There’s been a lot of discussion about how automation is going to take people’s jobs and we don’t want to downplay that real impact, but today we’re going to focus on the benefits of humans and AI working together. Human-AI teams allow us to fill in each others weaknesses leveraging human creativity and insight with the ability to perform rote manual tasks and synthesize lots of information. This kind of collaboration can help us make better decisions, brainstorm new inventions, give us superhuman abilities, rescue victims of natural disasters, and of course become the ultimate chess master.

This lesson provides an overview and serves as an introduction of the exteneded essay (EE). The EE is one component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the and is mandatory for all students.Read about the extended essay in greater detail.

What is the Flipgrid?How do we use Flipgrid?What is Flipgrid in the classroom?Is Flipgrid free?

The potential of information and communication technology (ICT) to promote economic growth, eradicate poverty, and assist the integration of emerging countries into the global economy has garnered widespread agreement. Accessible ICTs has become an obligation that as is governed by policies and procedures all around the world. Therefore, training the next generation of experts has now strategic aim of governments and institutes working toward inclusion and sustainable future. there also is a growing consensus that strengthening research capacity requires a concerted effort across multiple institutes. This paper discusses an overview of the ICT accessibility Research Capacity Building in the State of Qatar, including a Case Study on Our Experience at HBKU University and Working Together with the Mada Centre.

This implementation guide provides a practical overview of how Ohio Dominican University established an Accessibility Team to improve accessibility in Open Educational Resources (OERs). Our faculty and staff engaged in a series of lectures and discussions with counterparts from universities across the country to learn about accessibility techniques and standards. This guide offers a straightforward account of our journey, sharing the strategies and insights gained along the way.

A Twine choose your own adventure flipbook that teaches students the concept of authority from the "Authority is Constructed and Contextual" frame, as outlined in the Association for College and Research Libraries' (ACRL) Framework for Information Literacy in Higher Education (2015). Created by students in ISI 6372 Information Literacy at the University of Ottawa, Winter 2020.

Introduction to the CourseThis module will introduce students to the overall goals of the course, contextualizing the creation of alternative library spaces within two key movements currently seeking to transform library spaces:  Learning Commons and MakerSpaces. Students will be asked to begin reflecting on the complex factors which are involved in successful planning and implementiation of transformative solutions in their school library settings.Two suggestions for a final project for the course are: Project Have each student document where they believe their library is in its evolution of change, explain how its current environment is supporting inquiry for students in their school today.  Then using tools from the course develop a plan for obtaining the information needed to project into the future what their school library and school could be in the next 10 years.   Develop a persuasive argument to present to school administrators why resources should be allocated to initiate the plan.  How could the plan improve student learning, enrich instruction and support the mission of the school?   How would the physical space and your role within it change?Alternative ProjectYour district is launching a new STEM Charter Middle School in the next year.  Initially there is no plan for a library in the Charter School; it will be a one-to-one environment, large studio style learning environments, extensive access to technology, and planners have decided a library is too“traditional” and unnecessary in the new building.   Consider the educational model, the curriculum, the diversity of instructors and students and why the district has approved this concept for new construction.  You believe strongly that the new school needs the inquiry based skills a librarian can provide and ask for the opportunity to present an alternative library concept to the board.  The school board gives you six months to research, compile data, and you have access to the original concept team of educators and the school design team as you plan.   Prepare your presentation for the board. 

The module asks students to think beyond their current experiences in school libraries.  We will look at content that is not specific to school, yet it will be the basis for discussions about how it might apply in future school library environments. You will ask your students to "think out of the box" for the moment then consider those futurist ideas when planning a space for today while knowing the space  should be flexible enough to accommodate futuristic possibilities. 

Module 5 Planning for Humans, Users-based DesignUser based design is so logical and widely talked about today that it can be overlooked in designing alternative school library spaces.  It is ultimately what this course is about.  We have discussed current solutions to the issue of what a school library should be, such as a Learning Commons.  We have learned how to work around biases that can stifle creative, alternative solutions. We have looked at alternative tools to use when considering or planning space.  Students have diagramed the trajectories that need to be considered in new library space, have overlaid those considerations with improvisational and dimensional elements.   In this module we will bring all these pieces together and plan a space that will work in students' individual school settings at this point in time based on the needs of their users.  However, those needs will not be fixed. Thinking you can design a space today for an extended period of time can not be your goal.  Library space must have a multiplicity of trajectories.  You must design for current user needs. Provide tools to build their base knowledge while watching down the road for the next information explosion, the tools it will require and decide how it will impact user needs.  Leadership is really your goal.  Adapting the space that users need to be successful is merely a an ongoing task.  

In the third module we will consider tools for students to use to plan new school library spaces.  This module along with Module 4 will expose students to structured ways to develop new ideas for not just renovating space but taking it in new directions.   These modules are transitional, a way to move toward renaissance rather than mere renovation.  Hopefully, they will provide a framework to explore ideas beyond their experience and the experiences of other planning team members.  After critically evaluating the advantages and limitations of either a Learning Commons or a Maker Space and considering futuristic ideas, let’s focus on what might be an interim solution.  What might be an affordable alternative that school libraries could be considering to enrich progressive, alternative educational models?   We need to consider how to embed inquiry into new learning models while maximizing the space, the resources and the mentoring skills of a trained librarian. The goal of Modules 3 and 4 are to provide students with objective ways to step away from their preconceived library space designs and think about new concepts based on the user.   We have moved space planning from a focus on housing the physical content to planning around the learning activities such as collaboration or team projects.  The next logical step is to take a humanistic approach; planning for users. 

In this module we are going to look at an alternative way of thinking about environmental change.  It is another tool to move the group toward alternative space planning.  We are first going to explore the work of Doreen Massey, her thoughts on the multiplicity of space and how we are blinded by focusing on your single slice of time and function within a space.  In what should appeal to all librarians, Massey talks about space as “a story, a narrative” that is continually being written. We will also explore an “Immersive Planning” concept that Knoll Furniture has introduced into office and university space planning.  The concept works equally as well in the school library environment but is currently not being leverage there.  The process recognizes that space boundaries are becoming unclear because of the way users want to work.  Defining a space with a single purpose has lost its functionality in today’s world, or as Massey states space is a “multiplicity of trajectories”.

FREE infographic you can download and print to distribute or share with your school. If you would like
printed glossy 11×17 posters, we would be happy to mail to your schools, free of charge. Send a request by emailing: info@copyrightandcreativity.org.

FREE Infographic for educational use with students or staff. You may print them yourself to display OR we would be happy to mail you glossy 11×17 posters, free of charge. Send a request by emailing: info@copyrightandcreativity.org.

IST Lesson Plan TemplateBergen Community CollegeIST Lesson Template Learning Outcome:Previous Lesson:Lesson Topic:Materials:Focusing Event (Ice Breaker):Lesson Activity Procedure:Step 1Step 2Step 3Step 4Enduring Understandings / Essential Questions   Assessment:  Reflection:

Use this template to create lessons for IST Master Course at Bergen Community College

Bryan Ryder, Beth LaPensee, and Chirag Parekh (ITHAKA) present 'ITHAKA & JSTOR's Ethical Exploration of Generative AI' during the AI & Implementation session at the Fantastic Futures ai4LAM 2023 annual conference. This item belongs to: movies/fantastic-futures-annual-international-conference-2023-ai-for-libraries-archives-and-museums-02.

This item has files of the following types: Archive BitTorrent, Item Tile, MP3, MPEG4, Metadata, PNG, Thumbnail, h.264 720P, h.264 IA

Students access the ice core data archived at Lamont-Doherty Geological Observatory. They select a core (Greenland, Antarctica, Quelcaya), pose a working hypothesis regarding the data, import the data in an Excel-readable format, and examine the data to determine correlations between variables and cause/effect as recorded in leads and lags. They generate a written and graphical analysis of the data and, in the next lab period, discuss the similarities and differences among their group outputs in terms of demonstrated correlations, assumptions required, effects of latitude, and any other item that arises.

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The Image Data Resource (IDR) is a public repository of reference image datasets from published scientific studies. IDR enables access, search and analysis of these highly annotated datasets. Datasets are usually CC0 or CC BY 4.0.

This lesson shows how to use Python and skimage to do basic image processing. With support from an NSF iUSE grant, Dr. Tessa Durham Brooks and Dr. Mark Meysenburg at Doane College, Nebraska, USA have developed a curriculum for teaching image processing in Python. This lesson is currently being piloted at different institutions. This pilot phase will be followed by a clean-up phase to incorporate suggestions and feedback from the pilots into the lessons and to make the lessons teachable by the broader community. Development for these lessons has been supported by a grant from the Sloan Foundation.