UBC Wiki - User contributions [en]

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

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.

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/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}}

Learning Commons:Chapman Learning Commons/Facilities

2011-07-15T18:54:24Z

Corbo:

Learning Commons:Chapman Learning Commons/Facilities

2011-07-08T18:50:40Z

Corbo:

{{{intro|==Computers & Software in The Chapman Learning Commons==

Take advantage of the computer facilities in the Chapman Learning Commons which include 23 PC and 16 Mac workstations. Students, faculty and staff can access our computers with a CWL login or library barcode and pin number. Community members and public users can obtain guest access IDs from the Irving K. Barber Learning Centre [http://parsnip.library.ubc.ca/ikblc/findme/findme.php?level=level2&x=358&y=243&icon=j0432610.png circulation desk]. Government issued photo ID is required for the guest access IDs.

The software available at our computer workstations is outlined below:
}}}{{{PCinfo|
:'''PC Workstations'''
:[[File:CLCComputers.jpg|thumb]]

:The 23 PC Workstations have the following software installed:
::*[https://secure.wikimedia.org/wikipedia/en/wiki/Microsoft_Office_2003 Microsoft Office 2003] (includes [https://secure.wikimedia.org/wikipedia/en/wiki/Microsoft_Word Word], [https://secure.wikimedia.org/wikipedia/en/wiki/Microsoft_Excel Excel] and [https://secure.wikimedia.org/wikipedia/en/wiki/Microsoft_PowerPoint PowerPoint])
::*[http://www.refworks.com/ Refworks]
::*[http://earth.google.com/tour.html Google Earth]
::*[https://www.microsoft.com/windows/internet-explorer/default.aspx Internet Explorer] and [https://www.mozilla.com/en-US/products/firefox/ Mozilla Firefox]
}}}
:'''Mac Workstations'''

:The 8 regular Mac Workstations have the following software installed:
::*[http://www.microsoftstore.ca/shop/en-CA/Microsoft/Office/Office-for-Mac-2011 Microsoft Office for Mac 2011] (includes Word, Excel and PowerPoint)
::*[http://www.apple.com/iwork/ Apple iWork '09] (includes [http://www.apple.com/iwork/pages/Pages Pages], [http://www.apple.com/iwork/numbers/ Numbers] and [http://www.apple.com/iwork/keynote/ Keynote])
::*[http://www.openoffice.org/ Open Office]
::*[http://www.apple.com/ilife/ Apple iLife '09] (includes [http://www.apple.com/ilife/iphoto/ iPhoto], [http://www.apple.com/ilife/idvd/ iDVD], [http://www.apple.com/ilife/imovie/ iMovie], [http://www.apple.com/ilife/iweb/ iWeb] and [http://www.apple.com/ilife/garageband/Garage Band])
::*[http://earth.google.com/tour.html Google Earth]
::*[http://picasa.google.com/mac/ Picasa]
::*[http://cyberduck.ch/ CyberDuck] (for FTP)
::*[http://www.apple.com/safari/ Safari], [http://www.google.com/chrome Google Chrome] and [http://www.mozilla.com/firefox/ Mozilla Firefox]

:'''Multimedia Mac Workstations'''
{{{imageMac|
:[[File:MacWorkstation.jpg|thumb]]
}}}
:In addition to the software on the Mac Workstations (see above), the 8 Multimedia Mac Workstations also have:
::*[http://www.adobe.com/products/creativesuite/design/ Adobe CS5] (includes [http://layersmagazine.com/category/photoshop Photoshop], [http://layersmagazine.com/category/indesign In Design], [http://layersmagazine.com/category/illustrator Illustrator], [http://layersmagazine.com/category/dreamweaver Dreamweaver] and [http://layersmagazine.com/category/flash Flash])
::*[http://www.adobe.com/products/acrobatpro.html Adobe Acrobat Professional]
::*[http://www.apple.com/finalcutexpress/tutorials/ Final Cut Express 4]

Sandbox:Computers, Printers & Scanners

2011-06-14T21:09:46Z

Corbo: Created page with "<table> <tr><td rowspan="6"><h2><font color="#002859">Computer Location List</font color></h2><br /> <br />[wiki-embed url='http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_C..."

<table> <tr><td rowspan="6"><h2><font color="#002859">Computer Location List</font color></h2><br /> <br />[wiki-embed url='http://wiki.ubc.ca/Learning_Commons:Chapman_Learning_Commons/Computer_Labs' tabs no-edit no-contents ]</td><td> <h2><font color="#002859">Computer Location Map</font color></h2> <br /><br /><iframe width="425" height="350" frameborder="0" scrolling="no" marginheight="0" marginwidth="0" src="http://maps.google.ca/maps?f=q&source=s_q&hl=en&geocode=&q=http:%2F%2Fmaps.google.com%2Fmaps%2Fms%3Fie%3DUTF8%26hl%3Den%26t%3Dp%26msa%3D0%26output%3Dnl%26msid%3D112396591754434735820.000497515c1965c1b6645%26z%3D19&aq=&sll=49.261226,-123.113927&sspn=0.277381,0.702438&ie=UTF8&t=h&ll=49.26528,-123.251404&spn=0.008617,0.014694&output=embed"></iframe><br /><small><a href="http://maps.google.ca/maps?f=q&source=embed&hl=en&geocode=&q=http:%2F%2Fmaps.google.com%2Fmaps%2Fms%3Fie%3DUTF8%26hl%3Den%26t%3Dp%26msa%3D0%26output%3Dnl%26msid%3D112396591754434735820.000497515c1965c1b6645%26z%3D19&aq=&sll=49.261226,-123.113927&sspn=0.277381,0.702438&ie=UTF8&t=h&ll=49.26528,-123.251404&spn=0.008617,0.014694" style="color:#0000FF;text-align:left">View Larger Map</a></small></tr> <tr><td><h2><font color="#002859">Find Available Computers on Campus</font color></h2> <br /> <br />Check out our handy 'live' computer availability map. It tells you how many computers are available at all UBC Library locations, and it refreshes constantly to give you up-to-date information. Avoid standing in line waiting for a computer, by checking out the map here - <a href="http://computers.library.ubc.ca/">UBC Computer Availability Map</a> </td></td></tr> <tr><td> <h2><font color="#002859">Computers & Software in The Chapman Learning Commons</font color></h2> <br />Take advantage of the computer facilities in the Chapman Learning Commons which include 23 PC and 16 Mac workstations. Students, faculty and staff can access our computers with a CWL login or library barcode and pin number. Community members and public users can obtain guest access IDs from the Irving K. Barber Learning Centre circulation desk. Government issued photo ID is required for the guest access IDs. The software available at our computer workstations is outlined below: <strong>PC Workstations</strong> The 23 PC Workstations have the following software installed: <ul> <li>Microsoft Office 2003 (includes Word, Excel and PowerPoint)</li> <li>Refworks</li> <li>Google Earth</li> <li>Internet Explorer and Mozilla Firefox</li> </ul> <strong>Mac Workstations</strong> The 8 regular Mac Workstations have the following software installed: <ul> <li>Microsoft Office for Mac 2011 (includes Word, Excel and PowerPoint)</li> <li>Apple iWork '09 (includes Pages, Numbers and Keynote)</li> <li>Open Office</li> <li>Apple iLife '09 (includes iPhoto, iDVD, iMovie, iWeb and Band)</li> <li>Google Earth</li> <li>Picasa</li> <li>CyberDuck (for FTP)</li> <li>Safari, Google Chrome and Mozilla Firefox</li> </ul> <strong>Multimedia Mac Workstations</strong> In addition to the software on the Mac Workstations (see above), the 8 Multimedia Mac Workstations also have: <ul> <li>Adobe CS5 (includes Photoshop, In Design, Illustrator, Dreamweaver and Flash)</li> <li>Adobe Acrobat Professional</li> <li>Final Cut Express 4</li> </td></tr> <tr><td> <h2><font color="#002859">List of Printers on Campus</font color></h2> <br /> <ul> <li>Asian Library</li> <li>Irving K. Barber - <em>levels 1,2,3,4</em></li> <li>David Lam Library</li> <li>Education Library</li> <li>Koerner Library - <em>levels 2 & 3</em></li> <li>Law Library</li> <li>Music Library</li> <li>Woodward Library</li> <li>WI7XWA Library</li> </ul> </td></tr> <tr><td> <h2><font color="#002859">Scanners & Printers</font color></h2> <br /> There are two flatbed scanners available in the Chapman Learning Commons. Please visit our Help Desk on level 3 of the Irving K. Barber Learning Centre for assistance or more information. 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 printin </td> </tr> <tr><td><h2><font color="#002859">Equipment Lending</font color></h2> <br /> </td></tr> </table>

Sandbox:Study Spaces

2011-06-14T21:07:32Z

Corbo: Created page with "[column size=4 border] <strong>Irving K. Barber Learning Center</strong> [caption id="attachment_11158" align="aligncenter" width="285" caption="Photo by tyfn @flickr.com"]<a hr..."

[column size=4 border] <strong>Irving K. Barber Learning Center</strong> [caption id="attachment_11158" align="aligncenter" width="285" caption="Photo by tyfn @flickr.com"]<a href="http://www.flickr.com/photos/tyfn/3155755100/sizes/l/in/photostream/"><img class="size-medium wp-image-11158" title="Riddington Room" src="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/3155755100_63b46827cf_b-300x199.jpg" alt="" width="285" height="200" /></a>[/caption] High ceilings, movable furniture, and in the heart of campus, this Library is a favorite study spot for students. Open 7am-1am, seven days a week. Group study rooms are available for booking, and during exams it's open 24/7! [/column] [column size=4 border] <strong>Brock Hall + The CSI</strong> With nooks and crannies around every corner, there's always a cubicle to study in. Or kick back and interact with other students on the comfy couches of the CSI! The CSI is open Monday-Friday, 10am-6pm [caption id="attachment_11185" align="aligncenter" width="285" caption="Photo by Center for Student Involvement"]<a href="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/P1020349.jpg"><img class="size-medium wp-image-11185" title="CSI" src="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/P1020349-300x225.jpg" alt="" width="285" height="200" /></a>[/caption] <p style="text-align: center;">[/column] [column size=4] <strong>Abdul Ladha Science Center</strong></p> [caption id="attachment_11161" align="aligncenter" width="285" caption="Photo by dydcheung @ flickr.com"]<a href="http://www.flickr.com/photos/duckducksnap/2400010388/sizes/o/in/photostream/"><img class="size-medium wp-image-11161" title="Abdul Ladha" src="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/2400010388_9e445a3e05_o-300x200.jpg" alt="" width="285" height="200" /></a>[/caption] The new home to Science students, but anyone can study there! Comfy couches and tables for group study, and bookable rooms and quiet study on the ground floor. Also has a kitchen to heat up and prepare your lunch! [/column] <hr> [column size=4 border] <strong>International House</strong> Not only does the Upper Lounge have a nice big table to spread out on, I-House always has something going on. And if you’re hankering to go on exchange, travel, or have an international experience, hanging around I-House can also put you in touch with International students. [caption id="attachment_11196" align="aligncenter" width="285" caption="Photo by fboudville @ flickr.com"]<a href="http://www.flickr.com/photos/29471479@N07/3842118250/sizes/l/in/photostream/"><img class="size-medium wp-image-11196" title="International House" src="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/3842118250_3328136fc9_b-300x225.jpg" alt="" width="285" height="200" /></a>[/caption] [/column] [column size=4 border]<strong>Student Union Building</strong> [caption id="attachment_11182" align="aligncenter" width="285" caption="Photo by kardboard604 @ flickr.com"]<a href="http://www.flickr.com/photos/moov4/5505142537/sizes/l/in/photostream/"><img class="size-medium wp-image-11182" title="SUB" src="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/5505142537_ea9784e35c_b-300x199.jpg" alt="" width="285" height="200" /></a>[/caption] There are rooms upstairs that are central meeting locations, and if the weather is nice you can study in the courtyard on the roof! Also the SUB cafeteria during off-peak hours (before 11am or after 2pm) has plenty of tables and is conveniently located if you need a snack. [/column] [column size=4 border] <strong>Forestry Building</strong> If you're looking for group study areas or silent study areas, this is one of the nicest buildings in which you'll find them. It's a beautiful building with lots of natural light, calming wood, as well as our favorite coffee place, Tim Horton's! [caption id="attachment_11199" align="aligncenter" width="285" caption="Photo by Nick Thornton @ flickr.com"]<a href="http://www.flickr.com/photos/56866338@N06/5595800789/sizes/l/in/photostream/"><img class="size-medium wp-image-11199" title="Forestry Building" src="http://learningcommons-redesign.sites.olt.ubc.ca/files/2011/05/5595800789_bc051f0b17_b-300x200.jpg" alt="" width="285" height="200" /></a>[/caption] [/column] <hr /> [column size=4 border] <strong>Aquatic Center Bleachers</strong> The upstairs bleachers overhanging the pool are very popular with commuter students. Probably the warmest place on campus in the winter, this area can be the perfect place to take that much deserved study break (just remember to set an alarm!)[/column] [column size=4 border]<strong>Department Lounges</strong> Department lounges are often frequented by professors and grad students filling up their coffee mugs, so why not take advantage! You just might find the opportunity to ask some important questions or get to know your prof better![/column] [column size=4]<strong>The MASS</strong> The Meekison Arts Student Space is a relaxing space conceived, designed, and fundraised by students. It's located in Buchanan D and it's a great place to study or even meet friends for lunch while you're waiting for a class to start.[/column] <hr> [column size=6 border]<strong>IKBLC Group Study Spaces</strong> <ul> <li>Chapman Learning Commons - <em>3rd floor</em></li> <li>Qualicum Reading Room - <em>3rd floor</em></li> <li> Bookable Group Study Rooms - <em>levels 3 & 4</em></li> </ul> [/column] [column size=6 border]<strong>IKBLC Silent Study Spaces</strong> <ul> <li>NASS Reading Room - <em>4th floor</em></li> <li>Musqueam Reading Room - <em>4th floor</em></li> <li>Ridington Room - <em>levels 3 & 4</em></li> </ul> [/column]

Peer Academic Coaching Hours

2011-03-04T01:07:59Z

Corbo: Created page with "'''Coaches Corner Hours''' * Beginning Monday, January 17, 2011 Monday/Wednesday/Friday 12pm-2pm<br /> Tuesday 12:30pm-6pm<br /> Thursday 12pm-5pm<br />"

'''Coaches Corner Hours'''
* Beginning Monday, January 17, 2011
Monday/Wednesday/Friday 12pm-2pm<br />
Tuesday 12:30pm-6pm<br />
Thursday 12pm-5pm<br />

Documentation:Social Web Tools/Tips

2011-02-23T19:33:10Z

Corbo: /* Tips */

==Tips==

* '''Facilitate students helping each other to learn how to use the technology'''. Remember, although some of your students may be very comfortable with these tools, some will never have even heard of them.
* '''Explain that you are experimenting''' with new technology and are just as new to it as some of them.
* '''Seek help from your students''' who have used these systems before.
* '''Provide technical support and contact information'''
[[Category:Tips]][[Category:Resources]]

Social Web Tools

2011-02-22T20:41:17Z

Corbo:

[[Image:SocialWeb.jpg|frame|Flickr image: [http://www.flickr.com/photos/garyhayes/2973684461/ GaryHayes]]]
== Introduction ==ramona

Social Web tools or technologies are those that make it possible, even easy, to collaborate, share, participate, communicate, and form & re-form relationships along the path of learning.

''There is a match between what are seen as 21st-century learning skills, 21st-century employability skills and those engendered by engagement with Web 2.0 – communication, participation, networking, sharing.'' <ref>from: [http://www.jisc.ac.uk/publications/documents/heweb2.aspx Higher Education in a Web 2.0 World]: [http://www.jisc.ac.uk/ JISC], 2009.</ref>

For an interesting review of educational uses of social software , see the [http://www.jisc.ac.uk/ JISC] Study: The Effective Use of Social Software in Education: Final Report <ref>[http://www.jisc.ac.uk/media/documents/projects/effective-use-of-social-software-in-education-finalreport.pdf JISC: The Effective Use of Social Software in Education:Final Report]</ref> and Case Studies <ref>[http://www.jisc.ac.uk/media/documents/projects/effective-use-of-social-software-in-education-casestudies.pdf JISC: The Effective Use of Social Software in Education:Case Studies]</ref>

== Wiki ==

'''Description:'''
[from [http://en.wikipedia.org/wiki/Markup_language Wikipedia] ] A '''wiki''' is a collection of [http://en.wikipedia.org/wiki/Web_page web pages] designed to enable anyone with access to contribute or modify content, using a simplified [[http://en.wikipedia.org/wiki/Markup_language markup language]]. Wikis are often used to create collaboration|collaborative websites and to power community websites. The collaborative encyclopedia [[http://en.wikipedia.org/wiki/Main_Page Wikipedia]] is one of the best-known wikis.

'''Examples:'''
* [http://www.mediawiki.org/wiki/MediaWiki Mediawiki]
* [http://pbwiki.com/ pbwiki]
* [http://wikkawiki.org/HomePage wikkawiki.org]
* [http://www.wikispaces.com/ wikispaces.com]

'''Uses:'''
[http://epac.pbwiki.com/ Collaborative project development], collaborative writing, peer-reviewed authorship, keeping track of resources for group projects, sharing resources for [http://wiki.elearning.ubc.ca/PhysicsHelp tutoring], organizing group events, communities of practice, [http://wiki.ubc.ca/Social_Networking_at_UBC collaborative resource development], etc. Publishing in a web format allows for easy sharing via rss or simple url (link).

'''UBC Supported:'''
* OLT is piloting a [[http://wiki.ubc.ca/Main_Page Mediawiki]] service for the UBC community.

'''UBC ''In Practice'':'''
* [http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem Murder, Madness, and Mayhem Project Page] on Wikipedia, [http://blogs.ubc.ca/span322/about/ North of the Rio Grande] course blog - the work of UBC Professor [http://faculty.arts.ubc.ca/jbmurray/research/index.htm Jon Beasley-Murray], ([http://en.wikipedia.org/wiki/User:Jbmurray Wikipedia Page], [http://posthegemony.blogspot.com/ Blog])
* [http://en.wikipedia.org/wiki/El_Se%C3%B1or_Presidente Article: El Señor Presidente]
* [http://wiki.elearning.ubc.ca/tela/HomePage UBC's English Language Arts Wiki] (2007)
* LEAP wikis for tutoring: [http://wiki.ubc.ca/ChemHelp Chemistry], [http://wiki.ubc.ca/PhysicsHelp Physics], [http://wiki.ubc.ca/EconHelp Economics], [http://wiki.ubc.ca/MathHelp Math]
* [http://hlwiki.slais.ubc.ca/index.php/ Creating_an_LIS_course_on_social_software Creating an LIS Course on Social Software]: planning and research
* [http://cis.apsc.ubc.ca/wiki/index.php/Team-Based_Learning Team-based Learning: Faculty of Applied Science:] resource wiki.

'''Learn More:'''
* [WikiMatrix:http://www.wikimatrix.org/]
* [http://www.oreillynet.com/pub/a/network/2006/07/07/what-is-a-wiki.html?page=1 O'Reilly's: What is a Wiki...?]

== Weblog ==

'''Description:'''
[from [http://en.wikipedia.org/wiki/Markup_language Wikipedia] ] A blog (a contraction of the term weblog) is a type of [http://en.wikipedia.org/wiki/Website website], usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video.

'''Examples:'''

* [http://wordpress.com Wordpress ]
* [http://www.movabletype.com/ Moveable Type]
* [http://blogger.com Blogger/Blogspot]
* [http://livejournal.com Livejournal]
* [http://xanga.com Xanga]

'''Uses:'''

Blogging allows you to share your thoughts, views, ideas, observations and learnings via an online journal of sorts. Most blogging applications allow you to upload your own (or other shared) media files. An important feature of blogging is that (through reader comments) it allows you to build a community of people who are interested in what you write and you want you to read what they write. Blogs can come in many flavors and have many uses beyond the single author, journal type blog. It may look like a website or a portfolio. It may include many authors or just one. It can be about text or just images.

'''UBC Supported:'''

OLT is piloting a service for the UBC community: [http://blogs.ubc.ca UBC Blogs]

'''UBC ''In Practice'':'''

* [http://blogs.ubc.ca/etec522/ ETEC 522 Course Blog]
* [http://leap.ubc.ca/ LEAP]: academic support resource: multi-author blog
* [http://digitaltattoo.ubc.ca/ Digital Tattoo]: digital literacy tutorial: multi-author blog
* [http://blogs.ubc.ca/parsia/ Parsia: An Insight into the Art and Architecture of Iran]: student directed seminar
* [http://blogs.ubc.ca/sciencefictionandthecity/ Science Fiction and the City]: student directed seminar
* [http://celebratelearning.ubc.ca/ Celebrate Learning]

'''Learn More:'''

[http://blogger.com Blogger/Blogspot] provide a short tour discussing what a blog actually is and what it can be used for at the following link: [http://www.blogger.com/tour_start.g Blog Tour].

Here's a list of [http://mashable.com/2007/08/06/free-blog-hosts/ 40+ free blog hosts].

== Microblog ==

'''Description:'''

Micro-blogging is very similar to weblogs, but the major difference is that long posts are restricted by setting an upper limit to the number of characters that the user is permitted to use.

'''Examples:'''

* [http://twitter.com/ Twitter]
* [http://www.jaiku.com/ Jaiku]
* [http://www.tumblr.com/ Tumblr]
* [http://www.yammer.com/ Yammer]

'''Uses:'''

The uses of micro-blogs are the similar to weblogs, except that blog posts are limited to 150 characters, encouraging snippets of "water-cooler" conversation rather than full on dialogues.
* [http://chronicle.com/media/video/v54/i25/twitter/ Teaching With Twitter]

'''UBC ''In Practice'':'''

UBC is experimenting with Yammer as a way to engage in "internal" conversations among various groups. It integrates with Twitter (in a superficial way) allowing Twitter users to send posts to Yammer by use of a [http://www.twitip.com/tweet-your-message-to-a-larger-audience-with-hashtags/ hashtag] #yam.

A Creative writing class uses Twitter to create stories, 142 characters at a time. Students receive an account with their order, they add to the story when it is their turn. High tech version of the campfire story.

'''Learn More:'''

A list of the [http://www.smartbloggerz.com/2008/09/top-5-micro-blogging-sites-for-blog/ Top 5 Micro Blogging Websites] with descriptions and links to the respective sites.

== Online Presentation/Meeting Tools ==

'''Description:'''

Web presentation tools and technologies provide the means to deliver any [http://office.microsoft.com/en-us/powerpoint/default.aspx PowerPoint-based] or similar type of visual presentation to an Internet-connected audience, no matter where participants are connecting from. Many applications also provide audio and application-sharing capabilities - which enhance the collaborative learning experience.

'''Examples:'''

* [http://www.wimba.com/ Wimba] - The leading provider of collaborative learning software applications and services to the education industry.
* [http://www.teamslide.com/ Teamslide]
* [http://www.ivocalize.com/ Ivocalize]
* [http://www.webex.com/solutions/web-presentation-svc.html Webex]
* [http://prezi.com/ Prezi]

'''Uses:'''

Web presentation and meeting technologies reduce the requirement for face to face meetings, encourage broader participation (especially when travel to meetings/workshops is a barrier to participation) and open up access (potentially) to participants located anywhere in the world.

'''UBC ''In Practice'':'''

* '''In the classroom''': Wimba Live Classroom in collaboration with [http://www.it.ubc.ca/learningapps/webctvista.html WebCT Vista] - offers a synchronous experience to the online classroom.
* '''Outside of the classroom''': UBC departments are using Wimba's Live Classroom for:
** [http://leap.ubc.ca/get_study_help/online_tutoring/ Tutoring(AMS)]
** [https://secure.students.ubc.ca/workshops/study.cfm Workshop Delivery (Student Development)]
** [https://secure.students.ubc.ca/workshops/firstyear.cfm Academic Advising (Arts)]
** Recruitment (Enrolment Services)

'''Learn More:'''

[http://www.kolabora.com/news/2007/01/25/web_presentation_tools_and_technologies.htm Web Presentations and Tools and Technologies] are broken down with costs and features on this site as well as more examples and descriptions of individual pieces of software.

== Instant Messaging ==

'''Description:'''
[from [http://en.wikipedia.org/wiki/Instant_messaging Wikipedia]] '''Instant messaging''' ('''IM''') is a form of [http://en.wikipedia.org/wiki/Real-time_computing Real-time computing] communication between two or more people based on typed text. The text is conveyed via devices connected over a network such as the [http://en.wikipedia.org/wiki/Internet Internet].

'''Examples:'''

* [http://dashboard.aim.com/aim AIM] - AOL Instant Messenger
* [http://www.microsoft.com/mac/products/messenger/default.mspx Windows Live Messenger]
* [http://messenger.yahoo.com/ Yahoo! Messenger]
* [http://www.meebo.com/ Meebo]

'''Uses:'''

Instant messaging (IM) clients are tools that make real-time text-based communication possible between two or more active participants at the same time, using the Internet.

'''UBC ''In Practice'':'''

* LEAP/Chapman Learning Commons (CLC):
[http://leap.ubc.ca/ LEAP] Meebo chat connects students online with CLC Help Desk Assistants on site at the Chapman Learning Commons in the Ike Barber Learning Centre.
* LEAP/ [http://leap.ubc.ca/get_study_help/online_tutoring/ AMS Tutoring]: uses IM to support their 1:1 online tutoring service.
* [http://www.library.ubc.ca/home/ask.html UBC Library uses IM] to respond to reference questions.

'''Learn More:'''

Wikipedia provides an extensive [http://en.wikipedia.org/wiki/Comparison_of_instant_messaging_clients IM Comparison Chart] that shows which features are offered by which instant messaging clients and the type of communication that is possible using one client over another.

== Visual Organizers ==

'''Description:'''

Visual organization tools and technologies enable the creation of any kinds or charts and diagrams for [http://en.wikipedia.org/wiki/Statistical statistical] purposes as well as creating a visual to help interpret the data set at hand.

'''Examples:'''

* [http://www.gliffy.com/ Gliffy]
* [http://www.edrawsoft.com/MindMap.php Edraw Soft]
* [http://www.bubbl.us/ Bubbl.us]
* [http://cmap.ihmc.us/conceptmap.html CmapTools]
* [http://creately.com Creately]

'''Uses:'''

Visual organization tools are very useful for brainstorming ideas, organizing similar or distinct content and for providing a visual display of the information that can be easily presented and understandable for others.

'''UBC ''In Practice'':'''

'''Learn More:'''

[[Mind Mapping Resources]]: a collection of resources related to mindmapping and demo of Bubbl.us for collaborative presentation.

A compilation of different diagrams that can be used as visual aids are shown at the following link: [http://my.hrw.com/nsmedia/intgos/html/igo.htm Interactive Graphic Organizers]

== Social Bookmarking ==

'''Description:'''

[from [http://en.wikipedia.org/wiki/Social_bookmarking Wikipedia]] Social bookmarking is a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of [http://en.wikipedia.org/wiki/Metadata metadata], typically in the form of [http://en.wikipedia.org/wiki/Tag_(metadata) tags]

'''Examples:'''

* [http://delicious.com/ Delicious]
* [http://www.diigo.com/ Diigo]
* [http://digg.com/ Digg]
* [https://addons.mozilla.org/en-US/firefox/addon/1407 Clipmarks] - Firefox Add-on]

'''Uses:'''

Social bookmarking allows users to save links to web pages that they want to remember for the future and/or share with others. The stored bookmarks are usually public, but can be saved privately, or shared only with specified people or groups, shared strictly inside certain networks, or another combination of public and private domains. The allowed people can usually view these bookmarks chronologically, by category or tags, or via a search engine.

'''UBC ''In Practice'':'''
* Social Media and Marketing class blog and [http://www.darrenbarefoot.com/archives/2009/02/delicious-links-from-our-ubc-class.html Del.icio.us links]

'''Learn More:'''

The [http://websearch.about.com/od/bestwebsites/tp/freebookmarks.htm top ten best social bookmarking] sites are listed on this website, with a brief description and link to the sites of each of these social bookmarking technologies.

Here's a list of [http://mashable.com/2007/08/08/social-bookmarking-2/ 50+ social bookmarking sites]

== Social Networking ==

'''Description:'''
Social networking is a term used to describe the way that people build online networks of contacts and interact with them in a secure environment. Some of the most popular social networking sites include Facebook and MySpace.

'''Examples:'''
* [http://blog.facebook.com/ Facebook.com]
* [http://www.myspace.com/ My Space]
* [http://www.linkedin.com/ Linked In]

'''Uses:'''
* sharing resources/ideas
* socializing
* learning
* connecting with colleagues
* keeping friends/contacts updated with your activities.

'''UBC ''In Practice'':'''
* [http://www.facebook.com/group.php?gid=17412870081 Live-in for Literacy Campaign]
* [http://www.facebook.com/pages/Vancouver-BC/The-University-of-British-Columbia-UBC/16761458703?ref=s UBC's Facebook Page]
* UBC's [http://www.facebook.com/group.php?gid=2351148130 1st Year Engineering Student Group]
* UBC's [http://www.facebook.com/group.php?sid=ec9537e3b87464b94ef44293665abb54&gid=2615812119 Terry Program]
* UBC's Forestry course: [http://www.facebook.com/group.php?gid=45753921121 Sustainable Energy Policy and Governance: CONS 425]
* LEAP: [http://www.facebook.com/stanford#/profile.php?sid=a8a4d639c8a054356b72d53ca693c637&id=587373733&hiq=ubc%2Cleap&ref=search FB Profile] and [http://www.facebook.com/s.php?q=leap+at+UBC&n=16777427&k=200000010&sf=nf&init=q&sid=d28d878207ab8ffb9d524449c7cd5cd5#/group.php?gid=18376164760&ref=ts FB Group]

'''Others ''In Practice'':'''
* [http://www.facebook.com/stanford#/video/video.php?v=616065342953&ref=mf Stanford's Open Office Hours] on Facebook

'''Learn More:'''
* Social Networking Technologies: A Poke for Campus Services (Educause, 2007) <ref>[http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume42/SocialNetworkingTechnologiesAP/158119 Social Networking Technologies: A Poke for Campus Services (Educause, 2007)] </ref>
* [http://news.stanford.edu/news/2009/may6/facebook-050609.html Stanford's Open Office Hours Comes to Facebook]

== Collaborative Writing ==

'''Description:'''

[from [http://en.wikipedia.org/wiki/Collaborative_writing Wikipedia]] The term collaborative writing refers to projects where written works are created by multiple people together (collaboratively) rather than individually. Some projects are overseen by an editor or editorial team, but many grow without any of this top-down oversight.

'''Examples:'''

* [http://writer.zoho.com/home?serviceurl=%2Findex.do Zoho Writer]
* [http://www.writeboard.com/ Writeboard]
* [http://docs.google.com/ Google Docs]

'''Uses:'''

In a true collaborative environment, each contributor has an almost equal ability to add, edit, and remove text. The writing process becomes a [http://en.wikipedia.org/wiki/Recursion recursive] task, where each change prompts others to make more changes.

'''UBC ''In Practice'':'''

'''Learn More:'''

A small guide for collaborative writing and available [http://www.kolabora.com/news/2007/03/01/collaborative_writing_tools_and_technology.htm writing tools and technology] are available here with brief descriptions of the individual pieces of software.

== Feed Reading - shared ==

'''Description:'''

[from [http://en.wikipedia.org/wiki/Aggregator Wikipedia]] Feed Reading is also known as feed aggregating, news reader or simply as an aggregator. This is [http://en.wikipedia.org/wiki/Client_(computing) client] software or a [http://en.wikipedia.org/wiki/Web_application Web application] which aggregates [http://en.wikipedia.org/wiki/Web_Syndication syndicated Web] content such as news headlines, blogs, [http://en.wikipedia.org/wiki/Podcasting podcasts], and [http://en.wikipedia.org/wiki/Vlog vlogs] in a single location for easy viewing.

'''Examples:'''

* [http://www.google.com/reader/view/#welcome-page Google Reader]
* [http://www.netvibes.com/ Netvibes]
* [http://www.newsgator.com/Individuals/FeedDemon/Default.aspx Feed Demon]
* [http://www.jetbrains.com/omea/reader/ Omea Reader]

'''Uses:'''

Aggregators reduce the time and effort needed to regularly check websites for updates, creating a unique information space or "personal newspaper." Once subscribed to a feed, an aggregator is able to check for new content at user-determined intervals and retrieve the update. The content is sometimes described as being "pulled" to the subscriber, as opposed to "pushed" with email or IM. Unlike recipients of some "pushed" information, the aggregator user can easily unsubscribe from a feed.

'''UBC ''In Practice'':'''

'''Learn More:'''

A list of the [http://www.nirmaltv.com/2007/07/27/top-10-rss-feed-readers/ Top 10 RSS Feed Readers] with their descriptions and functionality can be found at this website.

== Media Sharing ==

'''Description:'''

Sites that allow users to share any type of media with other people that they know or publicly on the Internet. All forms of media including photos, songs and even video can be shared between two people using these content sharing technologies.

'''Examples:'''

* [http://www.youtube.com/ Youtube]
* [http://odeo.com/ Odeo]
* [http://photobucket.com/ Photobucket]
* [http://www.flickr.com/ Flickr]

'''Uses:'''

These technologies are used for uploading videos, images and music to various websites that are available on the Internet and these allow people to share these types of media with their friends, family or anyone that they choose online.

'''UBC ''In Practice'':'''

* [http://www.flickr.com/groups/ubc UBC's group on Flickr]
* LEAP: Photos submitted to [http://www.flickr.com/groups/ubcleap/ LEAP's group on Flickr] by students for use on LEAP site.
* Digital Tattoo Project: screencasts on [http://www.youtube.com/user/digitaltattoo Digital Tattoo YouTube channel]
* [http://www.youtube.com/watch?v=HTGewu13yNY 2007 Engineering Physics 253]

'''Learn More:'''
* How You Tube Changes the Way We Think - Wired Magazine. <ref> How You Tube Changes the Way We Think - [http://www.wired.com/techbiz/people/magazine/17-01/st_thompson Wired Magazine (2008)]: </ref>

* Common Craft Videos on You Tube: [http://www.youtube.com/watch?v=MpIOClX1jPE Social Media]

== References ==

'''Additional Resources:'''

Alex Couros' [http://couros.wikispaces.com/cnie2010 Understanding and Using Social Networks & Social Media]

[http://cooltoolsforschools.wikispaces.com/ Cooltoolsforschools]: a compendium of web resources suitable for use in educational environments.

<references/>
[[Category:eLearning Resources]] [[Category:Social Media]]

==License==
{{cc-by-sa-1.0}}

File:The Koerner Library HDR.jpg

2010-11-13T23:42:25Z

Corbo:

Course:PHYS100/showers vs baths

2010-11-13T23:31:05Z

Corbo:

== Showers vs. Baths ==

*Cameron Costley - 29726106
*Jennifer Deol-71189096
*Darren Suderman-70488085
*Ravina Binning - 82724105
*Alexa Creelman - 44833101

== Topic ==
Baths and showers are both commonly used in daily life, each using different quantities of water and electricity. Noting the differences in consumption between the two allows consumers to be more environmentally and consumption friendly, and save money! Our goal is to investigate the difference, in the amount and cost of energy, between taking a bath and taking a shower.

== Problem ==
We want to compare the environmental and financial impact of two means of bathing: taking a shower and taking a bath. Both bathing and showering are commonly used by many people, but which is more efficient( "greener" and financially benefical)? We will evaluate this based on the difference in energy used to heat the water.

== Appropriate Physics ==

*The difference between water temperatures,
*The energy required to heat the water,
*The volume of water used.
Power (W) = Energy (J)/Time (s)

1 BTU = energy required to raise the temperature of 1lb of water by 1 degrees Fahrenheit

1 BTU = 1055 J

1kwh = 3.06x10^6 J

== Model ==
In both models we will be measuring the amount of water used as well as the temperature so that we can determine the amount of energy used in both bathing and showering. The temperature of the bath will be taken separately from the temperature of the shower. Using the temperature and volume we can determine the amount of electricity used per shower/bath.

The hot water tank being used is a 270L electric hot water heater with a power usage of 4622 Kilowatt Hours per Year.
The average price of electricity is $0.07/kWh in Vancouver.
----

'''Model 1: Showering'''
*The showers will be run for 15 minutes
*Temperature will be taken directly under the shower head to minimize heat loss
*Water will be collected from the shower head for 30 seconds, from this we can determine the total volume of water used in 15 minutes

'''Model 2: Bathing'''
*The bathtub will be filled to exactly 35gal
*Temperature will be recorded upon completely filling tub

== Assumptions ==

* Shower does not have a tap, water comes directly from shower head
* Rate of water usage in shower is constant over the 15 minutes
* Water temperature is being heated from 55 degrees F to 105 degrees F
* A 15min shower uses 20gal of water
* A bath uses 35gal of water
* The rate of water usage is constant
* Both the bath and the shower will last for exactly 15 minutes (excluding the time it takes to fill the tub)
* Bath loses no water to leaking or spilling
* Hot Water tank is 270L and is heated by electricity
* Calculations are for a single person having one shower or one bath per day

== Calculations ==

* '''Shower'''

20gal water x 8.3lb/1gal = 166lb

(pounds of water) x (change in temp of 50F)

166lb x 50F = 8300 BTU

8300BTU x 1055J/1BTU = 8756500J/1 shower

8756500J x 1kwh/3.60x10^6 = 2.43236kwh/1 shower

2.43236kwh/1day x 365 days/1year = ''887.81kwh/year''

887.81kwh/year x $0.07/kwh = '''$62.15/ year to shower'''

* '''Bath'''

35gal water x 8.3lb/1gal = 290.5lb

(pounds of water) x (change in temp of 50F)

290.5 x 50F = 14525BTU

14525BTU x 1055J/1BTU = 15323875J/1 shower

15323875J x 1kwh/3.60x10^6 = 4.25663kwh/1 shower

4.25663kwh/1 day x 365 days/ 1 year =''1553.67kwh/year''

1553.67kwh/year x $0.07/kwh = '''$108.76/ year to take a bath'''

== Results Interpretation ==

*Shower uses 166 lbs of water/shower and to heat this amount of water over the entire year requires 887.1 kwh/year.
*Bath uses 887.1 lbs of water/bath and to heat this amount of water over the entire year requires 1553.67 kwh/year.
*Therefore shower consumes the least amount of water and energy therefore more 'greener' choice.

*Shower costs $62.15 to heat the water over the year.
*Bath costs $108.76 to heat the water over the year.
*Therefore the shower is a better financial choice over taking a bath since it costs less.

== Conclusions ==

In this project, we assessed the energy and cost efficiency of taking a shower compared to taking a bath. We found that taking a shower is more energy and cost efficient, showing a 43% reduction in energy usage and cost. Over the course of a year (assuming a shower is taken every day), this accounts for savings of $46.61 and 665.95 kWh for a single person. So although baths may be more soothing and comforting, the greener and environmentally friendly option would be to shower.

== References ==
* Hot water tank info: http://www.kenmore.com/shc/s/p_10154_12604_04232184000P?vName=Home&cName=Water+Heaters&sName=Electric+Water+Heaters&prdNo=7&blockNo=7&blockType=L7
* Electricity prices: http://www.hydro.mb.ca/regulatory_affairs/energy_rates/electricity/utility_rate_comp.shtml

Library:How to Find Articles/List of Articles

2010-11-10T22:14:26Z

Corbo: /* List of Articles */

==List of Articles==

'''Help! I’ve got a list of articles I need to read . . . what do I do next?'''

If you have a citation like the one below from the bibliography at the back of a book, or the end of an article, course notes, internet search, etc. follow these steps:

<center>'''Slayton, Rebecca. Speaking as scientists: computer professionals in the star wars debate. History & Technology, 2003, Vol. 99:4, p. 335'''</center><br>

1. Confirm that it is a citation to an article by making sure it includes:
*'''Article Title''': Speaking as scientists: computer professionals in the star wars debate.
*'''Journal Title''': History and Technology
*'''Volume''': 99
*'''Issue''': 4
*'''Page''': 335-

2. If your citation has an abbreviated title (e.g., Bull at Sci, J. Appl. Econom), cut and paste the title into [http://www.google.ca Google] or consult the [http://scieng.library.ubc.ca/coden Science & Engineering Journal Abbreviations] list to discover the complete title.

3. Once you know the full title of the journal, do a Journal Search from the [http://www.library.ubc.ca UBC Library homepage]

[[File:JournalBoxSearch.JPG]]

4. Enter your journal title and click '''Search'''.