IEEE eLearning – Educational Courses QUT is subscribing in 2012 — Course content can also be plugged into your Unit Blackboard Site
In 2012 QUT will have a subscription to IEEE’s educational course content online, branded as IEEE eLearning Library.
As well as excellent quality IEEE technical content there are general foundation topics to be found under the engineering profession category.
As long as we maintain an annual subscription this course content will be accessible via IEEE Xplore Digital Library
http://ieeexplore.ieee.org.ezp01.library.qut.edu.au/xpl/coursesBySubject.jsp
Another delivery option for your students is host some of this content locally within QUT unit Blackboard sites. These IEEE eLearning courses are SCORM compliant. During our evaluation trial we tested SCORM integration of IEEE content into QUT’s Blackboard system. It seemed to work rather well.
Open Data Means Better Science
The Open Knowledge Foundation: Open Data Means Better Science
http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1001195
Data provides the evidence for the published body of scientific knowledge, which is the foundation for all scientific progress. The more data is made openly available in a useful manner, the greater the level of transparency and reproducibility and hence the more efficient the scientific process becomes, to the benefit of society. This viewpoint is becoming mainstream among many funders, publishers, scientists, and other stakeholders in research, but barriers to achieving widespread publication of open data remain. The Open Data in Science working group at the Open Knowledge Foundation is a community that works to develop tools, applications, datasets, and guidelines to promote the open sharing of scientific data. This article focuses on the Open Knowledge Definition and the Panton Principles for Open Data in Science. We also discuss some of the tools the group has developed to facilitate the generation and use of open data and the potential uses that we hope will encourage further movement towards an open scientific knowledge commons.
Open Data Means Better Science
The Open Knowledge Foundation: Open Data Means Better Science
http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1001195
Data provides the evidence for the published body of scientific knowledge, which is the foundation for all scientific progress. The more data is made openly available in a useful manner, the greater the level of transparency and reproducibility and hence the more efficient the scientific process becomes, to the benefit of society. This viewpoint is becoming mainstream among many funders, publishers, scientists, and other stakeholders in research, but barriers to achieving widespread publication of open data remain. The Open Data in Science working group at the Open Knowledge Foundation is a community that works to develop tools, applications, datasets, and guidelines to promote the open sharing of scientific data. This article focuses on the Open Knowledge Definition and the Panton Principles for Open Data in Science. We also discuss some of the tools the group has developed to facilitate the generation and use of open data and the potential uses that we hope will encourage further movement towards an open scientific knowledge commons.
Re-conceptualising and re-positioning Australian library and information science education for the 21st century
How can Australian library and information science (LIS) education produce, in a sustainable manner, the diverse supply of graduates with the appropriate attributes to develop and maintain high quality professional practice in the rapidly changing 21st century? This report presents the key findings of a project that has examined this question through research into future directions for LIS education in Australia. Titled Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century, the purpose of the project was to establish a consolidated and holistic picture of the Australian LIS profession, and identify how its future education and training can be mediated in a cohesive and sustainable manner.
The project was undertaken with a team of 12 university and vocational LIS educators from eleven institutions around Australia between November 2009 and December 2010. Collectively, these eleven institutions represented the broad spectrum and diversity of LIS education in Australia, and enabled the project to examine education for the information profession in a holistic and synergistic manner. Participating institutions in the project included Queensland University of Technology (Project Leader), Charles Sturt University, Curtin University, Edith Cowan University, Monash University, RMIT University, University of Canberra, University of South Australia, University of Tasmania, University of Technology, Sydney and Victoria University.
Go to source: http://www.liseducation.org.au/resources/PP9-1326%20QUT%20Partridge%20Final_Report.pdf
Re-conceptualising and re-positioning Australian library and information science education for the 21st century
How can Australian library and information science (LIS) education produce, in a sustainable manner, the diverse supply of graduates with the appropriate attributes to develop and maintain high quality professional practice in the rapidly changing 21st century? This report presents the key findings of a project that has examined this question through research into future directions for LIS education in Australia. Titled Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century, the purpose of the project was to establish a consolidated and holistic picture of the Australian LIS profession, and identify how its future education and training can be mediated in a cohesive and sustainable manner.
The project was undertaken with a team of 12 university and vocational LIS educators from eleven institutions around Australia between November 2009 and December 2010. Collectively, these eleven institutions represented the broad spectrum and diversity of LIS education in Australia, and enabled the project to examine education for the information profession in a holistic and synergistic manner. Participating institutions in the project included Queensland University of Technology (Project Leader), Charles Sturt University, Curtin University, Edith Cowan University, Monash University, RMIT University, University of Canberra, University of South Australia, University of Tasmania, University of Technology, Sydney and Victoria University.
Go to source: http://www.liseducation.org.au/resources/PP9-1326%20QUT%20Partridge%20Final_Report.pdf
New ebrary download feature
ebrary now provides a download feature with the following options:
1. Create a PDF of a single chapter
2. Create a PDF of a single, unbroken age range
3. Download for 14 days. The user must have Adobe Digital Editions installed for this option.
Please note that all users must have created a personal ebrary account before they can use the download feature.
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Managing Research Data & Tracking Research Impact
If you have any questions, please contact Stephanie Bradbury on s.bradbury or X88336
There are just two research support sessions, led by the Library, remaining for 2011. Register now!
Managing Research Data
Time: 10:00-11:00am
Date: Wednesday 7th December, 2011
Venue: V714, Level 7, Library, Gardens Point
Funding bodies and governments now often have specific requirements for data management. For example, in ARC Funding Agreement for Discovery Projects for 2010, http://www.arc.gov.au/ncgp/dp/dp_fundingagreement.htm data management requirements are in Section 20, on page 18. There are also fundamental data management issues that apply to most disciplines, formats, and projects. A data management plan will not only help you properly manage your research data for your own use, but also ensure you meet funder requirements and/or enable data sharing in the future. This seminar will explore and discuss the main issues that should be the focus of any data management plan.
Register HERE
Tracking Research Impact
Time: 10:00-11:30pm
Date: Thursday 8th December, 2011
Venue: V712, Level 7, Library, Gardens Point
This hands-on workshop will allow you to explore a range of tools that demonstrate impact of research publications. Citation metrics and webometrics are increasingly used to track research impact and demonstrate the influence of research. Citation analysis makes it possible to understand the impact of a particular work (journal article, conference paper, book) as indicated by citations by other scholars.
50 Lessons and Leadership Development Channel (short term trial)
50 Lessons and Leadership Development Channel are on trial until the 11th of December 2011 at http://www.library.qut.edu.au/find/databases/trials.jsp
50 Lessons and Leadership Development Channel are video-based leadership development resources available via Books24x7.
- 50 Lessons features over 1,200 interview presentations from some of the world’s most respected and recognized business leaders sharing personal experiences of today’s most pressing business issues.
- Leadership Development Channel (LDC) is more diverse in both learning design and presentation format and features over 2,000 on-demand video programs featuring best-selling business authors, experts and Executives. The LDC includes content of varying lengths from 2-60 minutes long. The LDC’s instructional design is application-based to drive immediate results.
Access to 50 Lessons and Leadership Development Channel via the View by: drop-down menu in Books24x7 (see image below)
Feedback about this resource is welcome at http://www.library.qut.edu.au/find/databases/feedback.jsp
13 Rules For Realizing Your Creative Vision – discuss
The Done Manifesto lays out some bracing maxims that are key to preserving a startup’s most valuable asset: urgency.
- There are three states of being. Not knowing, action and completion.
- Accept that everything is a draft. It helps to get it done.
- There is no editing stage.
- Pretending you know what you’re doing is almost the same as knowing what you are doing, so just accept that you know what you’re doing even if you don’t and do it.
- Banish procrastination. If you wait more than a week to get an idea done, abandon it.
- The point of being done is not to finish but to get other things done.
- Once you’re done you can throw it away.
- Laugh at perfection. It’s boring and keeps you from being done.
- People without dirty hands are wrong. Doing something makes you right.
- Failure counts as done. So do mistakes.
- Destruction is a variant of done.
- If you have an idea and publish it on the internet, that counts as a ghost of done.
- Done is the engine of more.
Unconference resources
http://wanderingeyre.com/2011/11/16/new-unconference-and-mob-resources/
New Unconference and Mob Resources“Here are a couple resources that might be useful to you if you are new to the idea of the wisdom of the crowd or if you need a little inspiration for your own mob: unconference.net – Though the blog on this site is not updated often and much of the information was posted long ago, there are a plethora of resources on unconferences here. There are explanations of unconferences, facilitation styles, how tos, and a discussion about Open Space Technology. Open Space World – The original site on Open Space(OST). It is a must read for noobs. Unconference LibGuide – This is a resource site put together by some librarians who have attended many unconferences. There are some great checklists for planning and some other resources. Crowdsourcing in Higher Ed IT – This is a step by step guide from Educause on how to use mob rule to make campus and even multi-campus wide IT decisions. 25 Great Ways Colleges Are Using Crowdsourcing – A fabulous list to inspire your own ideas to improve your teaching or impact your community. Some of the ideas are only marginally related to Higher Ed, but they are still very interesting. |
