This is a video resource to support the teaching of catalysis at A-level. It features explanations of the underlying theory, coupled with an outline of cutting research in this area of Chemistry at the University of Southampton, which relates to the A-level topic. The video files are in the .zip folder, and instructions for how to access them can be found in the attached document. You will also find a Word document called 'Skeleton notes', which is designed to be printed out by students and completed as they watch the video. We will be seeking feedback from students who use the resource, to find out their views about its effectiveness in educational terms. If you have any comments, or if you spot any errors, please contact Dr David Read (d.read@soton.ac.uk).
This video offers advice about problems that might be encountered when running a presentation that was developed in Turning Point 4.0 on a computer with version 4.2 installed.
NOTE: With the upgrade to version 4.3, Turning Point now <b>automatically</b> fixes these issues when you load an older presentation. Hurrah!
Just one lecture for first year. Its objective is to show that there exists more than on approach to tackling a research question - and that not all disciplines approach things the same way!
This is the folder for 2011/2012 group 9 for INFO2009 (CWK2). The resource is an interactive website. Users: cre1g10, rjt2g10, gl10g10, jb23g10, jdr1g10
Infographic providing a timeline of important events in the history of open source software since the fifties. Also includes stats for OSS licenses, usage in Business and reasons for participating in an OSS community.
Our website is a resource that describes equality and shows examples of bad Web accessibility. The website is hosted at:
http://users.ecs.soton.ac.uk/wjvh1g10/index.html
This PowerPoint file can be used to run an end-of-module evaluation survey with the students providing their feedback using Turning Point zappers. It was developed for use in Health Sciences and includes questiosn specific to work placements. You will need to edit the template so that it includes your module name and tutor name(s) - you may want to edit or delete some of the questions as well.
This PowerPoint file can be used to run an end-of-module evaluation survey with the students providing their feedback using Turning Point zappers. It includes all the questions from the standard university survey (2011) except the three that require free-text-entry.
You will need to edit the template so that it includes your module name and tutor name(s) - you may want to edit or delete some of the questions as well.
lecture in professional issues which looks at organisations likely to employ our students and suggests how students might work towards identifying and achieving their employment objectives
In this session we look at how to use Abstract Classes and Interfaces in Object Oriented Design - especially as a way to get all the advantages of multiple inheritance without any of the problems.
In this session we build on inheritance and look at overriding methods and dynamic binding. Together these give us Polymorphism - the third pillar of Object Oriented Programming - and a very powerful feature that allows us to build methods that deal with superclasses, but whose calls get redirected when we pass in sub-classes.
This resource provides links to a wide range of resources which are specifically focussed on the requirements of students registered for Masters in Business Administration programmes delivered online.
The resource has been developed by OnlineMBAPrograms.org and is dated 2011.
This is the INFO2009 project for group 17
Our topic is Security. Our resource is a website that contains links to different questionnaires we created to help educate people in various subtopics of Security
This share is designed to show students how to create a share for their INFO2009 coursework
includes link to example video at http://youtu.be/Bcr9AdL7ttc
Background reading for coursework to prepare a technical report as part of the orientation phase. These items are business documents (i.e. grey literature) which might be read as a prelude or complement to finding information in peer reviewed academic publications. grey literature links and articles to be used in preparation of technical report. See also overview guidance document for this assignment http://www.edshare.soton.ac.uk/8017/
Handout which contains a set of links to a variety of background resources associated with the topics for a technical report coursework. Resources are clustered into three overview areas, but contain links which be used to address each of the six questions scenarios.
Background reading for coursework to prepare a technical report as part of the orientation phase. These items are business documents (i.e. grey literature) which might be read as a prelude or complement to finding information in peer reviewed academic publications. grey literature links and articles to be used in preparation of technical report. See also overview guidance document for this assignment http://www.edshare.soton.ac.uk/8017/
Background reading for coursework to prepare a technical report as part of the orientation phase. These items are business documents (i.e. grey literature) which might be read as a prelude or complement to finding information in peer reviewed academic publications. grey literature links and articles to be used in preparation of technical report. See also overview guidance document for this assignment http://www.edshare.soton.ac.uk/8017/
This document offers advice and good practice guidelines about simple, practical steps you can take to enhance the educational value of online resources and activities within Learning Edge to improve your students’ experience.
In this session we point you at the Java Library, and go into some more details on how Strings work. We also introduce the HashMap class (a very useful type of collection).
Process Lecture to identify sources of information, exchange tips and techniques, update the student wiki and contribute to research activities for courseworks (annotated bibliography, poster, information resource)
This guide will explain how to set up your course to enable non-enrolled users to view areas of content and selected tools within your course without the need to log in.
In the example code you can see that when the remove(Object o) method is called the Integer is not cast to an int and the matching is done using the object's .equals() method rather than using ==
In this session we look at how we can use collection objects like ArrayList as a more advanced type of array. We also introduce the idea of generics (forcing a collection to hold a particular type) and see how Java handles the autoboxing and unboxing of primitives. Finally we look at Iterators, a common design pattern for dealing with iteration over a collection.
In this session we look at the public and protected keywords, and the principle of encapsulation. We also look at how Constructors can help you initialise objects, while maintaining the encapsulation principle.
The following document walks you through getting started with five essential skills and then building a course in Learning Edge/Blackboard 9.1 in 12 steps . It gives you a general overview of how to log in, add in tools, use the course menu and add files, links and more.
This document is intended to facilitate the effective implementation of the Learning Edge. The first few pages detail the roles and responsibilities of both faculty and central support staff with regard to course preparation and building. Subsequent pages are ‘Checklists’ for faculty staff in various roles and which are intended to support programme teams in their preparation for the new academic year.
The web and how designers and artists should embrace services that enable social connections and a little on the impact this has on business models and society.
In this session we look at how to create more powerful objects through more powerful methods. We look at parameters and call by value vs. call by reference; return types; and overloading.
By lowering the barriers to communication, the Web has not made it possible for writers to make more money; instead large corporate aggregators are taking advantage of creators to make themselves rich.
MaryAnn Johanson is the creator of one of the oldest independent film review sites on the web (flickfilosopher.com). In this lecture she addresses the problems of the long tail for the long tailees. How can a creative professional make a living through the Web, when all the power is held by the aggregators? So much for radical disintermediation...
This share contains the lecture slides (see slide #29-30 for the summary of her argument), the lecture audio, further reading, a link to her web site and a critique of The Longer Tail from students at another Web Science Trust Network lab.
An introductory 1 hour lecture given in wk2 to x50 year 1 Graphic Arts students at Winchester School of Art. The aims of the lecture are:
1. Explore how to use historical sources appropriately to inform design practice
2. Make connections between contemporary designs and the past
In this session we look at how to think systematically about a problem and create a solution. We look at the definition and characteristics of an algorithm, and see how through modularisation and decomposition we can then choose a set of methods to create. We also compare this somewhat procedural approach, with the way that design works in Object Oriented Systems,
In this session we look more closely at the way that Java deals with variables, and in particular with the differences between primitives (basic types like int and char) and objects. We also take an initial look at the scoping rules in Java, which dictate the visibility of variables in your program
Takes the Tanenbaum (Structured Computer Organisation) approach to show how application of successive levels of abstraction allow us to understand how computers are made from transitors and how they are programmed.
An introductory lecture on Web Science, taking a kind of devils advocate position by suggesting that the Web is a piece of runaway technology that escaped from research labs prematurely.
In this lecture we look at key concepts in Java: how to write, compile and run Java programs, define a simple class, create a main method, and use if/else structures to define behaviour.
In this lecture we describe the structure of the Programming Principles course at Southampton, look at the definitions and paradigms of programming, and take a look ahead to the key things that we will be covering in the weeks ahead.
Provides guidance for access to eShare and step by step instruction on how to upload resources, attach a creative commons licence, tag resources for resource discovery, linking and managing a personal profile.
These guidelines will provide a framework with links to other resources which will help you to stay on the right side of the law in relation to copyright and intellectual property rights whether depositing/ uploading materials to eShare or the university virtual learning environment (VLE) – Learning Edge.
Social Computing Data Repository hosts data from a collection of many different social media sites, most of which have blogging capacity. Some of the prominent social media sites included in this repository are BlogCatalog, Twitter, MyBlogLog, Digg, StumbleUpon, del.icio.us, MySpace, LiveJournal, The Unofficial Apple Weblog (TUAW), Reddit, etc. The repository contains various facets of blog data including blog site metadata like, user defined tags, predefined categories, blog site description; blog post level metadata like, user defined tags, date and time of posting; blog posts; blog post mood (which is defined as the blogger's emotions when (s)he wrote the blog post); blogger name; blog post comments; and blogger social network.
A short video giving a step-by-step guide to using the library catalogue to find or request books, journal articles and other resources. The video also shows how to log in to your library account to renew loans.
This resource is aimed at new students and provides some general advice about learning and succeeding in higher education. It also provides more specific guidance about accessing information resources for the first time.
This short video provides an introduction to the principles of referencing and gives some advice in respect of avoiding the pitfalls of plagiarism. It provides examples of using references both within text and also in the bibliography/reference list; useful for those constructing references for the first time.
This short video introduces students to the notion of academic writing, emphasising the importance of following guidance provided in the module handbook. It gives some practical guidance and points to the importance of understanding key/direction words in assignment titles.
An introduction to the processes involved in planning an academic assignment. The focus is on essay writing, rather than other forms of assignments such as reports or presentations, and particular advice is given in respect of essay structure. This will be of particular interest to new students and to staff who wish to help students to develop their academic writing.
A video markscheme was created using a combination of Camtasia screen capture (on a Tablet PC) and 'live action' video taken with a camcorder. The resulting video supported students in the self-assessment of an organic chemistry exercise which had been set over the Easter vacation break. Feedback was collected from the students after the exercise and was overwhelmingly positive. The video won the 2010 award for 'Most Effective Use of Video in an Educational Context' from the Assocation for Learning Technology. DOWNLOAD THE ZIP FOLDER AND EXTRACT THE FILES TO ACCESS THEM.
Since mid-1990s, companies have adopted agile methods and incorporated them in their development methodologies. For this reason, future project managers and developers need to have a full understanding of these methods. At present, the university’s approach to agile methods is theoretical and is not reflected during the development of a product and their practical use. The purpose of this project is the creation of a software system in the form of a game, named Agile Game, which simulates their use. The system is designed for use as supplementary material in lectures, to help students understand agile methods, to present their use within a project, and to demonstrate how they differ from traditional project management methodologies. The final system, which is web based, was implemented using PHP, MySQL and JavaScript. It was fully tested against the requirements and evaluated by peer students. The evaluation showed that the majority of users were satisfied with the system but they thought that it should contain more detailed information at every step of the game. For this reason, some parts of the design and the content were reviewed to meet user requirements.
These lectures are designed to show new students different lecturing styles they will encounter at Southampton University. This lecture is delivered using PowerPoint. These lectures also teach students some of the fundamental parts of physics which are relevant to the Physical Chemistry course. This will be particularly useful for students who have forgotten their GCSE physics! To view the videos, download the zip file and 'extract' the contents by right clicking on the folder. Then double click on the file 'Play video.html'. Note that the video has been compressed heavily so it can be downloaded, which means there is a slight loss in quality. If you have a problem with this, please e-mail David Read (d.read@soton.ac.uk). NOTE: YOU MUST DOWNLOAD AND EXTRACT THE ZIP FOLDER BEFORE CLICKING ON 'Play video.html' OTHERWISE IT WON'T WORK.
These lectures are designed to show new students different lecturing styles they will encounter at Southampton University. This lecture is delivered using a Tablet PC. These lectures also teach students some of the fundamental parts of physics which are relevant to the Physical Chemistry course. This will be particularly useful for students who have forgotten their GCSE physics! To view the videos, download the zip file and 'extract' the contents by right clicking on the folder. Then double click on the file 'Play video.html'. Note that the video has been compressed heavily so it can be downloaded, which means there is a slight loss in quality. If you have a problem with this, please e-mail David Read (d.read@soton.ac.uk). NOTE: YOU MUST DOWNLOAD AND EXTRACT THE ZIP FOLDER BEFORE CLICKING ON 'Play video.html' OTHERWISE IT WON'T WORK.
These lectures are designed to show new students different lecturing styles they will encounter at Southampton University. This lecture is in the style of 'Chalk and Talk'. The lectures also teach students some of the fundamental parts of physics which are relevant to the Physical Chemistry course. This will be particularly useful for students who have forgotten their GCSE physics!
To view the videos, download the zip file and 'extract' the contents by right clicking on the folder. Then double click on the file 'Play video.html'.
Note that the video has been compressed heavily so it can be downloaded, which means there is a slight loss in quality. If you have a problem with this, please e-mail David Read (d.read@soton.ac.uk). NOTE: YOU MUST EXTRACT THE ZIP FOLDER BEFORE CLICKING ON 'Play video.html' OTHERWISE IT WON'T WORK.
Video on how to enter data into Excel. This includes setting up column headings, changing sheet names, using lists for categorical items, using validation on columns of data, plus how to check validation is operating correctly.
This is a handout to describe how to use EndNote X5. It is focused on the BioMedical area and covers linking to PubMed, Web of Knowledge, other bibliographic providers (OVID and EBSCO) and searching for book information. The notes include how to use Word 2010 to add citations to a document.
These Java Applets help to illustrate some of the difficult to grasp concepts of quantum mechanics.
To run this Applet, use the 'Download as zip files' option. Make sure you extract the files first, then double click on the .html file to run the Applet.
These are released as open access resources for the purpose of testing, and are to be deployed at the users own risk. Please report any errors you find.
These images have been created for use in Physical Chemistry slides to overcome copyright issues when recording lectures.
They are free to use without restrictions, although we do not accept responsibility for any errors in the images. Please let us know if you spot any errors, though!
Please view the catalogue document for a description of the images.
We intend to add to this collection on an ongoing basis. Check back for updates.
Current content - 43 images.
Last update: August 31st 2011
A short video providing general advice about learning and succeeding in higher education. It also provides more specific guidance about accessing information resources for the first time.
This short video provides an introduction to the principles of referencing and gives some advice in respect of avoiding the pitfalls of plagiarism. It provides examples of using references both within text and also in the bibliography/reference list.
A short video introduction to the processes involved in planning an academic assignment. The focus is on essay writing, rather than other forms of assignments such as reports or presentations, and particular advice is given in respect of essay structure.
From its inception as a global hypertext system, the Web has evolved into a universal platform for deploying loosely coupled distributed applications. 2^W is a result of the exponentially growing Web building on itself to move from a Web of content to a Web of applications.
These case studies summarise how a tutor has used learning technology in around one side of A4 text plus some screenshots where applicable. The aims are to showcase innovation and good practice from around the University, to provide examples for staff development sessions and hopfully to inspire you to develop your use of learning technologies.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.
Technology is changing how students learn and how we research. Perhaps you want to use technology to enhance communication or improve student support. You may want create a distance learning activity, a flexibly delivered module or indeed a whole course. You may simply want to find out where to find authoritative information, or to see what support exists for this type of work.
The University is committed to delivering high quality learning and teaching, using technology where appropriate, in order to offer a distinctive Southampton educational experience. Technology Enhanced Learning (TEL), also known as e‑learning, is becoming increasingly important to students, teaching staff and the institution.
This guide highlights some of the most important matters to consider. It is intended to help you to tackle the key issues that determine the success of TEL projects and to work on those projects in a considered way. Written with the input of colleagues from around the University, it prompts you to ask important questions and points you to sources of up-to-date knowledge and advice. Technology changes rapidly. This guide is about managing the work in a practical way.
The University supports the use of a variety of TEL approaches for teaching and learning and colleagues are ready to offer their experience and advice. Each person has distinctive skills and specific experiences. No single person will have all the answers you are looking for. Be ready to investigate alternative approaches that suit you and your students’ needs in different ways.
- Madeline Paterson, University of Southampton
Keynote Presentation at PLE2011. What kind of Web have we got? What kind of Web does a Learning Individual need? What kind of Web does a Learning Society need?
A link to the resource hosted externally. Video of the session from the Emerging Technologies series, along with notes related to some aspects of the session. This is a 1 hour session cut down to a 12 minute video, and is an introduction to using things such as feed readers, RSS feeds, and social networking sites to follow topics, people and conversations in which you are interested.
Video of the session from the Emerging Technologies series. This is a 1 hour session cut down to 12 minutes, and is an introduction to using things such as feed readers, RSS feeds, and social networking sites to follow topics, people and conversations in which you are interested.
Further notes are available at: https://docs.google.com/document/d/1H8JCBX_I-_-V5G7D10x0SJd8qI8YVAY68Fcb4uqMgMM/edit?hl=en_GB&authkey=COrvzI4I
This 6-minute video is the fifth in a series introducing the new features of Blackboard 9. It shows the new default course menu items and shows how to adapt these after rolling over an existing course.
Practising Open Education : Developing the Potential of Open Educational Resources in Art, Design and Media. A collection of materials uploaded as part of the OER project.
This 11-minute video focuses on how self and peer assessment could be used as an integral part of CIP modules, and discusses some innovative methods for assessing written work.
The first link is to the native Panopto podcast, which requires the Silverlight player to be installed. The second link is the MP4 video version of the podcast, which should play on all PCs, Macs and suitable mobile devices.
This share also includes links to the papers discussed in the video - these are also provided at the end of the script.
This 11-minute video provides some guidance on the learning technologies available at Southampton that can be used to support assessment and feedback. It was produced using the Panopto lecture capture system.
The first link is to the native Panopto podcast, which requires the Silverlight player to be installed. The second link is the MP4 video version of the podcast, which should play on all PCs, Macs and suitable mobile devices.
This share also provides a link to the video's script.
Privacy is a concept that has been with us for hundreds of years, but it is relatively recently (the last 130 years or so) that it has been seen as something that needs protection as a legal right. Technology has presented many challenges to privacy, from the printing press to recording devices to communication hacking, but Social Media seems to present something new - a phenomenon of people giving up their personal information to an extent that would be considered extraordinary just a generation ago.
In this lecture we look at attitudes and behaviors around privacy, see how social norms have shaped our expectations of privacy, and how we have come to trade our privacy for value, making complex (and sometimes ill-informed) risk decisions.
We will also explore how people really behave on Social Media systems, to see whether we (as a society) should be concerned about modern attitudes to privacy, and whether there are any advantages that might balance that concern. Finally we look at how technology can be applied to the problems of privacy, both as a preventative measure, but also by aiding transparency and helping people to make better privacy decisions.
These slides were updated for 2014.
Building software for Web 2.0 and the Social Media world is non-trivial. It requires understanding how to create infrastructure that will survive at Web scale, meaning that it may have to deal with tens of millions of individual items of data, and cope with hits from hundreds of thousands of users every minute. It also requires you to build tools that will be part of a much larger ecosystem of software and application families. In this lecture we will look at how traditional relational database systems have tried to cope with the scale of Web 2.0, and explore the NoSQL movement that seeks to simplify data-storage and create ultra-swift data systems at the expense of immediate consistency. We will also look at the range of APIs, libraries and interoperability standards that are trying to make sense of the Social Media world, and ask what trends we might be seeing emerge.
This presentation was prepared as a contribution to the “Does it make a difference? The impact of repositories and OERs on teaching and learning”, JISC funded event, in collaboration with SCORE and LORO, held on 23 March 2011, at the Open University, Milton Keynes.
The work reflects the thinking and approach for EdShare at the University of Southampton in March 2011.
This 11-minute video shows you how to create a participant list that will enable you to record the scores of individual students as they answer a series of questions in a Tuning Point presentation. It shows you how those students can register their handsets in-class, so that you can distribute the handsets quickly at the start of the session.
This presentation has been modified by a B.Sc final year project student to promote chemistry as a degree and a career option for youngsters. The original presentation was produced by the Biological and Medicinal Chemistry Sector or the Royal Society of Chemistry. The project student has polished the slides to make them more appealing to today's A-level students. She has also evaluated the impact of her work. A summary of her report will be added in due course.
Trust is a complex philosophical, social and technical notion, but it underlies many of our digital interactions including e-commerce and collective intelligence. In this lecture we will look at how different disciplines, including Psychology, Sociology and Economics have come to understand Trust through the lens of their own studies, aims and goals, and will explore how computer scientists and software engineers have implemented trust models based on policy, provenance and reputation. We will take a closer look at both Global and Local reputation-based trust, and see how assumptions of transitivity and asymmetry are useful. Finally we will explore trust issues around the largest known store of human knowledge: the Wikipedia
Your Digital Identity is everything you create on the Web, but also what other people might say about you there. Photographs on social networking sites, logs of chatroom conversations, newspaper articles about your role in a play, or your sporting victory. Even if you don't post material to the Web yourself, there is a good chance somebody else does, and we believe it is worth knowing about some of the issues. This workbook is designed to help you raise your level of awareness and to think about some of the ways your DI might be affected.
There are two workbooks linked here; one for students generally and one for students studying for the health professions.
This 7-minute video shows you how to make a recording using Panopto in locations where you have no internet access, such as another institution or on a field trip. It also shows you how to upload the recording when you get back to your office.
Like any form of human interaction and communication it is possible to view Social Media as a means for the powerful to influence and control the less powerful. But what is power on social media, how might we measure or affect it, and does it translate to the real world? In this lecture we will look at the philosophical definitions of power, and explore how it has been analysed in social networks and social media systems. We will also look at the characteristics of social networks that impact on power, including Homophily, Heterophily, CyberBalkanization and Thresholds of Collective Action. Finally we will ask what evidence there is that power in social media can affect what goes on in the real world, and explore some real and fictional examples of protest to see what the consequences of social media actually are on sometimes violent political debate.
This 4-minute video shows students how they can access and download the MP3 and MP4 podcasts produced by Panopto. It also shows tutors how to disable podcasts if they wish.
This 6-minute video shows tutors how they can control access to recordings made using panopto. They can disable access completely, restrict access to specific individuals or make a recording available to anyone in the world.
This is a research paper. Research presented in this paper aimed to investigate how to measure collaborative design performance and, in turn, improve the final design output during a design process, with a clear objective to develop a Design Performance Measurement (DPM) matrix to measure design project team member's design collaboration performance.
This short 7-minute video outlines the main legal issues around lecture capture: copyright, student rights and lecturer rights. It includes detailed advice about the types of material that you should not record, as well as showing how to check whether material can be used.
Presentations from the Curriculum Innovation Network Conference that took place on 18th & 19th January 2011 at the University of Southampton.
The ambition was to bring together a global network of universities who are engaged in institution-wide curriculum innovation. The focus of the network is to share learning and practice in a collaborative way, to identify best practice and to explore practical solutions to the challenges we face.
Keynote speakers from across the world and colleagues from leading universities came together to share their experience on approaches to transforming their curricula and the overall learning experience of their students. The challenges of doing this are significant, and there is much that we can learn from each other as we seek to transform the learning environment of our institutions.
We hope that all who attend found these two days of great value in starting and enhancing a global dialogue about education transformation.
Additional presentations will be uploaded in due course.
Please note the copy right of these presentations remains with the author.
Problem Steps Recorder is a standard piece of software on Windows 7 computers, which allows you to record a sequence of actions on your computer, along with screenshots. It can help ServiceLine diagnose any problems that you might be experiencing.
This 10-minute presentation introduces e-theses, outlines their benefits and the issues they raise and describes the process requird to create and submit them.
It is available as an Adobe Presenter slideshow, as an MP4 video and as a YouTube video with optional captions for accessibility.
Web 2.0 is sometimes described as the read/write web, giving everyday users the chance to create and share information as well as to consume information created by others. Social media systems are built on this foundation of participation and sharing, but what is the mindset of these users, and are they quite so everyday as we might suppose? The skills and attitudes held by users can be described as their literacy, and there has been a lot of debate over the last few years about how to describe these literacies, and design for them.
One field that has been changed radically by this notion is Technology Enhanced Learning (TEL) where a fierce debate has raged about the potential of a new generation of highly literate digital natives, and Edupunks have argued for open and personal systems that challenge traditional models of institutional control.
In this session we look at the arguments surrounding digital literacy and examine TEL as an example of how social media can change an application domain.
The Web is now so ingrained in our lives that it is easy to forget that it is less than twenty years old. But the History of Web goes back much further, to the pioneering technologists who built the first hypertext systems and the men and women before them who imagined great libraries of interconnected information that would augment human intellect and drive civilization forward. In this lecture we will explore the pre-digital origins of the Web, look at how it developed into the mass communication system we have today, and speculate on the next stages of its evolution in the context of Web Science and Social Media.
These are the Introduction slides for Comp6051 Social Networking Technologies. They outline the structure of the course, and give a (very brief) overview of the topics covered.
The Transparency Agenda of the 2010/1 UK Coalition government promises to revolutionise government, public services and public engagement, by ‘holding politicians and public bodies to account, reducing the deficit and delivering better value for money in public spending, and realising significant economic benefits by enabling businesses and non-profit organisations to build innovative applications and websites using public data’, to quote the then Prime Minister.
This is an ambitious programme with laudable aims, yet it naturally has limits.
This is a presentation I put together to get students thinking about their digital university experience. The resulting discussions will be used to inform a survey sent out to all students to find out what parts of the digital university experience are important to them.
lecture slides and resources for class mainly concerned with sustainability - also gives recap on perspectives on diversity which have been integrated into other lectures through the semester
Only a Digital Britain can unlock the imagination and creativity that will secure for us and our children the highly skilled jobs of the future. Only a Digital Britain will secure the wonders of an information revolution that could transform every part of our lives. Only a Digital Britain will enable us to demonstrate the vision and dynamism that we have to shape the future.
This short 3-minute video show how you can make a recording available to anyone on the internet and how to restrict access again. It also shows how to disable and re-enable student access to a specific recording.
Slides on how to utilize the web to create an online portfolio using social network and tumblr. Also introduction to basic CMS's including indexhibit, for setting up a simple portfolio website.
This is a narrated slide presentation of a seminar delivered by Dr. Peter Smith, Associate Dean (Education) Faculty of Law, Arts and Social Sciences/Associate Dean Education and Student Experience Faculty of Social and Human Sciences. The recording lasts around 25 minutes. The seminar was delivered on 30 November, 2010 to the University of Southampton Higher Education Research Group. The presentation reflects the position of the University's Curriculum Innovation Programme as of November 2010/January 2011.
This 8-minute video shows you how to edit a recording made using the Panopto lecture capture system. You can access the recording via its Blackboard course, trim the start and end points, remove sections from the middle, and save the edit as a new (separate) version.
A morgue file is a place to keep post production materials for use of reference, an inactive job file. This morgue file contains free high resolution digital stock photography for either corporate or public use.
The term "morgue file" is popular in the newspaper business to describe the file that holds past issues flats. Although the term has been used by illustrators, comic book artist, designers and teachers as well. The purpose of this site is to provide free image reference material for use in all creative pursuits. This is the world wide web's morguefile.
This list was generated on Wed Jan 15 15:25:32 2025 UTC.