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https://library.northamptoncollege.ac.uk/category/maths-magician/

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What we teach and why we teach it? What is the best way to teach it? Can we take a further step away from inductions so we are embedding in the curriculum for core and compulsory modules as part of the students assessment not as a separate thing the students need to learn - it needs to be embedded in their discipline.

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What we teach and why we teach it? What is the best way to teach it? Can we take a further step away from inductions so we are embedding in the curriculum for core and compulsory modules as part of the students assessment not as a separate thing the students need to learn - it needs to be embedded in their discipline.

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What about the content? - can we be more structured about what we are teaching at each level and how we do it? i.e. a pool of staff for first years was mentioned at the away day and one of the reasons we wanted to focus on inductions at the next meeting was how was library search going to change the content of inductions. What do we teach our students about library search and how? How do we share resources more so we are not duplicating effort?

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What about the content? - can we be more structured about what we are teaching at each level and how we do it? i.e. a pool of staff for first years was mentioned at the away day and one of the reasons we wanted to focus on inductions at the next meeting was how was library search going to change the content of inductions. What do we teach our students about library search and how? How do we share resources more so we are not duplicating effort?

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Augmented Reality using iBeacons technology - I've looked into this technology, as a way to develop Library Map and Guided Tour
. The interactive presentation on mobile phone is responsive to where the student actually stands in the library. It can present relevent information specific to which floor, or which area, the student is in the library.

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The term iBeacon and Beacon are often used interchangeably. iBeacon is the name for Apple's technology standard, which allows Mobile Apps (running on both iOS and Android devices) to listen for signals from beacons in the physical world and react accordingly. In essence, iBeacon technology allows Mobile Apps to understand their position on a micro-local scale, and deliver hyper-contextual content to users based on location. The underlying communication technology is Bluetooth Low Energy.

What is Bluetooth Low Energy (BLE)?

Bluetooth Low Energy is a wireless personal area network technology used for transmitting data over short distances. As the name implies, it's designed for low energy consumption and cost, while maintaining a communication range similar to that of its predecessor, Classic Bluetooth.

How is BLE different from Regular Bluetooth?

Power Consumption: Bluetooth LE, as the name hints, has low energy requirements. It can last up to 3 years on a single coin cell battery.

Lower Cost: BLE is 60-80% cheaper than traditional Bluetooth.

Application: BLE is ideal for simple applications requiring small periodic transfers of data. Classic Bluetooth is preferred for more complex applications requiring consistent communication and more data throughput.

How does BLE communication work?

BLE communication consists primarily of "Advertisements", or small packets of data, broadcast at a regular interval by Beacons or other BLE enabled devices via radio waves.

BLE Advertising is a one-way communication method. Beacons that want to be "discovered" can broadcast, or "Advertise" self-contained packets of data in set intervals. These packets are meant to be collected by devices like smartphones, where they can be used for a variety of smartphone applications to trigger things like push messages, app actions, and prompts.

Apple's iBeacon standard calls for an optimal broadcast interval of 100 ms. Broadcasting more frequently uses more battery life but allows for quicker discovery by smartphones and other listening devices.

Standard BLE has a broadcast range of up to 100 meters, which make Beacons ideal for indoor location tracking and awareness.

How does iBeacon use BLE communication?

With iBeacon, Apple has standardized the format for BLE Advertising. Under this format, an advertising packet consists of four main pieces of information.

UUID: This is a 16 byte string used to differentiate a large group of related beacons. For example, if Coca-Cola maintained a network of beacons in a chain of grocery stores, all Coca-Cola beacons would share the same UUID. This allows Coca-Cola's dedicated smartphone app to know which beacon advertisements come from Coca-Cola-owned beacons.

Major: This is a 2 byte string used to distinguish a smaller subset of beacons within the larger group. For example, if Coca-Cola had four beacons in a particular grocery store, all four would have the same Major. This allows Coca-Cola to know exactly which store its customer is in.

Minor: This is a 2 byte string meant to identify individual beacons. Keeping with the Coca-Cola example, a beacon at the front of the store would have its own unique Minor. This allows Coca-Cola's dedicated app to know exactly where the customer is in the store.

Tx Power: This is used to determine proximity (distance) from the beacon. How does this work? TX power is defined as the strength of the signal exactly 1 meter from the device. This has to be calibrated and hardcoded in advance. Devices can then use this as a baseline to give a rough distance estimate.
A beacon broadcasts the following packet UUID: 12345678910245 A device receiving this packet would understand it's from the Coca-Cola Beacon (UUID) in the Target on 1st Street (Major) at the front of the store (Minor).
Why is iBeacon a Big Deal?

With an iBeacon network, any brand, retailer, app, or platform will be able to understand exactly where a customer is in the brick and mortar environment. This provides an opportunity to send customers highly contextual, hyper-local, meaningful messages and advertisements on their smartphones.

The typical scenario looks like this. A consumer carrying a smartphone walks into a store. Apps installed on a consumer's smartphone listen for iBeacons. When an app hears an iBeacon, it communicates the relevant data (UUID, Major, Minor, Tx) to its server, which then triggers an action. This could be something as simple as a push message ["Welcome to Target! Check out Doritos on Aisle 3!"], and could include other things like targeted advertisements, special offers, and helpful reminders ["You're out of Milk!"]. Other potential applications include mobile payments and shopper analytics and implementation outside of retail, at airports, concert venues, theme parks, and more. The potential is limitless.

This technology should bring about a paradigm shift in the way brands communicate with consumers. iBeacon provides a digital extension into the physical world. We're excited to see where iBeacon technology goes in the next few years.

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The term iBeacon and Beacon are often used interchangeably. iBeacon is the name for Apple's technology standard, which allows Mobile Apps (running on both iOS and Android devices) to listen for signals from beacons in the physical world and react accordingly.

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I agree with the 'Treasure Hunt' post - like a scavenger hunt where students are given a list of resources they have to access - thus testing their ability to navigate the Library and use the necessary resources - and/or a number of tasks they have to complete. It's hands-on and promotes an active style of learning, rather than 'talking at' students in a passive manner.

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I agree with the 'Treasure Hunt' post - like a scavenger hunt where students are given a list of resources they have to access - thus testing their ability to navigate the Library and use the necessary resources - and/or a number of tasks they have to complete. It's hands-on and promotes an active style of learning, rather than 'talking at' students in a passive manner.

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A while back I was looking at the possibility of exploring the space (using 360 deg cameras and learning about the library through a possible game. I've done some work on this already. Follow the link for similar ideas.

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Shared learning objectives and support materials to help keep our presentations consistent.

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Ask some demographic questions so that they can see what their cohorts are all about. Then compare statistics to the university's statistics.

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Ask some demographic questions so that they can see what their cohorts are all about. Then compare statistics to the university's statistics.

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Have open ended questions on Meetoo with free text answers. Put answers in a word cloud. Have students write questions in Meetoo and librarian answers. Keep them engaged for 10-15 minutes or don't have an induction at all (send a handout).

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Have open ended questions on Meetoo with free text answers. Put answers in a word cloud. Have students write questions in Meetoo and librarian answers. Keep them engaged for 10-15 minutes or don't have an induction at all (send a handout).

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Think of the key areas / topics you would like students to know about & then devise activities in the Library which will support these,
e.g. find a free PC, log on & search Library Search for a book on a topic.

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I agree with previous comments about asking students what type of questions they have about the Library & then responding to these.
Another method for this: use voting software to ask students what sort of things they expect from an academic library & then respond to their comments by introducing various areas of our services. If there are lots of comments you could group them in categories. (Could also bring ideas for 'back up topics' that students might not ask you about...)

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If using a power point presentation ensure you use plenty of images / music / video clips as this will help keep students focused during the induction.

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Inductions are about “actively engaging students rather than being a passive process of providing information. The activities should allow students to make friends and get to know the library and library staff...” (Thomas, 2012, p. 25).

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Inductions are about “actively engaging students rather than being a passive process of providing information. The activities should allow students to make friends and get to know the library and library staff...” (Thomas, 2012, p. 25).

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Provide a self-guided audio tour/information hunt around the library

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Place Postcards or post it notes on lecture hall seats before students arrive. Students are then invited to write their questions and the postcards can be passed along to the end of the lecture rows to be collected. Staff answer the main questions and answers to the others can be posted on Blackboard/social media.

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A panel of Four or five 2nd or 3rd year students students. Each to talk about their own experience before answering new student questions.
Panel will form the last part of an induction and staff will leave the room so that students can talk to other students freely. Organise an informal tea/coffee after the student panel so that new students can chat informally to panel members without having to pose formal questions.

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Staff prepare a list of approximately 7 common new student questions/issues that students are asked to vote on. The voting can be done through an interactive tool such as Meetoo or through a show of hands. Staff presenting the Induction answer the top three questions in the session and post answers to the other questions on Blackboard or social media.