Iinaoeoaee, iaoiayueany a a?oiia Ainoe, ia iiaoo inoaaeyou eiiiaioa?ee e aaiiie ioaeeeaoee.
Good digital citizens use technology in appropriate and respectful ways, and build community in every corner of the Internet. As we embed the use of digital tools and online environments in teaching and learning, it is important to develop our own and our students’ skills in acting responsibly, respectfully and safely in those environments.
Working to the Directorate’s annual objectives and the TEL Quality Framework, Roisin’s role as a TEL Advisor is to proactively support and develop staff in using technology to enhance the student learning experience. Roisin is the primary contact for colleagues in the Faculty of Arts & the Business School. Enter your email address to subscribe to this blog and receive notifications of new posts by email. Back at the UCISA Spotlight on Digital Capabilities event at the end of May we had a discussion on the need for IT training teams. Delegates to the event were invited to submit questions in advance and I want to take this opportunity to expand my views and thoughts on the discussion and the questions, including some questions we never had time for. One question that we didn’t get to answer was on how we identify and engage the digitally invisible?
Now we know that some would call this a generational issue, it’s to do with age, which we know not to be true. The invisible are, and making some generalisations here, are not going to undertake surveys or diagnostic tools.
There are many ways to do this, apart from obviously not appointing them in the first place! Kerry Pinny from Lincoln has written two very good blog post on these subjects. Her first post on the subject, Should we employ staff who don’t have digital skills?
Why are we employing people who don’t have the digital skills that are needed to cope in today’s ‘digital world’? In her second post she reflects on the feedback in her post But what about staff that won’t or don’t want to engage in CPD? and provides some ideas on how to engage those staff, who are often invisible.
Employing people without digital skills is still an issue in that is often avoided by organisations for various reasons, usually historical and legacy reasons.
Another solution is to focus on taking an institutional strategy and placing the responsibility on delivering on that strategy to departments. There is also potentially a communication issue, ensuring that these staff get any key messages about the use of digital. Finally, understanding the motivations and fears of these staff can be critical to helping them become not only visible, but also start to engaging with their own personal development and building their digital skills and capabilities. A real challenge for measuring value is understanding both the impact and the value of that impact.
One way in which you can demonstrate value is clearly link the training sessions to the strategic objectives of the organisation or department and explain how the training will support or contribute to the success of that objective. A further question we were asked was how do we create protected spaces in our workload to support innovation?
If people are concerned about the issue of time when it comes to creating protected spaces in their workloads to support innovation, then they are probably more likely concerned about how this will fit into their other priorities.
As some will now as well as talking about e-learning stuff, I also like to talk about the tech side of things too.
In my blog post Mobile WordPress Theme I have covered the update to WP-Touch, which adds a dedicated mobile theme to WordPress blogs really easily and looks great.
In another article I talk about how we melted the wifi at the recent UCISA event on digital capabilities. On this blog I wrote about the fickle nature of the web based on the original article which appeared on the Tech Stuff blog. In addition to the individual post mentioned above, I have also written about my continued issues with getting FTTC at home. Sue initially covered her own background, where she has come from, what she has done, providing a context to her views on digital capabilities. She did bring up the medieval lecture painting that gets around a bit, but recognises the cultural, historical and social significance of the lecture which is often why we still use and appear to be stuck with them.
She discussed the fear of change, which is more prevalent in my opinion than the fear of technology. She reviews Dave White’s 2011 article on Visitors and Residents and decides to extend it to those who aren’t on the continuum.
She also makes the point about not making assumptions, something I said in my own presentation yesterday.

There is something about spreading the message to all aspects of the university and working partnership. In this afternoon’s session, Kathryn Wenczek, and Silke Prodinger-Leong talked about online learning and digital capabilities – the theory and the reality. The session covered an introduction to digital capabilities including a mention of the Jisc work in this area. I have often thought that the key to effective digital staff development is to provide on demand training or just in time.
If you want to take your editing skills to entirely new level and turn your images from "flat" or "boring" to striking - take this course!This course is packed with high quality supporting materials (10 high resolution TIFF files) - they are downloadable and you can use them to speed up the learning process. You can draw, color, and animate using traditional methods while taking advantage of the digital conveniences found in Harmony. In 21st century education, helping students become good digital citizens—who communicate, search, and stay safe online—is part of every educator’s responsibilities. An appreciation for the permanency of the web and an awareness of our digital footprint are key weapons in the digital citizen’s arsenal. Her main focus will be to advise academic staff on effective use of learning technologies to develop innovative learning resources, processes and practices. It seems that a number of universities have done away with their IT training teams altogether, or reduced them to one or two, presumably very busy, individuals. Those staff who avoid the digital, won’t engage with the training and are generally invisible. How do we ensure that these staff build on the skills they do have and continue to develop their digital skills and capabilities?
It’s a question raised with increasing frequency and one that deserves some serious thought. Job descriptions rarely mention digital or technology, looking over lecturer job descriptions you rarely see any mention of digital. Those departments, as in the departmental managers, ensuring that all their staff are buying into the strategy and know what those staff need to do as individuals, to help deliver on the strategy, and what skills and development they will need. Most of these invisibles are actually happy where they are professionally, they like their jobs, they like the culture and don’t really want to be part of a changing culture. Showing your value by showing positive feedback from participants is all well and good if the strategic need for an IT training team is to ensure delegates provide positive feedback.
This can be difficult to record, measure and assess, hence the often fallback on the happy sheets! The issue of time arose well the issue of lack of time; and as you know if you ask me why I don’t have a dog, the reason is I don’t have the time. So ask the question, who is responsible for setting the priorities of the staff in your institution?
Over the last few months I have been talking about things I have written about on this blog before.
The conference centre struggled to cope with 120 delegates as the wifi, that in theory could cope with 250 wireless clients, failed to deliver a stable consistent wifi connection. This was in response to the original decision by the BBC to remove the recipes from their BBC Food site. Digitally shy staff are less likely to read the education technology literature, apply for TEL funding or attend conferences on digital capabilities. This I have seen before and disagree with, if they aren’t on the continuum then that’s the issue.
Sue does make the valid point that basic ICT proficiency is a core capability that needs to be addressed.
What is important when offering a practical online solution to up skill digitally, particularly for fast evolving ICT skills?
They recognised the importance of building capability in ICT Proficiency in order to build on the wider digital capabilities. The site now has a lot of training that is appropriate to other digital capabilities as well as ICT.
The "hands-on" tutorial part of the course is based on the provided image base, you don't have to waste time on searching for suitable images.
In this course, Dermot O’Connor shows how to use Harmony features to animate a basic walk sequence. This course, designed strictly for beginners, provides for a solid grounding in the skills and tools you'll need to explore the world of digital photography.
His caricatures and illustrations have graced the covers of Rolling Stone, Billboard, Time, the New Yorker, and many other publications.

She will also provide staff advice and development on the core TEL systems and technologies, with particular responsibility for Mahara and Turnitin. NOTE: These instructions apply if you need to edit any of the Descriptors before using the rubric. In this session the panel will discuss this shift in institutional provision, consider the risks, and consider how training teams may need to evolve. Despite people assuming that everyone reads every e-mail, the invisible will ignore or delete e-mails about digital. I should start by saying that I fundamentally disagree with anyone who says that we shouldn’t employ people without the digital skills we ‘need’. I use to attend meetings in order to discuss issues face to face, another method was a physical paper newsletter on digital and learning technologies. Showing them new shiny stuff generally won’t engage them, showing them solutions (that involve digital) that will solve real issues for them, probably have more chance of success. Priorities in theory are set by the line manager, who is operationalising the strategic direction and vision of the institution.
As interest in blended education increases, promoting digital ways of working for staff who teach and support learning may need to be reconsidered. This session aims to give a brief theoretical insight and show a practical example of how an online learning solution has enabled a more flexible model of training digital capabilities. The ability to be able to quickly access the appropriate training reduces the frustration that having an issue you can’t solve can have on productivity and workflows.
He demonstrates how to make organic lines and how to draw the extremes and in-betweens, while testing poses.
Ben Long starts with a look at the different types of cameras on the market and guidelines for setting your camera up for success.
Roisin is also interested in how ‘Open Badges’ could be employed to facilitate motivation and reward in student learning and staff development at York St John. These staff aren’t always ignoring digital, they may use some tools, but they aren’t looking to build their capabilities, they are happy where they are and their current level of skills. If digital is not a strategic priority can we be surprised that staff within that institution don’t consider it a personal priority. I also wonder if these really exist in a modern university with all their digital systems in place already, even if that is just e-mail and a USB stick? Just join me in this course, download the supporting files and immediately start improving your Photoshop skills!I will teach you all the Photoshop tricks and techniques that I have learn during my over 10 years long artistic photography practice.
He also takes you through rolling, flipping, and frame rates, so you can observe how timing and spacing impacts the pace of the animation and the personality of the character. He also introduces the theory behind exposure: controlling the amount of light that reaches the camera's sensor.
There will be a spectrum of skills across this group, some will have low capability in using digital, some will have what would be considered quite capable. At events we have asked staff if they are good with Word, most say yes, then ask them if they use styles consistently and effectively and for most staff groups the answer is no.
If you want staff to be capable in using a range of digital tools and services they often need help and support, but they may not know what support they need until they start using the tool on their own. Then it's time to take to the field and examine the rest of the factors that influence the quality of your photographs, including light metering, focus, composition, and flash. The invisible are also silent, they are not the kind of people who will be heard complaining about digital. As for willingness, if you are applying for a job you probably will no doubt be positive about being willing to use the VLE and other technologies, things may be different once you are employed.
If you have very old Photoshop version - Photoshop CS2 you still will be able to work with most of the techniques, apart from the Black & White Tool, since it was introduced in Photoshop CS3No prior knowledge of Photoshop is necessary, I will explain all the techniques in a simple wayWe will work with high quality images provided as supplementary materials to help you move on even faster! Ben also introduces techniques for shooting portraits and shows what you can do with an image editor in post. One potential solution for this is about been very clear about what is expected from staff and being explicit about what those expectations are. For new staff that willingness could then be transformed into mandatory training to meet those expectations.

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