37 Matching Annotations
  1. Jun 2020
  2. May 2020
    1. Margaret Sullivan on Twitter: “.@TheAtlantic to cut staff by 68 positions, or 17 percent, in response to current economy, per chairman David Bradley statement” / Twitter. (n.d.). Twitter. Retrieved May 31, 2020, from https://twitter.com/sulliview/status/1263461467262779393

    2. Margaret Sullivan on Twitter: “.@TheAtlantic to cut staff by 68 positions, or 17 percent, in response to current economy, per chairman David Bradley statement” / Twitter. (n.d.). Twitter. Retrieved May 31, 2020, from https://twitter.com/Sulliview/status/1263461467262779393

  3. Apr 2020
  4. Mar 2019
    1. Using Just in Time Training for Active Learning in The Workplace

      This does not necessarily seem to be of top quality but it is the only item I have found so far that addresses just in time training specifically within healthcare. It does not do so in great depth. It does briefly address technology and mobile learning but not in a way that is tremendously insightful. rating 2/2

    1. Time Training (and the Best Practices

      What is just in time training This is an introductory and brief article that relates to just in time training. It describes the conditions needed to bring about adoption of this process. I am not in a position to evaluate the content but the ideas seem useful. rating 4/5

    1. This article explains just in time learning (such as that which can be done via devices) within the context of higher education. My interest is in public health education, but at this moment, I am not sure how much I can narrow in on that topic, so I will save this for now. This is obviously not a scholarly article but is of some interest nonetheless. rating 2/5

  5. Nov 2018
    1. For house staff in internal medicine, the introduc-tion of hospitalists may mean a greater likelihood ofbeing supervised by attending physicians who arehighly skilled and experienced in providing inpatientcare. House staff have long enjoyed a certain amountof autonomy, because many of their faculty supervi-sors have been relatively unfamiliar with moderninpatient care. Such autonomy may be diminishedwith the new approach to inpatient care. Althoughthere is bound to be transitional pain, we believethat the potential for improved inpatient teachingwill more than compensate for it. Moreover, thischange will help answer public calls for closer andmore effective faculty oversight of house staff andstudents.34
  6. Aug 2018
  7. Mar 2018
    1. Introduce core training for all staff to ensure awareness of the Intergenerational impact of Residential Schools and Colonization

      Need department heads to come together to decide how we will roll out support for staff to participate in learning opportunities such as MOOCs and speaker series. Librarians can volunteer to sub in on service desks to allow for this learning to take place.

  8. Sep 2017
    1. Badging may be seen as an alternative to traditional forms of educational assessment and recognition. Traditional systems for recognizing learning – letter grades, transcripts, or even diplomas– may not be able to fully demonstrate students’ actual learning or achievements. Digital badging would allow metadata to be attached to each badge, bringing together valuable information about the criteria for earning the badge, the institution or instructor behind the badge, the date the badge was earned, descriptions or copies of assessment tools, or even examples of actual work submitted to receive the badge. [4] Additionally, as a form of micro-credentialing, badging would help document specific learning achievement along a larger path towards general achievement.

      This is a good idea for large, multi-site libraries. Staff have trouble leaving the branch for training, and have no incentive to increase their skills. Badges would be a tangible result, which (ideally) would accrue over time to illustrate an upward trend in skill development. An extrinsic motivator, true, but also a record of effort and time expended.

  9. Jul 2017
  10. www.webpages.uidaho.edu www.webpages.uidaho.edu
    1. UI employees and students retain all rights in the copyrightable materials they create except in the cases of “UI-Sponsored Materials” as defined in Subsection B-2-b below, materials subject to grant of a non-exclusive license to UI for public access as described in Subsection B-2-c below, materials covered by a Grant or Contract as discussed in Subsection E below, and materials covered by a valid written agreement between the natural person or persons and the UI as discussed in Subsection B-5 below.
    1. It is the further intent of the University under this policy to clarify that for those employees other than faculty members and staff researchers, the University owns the copyrights to works produced in the course and scope of their employment at the University.
    1. a staff employee may apply to the appropriate Senior Vice President and Provost to be treated as a faculty member for purposes of revenue sharing for a work resulting from a specific project upon a showing that his/her duties and responsibilities in that project are, in practical effect, substantially the same as those of a faculty member.