UBC Wiki - User contributions [en]

Learning Commons:Chapman Learning Commons/Equipment/Laptop Chargers

2014-08-18T20:07:32Z

Corbo:

'''Laptop Chargers'''
*4 hour loan period. Item is due before the [http://learningcommons.ubc.ca/about-us/ Learning Commons closes]
*Universal AV adaptor with 8 connectors
*LCD screen displays working voltage
*AC input : 100-240V, 1.8A, 50-60Hz
*DC output : 5-24V, 6A
*Fine Rate: $5/hour

[[Category:CLC Tech Support]]
[[Category:Chargers]]

Learning Commons:Chapman Learning Commons/Equipment/Camcorders

2014-08-18T20:06:02Z

Corbo:

'''Camcorders and Tripods'''
*3 Day loan period. Item is due before the [http://learningcommons.ubc.ca/about-us/ Learning Commons closes]
*Sony HDR-CX110 mini DVD camcorder
*Sony NP-FV50 battery
*8GB memory card
*USB and RCA AV cables
*[http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=4183152 Check availability]
*Fine Rate: $20/day

[[Category:CLC Tech Support]]
[[Category:Cameras]]

Learning Commons:Chapman Learning Commons/Equipment/Laptop

2014-08-18T20:05:22Z

Corbo:

'''Laptops'''
*4 hour loan period. Item is due before the [http://learningcommons.ubc.ca/about-us/ Learning Commons closes]
*Dell Vostro 3460
*Windows 7 32 bit
*Intel Core i5
*4GB RAM 500GB hard drive
*MS Office 2010, Skype available
*[http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=2821530 Check availability]
*Fine Rate: $20/hour

[[Category:CLC Tech Support]]
[[Category:Laptops]]

Learning Commons:Chapman Learning Commons/Equipment/Camcorders

2014-08-18T20:02:20Z

Corbo:

'''Camcorders and Tripods'''
*3 Day loan period.
*Sony HDR-CX110 mini DVD camcorder
*Sony NP-FV50 battery
*8GB memory card
*USB and RCA AV cables
*[http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=4183152 Check availability]
*Fine Rate: $20/day

[[Category:CLC Tech Support]]
[[Category:Cameras]]

Learning Commons:Chapman Learning Commons/Learning Support

2014-07-24T18:17:31Z

Corbo:

The Chapman Learning Commons Assistants can also direct you to:

* [http://hours.library.ubc.ca/#view-library Library services in the Irving K. Barber Learning Centre]
* [http://learningcommons.ubc.ca/what-we-offer/tutoring/ Tutoring]
* [http://learningcommons.ubc.ca/what-we-offer/peer-academic-coach/ Coaching]
* [http://learningcommons.ubc.ca/student-toolkits/ Toolkits]

[[Category:CLC Tech Support]]

Learning Commons:Chapman Learning Commons/Equipment/Android Chargers

2014-07-23T23:12:15Z

Corbo: Undo revision 307542 by Corbo (talk)

'''Android Chargers'''
*4 hour loan period. Item is due before the [http://learningcommons.ubc.ca/about-us/ Learning Commons closes]
*Compatible with most Android devices and Blackberries
*USB and wall outlet options
*Fine Rate: $5/hour

[[Category:CLC Tech Support]]
[[Category:Chargers]]

Learning Commons:Chapman Learning Commons/Equipment/Policies

2014-07-23T23:05:34Z

Corbo:

All equipment at the Chapman Learning Commons is available on a first-come, first-served basis. Due to high demand and limited inventory, items cannot be reserved in advance or renewed. Items with one-day loan periods must be returned 30 minutes before closing or fines may be incurred. Fine rates for each item are detailed below.

If circumstances require a longer loan period, you may submit a special permission loan request in person at the Information Desk when you check out the equipment. Each request will be considered on a case-by-case basis.

[[Category:CLC Tech Support]]

Learning Commons:Chapman Learning Commons/Equipment/Android Chargers

2014-07-23T22:56:06Z

Corbo:

Learning Commons:Chapman Learning Commons/Academic Integrity

2014-07-23T22:06:29Z

Corbo: /* Resources */

== FAQs ==
[[File:AI.JPG|350px|right|link=http://parsnip.library.ubc.ca/ikblc/ai]]

'''What is academic integrity?'''

Academic integrity is honest and responsible scholarship. As a university student, you are expected to submit original work and give credit to other peoples' ideas. Maintaining your academic integrity involves:

:*Creating and expressing your own ideas in course work
:*Acknowledging all sources of information
:*Completing assignments independently or acknowledging collaboration
:*Accurately reporting results when conducting your own research or with respect to labs
:*Honesty during examinations

Learn more with our [http://parsnip.library.ubc.ca/ikblc/ai/ Interactive Online Tutorial]!

'''How does it impact me?'''

Academic integrity is the foundation of university success. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry you beyond university to serve you in the workforce. Academic dishonesty not only cheats you of valuable learning experiences, but can result in a failing grade on assignments, a mark on your transcripts, or even expulsion from the university. For 'real life' examples of this, check out the [http://www.universitycounsel.ubc.ca/discipline/index.html Annual Report on Student Discipline]!

'''What is plagiarism?'''

Plagiarism is using another person's ideas without giving credit and is considered intellectual theft. If you submit or present the oral or written work of someone else you are guilty of plagiarism. Plagiarism may be:

:''Accidental or Unintentional''

:You may not even know that you're plagiarizing. Make sure you understand the difference between quoting and paraphrasing, as well as the [http://learningcommons.ubc.ca/resource-guides/cite-sources/proper way to cite material].

:''Blatant''

:This time you're well aware of what you're doing. Purposefully using someone else's ideas or work without proper acknowledgment is plagiarism. This includes turning in borrowed or bought research papers as your own.

:''Self''

:It's your own work so you should be able to do what you want with it, right? Wrong. Handing in the same term paper (or substantially the same term paper) for two courses without getting permission from your instructor is plagiarism.

'''Do professors really check for plagiarism?'''

YES! Instructors often keep copies of previous assignments for reference. In addition, UBC subscribes to [http://www.turnitin.com/static/index.html TurnItIn.com], an online service that scans essay and term papers to check for material copied from web sites or purchased from paper mills (such as cheater.com), published works, or previously submitted essays.

For more information see [http://vpacademic.ubc.ca/integrity/turnitin-at-ubc/ TurnItIn.com@UBC].

== Tips for Avoiding Plagiarism ==

1. '''Get started early''' to avoid panic situations which might tempt you to plagiarize. Try the [http://learningcommons.ubc.ca/what-we-offer/assignment-calculator Assignment Calculator] to help you manage your research and writing time.

2. '''Take careful notes''' on what you read and where you found the ideas. Use [http://guides.library.ubc.ca/refworks Refworks] to keep track of your sources as you go along.

3. '''Acknowledge ALL Sources''' from which you use ideas. This includes books, journal articles, websites, e-mail communication, listserv, film, videos, audio recordings, etc.

4. {{{citelink3|[http://lc.sites.olt.ubc.ca/resource-guides/cite-sources/ Always cite]:}}}

:*'''Direct quotations taken from sources''' - place quotation marks “” around direct quotes as you write them down, to remember which are direct quotes and which are not
:*'''Paraphrased ideas and opinions''' taken from someone else's work.
:*'''Summaries of ideas''' taken from someone else's work
:*'''Factual information,''' including statistics or other data – with the exception of anything that is considered common knowledge (i.e. well known facts like "British Columbia is a province in Canada").
:*Different disciplines use '''different style guides,''' so check with your instructor to make sure you are using the right one. Some of the most common style guides are MLA , APA and Turabian/Chicago

5. '''When reviewing your paper, ask yourself :'''

:*Is the idea or argument presented mine?
:*Are the words my own?
:*Can my work be clearly distinguished from the work of others?

== Interactive Tutorials ==
{{{1|
*[http://parsnip.library.ubc.ca/ikblc/ai/ View our interactive flash animation tutorial on Academic Integrity]}}}
*[http://www.ubc.ca/okanagan/library/help/ai.html UBC Okanagan Library Academic Integrity Tutorial]
*[http://isites.harvard.edu/paraphrasing Harvard's Principles of Paraphrasing Tutorial]

== Resources ==

'''UBC Resources'''

*[http://learningcommons.ubc.ca/get-study-help/academic-integrity/ The Learning Commons: Academic Integrity]
*[http://vpacademic.ubc.ca/integrity/ Academic Integrity] (UBC Provost and Vice President Academic)
*[http://www.universitycounsel.ubc.ca/policies/policy85.pdf Scholarly Integrity] (UBC Policy #85)
*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,0 Discipline for Academic Misconduct] (UBC Calendar)

''Other Resources''

*[http://www.plagiarism.org/ Plagiarism.org]
*[http://www.academicintegrity.org/ Center for Academic Integrity]

[[Category:Planning Research]]
[[Category:Basic Library Tutorials]]
[[Category:CLC Resource Guides]]

Learning Commons:Student Orientation/Working With Content/Wordpress Basics/Using Shortcodes

2013-06-13T16:39:08Z

Corbo: /* Accordions */

= Using Shortcodes =

UBC has created shortcodes that can be used on all of its websites. It makes creating many of our design elements much easier. The three main shortcodes we use are columns, tabs and accordions.

== Columns ==
The column shortcode is used all over the site to help organize pages into vertical columns. It is incredibly simple to use and there is a detailed explanation of how to use it in the links above. The page is split up into 12 equal sections along the width of the page. If you want to make a column, you just need to use specify how wide you want each column of that row to be. Once you add up to a width of twelve, any new column will appear below. For example:

[[File:Column code.png|Column code for the LC]]

==Tabs==
The tab shortcode is used on the site to create tabs on a page to hide/display info to keep the page length shorter. It's very easy to use and doesn't require any javascript to work.
Usage:
'''
[tabs]
[tab title="tab1"]
tab 1 content
[/tab]
[tab title="tab2"]
tab 2 content
[/tab]
[/tabs]
'''

== Accordions ==
The accordions are marginally more complicated than the columns. This is partially due to the fact that they require javascript for them to work.

For accordions to stay collapsed when the page loads (i.e. the first accordion does not open automatically), add the parameters '''collapsible=true''' and '''active=false''',
i.e., [accordions collapsible=true active=false].

See below, for example:

'''
[accordions collapsible=true active=false]
[accordion title="section 1"]
content
[/accordion]
[accordion title="section 2"]
more content
[/accordion]
[accordion title="section 3"]
even more content
[/accordion]
[/accordions]
'''

The below code will display the first accordion as 'open' as this is the default behavior of accordions

Usage:
'''
[accordions]
[accordion title="section 1"]
content
[/accordion]
[accordion title="section 2"]
more content
[/accordion]
[accordion title="section 3"]
even more content
[/accordion]
[/accordions]
'''

Learning Commons:Student Orientation/Working With Content/Wordpress Basics/Using Shortcodes

2013-06-13T16:33:04Z

Corbo: /* Accordions */

Learning Commons:Student Orientation/Working With Content/Wordpress Basics/Using Shortcodes

2013-06-13T16:30:06Z

Corbo: /* Accordions */

Learning Commons:Student Orientation/Working With Content/Wordpress Basics/Using Shortcodes

2013-06-13T16:22:42Z

Corbo: /* Using Shortcodes */

= Using Shortcodes =

UBC has created shortcodes that can be used on all of its websites. It makes creating many of our design elements much easier. The three main shortcodes we use are columns, tabs and accordions.

== Columns ==
The column shortcode is used all over the site to help organize pages into vertical columns. It is incredibly simple to use and there is a detailed explanation of how to use it in the links above. The page is split up into 12 equal sections along the width of the page. If you want to make a column, you just need to use specify how wide you want each column of that row to be. Once you add up to a width of twelve, any new column will appear below. For example:

[[File:Column code.png|Column code for the LC]]

==Tabs==
The tab shortcode is used on the site to create tabs on a page to hide/display info to keep the page length shorter. It's very easy to use and doesn't require any javascript to work.
Usage:
'''
[tabs]
[tab title="tab1"]
tab 1 content
[/tab]
[tab title="tab2"]
tab 2 content
[/tab]
[/tabs]
'''

== Accordions ==
The accordions are marginally more complicated than the columns. This is partially due to the fact that they require javascript for them to work.

To have an accordion that looks exactly like the ones we use on the site, we have just done a little bit of extra styling to add a drop down arrow, but the basic elements of the code are the same:
[[File:Div styling for accordians.png|Styling for LC accordians]]

The final, and most important things to remember when creating accordions, is that you must insert the Javascript code into the page to make it work. The code for accordions is as follows:
[[File:Javascript for accordians.png|Javscript for LC accordians]]

Learning Commons:Student Orientation/Working With Content/Word Press Basics

2013-06-13T16:02:09Z

Corbo:

WordPress is a content management system that learningcommons.ubc.ca is build on. Most of the work you do on the website will involve WordPress so do your best to learn how to us it. It is a good idea to familiarize yourself with the interface and some basic concepts within the first 3 weeks.

*[[Learning_Commons:Student_Orientation/Working_With_Content/Wordpress_Basics/Common_HTML_tag_codes|Common HTML codes]]
*[[Learning_Commons:Student_Orientation/Working_With_Content/Wordpress_Basics/Using_Shortcodes|Using "accordion" "tab" and "column" shortcodes]]

Learning Commons:Student Orientation/Working With Content/Wordpress Basics/Using Shortcodes

2013-06-13T16:00:46Z

Corbo:

= Using Shortcodes =

UBC has created shortcodes that can be used on all of its websites. It makes creating many of our design elements much easier. The two main shortcodes we use are columns and accordions.

== Columns ==
The column shortcode is used all over the site to help organize pages into vertical columns. It is incredibly simple to use and there is a detailed explanation of how to use it in the links above. The page is split up into 12 equal sections along the width of the page. If you want to make a column, you just need to use specify how wide you want each column of that row to be. Once you add up to a width of twelve, any new column will appear below. For example:

[[File:Column code.png|Column code for the LC]]

==Tabs==
The tab shortcode is used on the site to create tabs on a page to hide/display info to keep the page length shorter. It's very easy to use and doesn't require any javascript to work.
Usage:
'''
[tabs]
[tab title="tab1"]
tab 1 content
[/tab]
[tab title="tab2"]
tab 2 content
[/tab]
[/tabs]
'''

== Accordions ==
The accordions are marginally more complicated than the columns. This is partially due to the fact that they require javascript for them to work.

To have an accordion that looks exactly like the ones we use on the site, we have just done a little bit of extra styling to add a drop down arrow, but the basic elements of the code are the same:
[[File:Div styling for accordians.png|Styling for LC accordians]]

The final, and most important things to remember when creating accordions, is that you must insert the Javascript code into the page to make it work. The code for accordions is as follows:
[[File:Javascript for accordians.png|Javscript for LC accordians]]

Learning Commons:Student Orientation/Sessions/Frameworks

2013-06-04T15:57:48Z

Corbo: /* Proposed Changes */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
===Proposed Changes===
'''Tutoring & Studying'''

:Tutoring
:Peer Academic Coaching
:Improve Your Writing
:Academic Advising
:Study Spaces
:Workshops
:Approach To Learning: Self Assessment
:Live Well Learn Well

'''Student Toolkits'''
:Choosing Technology
:Thinking Critically
:Preparing for Exams
:Working in Groups
:Library Research
:Taking Notes
:Presentation Skills
:Interacting with Profs
:Reading Textbooks
:Managing your Time
:Writing

'''Resource Guides'''
:How to Cite Sources
:How to Find Articles
:Guide to Academic Integrity (change to Avoiding Plagiarism)
:Secrets of First Year
:Resources for Online Learners
:Resources for Faculty

'''Tech Support'''
:Computers & Software & Printing
:Assignment Calculator
:Tech Help
:Equipment Lending

'''About Us'''

''Add Blog Archive on the Related links widget area on any blog post pages''

==What to consider regarding architecture==
*Length of drop down should be roughly equivalent across categories
*Tab heading should be consistent in approach and single word preferable
*Try to take the position of someone coming to our site but wanting something to do with learning. So that tabs should give them hints as to what they can find. Looking through the tabs, you should have a sense of what the site is about without looking at what is beneath each heading

====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
**How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
**What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site")
**Do we need to set up redirects when changing the architecture since content is embedded in Arts web pages? --> Yes the changes are flexible but what's the impact?
* roles on the team
**Student Web Team: Building prototype, Carrying out assessment
**Staff Web Team:
**Full Team: Finalize categories and how the tabs are displayed
* prototypes
**Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
**How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
**Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-06-03T22:42:00Z

Corbo: /* Proposed Changes */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
===Proposed Changes===
'''Tutoring & Studying'''

:Tutoring
:Peer Academic Coaching
:Improve Your Writing
:Academic Advising
:Study Spaces
:Workshops
:Approach To Learning: Self Assessment
:Live Well Learn Well

'''Student Toolkits'''
:Choosing Technology
:Critical Thinking
:Exam/Study Prep
:Group Work
:Library Research
:Note Taking
:Presentation Skills
:Profs & TAs
:Textbook Reading
:Time Management
:Writing

'''Resource Guides'''
:How to Cite Sources
:How to Find Articles
:Guide to Academic Integrity (change to Avoiding Plagiarism)
:Secrets of First Year
:Resources for Online Learners
:Resources for Faculty

'''Tech Support'''
:Computers & Software & Printing
:Assignment Calculator
:Tech Help
:Equipment Lending

'''About Us'''

''Add Blog Archive on the Related links widget area on any blog post pages''

==What to consider regarding architecture==
*Length of drop down should be roughly equivalent across categories
*Tab heading should be consistent in approach and single word preferable
*Try to take the position of someone coming to our site but wanting something to do with learning. So that tabs should give them hints as to what they can find. Looking through the tabs, you should have a sense of what the site is about without looking at what is beneath each heading

====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
**How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
**What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site")
**Do we need to set up redirects when changing the architecture since content is embedded in Arts web pages? --> Yes the changes are flexible but what's the impact?
* roles on the team
**Student Web Team: Building prototype, Carrying out assessment
**Staff Web Team:
**Full Team: Finalize categories and how the tabs are displayed
* prototypes
**Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
**How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
**Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-06-03T20:59:25Z

Corbo: /* Proposed Changes */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
===Proposed Changes===
'''Tutoring & Studying'''

:Tutoring
:Peer Academic Coaching
:Improve Your Writing
:Academic Advising
:Study Spaces
:Workshops
:Approach To Learning: Self Assessment
:Live Well Learn Well

'''Student Toolkits'''
:Choosing Technology
:Critical Thinking
:Exam/Study Prep
:Group Work
:Library Research
:Note Taking
:Presentation Skills
:Profs & TAs
:Textbook Reading
:Time Management
:Writing

'''Resource Guides'''
:How to Cite Sources
:How to Find Articles
:Guide to Academic Integrity (change to Avoiding Plagiarism)
:Secrets of First Year
:Resources for Online Learners
:Resources for Faculty

'''Tech Support'''
:Computers & Software & Printing
:Assignment Calculator
:Tech Help
:Equipment Lending

'''About Us'''

==What to consider regarding architecture==
*Length of drop down should be roughly equivalent across categories
*Tab heading should be consistent in approach and single word preferable
*Try to take the position of someone coming to our site but wanting something to do with learning. So that tabs should give them hints as to what they can find. Looking through the tabs, you should have a sense of what the site is about without looking at what is beneath each heading

====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
**How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
**What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site")
**Do we need to set up redirects when changing the architecture since content is embedded in Arts web pages? --> Yes the changes are flexible but what's the impact?
* roles on the team
**Student Web Team: Building prototype, Carrying out assessment
**Staff Web Team:
**Full Team: Finalize categories and how the tabs are displayed
* prototypes
**Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
**How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
**Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-06-03T20:23:38Z

Corbo: /* Proposed Changes */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
===Proposed Changes===
'''Tutoring & Studying'''

:Tutoring
:Peer Academic Coaching
:Improve Your Writing
:Academic Advising
:Study Spaces
:Workshops
:Approach To Learning: Self Assessment
:Live Well Learn Well

'''Student Toolkits'''
:Choosing Technology
:Critical Thinking
:Exam/Study Prep
:Group Work
:Library Research
:Note Taking
:Presentation Skills
:Profs & TAs
:Textbook Reading
:Time Management
:Writing

'''Resource Guides'''
:How to Cite Sources
:How to Find Articles
:Guide to Academic Integrity (Avoiding Plagiarism)
:Secrets of First Year
:Resources for Online Learners
:Resources for Faculty

'''Tech Support'''
:Computers & Software & Printing
:Assignment Calculator
:Tech Help
:Equipment Lending

'''About Us'''

==What to consider regarding architecture==
*Length of drop down should be roughly equivalent across categories
*Tab heading should be consistent in approach and single word preferable
*Try to take the position of someone coming to our site but wanting something to do with learning. So that tabs should give them hints as to what they can find. Looking through the tabs, you should have a sense of what the site is about without looking at what is beneath each heading

====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
**How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
**What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site")
**Do we need to set up redirects when changing the architecture since content is embedded in Arts web pages? --> Yes the changes are flexible but what's the impact?
* roles on the team
**Student Web Team: Building prototype, Carrying out assessment
**Staff Web Team:
**Full Team: Finalize categories and how the tabs are displayed
* prototypes
**Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
**How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
**Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-06-03T20:22:51Z

Corbo: /* proposed changes */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
===Proposed Changes===
'''Tutoring & Studying'''

:Tutoring
:Peer Academic Coaching
:Improve Your Writing
:Academic Advising
:Study Spaces
:Workshops
:Approach To Learning: Self Assessment
:Live Well Learn Well

'''Student Toolkits'''
:Choosing Technology
:Critical Thinking
:Exam/Study Prep
:Group Work
:Library Research
:Note Taking
:Presentation Skills
:Profs & TAs
:Textbook Reading
:Time Management
:Writing

"'Resource Guides'''
:How to Cite Sources
:How to Find Articles
:Guide to Academic Integrity (Avoiding Plagiarism)
:Secrets of First Year
:Resources for Online Learners
:Resources for Faculty

"'Tech Support"'
:Computers & Software & Printing
:Assignment Calculator
:Tech Help
:Equipment Lending

"'About Us"'

==What to consider regarding architecture==
*Length of drop down should be roughly equivalent across categories
*Tab heading should be consistent in approach and single word preferable
*Try to take the position of someone coming to our site but wanting something to do with learning. So that tabs should give them hints as to what they can find. Looking through the tabs, you should have a sense of what the site is about without looking at what is beneath each heading

====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
**How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
**What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site")
**Do we need to set up redirects when changing the architecture since content is embedded in Arts web pages? --> Yes the changes are flexible but what's the impact?
* roles on the team
**Student Web Team: Building prototype, Carrying out assessment
**Staff Web Team:
**Full Team: Finalize categories and how the tabs are displayed
* prototypes
**Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
**How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
**Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-05-02T19:09:50Z

Corbo: /* Your Mission */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site")
Do we need to set up redirects when changing the architecture since content is embedded in Arts web pages? --> Yes the changes are flexible but what's the impact?
* roles on the team
Student Web Team: Building prototype, Carrying out assessment
Staff Web Team:
Full Team: Finalize categories and how the tabs are displayed
* prototypes
Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-05-02T19:05:28Z

Corbo: /* Your Mission */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
How flexible are the changes? If the navigation is easily altered, since we have feedback saying this is how we should do something, lets go for it provided it's an easy change
What questions do we ask of people? What are we asking people to do? (Etc. "Find where you would print" vs. "Poke around and interact on the site"
* roles on the team
Student Web Team: Building prototype, Carrying out assessment
Staff Web Team:
Full Team: Finalize categories and how the tabs are displayed
* prototypes
Have a discussion to adjust a few things so that we are all in consensus before creating prototype
* feedback cycles
How many people do we need to talk to to decide to make a change? Who decides what the critical number is?
* current users (strategies to minimize disruption)
Do we have a notification that allows people to look at the beta and to inform them that changes are coming? Or do we just change it?
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-05-02T18:52:10Z

Corbo: /* Discussion */

==Your objective?==
To answer (for yourself) 3 questions about learning design:
* What is it?
* Why is it important?
* How does it help us in our work?

==Learning Design Overview==

===Definition===
Simply put, it is the design of a learning experience. The purpose may be to support an articulated learning objective or intention or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn and design decisions are based on current knowledge about how people learn. Like all design processes, it is not linear, it is messy and involves trying things out, seeing what works, making alterations, and re-working. A key component is feedback and dialogue at every step in the process. Coming up with ways to represent the design ideas (or skeleton frameworks for discussion) are essential to the conversation. A good learning design is flexible, re-usable and adaptable to a variety of learning preferences.

===Frameworks===

{| class="wikitable" border="1"
|-
! The Plan
! The Reality
! The Decisions
|-
| [[File:Learning Design Approach.png|thumb|center|[http://wiki.ubc.ca/images/7/7b/Learning_Design_Approach.pdf Learning Design Approach] ]]
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf Iterative Learning Design] ]]
| [[File:LC LD Summary.png|thumb|center|[http://wiki.ubc.ca/images/7/74/LD_Summary_copy.pdf Summary of LD framework for the Learning Commons Website Project] ]]
|-
|}

===Discussion===

====The Plan====
Take 5 minutes to discuss the last redesign of the LC website with the "Plan" framework in mind . If you weren't there, it will be your role to ask questions, did deeper. Reflect on the following questions. Document anything noteworthy in the discussions area.
* What parts of the learning design process did you feel went really smoothly?
* What did you struggle with?
* What would you do differently?
* What would you do again for the next web redesign (this summer)?

====The Reality====
Reflect on the development of the Toolkits with the "Reality" framework in mind . If you weren't there, reflect on the last time you were part of a collaborative creation process. Take 5 minutes to discuss and document anything noteworthy in the discussions area.
* What are the personal qualities that are important to bring to the process of learning design? Why?

====The Decisions====
Reflect on what you know about students and on your experience of the Learning Commons site so far. Take 5 minutes to respond to these questions:
* do these goals still make sense to you?
* is there anything missing?

Students need to know how to apply the information --> How do we accomplish this?
Goal of the Learner: How can I do this?

Rethink the strategies we use for the personalized learning environment (RSS feeds for example)

If you think something is missing or needs a re-think, try to identify it, the strategy we could use to support it and the tie in with the learning principles referenced here.

Research that informed the decisions:
* Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html Principles of Learning]
* opportunity for connection with others to discuss ideas and clarify thoughts supports learning.
* exploration of additional resources encourages personal "meaning-making" important for motivation.

==Proposed Site Architecture==

==Your objective?==
To apply what you know (or are learning) so far to:
* evaluate the relative merits and downsides of the proposed architecture for the new site.
* begin to map out a plan for the design phase based on the proposed site architecture.

===Section Tabs===
====About====

====Start====
:Secrets for First Year
:Guide to Academic Integrity
:Study Spaces
:7 Things to Know
:Live Well Learn Well
:Resources for Online Learners
:Working with Profs and TAs Toolkit

====Prepare====
:Assignment Calculator
:Your Approach to Learning: Self-Assessment
:Time Management Toolkit
:Choosing Technology Toolkit
:Guide to Academic Integrity

====Learn====
:How to Cite Sources
:Note Taking Toolkit
:Library Research Toolkit
:Critical Thinking Toolkit
:Exam/Study Prep Toolkit
:Textbook Reading Toolkit

====Create====
:Equipment for Loan
:Tech Help
:Computers, Printers, and Scanners
:Presentation Skills Toolkit
:Group Work Toolkit
:Writing Toolkit

====Support====
:Tutoring
:Workshops
:Peer Academic Coaching
:Improve Your Writing

[http://wireframe.cc/gnG4Sm Wireframe for reference]

===Discussion===
Consider the proposed architecture and take 10 minutes to discuss:
* What are the benefits of this architecture? What will learners/users gain?
Creates a path for learners
* Drawbacks? What will they lose?
Really have to think about something to know what tab it's under
* Other considerations moving forward?
Need to test search function well
* Questions that we need to answer?
How do we deal with service oriented things in terms of the architecture

==Your Mission==
Focus on the design phase of the learning process. You have 20 minutes to dig into this together, 10 minutes to share what you have come up with so far and then (as a team) we'll decide how to proceed.
From what you know of the learning design process so far (and using the frameworks as a reference), begin to map out a plan for the work we will need to start to do to design the site architecture. Consider:
* the questions that we need to address
* roles on the team
* prototypes
* feedback cycles
* current users (strategies to minimize disruption)
* anything else you think is important in this phase

==Your Plan==
edit the wiki page and draft out your plan here.

==Wiki Overview==

Julie's words of wisdom.

==Close==
Reflect on the opening questions.

==Homework==
* Flesh out the plan and pass off to Rie to integrate with her workplan for site re-design.

Learning Commons:Student Orientation/Sessions/Frameworks

2013-05-02T18:25:49Z

Corbo: /* The Decisions */

Learning Commons:Student Orientation/Sessions/User Profiles

2013-05-01T18:05:11Z

Corbo:

'''User Scenario'''

These scenarios should describe the user, and outline in detail what their goals are when they reach the Learning Commons site.

Our target student is in 1st or 2nd Year

USER 1: Struggling Student (Writing & Research Courses)
*Student needs to write a paper
*Needs to use services in the Library
*Needs to conduct research
*Looking for a person to help them with Academics (Tutor, Coach)
*Needs examples of what they should be doing

USER 2: Struggling Student (Problem-based Courses)
*Breakdown large concept into manageable parts
*I need to practice this concept
*Need to retain information
*Organize large amounts of information

USER 3: High Achievers
*I need to not feel stressed
*I need MORE --> I want to learn something that will make me that much better
*I need a quiet place to study

USER 4: New-to-UBC
*I need to know what services are available to me
*I need to know where stuff is
*I need to know how to be a University student
*How to do stuff in the LC
*First Year Students
*Transition from Highschool
*Transfer Students
*I need advising
*Mature Students
*I need community

USER 5: Crisis/Panic Mode Students
*I need academic help (I need to talk to a PERSON)
*I need a plan of attack

USER 6: Specialty User (International, commuter, online, aboriginal, residence)
*I need information specific to me
*Online user resources

USER 7: Educators/Staff/Faculty/Student Leaders
*I need more information/contacts
*I need context about this information
*Resources to disseminate to students

Learning Commons:Student Orientation/Sessions/User Profiles

2013-05-01T18:04:28Z

Corbo:

'''User Scenario'''

These scenarios should describe the user, and outline in detail what their goals are when they reach the Learning Commons site.

Our target student is in 1st or 2nd Year

USER 1: Struggling Student (Writing & Research Courses)
*Student needs to write a paper
*Needs to use services in the Library
*Needs to conduct research
*Looking for a person to help them with Academics (Tutor, Coach)
*Needs examples of what they should be doing

USER 2: Struggling Student (Problem-based Courses)
*Breakdown large concept into manageable parts
*I need to practice this concept
*Need to retain information
*Organize large amounts of information

USER 3: High Achievers
*I need to not feel stressed
*I need MORE --> I want to learn something that will make me that much better
*I need a quiet place to study

USER 4: New-to-UBC
*I need to know what services are available to me
*I need to know where stuff is
*I need to know how to be a University student
*How to do stuff in the LC
*First Year Students
-Transition from Highschool
*Transfer Students
- I need advising
*Mature Students
- I need community

USER 5: Crisis/Panic Mode Students
*I need academic help (I need to talk to a PERSON)
*I need a plan of attack

USER 6: Specialty User (International, commuter, online, aboriginal, residence)
*I need information specific to me
*Online user resources

USER 7: Educators/Staff/Faculty/Student Leaders
*I need more information/contacts
*I need context about this information
*Resources to disseminate to students

Learning Commons:Student Orientation/Sessions/User Profiles

2013-05-01T18:03:57Z

Corbo:

'''User Scenario'''

These scenarios should describe the user, and outline in detail what their goals are when they reach the Learning Commons site.

Our target student is in 1st or 2nd Year

USER 1: Struggling Student (Writing & Research Courses)
*Student needs to write a paper
*Needs to use services in the Library
*Needs to conduct research
*Looking for a person to help them with Academics (Tutor, Coach)
*Needs examples of what they should be doing

USER 2: Struggling Student (Problem-based Courses)
*Breakdown large concept into manageable parts
*I need to practice this concept
*Need to retain information
*Organize large amounts of information

USER 3: High Achievers
*I need to not feel stressed
*I need MORE --> I want to learn something that will make me that much better
*I need a quiet place to study

USER 4: New-to-UBC
*I need to know what services are available to me
*I need to know where stuff is
*I need to know how to be a University student
*How to do stuff in the LC
*First Year Students
-Transition from Highschool
*Transfer Students
- I need advising
*Mature Students
- I need community

USER 5: Crisis/Panic Mode Students
*I need academic help (I need to talk to a PERSON)
*I need a plan of attack

USER 6: Specialty User (International, commuter, online, aboriginal, residence)
*I need information specific to me
*Online user resources

USER 7: Educators/Staff/Faculty/Student Leaders
*I need more information/contacts
*I need context about this information
*Resources to disseminate to students

Learning Commons:Student Orientation/Sessions/User Profiles

2013-05-01T17:57:59Z

Corbo:

'''User Scenario'''

These scenarios should describe the user, and outline in detail what their goals are when they reach the Learning Commons site.

Our target student is in 1st or 2nd Year

USER 1: Struggling Student (Writing & Research Courses)
*Student needs to write a paper
*Needs to use services in the Library
*Needs to conduct research
*Looking for a person to help them with Academics (Tutor, Coach)
*Needs examples of what they should be doing

USER 2: Struggling Student (Problem-based Courses)
*Breakdown large concept into manageable parts
*I need to practice this concept
*Need to retain information
*Organize large amounts of information

USER 3: High Achievers
*I need to not feel stressed
*I need MORE --> I want to learn something that will make me that much better
*I need a quiet place to study

USER 4: New-to-UBC (1st year, transfer & mature)
*I need to know what services are available to me
*I need to know where stuff is
*I need to know how to be a University student

USER 5: Crisis/Panic Mode Students
*I need academic help (I need to talk to a PERSON)
*I need a plan of attack

USER 6: Specialty User (International, commuter, online, aboriginal, residence)
*I need information specific to me
*Online user resources

USER 7: Educators/Staff/Faculty
*I need more information/contacts
*I need context about this information

Learning Commons:Student Orientation/Sessions/User Profiles

2013-05-01T17:42:51Z

Corbo:

'''User Scenario'''

These scenarios should describe the user, and outline in detail what their goals are when they reach the Learning Commons site.

Our target student is in 1st or 2nd Year

USER 1: Struggling Student (Writing & Research Courses)
*Student needs to write a paper
*Needs to use services in the Library
*Needs to conduct research
*Looking for a person to help them with Academics (Tutor, Coach)
*Needs examples of what they should be doing

USER 2: Struggling Student (Problem-based Courses)
*Breakdown large concept into manageable parts
*I need to practice this concept
*Need to retain information
*Organize large amounts of information

USER 3: High Achievers
*I need to not feel stressed
*I need MORE --> I want to learn something that will make me that much better
*I need a quiet place to study

USER 4: New-to-UBC
*I need to know what services are available to me
*I need to know where stuff is
*I need to know how to be a University student

USER 5: Crisis/Panic Mode Students
*I need academic help (I need to talk to a PERSON)
*I need a plan of attack

USER 6: Specialty User (International, commuter, online)
*I need information specific to me
*Online user resources

USER 7: Educators/Staff/Faculty
*I need more information/contacts
*I need context about this information

Learning Commons:Student Orientation/Sessions/User Profiles

2013-05-01T17:31:27Z

Corbo:

'''User Scenario'''

These scenarios should describe the user, and outline in detail what their goals are when they reach the Learning Commons site.

**Our target student is in 1st or 2nd Year**

USER 1: Struggling Student (Writing & Research Courses)
*Student needs to write a paper
*Needs to use services in the Library
*Needs to conduct research
*Looking for a person to help them with Academics (Tutor, Coach)
*Needs examples of what they should be doing

USER 2: Struggling Student (Problem-based Courses)
*Breakdown large concept into manageable parts
*I need to practice this concept
*Need to retain information
*Organize large amounts of information

USER 3: High Achievers
*I need to not feel stressed
*I need more --> I want to learn something that will make me that much better
*I need a quiet place to study

USER 4: New-to-UBC
*I need to know what services are available to me?
*I need to know where stuff is
*I need to know how to be a University Student

USER 5: Crisis/Panic Mode Students
*I need academic help (I need to talk to a PERSON)
*I need a plan of attack
*

USER 6: Specialty User (International, commuter, online)

USER 7: Educators/Staff/Faculty

Learning Commons:Chapman Learning Commons/Scan

2012-08-22T18:09:19Z

Corbo:

{{{titlepic|==Scanning==
[[File:Copycard_print.jpg|thumb]] }}}
{{{scanning|There are '''six flatbed scanners''' available in the Chapman Learning Commons, including one express scanning station with a ten minute time limit. Please visit our Help Desk on level 3 of the [http://learningcommons.ubc.ca/about-us/chapman-learning-commons/ Irving K. Barber Learning Centre] for assistance or more information. }}}

Learning Commons:Chapman Learning Commons/Print

2012-08-22T18:09:15Z

Corbo: Created page with "==Printing== {{{printcopy|'''Printing & photocopy''' facilities are located throughout the Library, including the Chapman Learning Commons. *Black & white printing/photocopyin..."

==Printing==
{{{printcopy|'''Printing & photocopy''' facilities are located throughout the Library, including the Chapman Learning Commons.
*Black & white printing/photocopying is 7¢ per page
*Colour printing/photocopying is 40¢ per page
*Double-sided printing is available. Note that each side counts as one page (i.e. a double-sided B/W page costs 14¢ instead of 7¢). Ask at the Chapman Learning Commons Help Desk for assistance with double-sided printing}}}

Learning Commons:Chapman Learning Commons/Scan

2012-08-22T18:06:03Z

Corbo:

{{{titlepic|==Scanning & Printing==
[[File:Copycard_print.jpg|thumb]] }}}
{{{scanning|There are '''six flatbed scanners''' available in the Chapman Learning Commons, including one express scanning station with a ten minute time limit. Please visit our Help Desk on level 3 of the [http://learningcommons.ubc.ca/about-us/chapman-learning-commons/ Irving K. Barber Learning Centre] for assistance or more information. }}}

{{{printcopy|'''Printing & photocopy''' facilities are located throughout the Library, including the Chapman Learning Commons.
*Black & white printing/photocopying is 7¢ per page
*Colour printing/photocopying is 40¢ per page
*Double-sided printing is available. Note that each side counts as one page (i.e. a double-sided B/W page costs 14¢ instead of 7¢). Ask at the Chapman Learning Commons Help Desk for assistance with double-sided printing}}}

{{Learning_Commons:Chapman_Learning_Commons/Computer_and_Software_Intro}}

Learning Commons:Chapman Learning Commons/Scan

2012-08-22T18:05:16Z

Corbo:

Sandbox:I am Awesome At...

2012-06-06T20:47:40Z

Corbo: Created page with "'''Hi Summer 2012 SD Staff!''' This is where you can let everyone else know what you're great at...or in the words of Moses, what you're "better than decent at". Please fill ..."

'''Hi Summer 2012 SD Staff!'''

This is where you can let everyone else know what you're great at...or in the words of Moses, what you're "better than decent at".
Please fill in your name and any soft or hard skills you want to share with the team, and feel free to ask your fellow staff members for help in their areas of expertise!

== Staff ==
* Gillian: Wordpress & reading body language

Peer Academic Coaching Hours

2012-05-24T16:34:42Z

Corbo:

==Coaching Hours==

Coaches Corner will re-open in October 2012.

Coaching is free, and offered on a drop-in basis.

Coaching sessions take place in the Chapman Learning Commons - Irving K Barber Learning Center, Level 3

Thread:Library talk:Copyright Resources/Student Copyright Guide/Why Should I Care/Student Feedback/reply

2012-05-09T22:28:28Z

Corbo: Reply to Student Feedback

One of the myths that I seem to hear a lot is that if it doesn't say "copyrighted" or doesn't have the C symbol than you are free to use it. But my understanding is that something has to explicitly say "creative commons" for it to be used.

Learning Commons:Chapman Learning Commons/Academic Integrity

2011-09-11T21:51:44Z

Corbo:

== FAQs ==
[[File:AI.JPG|350px|right|link=http://www.ikebarberlearningcentre.ubc.ca/sites/www.ikebarberlearningcentre.ubc.ca/files/archive/ai/index.html]]

'''What is academic integrity?'''

Academic integrity is honest and responsible scholarship. As a university student, you are expected to submit original work and give credit to other peoples' ideas. Maintaining your academic integrity involves:

:*Creating and expressing your own ideas in course work
:*Acknowledging all sources of information
:*Completing assignments independently or acknowledging collaboration
:*Accurately reporting results when conducting your own research or with respect to labs
:*Honesty during examinations

Learn more with our [http://www.ikebarberlearningcentre.ubc.ca/sites/www.ikebarberlearningcentre.ubc.ca/files/archive/ai/index.html Interative Online Tutorial]!

'''How does it impact me?'''

Academic integrity is the foundation of university success. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry you beyond university to serve you in the workforce. Academic dishonesty not only cheats you of valuable learning experiences, but can result in a failing grade on assignments, a mark on your transcripts, or even expulsion from the university. For 'real life' examples of this, check out the [http://www.universitycounsel.ubc.ca/discipline/index.html Annual Report on Student Discipline]!

'''What is plagiarism?'''

Plagiarism is using another person's ideas without giving credit and is considered intellectual theft. If you submit or present the oral or written work of someone else you are guilty of plagiarism. Plagiarism may be:

:''Accidental or Unintentional''

:You may not even know that you're plagiarizing. Make sure you understand the difference between quoting and paraphrasing, as well as the [http://learningcommons.ubc.ca/2011/07/how-to-cite-sources/ proper way to cite material].

:''Blatant''

:This time you're well aware of what you're doing. Purposefully using someone else's ideas or work without proper acknowledgment is plagiarism. This includes turning in borrowed or bought research papers as your own.

:''Self''

:It's your own work so you should be able to do what you want with it, right? Wrong. Handing in the same term paper (or substantially the same term paper) for two courses without getting permission from your instructor is plagiarism.

'''Do professors really check for plagiarism?'''

YES! Instructors often keep copies of previous assignments for reference. In addition, UBC subscribes to [http://www.turnitin.com/static/index.html TurnItIn.com], an online service that scans essay and term papers to check for material copied from web sites or purchased from paper mills (such as cheater.com), published works, or previously submitted essays.

For more information see [http://vpacademic.ubc.ca/integrity/turnitin-at-ubc/ TurnItIn.com@UBC].

== Tips for Avoiding Plagiarism ==

1. '''Get started early''' to avoid panic situations which might tempt you to plagiarize. Try the [http://assignmentcalculator.library.ubc.ca/index.php Assignment Calculator] to help you manage your research and writing time.

2. '''Take careful notes''' on what you read and where you found the ideas. Use [http://guides.library.ubc.ca/refworks Refworks] to keep track of your sources as you go along.

3. '''Acknowledge ALL Sources''' from which you use ideas. This includes books, journal articles, websites, e-mail communication, listserv, film, videos, audio recordings, etc.

4. '''Check out''' some of the {{{citelink2|[http://learningcommons.ubc.ca/2011/07/how-to-cite-sources/ really nifty tools] on The Learning Commons site!}}}

5. {{{citelink3|[http://www.google.com/url?q=http://learningcommons.ubc.ca/get-study-help/research-and-writing/citing-sources/&usd=2&usg=ALhdy298a3DfhPF9WMgiEgU04mEXrlnmFQ Always cite]:}}}

:*'''Direct quotations taken from sources''' - place quotation marks “” around direct quotes as you write them down, to remember which are direct quotes and which are not
:*'''Paraphrased ideas and opinions''' taken from someone else's work.
:*'''Summaries of ideas''' taken from someone else's work
:*'''Factual information,''' including statistics or other data – with the exception of anything that is considered common knowledge (i.e. well known facts like "British Columbia is a province in Canada").
:*Different disciplines use '''different style guides,''' so check with your instructor to make sure you are using the right one. Some of the most common style guides are MLA , APA and Turabian/Chicago

6. '''When reviewing your paper, ask yourself :'''

:*Is the idea or argument presented mine?
:*Are the words my own?
:*Can my work be clearly distinguished from the work of others?

== Interactive Tutorials ==
{{{1|
*[http://clc.library.ubc.ca/ai View our interactive flash animation tutorial on Academic Integrity]}}}
*The Learning Commons: [http://learningcommons.ubc.ca/get-study-help/academic-integrity/ How much do you know about academic integrity?]
*[http://www.library.ubc.ca/ubco/tutorials/ai/academicintegrity_skin.swf UBC Okanagan Library Academic Integrity Tutorial]
*[http://isites.harvard.edu/paraphrasing Harvard's Principles of Paraphrasing Tutorial]

== Resources ==

'''UBC Resources'''
{{{2|
*[http://learningcommons.ubc.ca/get-study-help/academic-integrity/ The Learning Commons: Academic Integrity]}}}
*[http://vpacademic.ubc.ca/integrity/ Academic Integrity] (UBC Provost and Vice President Academic)
*[http://www.universitycounsel.ubc.ca/policies/policy85.pdf Scholarly Integrity] (UBC Policy #85)
*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,0 Discipline for Academic Misconduct] (UBC Calendar)
*[http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html Plagiarism Avoided: Taking Responsibility For Your Work (Faculty of Arts)]

'''Other Resources''

*[http://www.plagiarism.org/ Plagiarism.org]
*[http://www.academicintegrity.org/ Center for Academic Integrity]

Learning Commons:Chapman Learning Commons/Academic Integrity

2011-09-11T21:48:26Z

Corbo:

== FAQs ==
[[File:AI.JPG|350px|right|link=http://www.ikebarberlearningcentre.ubc.ca/sites/www.ikebarberlearningcentre.ubc.ca/files/archive/ai/index.html]]

'''What is academic integrity?'''

Academic integrity is honest and responsible scholarship. As a university student, you are expected to submit original work and give credit to other peoples' ideas. Maintaining your academic integrity involves:

:*Creating and expressing your own ideas in course work
:*Acknowledging all sources of information
:*Completing assignments independently or acknowledging collaboration
:*Accurately reporting results when conducting your own research or with respect to labs
:*Honesty during examinations

Learn more with our [http://www.ikebarberlearningcentre.ubc.ca/sites/www.ikebarberlearningcentre.ubc.ca/files/archive/ai/index.html Interative Online Tutorial]!

'''How does it impact me?'''

Academic integrity is the foundation of university success. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry you beyond university to serve you in the workforce. Academic dishonesty not only cheats you of valuable learning experiences, but can result in a failing grade on assignments, a mark on your transcripts, or even expulsion from the university. For 'real life' examples of this, check out the [http://www.universitycounsel.ubc.ca/discipline/index.html Annual Report on Student Discipline]!

'''What is plagiarism?'''

Plagiarism is using another person's ideas without giving credit and is considered intellectual theft. If you submit or present the oral or written work of someone else you are guilty of plagiarism. Plagiarism may be:

:''Accidental or Unintentional''

:You may not even know that you're plagiarizing. Make sure you understand the difference between quoting and paraphrasing, as well as the [{{{citelink|http://learningcommons.ubc.ca/2011/07/how-to-cite-sources/}}} proper way to cite material].

:''Blatant''

:This time you're well aware of what you're doing. Purposefully using someone else's ideas or work without proper acknowledgment is plagiarism. This includes turning in borrowed or bought research papers as your own.

:''Self''

:It's your own work so you should be able to do what you want with it, right? Wrong. Handing in the same term paper (or substantially the same term paper) for two courses without getting permission from your instructor is plagiarism.

'''Do professors really check for plagiarism?'''

YES! Instructors often keep copies of previous assignments for reference. In addition, UBC subscribes to [http://www.turnitin.com/static/index.html TurnItIn.com], an online service that scans essay and term papers to check for material copied from web sites or purchased from paper mills (such as cheater.com), published works, or previously submitted essays.

For more information see [http://vpacademic.ubc.ca/integrity/turnitin-at-ubc/ TurnItIn.com@UBC].

== Tips for Avoiding Plagiarism ==

1. '''Get started early''' to avoid panic situations which might tempt you to plagiarize. Try the [http://assignmentcalculator.library.ubc.ca/index.php Assignment Calculator] to help you manage your research and writing time.

2. '''Take careful notes''' on what you read and where you found the ideas. Use [http://guides.library.ubc.ca/refworks Refworks] to keep track of your sources as you go along.

3. '''Acknowledge ALL Sources''' from which you use ideas. This includes books, journal articles, websites, e-mail communication, listserv, film, videos, audio recordings, etc.

4. '''Check out''' some of the {{{citelink2|[http://learningcommons.ubc.ca/2011/07/how-to-cite-sources/ really nifty tools] on The Learning Commons site!}}}

5. {{{citelink3|[http://www.google.com/url?q=http://learningcommons.ubc.ca/get-study-help/research-and-writing/citing-sources/&usd=2&usg=ALhdy298a3DfhPF9WMgiEgU04mEXrlnmFQ Always cite]:}}}

:*'''Direct quotations taken from sources''' - place quotation marks “” around direct quotes as you write them down, to remember which are direct quotes and which are not
:*'''Paraphrased ideas and opinions''' taken from someone else's work.
:*'''Summaries of ideas''' taken from someone else's work
:*'''Factual information,''' including statistics or other data – with the exception of anything that is considered common knowledge (i.e. well known facts like "British Columbia is a province in Canada").
:*Different disciplines use '''different style guides,''' so check with your instructor to make sure you are using the right one. Some of the most common style guides are MLA , APA and Turabian/Chicago

6. '''When reviewing your paper, ask yourself :'''

:*Is the idea or argument presented mine?
:*Are the words my own?
:*Can my work be clearly distinguished from the work of others?

== Interactive Tutorials ==
{{{1|
*[http://clc.library.ubc.ca/ai View our interactive flash animation tutorial on Academic Integrity]}}}
*The Learning Commons: [http://learningcommons.ubc.ca/get-study-help/academic-integrity/ How much do you know about academic integrity?]
*[http://www.library.ubc.ca/ubco/tutorials/ai/academicintegrity_skin.swf UBC Okanagan Library Academic Integrity Tutorial]
*[http://isites.harvard.edu/paraphrasing Harvard's Principles of Paraphrasing Tutorial]

== Resources ==

'''UBC Resources'''
{{{2|
*[http://learningcommons.ubc.ca/get-study-help/academic-integrity/ The Learning Commons: Academic Integrity]}}}
*[http://vpacademic.ubc.ca/integrity/ Academic Integrity] (UBC Provost and Vice President Academic)
*[http://www.universitycounsel.ubc.ca/policies/policy85.pdf Scholarly Integrity] (UBC Policy #85)
*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,0 Discipline for Academic Misconduct] (UBC Calendar)
*[http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html Plagiarism Avoided: Taking Responsibility For Your Work (Faculty of Arts)]

'''Other Resources''

*[http://www.plagiarism.org/ Plagiarism.org]
*[http://www.academicintegrity.org/ Center for Academic Integrity]

Learning Commons:Chapman Learning Commons/Academic Integrity

2011-09-10T18:10:32Z

Corbo:

== FAQs ==
[[File:AI.JPG|350px|right|link=http://www.ikebarberlearningcentre.ubc.ca/sites/www.ikebarberlearningcentre.ubc.ca/files/archive/ai/index.html]]

'''What is academic integrity?'''

Academic integrity is honest and responsible scholarship. As a university student, you are expected to submit original work and give credit to other peoples' ideas. Maintaining your academic integrity involves:

:*Creating and expressing your own ideas in course work
:*Acknowledging all sources of information
:*Completing assignments independently or acknowledging collaboration
:*Accurately reporting results when conducting your own research or with respect to labs
:*Honesty during examinations

Learn more with our [http://www.ikebarberlearningcentre.ubc.ca/sites/www.ikebarberlearningcentre.ubc.ca/files/archive/ai/index.html Interative Online Tutorial]!

'''How does it impact me?'''

Academic integrity is the foundation of university success. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry you beyond university to serve you in the workforce. Academic dishonesty not only cheats you of valuable learning experiences, but can result in a failing grade on assignments, a mark on your transcripts, or even expulsion from the university. For 'real life' examples of this, check out the [http://www.universitycounsel.ubc.ca/discipline/index.html Annual Report on Student Discipline]!

'''What is plagiarism?'''

Plagiarism is using another person's ideas without giving credit and is considered intellectual theft. If you submit or present the oral or written work of someone else you are guilty of plagiarism. Plagiarism may be:

:''Accidental or Unintentional''

:You may not even know that you're plagiarizing. Make sure you understand the difference between quoting and paraphrasing, as well as the [{{{citelink|http://clc.library.ubc.ca/citation.html}}} proper way to cite material].

:''Blatant''

:This time you're well aware of what you're doing. Purposefully using someone else's ideas or work without proper acknowledgment is plagiarism. This includes turning in borrowed or bought research papers as your own.

:''Self''

:It's your own work so you should be able to do what you want with it, right? Wrong. Handing in the same term paper (or substantially the same term paper) for two courses without getting permission from your instructor is plagiarism.

'''Do professors really check for plagiarism?'''

YES! Instructors often keep copies of previous assignments for reference. In addition, UBC subscribes to [http://www.turnitin.com/static/index.html TurnItIn.com], an online service that scans essay and term papers to check for material copied from web sites or purchased from paper mills (such as cheater.com), published works, or previously submitted essays.

For more information see [http://vpacademic.ubc.ca/integrity/turnitin-at-ubc/ TurnItIn.com@UBC].

== Tips for Avoiding Plagiarism ==

1. '''Get started early''' to avoid panic situations which might tempt you to plagiarize. Try the [http://assignmentcalculator.library.ubc.ca/index.php Assignment Calculator] to help you manage your research and writing time.

2. '''Take careful notes''' on what you read and where you found the ideas. Use [http://guides.library.ubc.ca/refworks Refworks] to keep track of your sources as you go along.

3. '''Acknowledge ALL Sources''' from which you use ideas. This includes books, journal articles, websites, e-mail communication, listserv, film, videos, audio recordings, etc.

4. '''Check out''' some of the {{{citelink2|[http://learningcommons.ubc.ca/get-study-help/research-and-writing/citing-sources/ really nifty tools] on The Learning Commons site!}}}

5. {{{citelink3|[http://www.google.com/url?q=http://learningcommons.ubc.ca/get-study-help/research-and-writing/citing-sources/&usd=2&usg=ALhdy298a3DfhPF9WMgiEgU04mEXrlnmFQ Always cite]:}}}

:*'''Direct quotations taken from sources''' - place quotation marks “” around direct quotes as you write them down, to remember which are direct quotes and which are not
:*'''Paraphrased ideas and opinions''' taken from someone else's work.
:*'''Summaries of ideas''' taken from someone else's work
:*'''Factual information,''' including statistics or other data – with the exception of anything that is considered common knowledge (i.e. well known facts like "British Columbia is a province in Canada").
:*Different disciplines use '''different style guides,''' so check with your instructor to make sure you are using the right one. Some of the most common style guides are MLA , APA and Turabian/Chicago

6. '''When reviewing your paper, ask yourself :'''

:*Is the idea or argument presented mine?
:*Are the words my own?
:*Can my work be clearly distinguished from the work of others?

== Interactive Tutorials ==
{{{1|
*[http://clc.library.ubc.ca/ai View our interactive flash animation tutorial on Academic Integrity]}}}
*The Learning Commons: [http://learningcommons.ubc.ca/get-study-help/academic-integrity/ How much do you know about academic integrity?]
*[http://www.library.ubc.ca/ubco/tutorials/ai/academicintegrity_skin.swf UBC Okanagan Library Academic Integrity Tutorial]
*[http://isites.harvard.edu/paraphrasing Harvard's Principles of Paraphrasing Tutorial]

== Resources ==

'''UBC Resources'''
{{{2|
*[http://learningcommons.ubc.ca/get-study-help/academic-integrity/ The Learning Commons: Academic Integrity]}}}
*[http://vpacademic.ubc.ca/integrity/ Academic Integrity] (UBC Provost and Vice President Academic)
*[http://www.universitycounsel.ubc.ca/policies/policy85.pdf Scholarly Integrity] (UBC Policy #85)
*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,0 Discipline for Academic Misconduct] (UBC Calendar)
*[http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html Plagiarism Avoided: Taking Responsibility For Your Work (Faculty of Arts)]

'''Other Resources''

*[http://www.plagiarism.org/ Plagiarism.org]
*[http://www.academicintegrity.org/ Center for Academic Integrity]

Learning Commons:Chapman Learning Commons/Thesis Formatting/Info

2011-09-02T18:39:10Z

Corbo:

==Templates and Guides==

[http://learningcommons.ubc.ca/files/2011/05/Sample_Thesis_Template_rev2.doc Sample Thesis Template]

Our sample thesis template includes an automatic table of contents, headings and other formatting requirements already completed. All you need to do is add your content. For information on how to use this template, please visit the Chapman Learning Commons Help Desk.

'''Word 2003 (PC)'''

[http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Grad_Thesis_Formatting_Word_2003_%28PC%29 Thesis Formatting Basics: Table of Contents, Page Numbering and List of Figures/Tables] 
[http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Grad_Thesis_Formatting_Word_2003_%28PC%29_Troubleshooting Tips, Commons Issues and Troubleshooting] 

'''Word 2007 (PC)'''

[http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Grad_Thesis_Formatting_Word_2007_%28PC%29 Table of Contents, Page Numbering and List of Figures/Tables] 
[http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Grad_Thesis_Formatting_Word_2007_%28PC%29_Troubleshooting Tips, Commons Issues and Troubleshooting] 

'''Word 2008 (Mac)'''

[http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Grad_Thesis_Formatting_Word_2008_%28MAC%29 Table of Contents, Page Numbering and List of Figures/Tables] 
[http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Grad_Thesis_Formatting_Word_2008_%28MAC%29_Troubleshooting Tips, Commons Issues and Troubleshooting]

Learning Commons:Chapman Learning Commons/Computer Labs

2011-08-29T18:23:50Z

Corbo:

=====Agricultural Sciences=====
::The Learning Centre
::MacMillan Building
::Room 192 and 194
::[http://www.landfood.ubc.ca/bookings/computer-labs More Information]

=====Applied Sciences=====
::CEME Micro Lab
::Civil and Mechanial Engineering Building
::Room 2210, 2212
::[http://www.engineering.ubc.ca/current_students/student_resources/microlab/ More Information]

=====Architecture=====
::Ponderosa Annex D: Room 209
::West Mall Offices: Room 110
::Lasserre Building: 3rd Floor Studio

=====Arts=====
::Throughout Buchanan Buildings
::[http://www.arts.ubc.ca/index.php?id=3879 More Information]

=====Education=====
::Computing and Media Services
::Scarfe Building
::Room 1007, 1011, 1008G, 1006 (Classroom Block);
::Room 155 (in Education Library)
::[http://cms.educ.ubc.ca/facilities/computer-labs/ More Information]

=====Forestry=====
::Forest Sciences Centre, Room 1404, 1406
::Centre for Advanced Wood Processing (CAWP), Room 8942

=====Kinesiology=====
::Undergraduate Learning Centre, Osborne Unit 2-Gym G
::Auditorium Annex, 156-1924 West Mall, Room 156H

=====Law=====
::Curtis Building
::Access through Law Library, Lower level
::[http://www.library.ubc.ca/law/about.html#Faculty More Information]

=====Music=====
::Computer Music Studio and Multi Media Centre
::Music Building

=====Nursing=====
::Learning Resource Centre
::Koerner Pavillion (UBC Hospital), 3rd floor
::Room T181

=====Regent College=====
::Main Regent College, Main floor
::[http://www.gospelcom.net/regent/regentnew/index.html More Information]

=====Sauder School of Business=====
::Henry Angus
::Rooms 407, 409,429; Room 208 (inside David Lam Library)
::[http://lts.sauder.ubc.ca/services/computer-labs/ More Information]

=====Science=====
::The Faculty of Science maintains 5 labs (GASCOL- General Access Science Computing On-Line) for use by students in all departments in the Faculty:
:::Biological Sciences Building (ZOOLAB), Room 1129
:::Chemistry Building, Room D228
:::Hennings (Physics/Astronomy) Building, Room 203C
:::Math/Stats Resource Centre (MSRC)
:::Wesbrook Building, Room 133
::For undergraduate students in particular departments:
:::[http://www.cs.ubc.ca/ugrad/facilities/ Computer Science]
:::[http://www.eos.ubc.ca/resources/facilities.html Earth and Ocean Science]
:::[http://www.physics.ubc.ca/computer/overview.phtml Physics and Astronomy]

Learning Commons:Chapman Learning Commons/Computer Labs

2011-08-29T18:23:07Z

Corbo: /* Applied Sciences */

===Agricultural Sciences===
::The Learning Centre
::MacMillan Building
::Room 192 and 194
::[http://www.landfood.ubc.ca/bookings/computer-labs More Information]

====Applied Sciences====
::CEME Micro Lab
::Civil and Mechanial Engineering Building
::Room 2210, 2212
::[http://www.engineering.ubc.ca/current_students/student_resources/microlab/ More Information]

=====Architecture=====
::Ponderosa Annex D: Room 209
::West Mall Offices: Room 110
::Lasserre Building: 3rd Floor Studio

=====Arts=====
::Throughout Buchanan Buildings
::[http://www.arts.ubc.ca/index.php?id=3879 More Information]

=====Education=====
::Computing and Media Services
::Scarfe Building
::Room 1007, 1011, 1008G, 1006 (Classroom Block);
::Room 155 (in Education Library)
::[http://cms.educ.ubc.ca/facilities/computer-labs/ More Information]

=====Forestry=====
::Forest Sciences Centre, Room 1404, 1406
::Centre for Advanced Wood Processing (CAWP), Room 8942

=====Kinesiology=====
::Undergraduate Learning Centre, Osborne Unit 2-Gym G
::Auditorium Annex, 156-1924 West Mall, Room 156H

=====Law=====
::Curtis Building
::Access through Law Library, Lower level
::[http://www.library.ubc.ca/law/about.html#Faculty More Information]

=====Music=====
::Computer Music Studio and Multi Media Centre
::Music Building

=====Nursing=====
::Learning Resource Centre
::Koerner Pavillion (UBC Hospital), 3rd floor
::Room T181

=====Regent College=====
::Main Regent College, Main floor
::[http://www.gospelcom.net/regent/regentnew/index.html More Information]

=====Sauder School of Business=====
::Henry Angus
::Rooms 407, 409,429; Room 208 (inside David Lam Library)
::[http://lts.sauder.ubc.ca/services/computer-labs/ More Information]

=====Science=====
::The Faculty of Science maintains 5 labs (GASCOL- General Access Science Computing On-Line) for use by students in all departments in the Faculty:
:::Biological Sciences Building (ZOOLAB), Room 1129
:::Chemistry Building, Room D228
:::Hennings (Physics/Astronomy) Building, Room 203C
:::Math/Stats Resource Centre (MSRC)
:::Wesbrook Building, Room 133
::For undergraduate students in particular departments:
:::[http://www.cs.ubc.ca/ugrad/facilities/ Computer Science]
:::[http://www.eos.ubc.ca/resources/facilities.html Earth and Ocean Science]
:::[http://www.physics.ubc.ca/computer/overview.phtml Physics and Astronomy]

Learning Commons:Chapman Learning Commons/Computer Labs

2011-08-29T18:22:45Z

Corbo:

===Agricultural Sciences===
::The Learning Centre
::MacMillan Building
::Room 192 and 194
::[http://www.landfood.ubc.ca/bookings/computer-labs More Information]

=====Applied Sciences=====
::CEME Micro Lab
::Civil and Mechanial Engineering Building
::Room 2210, 2212
::[http://www.engineering.ubc.ca/current_students/student_resources/microlab/ More Information]

=====Architecture=====
::Ponderosa Annex D: Room 209
::West Mall Offices: Room 110
::Lasserre Building: 3rd Floor Studio

=====Arts=====
::Throughout Buchanan Buildings
::[http://www.arts.ubc.ca/index.php?id=3879 More Information]

=====Education=====
::Computing and Media Services
::Scarfe Building
::Room 1007, 1011, 1008G, 1006 (Classroom Block);
::Room 155 (in Education Library)
::[http://cms.educ.ubc.ca/facilities/computer-labs/ More Information]

=====Forestry=====
::Forest Sciences Centre, Room 1404, 1406
::Centre for Advanced Wood Processing (CAWP), Room 8942

=====Kinesiology=====
::Undergraduate Learning Centre, Osborne Unit 2-Gym G
::Auditorium Annex, 156-1924 West Mall, Room 156H

=====Law=====
::Curtis Building
::Access through Law Library, Lower level
::[http://www.library.ubc.ca/law/about.html#Faculty More Information]

=====Music=====
::Computer Music Studio and Multi Media Centre
::Music Building

=====Nursing=====
::Learning Resource Centre
::Koerner Pavillion (UBC Hospital), 3rd floor
::Room T181

=====Regent College=====
::Main Regent College, Main floor
::[http://www.gospelcom.net/regent/regentnew/index.html More Information]

=====Sauder School of Business=====
::Henry Angus
::Rooms 407, 409,429; Room 208 (inside David Lam Library)
::[http://lts.sauder.ubc.ca/services/computer-labs/ More Information]

=====Science=====
::The Faculty of Science maintains 5 labs (GASCOL- General Access Science Computing On-Line) for use by students in all departments in the Faculty:
:::Biological Sciences Building (ZOOLAB), Room 1129
:::Chemistry Building, Room D228
:::Hennings (Physics/Astronomy) Building, Room 203C
:::Math/Stats Resource Centre (MSRC)
:::Wesbrook Building, Room 133
::For undergraduate students in particular departments:
:::[http://www.cs.ubc.ca/ugrad/facilities/ Computer Science]
:::[http://www.eos.ubc.ca/resources/facilities.html Earth and Ocean Science]
:::[http://www.physics.ubc.ca/computer/overview.phtml Physics and Astronomy]

Peer Academic Coaching Hours

2011-08-18T18:08:41Z

Corbo:

==Coaching Hours==

''Resuming in September, stay posted for details!''

Peer Academic Coaching Hours

2011-08-18T18:05:17Z

Corbo:

'''Coaching Hours'''

''Resuming in September, stay posted for details!''

Learning Commons:Chapman Learning Commons/Staff

2011-08-17T19:32:54Z

Corbo: /* Staff Team */

==Staff Team==

'''[http://www.ikebarberlearningcentre.ubc.ca/people/julie.mitchell Julie Mitchell]'''
Coordinator
Chapman Learning Commons

Learning Commons:Chapman Learning Commons/Computer Labs

2011-08-04T17:29:31Z

Corbo: /* Human Kinetics */

=====Agricultural Sciences=====
::The Learning Centre
::MacMillan Building
::Room 192 and 194
::[http://www.landfood.ubc.ca/bookings/computer-labs More Information]

=====Applied Sciences=====
::CEME Micro Lab
::Civil and Mechanial Engineering Building
::Room 2210, 2212
::[http://www.engineering.ubc.ca/current_students/student_resources/microlab/ More Information]

=====Architecture=====
::Ponderosa Annex D: Room 209
::West Mall Offices: Room 110
::Lasserre Building: 3rd Floor Studio

=====Arts=====
::Throughout Buchanan Buildings
::[http://www.arts.ubc.ca/index.php?id=3879 More Information]

=====Education=====
::Computing and Media Services
::Scarfe Building
::Room 1007, 1011, 1008G, 1006 (Classroom Block);
::Room 155 (in Education Library)
::[http://cms.educ.ubc.ca/facilities/computer-labs/ More Information]

=====Forestry=====
::Forest Sciences Centre, Room 1404, 1406
::Centre for Advanced Wood Processing (CAWP), Room 8942

=====Human Kinetics=====
::Undergraduate Learning Centre, Osborne Unit 2-Gym G
::Auditorium Annex, 156-1924 West Mall, Room 156H

=====Law=====
::Curtis Building
::Access through Law Library, Lower level
::[http://www.library.ubc.ca/law/about.html#Faculty More Information]

=====Music=====
::Computer Music Studio and Multi Media Centre
::Music Building

=====Nursing=====
::Learning Resource Centre
::Koerner Pavillion (UBC Hospital), 3rd floor
::Room T181

=====Regent College=====
::Main Regent College, Main floor
::[http://www.gospelcom.net/regent/regentnew/index.html More Information]

=====Sauder School of Business=====
::Henry Angus
::Rooms 407, 409,429; Room 208 (inside David Lam Library)
::[http://lts.sauder.ubc.ca/services/computer-labs/ More Information]

=====Science=====
::The Faculty of Science maintains 5 labs (GASCOL- General Access Science Computing On-Line) for use by students in all departments in the Faculty:
:::Biological Sciences Building (ZOOLAB), Room 1129
:::Chemistry Building, Room D228
:::Hennings (Physics/Astronomy) Building, Room 203C
:::Math/Stats Resource Centre (MSRC)
:::Wesbrook Building, Room 133
::For undergraduate students in particular departments:
:::[http://www.cs.ubc.ca/ugrad/facilities/ Computer Science]
:::[http://www.eos.ubc.ca/resources/facilities.html Earth and Ocean Science]
:::[http://www.physics.ubc.ca/computer/overview.phtml Physics and Astronomy]

Learning Commons:Chapman Learning Commons/Computer Labs

2011-08-04T17:28:05Z

Corbo: /* Human Kinetics */

=====Agricultural Sciences=====
::The Learning Centre
::MacMillan Building
::Room 192 and 194
::[http://www.landfood.ubc.ca/bookings/computer-labs More Information]

=====Applied Sciences=====
::CEME Micro Lab
::Civil and Mechanial Engineering Building
::Room 2210, 2212
::[http://www.engineering.ubc.ca/current_students/student_resources/microlab/ More Information]

=====Architecture=====
::Ponderosa Annex D: Room 209
::West Mall Offices: Room 110
::Lasserre Building: 3rd Floor Studio

=====Arts=====
::Throughout Buchanan Buildings
::[http://www.arts.ubc.ca/index.php?id=3879 More Information]

=====Education=====
::Computing and Media Services
::Scarfe Building
::Room 1007, 1011, 1008G, 1006 (Classroom Block);
::Room 155 (in Education Library)
::[http://cms.educ.ubc.ca/facilities/computer-labs/ More Information]

=====Forestry=====
::Forest Sciences Centre, Room 1404, 1406
::Centre for Advanced Wood Processing (CAWP), Room 8942

=====Human Kinetics=====
::Undergraduate Learning Centre, Osborne Unit 2, Gym G
::Auditorium Annex, 156-1924 West Mall, Room 156H

=====Law=====
::Curtis Building
::Access through Law Library, Lower level
::[http://www.library.ubc.ca/law/about.html#Faculty More Information]

=====Music=====
::Computer Music Studio and Multi Media Centre
::Music Building

=====Nursing=====
::Learning Resource Centre
::Koerner Pavillion (UBC Hospital), 3rd floor
::Room T181

=====Regent College=====
::Main Regent College, Main floor
::[http://www.gospelcom.net/regent/regentnew/index.html More Information]

=====Sauder School of Business=====
::Henry Angus
::Rooms 407, 409,429; Room 208 (inside David Lam Library)
::[http://lts.sauder.ubc.ca/services/computer-labs/ More Information]

=====Science=====
::The Faculty of Science maintains 5 labs (GASCOL- General Access Science Computing On-Line) for use by students in all departments in the Faculty:
:::Biological Sciences Building (ZOOLAB), Room 1129
:::Chemistry Building, Room D228
:::Hennings (Physics/Astronomy) Building, Room 203C
:::Math/Stats Resource Centre (MSRC)
:::Wesbrook Building, Room 133
::For undergraduate students in particular departments:
:::[http://www.cs.ubc.ca/ugrad/facilities/ Computer Science]
:::[http://www.eos.ubc.ca/resources/facilities.html Earth and Ocean Science]
:::[http://www.physics.ubc.ca/computer/overview.phtml Physics and Astronomy]

Learning Commons:Chapman Learning Commons/Facilities

2011-07-15T18:57:17Z

Corbo:

{{Learning_Commons:Chapman_Learning_Commons/Computer_and_Software_Intro}}

The software available at our computer workstations is outlined below:

{{Learning_Commons:Chapman_Learning_Commons/PC_Workstations}}

{{Learning_Commons:Chapman_Learning_Commons/Mac_Workstations}}

{{Learning_Commons:Chapman_Learning_Commons/Multimedia_Mac_Workstations}}