification of advertising: Geographic, Media, Target audience and Functions.