I have heard that Inspiration mind mapping software has been bought by another company and will be continued.
Archive for the 'UCL CMALT' Category
SUBJECT: Inspiration Software, Inc. Closure Notice
For over 36 years Inspiration Software, Inc has been in the business of creating,supporting and selling software tools to advance thinking and learning skills for learners of all ages.
Over the last few years, the market and technologies needed to serve our
customers have shifted tremendously.
After extensive consideration and with regret, we have decided to stop selling our products and close Inspiration Software. Therefore, as of 25th November, we will no longer be fulfilling orders.
We have notified Student Finance England of our plans to close Inspiration Software and are working with them to ensure there is an orderly exit from the DSA sector for Inspiration 9.
We do have some good news for our customers as our DSA products will continue to be supported and sold by other companies.
• Inspiration® Maps and Kidspiration® Maps will now be a part of
Diagramming Apps, LLC. Inspiration Maps is now a DSA approved product.
• Inspiration 9 IE customers can continue to find curriculum, customer service and tech support through TechEd Marketing at firstname.lastname@example.org or 01672 560387.
A dedicated Inspiration 9 support website for users will be launched in November.
For the foreseeable future, existing users of Inspiration 9 for Windows will be able to continue to use it as normal in their studies.
Inspiration 9 for Mac users are likely to face issues if they choose to upgrade their current operating system to Catalina, which doesn’t support 32-bit applications.
If you have any further questions on this matter, please do not hesitate to reach out to Reeza Awoodun (email@example.com).
We thank you all for your support in recommending Inspiration 9 over these past years.
President & Co-founder
The issue is that in previous versions of Windows, you were able to get into the settings to change the colour of the window background, so that when you opened a Microsoft Word or Excel file, the background colour on your screen was your chosen shade.
The window option allowed a colour chart to open up, where you could move the cursor around to find the exact shade you were looking for (alla Win 98, 2000, XP, 2007, etc.). In Microsoft 10, there is no simple option.
The current accessibility options provided by MS for Win 10 are pretty awful.
I have been in touch with Microsoft and they say that due to complaints that they will be bringing this facility back, but we do not know when.
This window is no longer available
In the meantime UCL users can access a ‘Screenmasking’ option from a networked piece of software called TextHelp Read and Write. This software is either found on the Desktop@UCL, or from the Software Centre or Database.
Digital content is increasingly being used in learning, teaching and research across the Higher Education sector. This has led to a significant change in research practices across disciplines, which include knowledge creation and dissemination through social media and repositories. Complex software tools are being used for data analysis in Arts and Humanities as well as Sciences, and large data sets are being made available to the research community, leading to a blurring of the organisational and support responsibilities of academic stakeholders. This timely event takes a look at digital scholarship at large, and considers new initiatives and opportunities within UCL to address the challenges associated with this disruptive shift.
Developing Digital Scholarship: Emerging Practices in Academic Libraries – Alison MacKenzie, Dean of Learning Services at Edge Hill University and Lindsay Martin Assistant Head of Learning Services at Edge Hill University.
The impact of digital on libraries has extended far beyond its transformation of content, to the development of services, the extension and enhancement of access to research and to teaching and learning systems.As a result,the fluidity of the digital environment can often be at odds with the more systematic approaches to development traditionally taken by academic libraries, which has also led to a new generation of roles and shifting responsibilities with staff training and development often playing ‘catch-up’. One of the key challenges to emerge is how best to demonstrate expertise in digital scholarship which draws on the specialist technical knowledge of the profession and maintains and grows its relevance for staff, students and researchers.
From digital scholarship to digital scholar – Alison Hicks, Lecturer UCL Department of Information Studies.
Drawing on her experience working as an academic librarian in the United States, Alison’s presentation centres on the capacities that are needed to participate in practices of digital scholarship, as well as the inherent risks and challenges of engaging in open and networked spaces.
Introduction to Digital Scholarship and Open Research – Daniel van Strien, Research Data Support Officer UCL Library Services.
Daniel will be presenting on a session which aims to help participants make a practical start in practicing open science and digital scholarship he is a Research Data Support Officer within UCL Library Services with an interest in digital scholarship and new approaches to research.
Where’s your digital at? – Moira Wright, Digital Literacy Officer, UCL Digital Education.
With an interest in student digital and information literacy skills for employability. Moira will be talking about the Jisc Digital Capability Discovery Tool and how to get involved in the UCL beta pilot.
Research IT Services – Tom Couch, UCL Research IT Services (RITS).
Whilst many of the existing users of Research IT Services are pushing for more of the same but better, the broadening base of digitally engaged researchers from different disciplines requires more experimentation with new technologies and services. Tom Couch reports on some recent projects that have helped RITS to engage and support new groups of researchers.
We’re using the Jisc definition of digital literacy: ‘the capabilities which fit someone for living, learning and working in a digital society’.
The UCL DL SIG was created for UCL staff to promote the use of technology in learning, provide a platform to ask questions, exchange ideas and also to get support from colleagues beyond UCL Digital Education.
Do you use Moodle, Turnitin, Lecturecast, Opinio, My Portfolio, the UCL Wiki? Do you use Email, text, Facebook to contact students, do you read or contribute to blogs or Twitter etc. or use other technologies to support the student learning experience?
If so, why not try UCL UCL’s professional portfolio in e-learning?
Now in its fifth year at UCL, CMALT is a chance to learn about, share and implement good practice in the wide range of technologies that support our students’ teaching and learning.
“Working together with colleagues from across UCL was helpful in terms of discovering and developing good practice”.
CMALT is a national peer-based professional accreditation scheme developed by the Association for Learning Technology (ALT) and an opportunity to certify your growing skills and experience in learning technology.
- What does it involve?
Completion of a descriptive and reflective portfolio of about 3,000 words, demonstrating your knowledge in four core areas: operational issues (constraints/benefits of different technologies, technical knowledge and deployment); teaching, learning and/or assessment processes; the wider context of legislation, policies and standards and communication/working with others, plus one specialist option subject. We will run monthly workshops to discuss and work on the core areas of your portfolio, and provide you with a mentor from our team to support you as you complete your certification portfolio.
- How long does it take?
It takes about six months from start to submission and it takes around 25-35 hours in all to complete including around 15 hours contact time. The 2016 cohort will start in February 2016.
- How much does it cost?
It costs £120 to register as a CMALT candidate under the UCL scheme (normally £150). In many cases the candidate’s department covers this fee.
This is an excellent opportunity to support your professional development with lots of support available.
There will be a lunch time meeting to provide further information for prospective participants next week on Wednesday 3rd February 2016 from 1pm-2pm in Chandler House, room 118. All staff are welcome. If you are interested in CMALT but unable to attend this meeting please contact firstname.lastname@example.org
We built it, but would they come?
Designing an online course in e-learning for UCL staff has its uncertainties, mostly to do with the big question, is anyone actually going to turn up? The pressures on staff at a research intensive University are multiple and intense. Everyone is juggling so many competing priorities, that taking the time to learn about teaching with technology may be an aspiration never fated to turn into a reality.
We looked to the MOOC phenomenon for inspiration. If there is one thing MOOCs do well it’s publicity. They make the prospect of doing a course so easy and so enticing, that you can’t help but sign up. So we made our promo video and sat back and waited. We said to ourselves, if we get 30 people, that will be good, but of course, really we wanted more.
It was with some relief, therefore, when the self-enrolments started to trickle through. We passed the 100 mark fairly early, but we weren’t quite at 200 a day or so before the course was due to start. Never fear, however, because the enrolments didn’t stop. Currently UCL Arena Digital has 214 participants, and people continue to sign up.
Who were they and what were they doing?
Painstaking analysis reveals that there were 96 different UCL departments represented. The top 5 departments (by numbers of participants) appeared to be:
- Dept of Managment Science & Innovation 11
- IOE – Culture, Communication & Media 9
- Dept of Security and Crime Science 8
- Centre for Prep Studies – Astana 8
- Centre for Languages & International Education 7
In addition to these figures, however, there were 15 people who came from different departments but who all had an affiliation with the UCL Institute of Child Health, and 23 people from the UCL Institute of Education. Honourable mentions too, to the Research Department of General Surgery, Institute of Ophthalmology, SELCS and IOE – Lifelong & Comparative Education, all with 5 representatives each. We had one person from UCL Australia.
During the Unit, we invited participants to watch some video tutorials and explore resources in a Lesson activity and a Book (both ways of presenting content in Moodle). Then we asked people to share some media they use in their teaching on a Padlet (which is a great, easy tool that resembles putting post-it notes on a virtual pin board). There was a glossary for participants to contribute to, and a discussion to take part in, and a final webinar to share experiences on the Thursday of the second week.
Click that link!
By Wednesday 18th March, the Using Multimedia: A Moodle Lesson activity had 1246 views (including 242 tutor views). The Going Further with Multimedia: A Moodle Book resource had 1465 (including 71 tutor views). The Wall of Media (the Padlet) had been viewed 64 times, The Language of the Media Glossary had been viewed 327 times, and the discussion forum “When can the use of media enhance teaching and learning” had 544 views.
We were overjoyed at the enthusiasm of course participants. We have 16 entries in the Glossary now, spanning 5 pages, 34 posts on the Padlet Wall of Media, including some brilliant tutor-crafted screencasts and lots of great examples from participants’ teaching. The shared Practice space has been filling up too. That’s a blank Moodle course for participants to try out what they’ve learnt if they don’t have somewhere else to practice their skills. What is great about it, is that we can all see that learning has taken place, and it is an encouragement to everybody.
Now take a break …
Something else we learnt from MOOCs is that participation drops off sharply after the first week, and continues on a downward slope. It seems that everyone’s intention is good, and the enthusiasm can be sustained for so long, but, inevitably, all the other pressures of life get in the way once more. So, we thought, if we split the course into two week Units, with breaks in between, maybe that will keep people with us. And if you haven’t already enrolled, it means that you still can – and you have time to catch up before Unit 2 begins.
Unit 2 will start on April 13th 2015 and will focus on Communication
So get ready for wikis, discussion forums, Twitter and more. If you ever thought of ditching the PowerPoint and doing something more interesting instead, then Unit 2 is for you.
Enrol here and see you all again very soon.