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http://www.jiscinfonet.ac.uk/InfoKits/Resources/external-resources/eval-plan-interact30
iknow
An estimated 6.4 hours per employee are spent looking for information in the workplace each week in the UK. 37% of the searches prove unsuccessful*.
In financial terms, an estimated £3.7 billion is spent on time wasted looking for information that cannot be found.
It’s a staggering amount, so what can be done about it?
The following activities are examples of training materials which will help you save time in finding, using, and organising information at work.
Sentence of the Week - University of Chicago Writing Program
Academic sentence of the week - fixed by the University of Chicago Writing Program
UK gets its own Creative Commons - ZDNet.co.uk
A version of the Creative Commons licensing scheme adapted for the UK's legal landscape will be formally launched in London on Wednesday evening.
Creative Commons was first developed by US academic Lawrence Lessig as a more flexible alternative to the traditional copyright laws. It allows content creators to grant some rights to the public while keeping others — for example, allowing anyone to republish their material as long as it is attributed.
Times Higher Education - Get more eyes on your site
Russell Stannard, a THE Award winner for his work with ICT, offers practical tips on how to increase the visibility of a website with your open education resources
There is nothing new about the idea that open education resources could be an effective way of marketing courses in higher education. The strategy has been part of the internet since Day One. You offer free materials, people consume the content, and then they come back for more.
What has changed is that there is now so much content on the web that your offering might never be found. This is not a problem for the big players in the open education resources game because they have the clout to get the message out there. So I wasn’t surprised to read that the 10,000 hours of content released by The Open University had led to 5 million visitors to the institution’s site and an extra 10,000 registrations. But what about the open education resources content from just one course at one university?
Times Higher Education - Why offline? It's very personal
Desire to protect status and student contact fuels resistance to e-learning. Rebecca Attwood writes
Academics are resistant to e-learning because they feel it threatens their identity as tutors and because they want to protect face-to-face teaching relationships, a study has found.
Twenty-Four Interesting Ways and Tips to use GE in the classroom
24 Interesting ways and tips to use Google Earth in the classroom
Educational Evidence Portal > Home
The UK Educational Evidence Portal
This portal helps you find educational evidence from a range of reputable UK sources using a single search. It is designed for both professional and lay people interested in education and children's services.
The e-Framework > Home
The e-Framework for Education and Research is an international initiative that provides information to institutions on investing in and using information technology infrastructure. It advocates service-oriented approaches to facilitate technical interoperability of core infrastructure as well as effective use of available funding.
Resources — University of Leicester
This is where you can find out about our range of resources. Our resources come in various formats, including text-based study guides, IT guides, interactive tutorials, check lists, templates and recommended links to external resources. We have organised them into a number of different areas:
* study skills
* writing skills
* presentation skills
* numeracy skills
* IT skills
Presentation Zen: Sumi-e, color, and the art of less
A fundamental design and life lesson from the Zen arts is to never use more when less will do. This goes for the use of color as well. The problem with most slide presentations is not that visuals contain too few colors, it's that they contain too many. A common practice is to use several different vivid hues (colors) in presentation slides when even a single hue in various shades or tints would have been more effective. The ancient art of Japanese brush painting called Sumi-e (墨絵) provides a powerful lesson concerning the use of color, communication, and restraints. Sumi-e was brought to Japan from China and is an art deeply rooted in Zen, embodying many of the tenets of the Zen aesthetic including simplicity and the idea of maximum effect with minimum means. In Sumi-e, great works are achieved with only black ink on washi (rice paper) or silk scroll. Using the black ink to achieve several variations of tones, we learn that powerful visual messages can be created with a single "color" in the form of different shades and tints. (
Benefits of Using Wordpress for Publishing NASA GRC Sites | NASA GRC Wordpress
Benefits of using WordPress
Information overload | Technology | The Guardian
Information overload dates back to Johannes Gutenberg. His invention of movable type led to a proliferation of printed matter that quickly exceeded what a single human mind could absorb in a lifetime. Later technologies – from carbon paper to the photocopier – made replicating existing information even easier. And once information was digitised, documents could be copied in limitless numbers at virtually no cost.
Learning Literacies in a Digital Age
This paper draws on a JISC report, Thriving in the 21st
century: Learning Literacies for the Digital Age, which
explores examples of learning literacies provision in UK
further and higher education.
The nature of work is changing, not just for the growing
numbers of graduates directly employed in the ‘digital’
industries. According to the recent e-skills report
‘Technology Counts’, an estimated 77% of UK jobs involve
some form of Information and Communications Technology
(ICT) competence, requiring skills to be updated as
technology changes.
Responding to Learners Pack : JISC
This resource pack synthesises the outcomes from the Learner Experiences of e-Learning theme of the JISC e-Learning Programme which funded a total of ten projects from 2005 to 2009, and had the sustained involvement of over 200 learners and more than 3000 survey respondents to explore learners’ perceptions of and participation in technology-enhanced learning in a digital age.
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