This is a W.I.P object aimed at MVLS students. The purpose of the object is to guide students to resources which relate to key areas within the object:
Finding Using and managing Information
Working Effectively & Using Technology
Creating Digital Content
Digital Responsibility
Using Technology Effectively
This presentation is designed to introduce the fundamentals of Research Data Management (RDM). It covers aspects including how to plan for RDM to the creation, storage and dissemination of data. An exercise is also provided for researchers to write a Data Management Plan (DMP). This presentation was originally derived from an induction session for Masters students as part of a course in Sustainable Heritage; the 1-hour induction session was run by the Research Data Management team from Library Services.
Whether we realise it or not we come across sets, in one form or another, on an almost daily basis. It may be the modules you are studying on your course, or the groceries that you bought in the supermarket last night, or even the teams that qualified for the last 16 of the Champions League in season 2016/17! These are all examples of sets. This unit presents an introduction to sets starting with some basic definitions and an overview of the different ways in which sets are represented. The concept of a subset is introduced and conditions for the equality of sets are given. Operations on sets such as union, intersection and complement are described with the aid of Venn diagrams. We then discuss further set operations including partitions and Cartesian products before briefly considering computer representation of sets. The unit closes with a look at the union and intersection of intervals of the real number line when these intervals are represented as sets.
This talk discussed the impact of the demise of the British empire upon identities within the UK in the narrow majority for the Leave campaign in the 2016 UK referendum on EU membership.
A comparative dimension was also pursued, with analysis of the Roman empire - which inspired many aspects of British imperialism - shedding further light on the politics of identity in colonial and post-colonial contexts.
As part of the 2017-18 research theme on ‘Lies’, the IAS welcomed an interdisciplinary panel discussion about the role of psychoanalysis in the age of post-truth.
As part of this year’s research theme on ‘Lies’, the UCL Institute of Advanced Studies hosted a panel discussion on the present and future of defamation law. How can the law best protect rights of speech and of privacy in a digital age? Has the Defamation Act of 2013 allowed for the publication of truths, opinions honestly held, or speech in the public interest? How has a new standard of harm respected the rights of the claimants and defendants in practice?
The Institute of Advanced Studies hosted a conversation with Elisabeth Lebovici to discuss her new book Ce que le sida m'a fait: art et activisme à la fin du XXe siècle (‘What AIDS has done to me. Art and Activism at the End of the 20th Century’, Zurich: JRP Ringier, 2017).
This talk considered the vulnerability of those assigned to a category which most human groups treat with angry revulsion: the stupid. Professor Steven Connor will suggest that stupidity is more tightly than ever twinned with shame in our growing epistemocracy. But if the power to shame is toxically potent, the condition of shame, though the most exquisitely painful form of vulnerability, may also harbour surprising, and dangerous powers of insurgence.
Steven Connor is Grace 2 Professor of English and Fellow of Peterhouse in the University of Cambridge. From October 2018 he will be Director of Cambridge’s Centre for Research in Arts, Social Sciences and Humanities (CRASSH). He is a writer, critic and broadcaster, who has published books on many topics, including Dickens, Beckett, Joyce, value, ventriloquism, skin, flies and air.
As part of its Lies research theme, the UCL Institute of Advanced Studies hosted a roundtable discussion on media and politics in the age of the viral post, troll farm and automated botnet.
The role of vulnerability in relation to mechanisms of governance and social welfare practices has received growing interest, but how ‘vulnerability’ is operationalised in asylum policy is less well understood. This paper explores narratives of vulnerability in relation to the figure of the refugee in Europe.
The law is traditionally centered around the norm of an able-bodied, competent, independent, self-sufficient and autonomous man. This creates a legal systems which privileges the values of autonomy, privacy and bodily integrity.
The false dichotomy between "the public sector" and "the private sector" leaves out the vital role that government has played - and must continue to play - in acting as financial backer and risk-taker in the most important innovations of our time that can help tackle the grand challenges facing us. Furthermore the lie ends up causing a situation by which risks are socialised while returns are privatised.
In The Waiting Country: A South African Witness, published in 1995, Mike Nicol arrives at the core of this paper. ‘We lie to accommodate’, he says. ‘We lie because we think it does not matter. We lie because we think that in the face of so many years of misery, a lie that is for the good is not a lie at all. And we lie because we have no self-respect. We lie because we are victims. We lie because we cannot imagine ourselves in any other way’.
Nicol wrote these words in the immediate aftermath of South Africa’s first free election, intuiting then, as we all do now, the era of post-truth, and the subsequent bankruptcy of global democracy. It is all the more ironic, therefore, that it is now, in this era of fakery, that South African art, or ‘Contemporary African Art’ more generally, should assume its global ascendancy.
I will deliver this paper at the same time as 1-54, the largest trade fair committed to African Art in the northern hemisphere, is underway in London. What does this fascination with African art mean today? How real, or how cynical is its current appropriation and commodification? And what relevance does it possess today? Is it merely a new-fangled fetish, profoundly disingenuous in its inflation of the Idea of Africa? Is it a new cool exercise in miserabilism? Or is it a genuine attempt to overcome an inherited pathology?
Ed Young’s barbed word-works – BLACK IN FIVE MINUTES and ALL SO FUCKING AFRICAN, exhibited at Frieze in New York in 2016 – suggest the fake instantaneity of a new consciousness, at the root of which lies a smug inflation of identity politics. Smug because – despite Pankaj Mishra’s just observation of ‘a widening abyss of race, class and education’ – it has assumed an unthinking, inviolable, and declamatory righteousness as it modus operandi.
Art is not an exercise in art direction, it is not the sum of a problem but its displacement and overcoming. Art does not mirror existing pathology, it re-configures the possibility for its understanding. The best African art, therefore, rewires prevailing prejudices and needs, it alters the state of play and conditions for being – it emphatically refuses to lie. To do so it must challenge its relevance, refuse its commodification, rout out its cynical neo-liberal accommodation, junk its victimhood, and radically re-imagine itself differently.
Lungiswa Gqunta’s exhibition, ‘Qwitha’ – first shown at Whatiftheworld in Cape Town in 2018 – is a brilliant instance of this shape-shift. For while it reflects the on-going fatal South African human condition, it asks us to distance ourselves from pain and suspend inflammatory rage. Aberrant and chilling, hers is the kind of conceptual-and-visceral art which institutes a radical moment in this corrupt time. For Gqunta the black body in pain is not, perforce, the oracle of truth. Hers, therefore, is precisely the kind of art which refuses the ubiquitous and unscrupulous persistence in lies.
Thinkers from different disciplines such as literature, arts and architecture, have shown dissatisfaction with the pervasive contemporary use of irony: laughing at everything, and avoiding seriousness, accountability and any sort of commitment to what is expressed.
There is an ongoing discussion in these disciplines about the nature of certain current artistic expressions that seem charged with irony and humour - sometimes due to the use of modern or postmodern aesthetics - but that in fact claim to be on the lookout for beauty, authenticity, sincerity, creativity, and love. Scholars have given many names to this attitude: new sincerity, post-irony, and post-postmodernism. We asked, is there room for laughter and humour in this turn?
This panel discussed contemporary uses of irony and/or postirony through different modes of expression, and the roles that humour and the embodied expression of laughter play in them.
What is the relation of vulnerability to precarity, fragility and risk in the making of art? How might art make visible vulnerable states and subjects in ways that challenge conventional aesthetic, political and social categories, subverting existing hierarchies of power while staging quiet, yet potent, modes of dissent?
The IAS Vulnerability Seminar Series hosted a panel that touched on the ways in which visibility can be empowering – exposing the reality of sexual violence, or giving a voice and platform to disadvantaged groups – but also how visibility can sometimes leave women and others vulnerable to various forms of harassment or abuse. This event was chaired by Allison Deutch (IAS, UCL).
In this unit we continue with our work on matrices. We describe how to calculate the determinant of a 2 x 2 matrix and introduce the condition for the existence of an inverse matrix. A formula for calculating the inverse of a 2 x 2 matrix is presented supported by examples. Some applications of matrices in the real-world are then given, including solving linear systems of algebraic equations, computer graphics, cryptography and the modelling of graphs and networks.
This unit introduces the theory and application of mathematical structures known as matrices. With the advent of computers matrices have become widely used in the mathematical modelling of practical real-world problems in computing, engineering and business where, for example, there is a need to analyse large data sets.
JDI Open is an open science journal-club & peer-mentoring group at the UCL Jill Dando Institute of Security and Crime Science. Our bi-weekly seminars provide the opportunity for students and staff at the department to learn about open science and discuss ideas to implement open science practices in their research. We recorded our session on pre-registrations for those who couldn't make it.
This unit provides an introduction to vectors. We begin by defining what is meant by the term vector and describe how we distinguish vectors from scalars. The main properties of vectors are presented and the concept of a position vector is introduced. We then look at operations on vectors such as addition, subtraction and scalar multiplication both algebraically and graphically. The idea of a unit vector is introduced and we look at how to express the position vector of a point, in two and three dimensions, in Cartesian components using the standard unit vectors in the directions of the coordinate axes. The unit closes with a look at how to calculate the scalar (dot) product of two vectors.
This essay was submitted as part of the ITALG003 'Dante: Divina Commedia' module at University College London, part of the Italian Studies MA. The course was led by Prof. John Took and this assessed work by Serena Pacera is an example of teaching output from that module.
Essay abstract: An excursus focusing on Dante’s notion of Love as the organising principle of the universe. The cases of three poignant characters of the Commedia (Francesca da Rimini, Manfredi and Piccarda Donati) are examined, starting from the relationship between “amore d’animo” and “amore naturale”, between free will and self-consciousness.
This presentation for #LearnHack 5.0 Open Education introduces Open Education, what we mean by OER, and what UCL is doing. It was made available for the event on 5 and 6 November 2018.
This presentation details the technical and systems requirements for managing OER based on examples from the open source software community. This was presented at #LearnHack 5.0 Open Education on 5 and 6 November 2018.
This presentation provides an overview of IPR (intellectual property rights) in relation to OER and was prepared for the #Learn 5.0 Open Education on 5 and 6 November 2018.
This presentation provides a case study of how OER was used to teach students in medical sciences and how students created educational output through a medical sciences module. This was presented at #Learn 5.0 Open Education on 5 and 6 November 2018.
This presentation was given at #LearnHack 5.0 Open Education on 5 and 6 November 2018 and discusses accessibility issues in relation to the creation of and distribution of OER.
This is a presentation summarising repositories and metadata for open educational resources and was prepared for the #LearnHack 5.0 Open Education event held on 5 and 6 November 2018.
This presentation for #LearnHack 5.0 Open Education provides an overview of how reuse and impact metrics are used for citable publications and the challenges of using these standards for OER.
Poster submission made to the 'Learning on and with the Open Web' conference - a Mozilla Festival fringe event - held in Coventry, UK on 25 October 2015 (http://conf.owlteh.org/contributions/published/open-education-at-ucl/). The poster summarises the work of the UCL Open Education project so far, plans for the following year, and the project’s goals and intended outcomes, including how openness/connectedness contributes to teaching and learning.
A Design Pattern is an existing design solution to a common problem that captures experience and good practice in a form that can be reused. All patterns are guided by a small number of software design principles (see Chapter 2 Table 1). A design pattern is normally not a complete solution that can be transformed directly into code. It is a description or template for how to solve a problem that can be used in many different situations, an abstract representation that can be implemented in different ways. Such a description simplifies communication between software practitioners. However you will find efforts available on the Internet to provide code templates in specific languages for some patterns. Patterns are not essential in the development of software solutions but are valuable sources of advice and guidance.
Patterns were introduced by Christopher Alexander in the field of building architecture, where he documented reusable architectural proposals for producing good quality building designs. In 1995 Gamma et al. [1] (the “Gang of Four” – GoF) adapted the concept of patterns for software development and catalogued 23 detailed design patterns aimed at meeting some commonly-recurring object-oriented design needs, albeit at the level objects (component/ subsystem interactions). Simplified explanations of these 23 design patterns are presented in [2]. Since then many software design patterns, pattern types and pattern catalogues have emerged, having emanated from different software development communities building different types of system using different methods, languages and tools, which also explains different naming conventions.
This presentation contains material taken from a Master's level module, Electronic Publishing, taught at the Department of Information Studies, University College London and several workshops run in Chinese Universities. For more details and the rest of the collection see the cover sheet at: http://ucloer.eprints-hosting.org/55/
How will a basic income affect the health of individuals, families and communities? Will reducing poverty have an impact on mental health? Will enhancing income security improve family wellbeing? How do communities change when their most marginalised members are guaranteed a basic income?
In this seminar, Evelyn Forget will share the story of how she tracked down the data from a then little-known Canadian experiment called Mincome to evaluate the impact of a basic income guarantee to some individuals in a larger city and, more importantly, to all members of a small town. The original experiment was concerned with a key question: would people continue to work if they received a basic income? Evelyn combined the original design and experimental data with health administration data not available to the original researchers to examine broader questions of individual, family and community health and wellbeing. The findings have been used to shape a new Canadian experiment and fuel other investigations of basic income around the world. As we begin to pilot basic income here in Scotland, Prof Forget’s work provides important guidance on how we might assess the impact of an ambitious, complex and wide-ranging initiative.
Evelyn L Forget is professor of economics and community health sciences at the University of Manitoba Canada, and author of ‘The Town with No Poverty’, a re-examination of the Mincome Basic Income experiment. Her most recent work examines the relationships between poverty, inequality, health and social outcomes. She is a member of the Ontario Basic Income evaluation team, and is widely called upon by governments, First Nations and international bodies for advice on basic income, social security and social experimentation.
Course materials from the Development and Planning in African Cities free online course delivered on the FutureLearn platform: https://www.futurelearn.com/courses/african-cities/.
Created for students on the PG CAP This video demonstrates a search for journal articles on ProQuest Education Journals, British Education Index and ERIC.
An evaluation study was carried out to determine the feasibility of integrating the Adolescent Diabetes
Needs Assessment Tool (ADNAT) App into UK paediatric diabetes care, to ascertain best practice standards and to
determine methodological recommendations for a future cohort study.
Short looping video to be played at the beginning of workshops to enable students to log on to eduroam on a library laptop.
Please note the video has no sound.
A student-led exploration of interdisciplinarity. By UCL Arts and Sciences (BASc) students. Qualitative research interviews conducted by students with UCL staff to explore notions of interdisciplinarity.
Video of the set-up of the UK Catalysis Hub experiment on Combined in Situ XAFS/DRIFTS at the Diamond Light Source, B18. Credit: UK Catalysis Hub and Ellie Dann, iCASE studentship in collaboration with Johnson Matthey.
Case studies of the use of open data as open educational resources.
This collection presents the stories of our contributors’ experiences and insights, in order to demonstrate the enormous potential for openly-licensed and accessible datasets (Open Data) to be used as Open Educational Resources (OER). Open Data is an umbrella term describing openly-licensed, interoperable, and reusable datasets
which have been created and made available to the public by national or local governments, academic researchers, or other organisations. These datasets can be accessed, used and shared without restrictions other than attribution of the intellectual property of their creators. While there are various definitions of OER, these are generally understood as openly-licensed digital resources that can be used in
teaching and learning.
The first case study presents an approach to educating both teachers and students in the use of open data for civil monitoring via Scuola di OpenCoesione in Italy, and has been written by Chiara Ciociola and Luigi Reggi. The second case, by Tim Coughlan from the Open University, UK, showcases practical applications in the use of local and contextualised open data for the development of apps. The third case, written by Katie Shamash, Juan Pablo Alperin & Alessandra Bordini from Simon Fraser University, Canada, demonstrates how publishing students can engage, through data analysis, in very current debates around scholarly communications and be encouraged to publish their own findings. The fourth case by Alan Dix from Talis and University of Birmingham, UK, and Geoffrey Ellis from University of Konstanz, Germany, is unique because the data discussed in this case is self-produced, indeed ‘quantified self’ data, which was used with students as material for class discussion and, separately, as source data for another student’s dissertation project. Finally, the fifth case, presented by Virginia Power from University of the West of England, UK, examines strategies to develop data and statistical literacies in future librarians and knowledge managers, aiming to support and extend their theoretical understanding of the concept of the ‘knowledge society’ through the use of Open Data.
http://education.okfn.org/open-data-as-open-educational-resources-case-studies-of-emerging-practice/
DOI: http://dx.doi.org/10.6084/m9.figshare.1590031
Instructions for downloading the software required to access Thomson Reuters Eikon, which includes Datastream. Information is provided for accessing the service, logging in and saving work to OneDrive, if required.
This guide provides information on searching key library databases in Medical, Veterinary and Life Sciences.
The searches performed in the videos take you beyond simple textword (keyword) searching and introduce a level of rigour with the addition of subject headings to a search.
The processes illustrated are relevant to all types of literature review, although systematic-type searches will need to be a lot more exhaustive in the use of synonyms, acronyms and additionally searching and browsing for relevant subject headings.
Refer to the database help text for detailed search guidance for each database.
Several existing projects have shown promise in using robot-assisted interventions for social and academic skills teaching with autistic children, including emotion recognition. Dr. Alyssa Alcorn presents The DE-ENIGMA Horizon2020 project, which seeks to extend and “scale up” the available evidence in this area, comparing a robot-focused and human-focused emotion teaching programme across a large sample of autistic children in London and Belgrade. These children (age 5-12), represent a wide range of ability and include many children with intellectual disabilities and limited language, who are often excluded from educational technology research.
This talk will give some background on the rationale for using humanoid robots with autistic children, present some initial results from DE-ENIGMA’s first year of studies, and reflect on what we have learned—both with the robot, and in the associated background and qualitative work with schools, parents, and families.
Exploring the current and future structure of Computer Supported Collaborative Learning (CSCL), contrasting the Utopian and Dystopian outcomes if a comprehensive instruction framework is, or is not, introduced. Building on a recent position paper (Rummel, Walker & Aleven, 2016, Journal of Artificial Intelligence in Education, 26(2), 784-795), Nikol Rummel argues against supporting collaborative learners in an overly simplistic manner and for CSCL support provided within a comprehensive instructional framework.
Dr. John Potter & Prof. Julian McDougall discuss everyday literacy practices with digital media. Sounds, images, and text onscreen are part of the lived experience of children from the earliest years, underscored by sounds, touch, and movement at home, in school, and through all the spaces in between in which they move.
This talk explores the use of some key terms employed in recent work in the field (Potter & McDougall, 2017) including Dynamic Literacies as a way of framing all ‘literacy’, Third Spaces as a way of conceiving its locations and possibilities for shared meanings; Porous expertise as a way to think about the changing relationships around learning throughout the life-course.
Seminar at the UCL Knowledge Lab by Dr. Mark Readman exploring the ways in which the concept of creativity is socially constructed, mobilised, and mythologised.
At its simplest, creativity is a word used to describe certain kinds of activity. But these activities can be very different – a mental activity such as solving a mathematical problem or a physical activity such as making a sculpture, for example – which should make us question the coherence of the single word which accounts for them. ‘Creativity’ is a potent signifier, but what it signifies is slippery; it is a particular kind of problem – a problem of meaning rather than a problem of practice
This talk examines some of the dominant versions of creativity – from Ken Robinson’s formulation of ‘having original ideas that have value’, to Csikszentmilhalyi’s notion of an alchemical phenomenon arising from a confluence of different factors – and puts them to the test in relation to some contemporary examples. Much research tends to treat creativity as a ‘thing’ and seeks to identify what ‘it’ is; I suggest that it is more critically rigorous to circumvent questions which seek equations for answers and to look, instead, at the factors which produce a sense of ‘things’ and which give them real effects. I argue, ultimately, that to think critically about creativity means asking what we talk about when we talk about creativity.
In 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology.
This video shows a UoG student provide a tour of the main Library building (Hillhead st), highlighting what services, personnel, equipment and collections are available. The video lasts for 3:16
Developed through an interdisciplinary collaboration between UCL Engineering and the Slade School of Fine Art, this toolkit provides guidance for HE staff who wish to create outward-facing student-generated educational materials.
Questions related to referencing and citation from the 'Art and visual culture in early modern England' course. These questions aim to teach students how to correctly cite and reference different material types.
Short tutorial which demonstrates how to record sound using the freely downloadable software ‘Audacity’ (https://www.audacityteam.org/download/). This video is used on the Initial Teacher Education course at the UCL Institute of Education (https://www.ucl.ac.uk/isd/ioe/technology-classroom).
Short tutorial which demonstrates how to import and mix audio using the freely downloadable software ‘Audacity’ (https://www.audacityteam.org/download/). This video is used on the Initial Teacher Education course at the UCL Institute of Education (https://www.ucl.ac.uk/isd/ioe/technology-classroom).
This guide is also available at https://askus.edgehill.ac.uk/learningtechnologydevelopment/faq/185134. This version has been created with the extra metadata required to produce a Twitter Summary Card with Large Image when it is shared on Twitter.
This document will help you make your organisation relevant, interesting and usable for participants. Take time to think about the Organisation structure.
This structure should reflect the participant needs and the Organisation goals, by checking against these basic elements, you are adhering to the good practice guidelines.
This resource, by NHS Ayrshire and Arran, won 'Best Acute Care Initiative' at the Scottish Dementia Awards in 2014. Its aim was that a member of staff in contact with an older person could use the prepared 'prompts' to start a conversation. It has 5 sections - Communication, Games, Physical Activity, Music and Culture, and Wellbeing.
Sheena Williamson, Improvement Advisor at CAPA talks about the Care Home Environment and how that can support mobility and social engagement for residents. The importance of routines and social connections.
CAPA have produced these prompt cards for use with residents or clients you provide care for - to help prompt more activity. They are to be used in conjunction with the crib sheet, moving more often crib sheet.
This leaflet has been produced by researchers (as part of the Seniors USP study (GCU) and ongoing funding for University of Glasgow) and older people and is available from Paths for All. It is being shared on EdShare for use in the CAPA online module.
CAPA have produced a suite of top tips for care professionals which suggest ways that everyone can support people experiencing care to move more often every day.
A comprehensive article on time management.
Including prioritization of tasks, scheduling, avoidance of procrastination, punctuality, studying concepts Vs. facts, Flash cards, Podcasts, MOOC, RSS feeds, Cornell note taking, SQ3R method, bibliography management, maintaining good health and so on
Video transcript, an alternative method of accessing the content of the following video recording: Technology Supported Learning - Lecture Capture (Student Observation) - YouTube link: https://youtu.be/D6lmibFiur8
Video transcript, an alternative method of accessing content of the following video recording: Technology Supported Learning - Lecture Capture (Classic User) - YouTube link: https://youtu.be/eUAE742dgUA
This content is taken from a Master's-level module, Internet Technologies, taught at the UCL Department of Information Studies. It is about adding style to webpages with CSS (Cascading Style Sheets).
This content is taken from a Master's-level module, Internet Technologies, taught at the UCL Department of Information Studies. It is an introduction to HTML (Hypertext Markup Language), HTML structure, elements, rules, etc.
This content is taken from a Master's-level module, Electronic Publishing, taught at the UCL Department of Information Studies. It is about user-centred design.
This content is taken from a Master's-level module, Electronic Publishing, taught at the UCL Department of Information Studies. It is about the information architecture (IA) and user experience (UX) design.
This content is taken from a Master's-level module, Electronic Publishing, taught at the UCL Department of Information Studies. It is about the publishing of digital products, including websites, apps, personal/public space, etc.
This content is taken from a Master's-level module, Electronic Publishing, taught at the UCL Department of Information Studies. It is about cultural influence and impact on digital design.
This content is taken from a Master's-level module, Electronic Publishing, taught at the UCL Department of Information Studies. It is about copyright on the web, intellectual property rights, and copyright on digital products.
This content is taken from a Master's-level module, Internet Technologies, taught at the UCL Department of Information Studies. It is a background to the Internet and the Web.
This content is taken from a Master's-level module, Internet Technologies, taught at the UCL Department of Information Studies. It is about web accessibility and usability; accessible design is important to ensure webpages can be used by a wide variety of people.
The Web Data RA will capture Twitter, Facebook and Google data from a browser and allow you to paste a the information directly into a spreadsheet. This tutorial focuses on pursuing research questions using Twitter data.
A PowerPoint Template for PechaKucha presentations, featuring animations to communicate the time left on the slide, and automatic slide change every 20 seconds.
Duration; 24 minutes.
What we cover:
How to access the Grade Centre
How to input marks into Grade Centre
How to edit columns in Grade Centre
How to organise/colour code your columns.
How to release/hide results from students
Countdown video for Top of the Apps workshop, featuring my Top Ten Apps to help with teaching and learning.
Music: Cool Blue - 80s revisited - royalty free music
Artist: Vodovoz
https://www.youtube.com/channel/UCNcwZT1x-BUHcWNagbcDccQ
This zipped folder contains all of the 'Legal and social aspects of electronic publishing' collection items. This is a collection of teaching materials taken from a Master's level module at University College London with a focus on the digital humanities and the legal and social aspects of electronic publishing. The header page with list of contents and links is at: http://ucloer.eprints-hosting.org/id/eprint/24 and the full collection can be viewed at http://ucloer.eprints-hosting.org/23/.
The materials here were originally constructed as part of a project titled 'OER Digital Humanities (DHOER)' at University College London, funded under the UK Open Educational Resources, phase II, Ai: release strand (06/10) in 2011 by the Higher Education Academy (HEA) and Jisc.
This zipped folder contains all of the 'XML: Extensible Markup Language' collection items. This is a collection of teaching materials from a Master's level introductory module in XML and XSLT. The header page with list of contents and links is at: http://ucloer.eprints-hosting.org/id/eprint/19 and the full collection can be viewed at http://ucloer.eprints-hosting.org/21/.
The materials here were originally constructed as part of a project titled 'OER Digital Humanities (DHOER)' at University College London, funded under the UK Open Educational Resources, phase II, Ai: release strand (06/10) in 2011 by the Higher Education Academy (HEA) and Jisc.
This zipped folder contains all of the 'Electronic publishing' collection items.
This is a collection of teaching materials taken from a Master's level module at University College London with a focus on the digital humanities and electronic publishing. The header page with a list of contents and links is at: http://ucloer.eprints-hosting.org/id/eprint/34 and the full collection can be viewed at http://ucloer.eprints-hosting.org/33/.
The materials here were originally constructed as part of a project titled 'OER Digital Humanities (DHOER)' at University College London, funded under the UK Open Educational Resources, phase II, Ai: release strand (06/10) in 2011 by the Higher Education Academy (HEA) and Jisc.
This learning object contains information on how to produce an attribution for creative commons that incorporates best practices that ensure the rights holder (creator) is given suitable credit. This learning resource is open to the educational community, please feel free to link to this resource
Video transcript, an alternative method of accessing the content of the following video recording: Reading List Online with Michelle Man - YouTube link: https://youtu.be/I8s0AKPGWLA
Lecture recording and slides introducing searching for systematic reviews and presented to Doctorate in Clinical Psychology candidates. This lecture introduces systematic reviews as a literature type and methodology, raises potential issues when developing research questions and search strategies, and highlights sources for further guidance and support. Slides best viewed in Slide Show mode. The resources "Formulating a research question and structuring a literature search" (https://edshare.gla.ac.uk/38/) and "Developing literature search strategies" (https://edshare.gla.ac.uk/76/) cover the elements of literature searching in more detail.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
'03ebka.pdf' is a presentation and '03ebkb.pdf' is a class exercise to accompany the 'E-books' presentation. Both are taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
This presentation is taken from a Master's level module, 'Electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/33.
A collection of teaching materials taken from a Master's level module at University College London with a focus on the digital humanities and electronic publishing. The header page with a list of contents and links is at: http://ucloer.eprints-hosting.org/id/eprint/34.
The materials here were originally constructed as part of a project titled 'OER Digital Humanities (DHOER)' at University College London, funded under the UK Open Educational Resources, phase II, Ai: release strand (06/10) in 2011 by the Higher Education Academy (HEA) and Jisc.
The 'Electronic publishing - full.7z' zipped folder contains all of the collection items in open document formats.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
This presentation is taken from a Master's level module, 'Legal and social aspects of electronic publishing', taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/23.
A collection of teaching materials taken from a Masters level module at University College London with a focus on the digital humanities and the legal and social aspects of electronic publishing. The header page with list of contents and links is at: http://ucloer.eprints-hosting.org/id/eprint/24.
The materials here were originally constructed as part of a project titled 'OER Digital Humanities (DHOER)' at University College London, funded under the UK Open Educational Resources, phase II, Ai: release strand (06/10) in 2011 by the Higher Education Academy (HEA) and Jisc.
The 'Legal and social aspects of electronic publishing - full.7z' zipped folder contains all of the collection items in open document formats.
A collection of teaching materials from a Master's level introductory module in XML and XSLT. The header page with list of contents and links is at: http://ucloer.eprints-hosting.org/id/eprint/19.
The materials here were originally constructed as part of a project titled 'OER Digital Humanities (DHOER)' at University College London, funded under the UK Open Educational Resources, phase II, Ai: release strand (06/10) in 2011 by the Higher Education Academy (HEA) and Jisc.
The 'XML: Extensible Markup Language - full.7z' zipped folder contains all of the collection items in open document formats.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
This presentation is taken from a Master's level module, 'XML: Extensible Markup Language', legal, XSLT, document analysis, and electronic publishing, taught at the Department of Information Studies, University College London. The header page for this collection of resources is at: http://ucloer.eprints-hosting.org/id/eprint/21.
Test for enablement of tabs and segments. The NEXT button is greyed out until conditions are met - all tabs clicked and segments viewd in the Danger dial.
Information and contact details for the Life at Home with Medical Equipment Study. Are you the parent, sibling, grandparent, aunt, uncle (etc.) of a child, young person or young adult (aged 5-25 years) who uses medical equipment (e.g. tracheostomy, enteral feeding or dialysis) at home in the United Kingdom? Would you/your family members (aged over 5 years) like to take part in a research study about how medical equipment affects your home and/or life at home? If you were involved, you would either take photographs about your life at home with medical equipment and then be interviewed OR you would just be interviewed.
How to create a strategic search - use alternative terms and limits to search open access materials using Google Scholar, Directory of Open Access Journals and Google.
This is the diary provided to participants in the Seniors USP (Understanding Sedentary Patterns) study, for them to complete while wearing the activPAL activity monitor.
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about visual inspection of the activPAL data by GCU staff for quality assurance
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about the visual inspection of activPAL data conducted by fieldworkers on download of data
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about preparing assessment document for research visits
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about booking research appointments for Lothian Birth Cohort 1936 participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about booking research appointments for West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about participant withdrawal from the Seniors USP Study of Lothian Birth Cohort 1936 participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is about withdrawal from the study of West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is the room temperature measurement procedure for West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is the weight measurement procedure for Lothian Birth Cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is the weight measurement procedure for West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is the data collection procedure for visit 2 for Lothian Birth Cohort 1936 participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is the data collection procedure for visit 2 for West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is an the data collection procedure for visit 1 for the Lothian Birth Cohort 1936 participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is the data collection procedure for visit 1 for West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is an overview of the data collection process for the Lothian Birth Cohort 1936 participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is an overview of the data collection process for the West of Scotland Twenty07 Study cohort participants
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is for how to deal with a skin reaction due to wearing the activPAL
This is a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is for lone working for fieldworkers for the West of Scotland Twenty07 Study cohorts
This the a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is for recruitment of participants from the Lothian Birth Cohort 1936 cohort
This the a standard operating procedure from the Seniors USP (Understanding Sedentary Patterns) study. This SOP is for recruitment of participants from the West of Scotland Twenty 07 cohorts
Raw Data pertaining to the PLOS One Publication - The appeal of the Functional Fitness MOT to older adults and health professionals in an outpatient setting: a mixed-method feasibility study. Lex D. de Jong, Andy Peters, Sheena Gawler, Nina Chalmers, Claire Henderson, Julie Hooper, Robert M.E. Laventure, Laura McLean, Dawn A. Skelton.
Sue is the Chair of Upstart Scotland.
Over the last few decades, evidence has been steadily growing on the importance of play in child development. Simultaneously, opportunities for children to engage in active, creative, outdoor play have declined and, in many cases, have disappeared from young children’s lives. Since we now know that this sort of ‘real play’ (especially in early childhood) is extremely important for children’s long-term physical and mental health, it is becoming a matter of urgency to find ways of reinstating it into children’s lives.
In this seminar, Sue Palmer argues that the most effective way to reinstate play at the heart of early childhood is to introduce a Nordic-style kindergarten stage for 3-7 year-olds, with particular emphasis on outdoor play. As well as the undoubted health benefits of such a culture change, the evidence suggests it would also bring educational benefits, including a narrowing of the current ‘attainment gap’ between rich and poor.
This video introduces Briefing Paper Number 5 a summary of the research carried out as part of Project 1: A historical perspective on social enterprise as a public health initiative
UniSkills Proofreading Checklist - a 2 page Word document listing checks to be made when proofreading assignments. Document used as part of UniSkills Proofreading Strategies Workshop.
This folder provides resources and anonymised data on the FFMOT, developed by Glasgow Caledonian University and further developed by Later Life Training
Do you have a database you use all the time or a few books you search for frequently? Create a favourites list on Discover and get to them quickly.
Going through the library also ensures you are signed in for the best way to find full text.