Distinguished Seminar Series OCLC Research established the Distinguished Seminar Series in 1978 to encourage the exchange of ideas across the barriers of time, space and disciplines. Each year we invite distinguished professionals to our headquarters in Dublin, Ohio to give presentations on topics of current interest. Speakers may discuss recently completed or early-stage research that they have undertaken or report other types of professional activity. Some topics align closely with our current research directions, while others represent areas of interest to the library and information science community that are not formally being studied by our researchers.

Use: multimedia as thinking, communication and presentation tool. Presentation of one's own concepts – actively engaged in learning by developing and not. And video, interrupting streaming and causing long waits for download that can affect. Session C: Intrinsic and extrinsic motivation and multimedia. The 2017 CFR Regulatory Conference will explore themes and challenges facing the regulatory field now and tomorrow. Thinking in Java should be read cover to cover by every Java programmer. I was really floundering (being a non-C programmer), but your book has brought me up to speed as fast as I could read it. It's really cool to be able to. Hopefully I will be able to attend your seminar in the not-too-distant future.' '--Randall R.

Diversity of topics is essential to meeting the purpose of the Distinguished Seminar Series. A list of upcoming and previous speakers and their presentations is listed below. Earlier Distinguished Seminar Speakers Date Speaker Title 10 May 2013 Kurt De Belder University Librarian at Leiden University, Director of Leiden University Libraries and of Leiden University Press #ordss (.pptx: 7.6MB/49 slides) (1:22) 21 February 2012 Gary Marchionini, Ph.D.

Dean and Cary C. Boshamer Professor School of Information and Library Science University of North Carolina at Chapel Hill (.pdf: 1. Sun Raha Hai Na Tu Female Version Downloadming. 07MB/32 slides) #ordss (193kb/1p.) (82 min.) 16 January 2012 Nancy K.

Abstract This chapter reports initial findings from a study of the thinking, beliefs and tutorial action of higher education teachers who are working in a ‘virtual classroom’. The teachers work on an ‘online learning’ course at the Masters level. An important means of communication on this course is computer conferencing. The work of the teachers is centred upon reading and constructing electronic texts — contributions to an ongoing ‘electronic seminar’.

The research setting allows an unusual degree of access to the thinking of teachers during the process of teaching. It also allows access to the thinking of teachers during the whole of the (relatively short) cycle of planning, teaching and reflection that surrounds each moment for intervention in the electronic seminar. The chapter offers two contributions to our understanding of online teaching. First, it begins to locate online teaching in relation to other forms of teaching by providing an analysis of how some common kinds of online teaching are undertaken. Second, through illustrations of the work of one experienced online teacher — supplemented by data taken from their ‘think aloud’ protocols and from interview transcripts — it highlights some key areas of knowledge and belief that seem to be a critical part of online teaching.

The chapter discusses both substantive findings about relationships between teachers’ thinking, beliefs and practices, and methodological issues raised by this relatively novel research site. It concludes with some suggestions for further research.