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Recent Accession: Children’s Hospital, San Francisco Nursing School

Brought to Light Blog - Thu, 2014-09-04 10:22

We’ve recently acquired a collection from the Children’s Hospital of San Francisco Nurses’ Alumnae Association, MSS 2006-17. Let’s break that down.

Children’s Hospital of San Francisco Training School for Nurses Little Jim yearbook, 1925, page 45, MSS 2006-17.

The California Pacific Medical Center’s historical timeline and UCSF History site prove quite useful for untangling this history. In 1875 the Pacific Dispensary for Women and Children was founded in San Francisco. It underwent a name change and became, more recognizably, the Women’s and Children’s Hospital. Under the leadership of the pioneering Dr. Charlotte Blake Brown (1846-1904) in 1882, the hospital began offering a two-year training program for nurses– the first official of its kind on the West Coast. And in 1887, it finds a new home at the intersection of California & Maple streets. At this point, “the two-story hospital has 25 private rooms, open wards, a cow barn, chicken yard, and laundry. Total cost, with furniture and equipment: $26,000.” The University of California Medical School (that’s us– UCSF!) begins partnering with Children’s Hospital in 1915 to teach medical students.

Group of nursing students, circa 1925, MSS 2006-17.

Which brings us just to about the time period of this collection. Donated by the granddaughter of Ruth Steuben, an alumna of the Children’s Hospital Training School for Nurses, the material covers the education of Steuben, roughly 1925-1929, and includes class notes, yearbooks, photographs, and a uniform apron. Digital copies of Steuben’s school records as well as photographs and letters from the mothers of children nursed by Steuben soon after her graduation are also included. Below, a photograph of Ruth with her graduating class, December 1927, from the Little Jim yearbook.

Class of December 1927, including Ruth Steuben. Children’s Hospital of San Francisco Training School for Nurses Little Jim yearbook, 1926, page 22, MSS 2006-17.

And a photograph of many of the same students at a nursing school reunion event in May 1948.

Reunion of nursing school graduates, May 1948, MSS 2006-17.

And now, for your further enjoyment: crossword puzzles! The 1948 Little Jim yearbook includes not one, but two crossword puzzles. The first was created by Adelaide Brown, M.D. (1868-1933) who was the daughter of Dr. Charlotte Blake Brown– both were longtime activists for women and children’s health.

Crossword puzzle by Adelaide Brown, M.D. Children’s Hospital of San Francisco Training School for Nurses Little Jim yearbook, 1925, page 48, MSS 2006-17.

Crossword puzzle. Children’s Hospital of San Francisco Training School for Nurses Little Jim yearbook, 1925, page 50, MSS 2006-17.

Please see our other collections regarding the Children’s Hospital of San Francisco Nursing School Alumnae Association, MSS 89-20 and MSS 91-101. Read more about Dr. Charlotte Blake Brown in this fascinating article, The San Francisco Experiment: Female Medical Practitioners Caring for Women and Children, 1875-1932, by Meredith Eliassen and published online in Gender Forum.

Categories: Brought to Light

Fall 2014 Tech Clinics Announced

Convergence - Thu, 2014-09-04 08:38

Have you been working on CLE or multimedia projects this summer in preparation for fall courses? If you have, I am sure you have questions or even better, want to share some of the great work that you have done. Just in time for the Fall 2014 semester, we are excited to announce dates for the upcoming Tech Clinics offered through the Learning Technologies Group and UCSF Library. You can register for a Clinic today at tiny.ucsf.edu/LTGClinics.

The Learning Technologies Group will offer one Multimedia Clinic and one CLE Clinic a month throughout the rest of the year. The Clinics are offered at no cost to all UCSF community members. Here are some recent changes to the CLE that you may be interested in learning more about at an upcoming CLE Clinic:

  • The recent CLE Refresh
  • Web conferencing alternatives
  • Tips for managing CLE courses from semester to semester
  • Improvements to the Quiz activity
  • Recommendations for designing courses for students using mobile devices

New additions to Tech Clinics offerings include:

  • Attend a Clinic remotely using WebEx
  • Attend a CLE Roundtable to collaborate with other staff and faculty using the CLE
  • Film a faculty interview in the eLearning Studio during a Multimedia Clinic
  • Discover use cases for using iPads and mobile devices in the classroom at a Multimedia Clinic
  • Learn a new application using Lynda.com in the Tech Commons at a Multimedia Clinic
  • And of course, train new staff!

Each Clinic offers short presentation/demos on popular topics throughout the day as well as one-on-one support opportunities with Learning Technologies staff.

CLE Clinics Fall Schedule (click below for more information and to register)

Multimedia Clinics Fall Schedule (click below for more information and to register)

*Have the Learning Technologies Group helped you recently? During the Multimedia Clinic on Friday, September 12, we will be filming testimonials on working with the UCSF Library and Learning Technologies Group. If you are interested in participating and filming a 30-60 second testimonial during the September 12 Clinic, please register using the link above or contact the Learning Technologies Group.

We hope to see you there!

Image Credit: “Light-Bulb” designed by Phil Goodwin from the Noun Project
Image Credit: “Refresh” designed by Chris Dobbins from the Noun Project
Image Credit: “Check-Mark” designed by DEADTYPE from the Noun Project

 

 

 

 

Categories: Convergence

Using EndNote for Collaboration: the Traveling Library

In Plain Sight - Wed, 2014-09-03 12:23

A Traveling Library refers to the formatted citations in your Word document and is created for each Word document when formatted using EndNote and Cite-While-You-Write (CWYW):  it’s a subset of your EndNote library which contains only the citations that appear in your paper. Each time you format a citation (e.g. insert a reference) EndNote will look in your open library to find the corresponding reference. If the library is not available or not open, EndNote uses the “traveling library” for reference information. This allows you to collaborate with other authors on a paper without each author having the same EndNote library because reference data is kept with each formatted citation. The reference data saved with each citation includes all fields except Notes, Abstract, and Figure.

When someone e-mails you a MS Word document that has been created with EndNote citations you can export the “traveling library” from Word into a new or existing EndNote library on your own computer by following these steps:

  • Have the Word document open and go to the EndNote tab (in Word 2007 +).
  • In the most right column, click on “Export to EndNote.”


 

 

 

  • Choose “Export Traveling Library”. Follow the directions. You’ll be guided to add those references into either an existing EndNote library (by selecting a library from the drop-down list or using Browse to locate the library) or a new EndNote library.

 

 

 

 

 

 

Please note that this will only work if the Word document citations were created using EndNote, and the EndNote coding still remains in the document (i.e. it wasn’t converted to a plain text document before you received it).

Categories: In Plain Sight

Personalizing CLE Courses for Students

Convergence - Thu, 2014-08-28 12:41

Starting a new online course can sometimes be a daunting task. A student may look at a course page and see a never-ending list of activities and resources for them to view or complete. If a student opens up a course like the one pictured below, they might become paralyzed by the dreaded scroll of death. They might wonder where do I even begin? And over time, they may wonder Which resources or activities have I already viewed or completed? How do I know if I’m even getting anywhere? Luckily, Moodle, the learning management system that powers UCSF’s CLE, provides ways for us to help students go through their online courses in a personalized fashion. This may mean selectively introducing content, branching activities based on performance, or merely keeping activities hidden until they are needed by the learner. Moodle’s conditional activity features provide a helpful way for students to see their progress in a course. This is especially useful for asynchronous learning, because it allows the learner to be in control of their progress over time versus waiting for the next content to be made available by the instructor. Some common uses of Conditional Activities might be:

  • Don’t show course content until learner accepts an agreement
  • Don’t show course content until learner takes a pre-test
  • Show post-test after learner views last module
  • Provide certificate of completion when learner earns certain score on post-test
  • Show remedial or advanced course content or Topics based on a Quiz or Assignment grade

Employing conditional activities in a CLE course can get complicated pretty quickly. It’s best to start simple and stay simple. So, let’s start simple! Using conditional activities has two parts: 1) Activity Completion and 2) Access restrictions. Our faithful readers may remember that we posted about Activity Completion back in November, but let’s take a deeper dive now.

Activity Completion

When employing the conditional activity features, you’ll want to set up Activity completion first, then move on to adding access restrictions. Activity completion is enabled in the Course Settings for a course. It’s best practice to enable this for a course before you start adding Activities and Resources, so the setting is automatically enabled. If you are enabling Activity completion after you’ve added items to the course, you will have to go back and enable each Activity or Resource individually.

For each course Activity or Resource, you can set the completion settings as you choose. There are three main options for each course activity or resource:

  • Do not indicate activity completion
  • Students can manually mark the activity as completed
  • Show activity as complete when conditions are met

For the option where certain conditions must be met, you can indicate the conditions you wish. The simplest is “view”. This means the student merely needs to open up the File or URL once and then, it is deemed complete. Graded items, like the Quiz, Assignment, or a SCORM package (like an Articulate presentation), can require a certain grade to be deemed complete. The Forum has the most complex activity completion criteria with options to require a certain number of posts or replies. When the conditions are met, check marks appear in the boxes for each activity.

Access Restrictions

The second part to employing Conditional Activities is using the Access restrictions. This setting enables Instructors to restrict the availability of any activity, resource, or even a course Topic according to certain conditions such as dates, viewing the activity, a certain grade obtained, or activity completion is fulfilled. The use of access restrictions personalizes the course experience for the learner. The appearance of activities depends on each student’s own completion of prior activities. When these access restrictions are set, each student’s course might look slightly different, because each student may be further along than other students are. In the Restrict access options, an Instructor can indicate a date that you expect the completion criteria to be completed by, however this date is not shown to students. It is only displayed in the Activity completion report that is available to Instructors, such as the one below. A quick, but important note about Activity completion: UCSF’s CLE server gets triggered every 10 minutes to refresh activity completions. This means that although a student may have completed the activity, the criteria won’t necessarily register for another 10 minutes. I hope this blog post has whet your appetite for exploring the course personalization options available to you with the CLE. As you can probably tell, the Restrict access options can get a lot more complicated and we’ll go into that in a later blog post. Until then, please feel free to contact the UCSF Learning Technologies Group for any of your online learning needs! Laptop Image Credit: Kristen McPeak from the Noun Project

Categories: Convergence

Redesign Your Website in 4,000 Easy Steps

CKM Blog - Tue, 2014-08-12 15:33

Earlier this month, Rich Trott and I delivered a session at the University of California Computing Services Conference (UCCSC) in San Francisco. It was about our experience using an approach of continuous iterative improvements and frequent feedback to help keep our site fresh and meeting user needs. We talked about why this approach has been working better than the tradition complete redesign that might happen every few years (or not.)

If you can’t wait to hear more, see the slides with notes.

Or if you’re more of the video type, you can check that out too.

Let us know about your experiences using this kind of approach to website upkeep and positive user experience. What works for your site or organization?

Photo by chexee

Categories: CKM

Lynda.com is here!

Convergence - Thu, 2014-08-07 11:24

The web’s leading resource for online video tutorials is now available in CL240 of the Tech Commons! Lynda.com offers thousands of professionally produced video tutorials on a wide variety of subjects. This includes many of the tools that the Help Desk and Learning Technologies Group support, like Moodle, Articulate, Camtasia, and iMovie.

You can also sharpen your presentation skills, learn to properly light a video interview, or improve your screencasting techniques. Here are a few of our staff picks!

Screencasting Fundamentals  |  iMovie 10 Essential Training  |  Moodle 2.6 Essential Training  |  Foundations of Video: Interviews  |  Up and Running with Articulate ’13


If you are interested in using this service, follow the guidelines below:

  1. Reserve a block of time for “CL240 #3 (Mac)” here: tiny.ucsf.edu/reservemm
    Note: Lynda.com users take precedence on this workstation.
  2. Log in to the workstation and then double-click on the Lynda.com icon on the desktop. A browser will open and load the Lynda.com website, giving you access to the full Lynda.com catalog.
  3. When you are done, it is very important that you log out of the Lynda.com website before logging off the workstation. Click the “Log out” link in the top-right corner of the browser window. If you fail to do so, the account will be locked for other users.

In the future, we would like to expand this service to more than one workstation, so show your support by visiting us in CL240, watching some tutorials, and helping us spread the word to your colleagues!

If you have any questions, please send an email to LearningTech@ucsf.edu, or stop by the Help Desk in CL240 and chat with us.

Please note, the workstations in CL240 provide students, faculty and staff with the resources to create dynamic, multimedia content in supplement of the teaching and learning process at UCSF. Use of these workstations and Lynda.com for personal projects is strongly discouraged during normal business hours, and should never interfere with users working on UCSF sanctioned projects.

 

Categories: Convergence

Announcing Symfony Ember.js Edition

CKM Blog - Tue, 2014-08-05 12:30

We’ve spent a lot of time getting the configuration right for setting up Ember.js and EmberData to work with a Symfony backend. So we have decided to release a working example of getting this right:

Symfony Ember.js Edition

Background

The Ilios project is investigating a migration to Ember.js. Because we have a lot of PHP experience and a lot of PHP code, it makes sense to serve the content using Symfony. We chose Ember.js because of its convention over configuration approach and wanted to make as few customizations as possible.

EmberData provides a clean way to represent your data models in JavaScript and bind them to templates and controllers. It also has built-in REST functionality for keeping those models up to date on the server.

Specific Fixes Compiling Handlebars templates

Ember expects compiled Handlebars templates to be in the JavaScript Ember.TEMPLATES object instead of Handlebars.template. That’s fine if you put all of your templates in index.html like they do in most examples. In that case, Ember does the compilation itself.

However we wanted separate templates and routers in different files. This required pre-compiling the templates for Ember. Thankfully there is a Node.js application for doing this already called ember-precompile.

It is even supported in the latest version of Assetic. However AsseticBundle hasn’t been updated in a while, so we had to mess with the Composer definition to get this working. The Assetic compiler will fail silently if you don’t have ember-precompile installed in /usr/bin/ember-precompile. Hopefully a fix for that will be available soon.

Testing the API

We want test coverage for our API, but actually getting the right input proved to be a bit complicated. There is a demo controller test and a base test in the AcmeApiBundle in this distribution. You can use it as a starting point to make writing other tests easier.

JS Dependencies

We use Bower to install all of our dependencies, include them in the layout, and manage their version without checking the code into our repo.

None of this would have been possible without:

Categories: CKM

CLE Refresh Coming Tomorrow

Convergence - Fri, 2014-08-01 15:25

Tomorrow, August 2, the Collaborative Learning Environment (CLE) will undergo an update as detailed in last month’s blog post, Announcing the CLE Refresh! The CLE will be unavailable on Saturday, August 2, from 6 AM – 2 PM (PDT) to complete the upgrade to Moodle 2.6 (the original upgrade date was scheduled for July 26).

Here are just a few improvements to look forward to with the refresh:

A New Look and Feel: You will immediately notice the new CLE theme when logging in August 2 after 2pm. Take a look around and notice the new CLE Home Page – with quick access to your CLE courses and support resources.

Mobile Friendly: The CLE is now mobile friendly! Try visiting your summer or fall courses using your mobile device. The CLE will now scale to fit the device of your choosing!

10 Notable Features as Explained by Sean Gabriel McClelland: Last month’s blog post included Sean Gabriel McClelland’s Top 10 New Features: Summer 2014. Check it out and contact LTG or post a comment below if you have any of your own additions for this list!

Here are a few items that may cause some initial confusion, as well as explanations of the changes:

  • Course names now automatically display on top of page: You will notice that the name of the course now appears on the top of CLE course page. This is a great way to provide a consistent experience for students throughout CLE courses.
  • All content and enrollment is transferred and no content migration required: Unlike the CLE update last summer, you will not need to migrate any course content. All content and student enrollment will be in your CLE course on Saturday, August 2.
  • No more Collaborate web conference activity: Collaborate will no longer be available at UCSF or via the CLE. Read more in the blog post, Collaborate Retiring on August 2.

Of course we will identify more new features as the UCSF community begins to explore the refreshed CLE. In the meantime, LTG is here to help!

  • Attend a CLE Clinic for workshops focusing on new features and best practices. The Clinics are scheduled to begin again in September 2014.
  • Visit the CLE Support Center as we can continue to develop support materials for the CLE.
  • Provide feedback via the CLE Refresh Survey located on the front page of the CLE starting Saturday, August 2.
  • As always, contact the Learning Technologies Group with any questions!

Image Credit: “Refresh” designed by Andrew Lynne from the Noun Project.
Image Credit: Moodle Trust

Categories: Convergence

5 Questions with Dr. Daniel Lowenstein

The Better Presenter - Mon, 2013-07-29 07:30

In the previous post, we were introduced to Dr. Daniel Lowenstein and his “Last Lecture” presentation, which was both powerful and inspiring. Shortly after writing the post, Dr. Lowenstein contacted me, and we had an interesting discussion about his experience preparing for, and delivering that presentation.

I have always wanted to incorporate the voices of the instructors, students, and staff at UCSF, who work in the trenches and present or attend presentations on a daily basis. This post marks the beginning of a new series that will feature interviews of those people. I hope you enjoy the first episode of “5 Questions!”

5 Questions with Dr. Lowenstein

Bonus track: The Basement People

The full version of the original presentation has recently been uploaded to the UCSF Public Relations YouTube channel, so please head over there to watch the video, like it, and leave your comments!

If you have any ideas about who the next 5 Questions interviewee should be, please contact me or leave your ideas in the comments section below.

Categories: Better Presenter

Top 5 Lessons Learned from The Last Lecture

The Better Presenter - Thu, 2013-05-16 11:58

Powerful. Inspirational. Emotionally moving.

Those are the words that best describe Dr. Daniel Lowenstein’s “The Last Lecture” presentation, delivered to a packed house in Cole Hall on April 25th. The Last Lecture is an annual lecture series hosted by a UCSF professional school government group (and inspired by the original last lecture), in which the presenter is hand-picked by students and asked to respond to the question, ”If you had but one lecture to give, what would you say?” Dr. Daniel Lowenstein, epilepsy specialist and director of the UCSF Epilepsy Center, did not disappoint. In fact, I can say with confidence that he delivered one of the best presentations that I have attended.

Rather than attempt to paraphrase his words, or provide a Cliff Notes version that doesn’t do his presentation justice, I will instead encourage you to watch the video recording of his presentation. The video is an hour in length, and if you have any interest in becoming a better presenter yourself, it is a must-watch. After the jump, we’ll explore my top “top 5 lessons learned” from Dr. Lowenstein’s presentation.

Last Lecture – Top 5 Lessons Learned:

  1. “PowerPoint” is still boring. Dr. Lowenstein’s projected slide show was not typical PowerPoint. It did not consist of any bullet points, familiar and boring templates, or images “borrowed” from a last minute Google image search. Instead, used images from his own collection, and Prezi to build a canvas of images that moved in all directions, expanding, contracting and rotating to craft his message. The resulting slide show was personal, meaningful and most importantly, relatable.
  2. Story telling is the secret to success. When I first began studying the art of presenting, the idea of incorporating storytelling into a presentation was an elusive one. I am now convinced that storytelling is the secret to transforming a good presentation, into a great presentation. It is the glue that holds all of the elements of your presentation together, as well as the glitter that makes it shine. Dr. Lowenstein’s entire presentation was crafted into a story, the setting of which was established right from the beginning and illustrated by his first content slide. There were also chapters within the story, the most memorable of which for me was the Justice segment of his presentation, and his depiction of The Basement People. He didn’t begin by pointing out the original members of the UCSF Black Caucus that were in the audience, as most presenters would have done. Instead, he gradually painted a picture for us, so we could imagine what it was like to be a minority at UCSF over 50 years ago. He described their struggles in detail, and gave us time to relate, and even pointed out the fact that they had met in that very hall where we all sat. He didn’t reveal their presence until the end of the chapter, creating a crescendo of emotion, and the moment brought tears to the eyes of many audience members.
  3. Vulnerability equals trust. If you want your audience to believe in your message, you must first give them a reason to believe in you. And one of the most effective ways to make that happen is to share your vulnerabilities. In the eyes of the audience, this makes the presenter human, and it creates a bond between both parties. No one wants to listen to a sales-pitch presentation. Instead, they want the whole story with the ups and downs, so they can decide how we feel about it on their own terms. Just be sure to share vulnerabilities that relate to the subject of the presentation, because you’re going for empathy, not sympathy (which could have a negative effect). Dr. Lowenstein, when talking about Joy and Sorrow, shared one of his deepest personal sorrows, which was the unexpected passing of his son. In contrast, he shared a touching moment with his wife, expressing his love for her, right in front of the whole audience. These moments worked perfectly in the presentation because they were genuine, and they gave the audience a deeper understanding of Dr. Lowenstein.
  4. Don’t forget humor. No matter how serious, no matter how technical, there is a place in your presentation for a little humor. It can be used to lighten a heavy moment, open closed minds, and bring everyone in a room together (even if your audience members have very different backgrounds). Amidst Dr. Lowenstein’s presentation were timely moments of humor that seemed to come naturally from his personality. And hey, who doesn’t like a good male-patterened-baldness joke, anyway?! But seriously, if you can laugh at yourself, the audience has no excuse to not laugh along with you. There are two keys to using humor in your presentation; (1) it should be relevant to the current topic or story, and (2) it can’t be forced. If you’re not good at telling jokes, then try another form of humor!
  5. Present on your passions. As a presenter, your goal is simple – to instill in the audience an understanding of your message, and a belief in you. If you give them the impression, even for a moment, that you don’t believe in yourself or the message you’re presenting, you’re a dead man walking (or presenting) in the audience’s eyes. If you choose topics that you are passionate about, however, you will never have this problem. You may think it was easy for Dr. Lowenstein’s to be passionate about his presentation, because his task was, in essence, to present about his life’s passions… but I can assure you, it’s not easy to talk about your own life in front of an audience. In contrast, imagine that you have to give a presentation on, say, your department’s new accounting policies. To make matters worse, imagine that your audience is being forced to attend. What do you do? Surely, there is no passion to be found in accounting policy, is there?! Well, actually, there is, if you take the right angle. For example, does this new accounting policy save the department time, or money? And then, can that saved time and money be applied towards more constructive, or creative tasks that your coworkers actually want to do? If so, and you frame the presentation in a positive light, the audience will listen.

To top it all off, Dr. Lowenstein spent the last few minutes of his presentation reviewing each of the 4 segments of his talk, and then related it all back to a single, clear message. That, my friends, is an example of storytelling 101, so I hope you were talking notes!

Continue on to part 2 of this post, where I interview Dr. Lowenstein about his experiences preparing for and delivering the Last Lecture presentation!

If you also found inspiration in Dr. Lowenstein’s presentation, please share your thoughts below, and I’ll see you at next year’s “Last Lecturer” event.

Categories: Better Presenter
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