The document provides a progress report on the transition from WebCT to Sakai as the learning management system (LMS) at the University of Delaware (UD). It outlines the timeline of the transition from 2007 to the present, including metrics on course site adoption. Upcoming changes are noted to improve scalability and allow self-service guest accounts and grade reporting. A review finds most peer institutions now use Sakai or are phasing out Blackboard. Key themes for the next Sakai 3.0 release include improved content tagging, academic networking beyond individual sites, and enhanced academic workflows.
The document provides a progress report on the Sakai@UD project at the University of Delaware. It summarizes the timeline for transitioning from Blackboard to Sakai, including metrics showing over 1,200 course sites now on Sakai. It also describes a new Sakai@UD Guest Management System that will allow faculty and staff to independently add external contributors as guests to their Sakai sites and manage guest accounts.
Here are the steps to create an advertisement document with text formatting and alignment features in Microsoft Word:
1. Open a new Word document and type the text for the advertisement.
2. Select portions of text and change the font, size, style, and color using the Font options on the Home tab.
3. Add paragraph alignments like left, right, and center by highlighting paragraphs and clicking the appropriate alignment button or using Ctrl+L, Ctrl+R, Ctrl+E shortcuts.
4. Insert bullets and numbering by selecting text and clicking the Bullets or Numbering buttons in the Paragraph group on the Home tab.
5. Add images or graphics from the online WordArt gallery by inserting them from the
2 23 2012 Social media and web 2.0 for fashionMathieu Plourde
The document is a presentation about using social media and web 2.0 technologies for fashion. It discusses defining social media, managing incoming information through tools like filters and folders, finding relevant conversations online, and storing and retrieving information using bookmarking and note-taking apps. It also covers branding yourself by having an online presence and sharing information through a personal landing page and social profiles.
This document summarizes Mathieu Plourde's research on student adoption and perception of e-textbooks. It outlines Plourde's research questions on what factors are important for student academic success and how open UD undergraduate students are to e-textbooks. It also describes Plourde's survey instrument and design, which was informed by previous research and aimed to assess student textbook usage, format preferences, and conditions under which they would switch to digital textbooks. The document concludes by noting challenges with the survey and opportunities for further exploration.
Slides from my presentation to the Teaching With Technology community of practice (CHEP - University of Delaware). Related blog post: http://tinyurl.com/nnuq2q
The document discusses personal branding and social media usage. It provides tips on using social media for professional purposes, including creating a consistent personal brand, curating an online professional profile and presence, and managing incoming information by filtering notifications and storing relevant resources. The document emphasizes building a personal learning network to stay informed on topics of interest and remain resilient to information overload in an online environment.
This document discusses open education and learning technologies. It begins with definitions of "open" and "free" and a history of open source software and open wikis. Reasons why open education matters include rising textbook and tuition costs and increasing demand for degrees. The document then discusses open educational resources (OER), open licensing, and the OER spectrum. Massive open online courses (MOOCs) are examined, including connectivist MOOCs. Other forms of openness covered include open access research and open educational practices. The document concludes by discussing using OER for continuous course improvement.
The document provides a progress report on the Sakai@UD project at the University of Delaware. It summarizes the timeline for transitioning from Blackboard to Sakai, including metrics showing over 1,200 course sites now on Sakai. It also describes a new Sakai@UD Guest Management System that will allow faculty and staff to independently add external contributors as guests to their Sakai sites and manage guest accounts.
Here are the steps to create an advertisement document with text formatting and alignment features in Microsoft Word:
1. Open a new Word document and type the text for the advertisement.
2. Select portions of text and change the font, size, style, and color using the Font options on the Home tab.
3. Add paragraph alignments like left, right, and center by highlighting paragraphs and clicking the appropriate alignment button or using Ctrl+L, Ctrl+R, Ctrl+E shortcuts.
4. Insert bullets and numbering by selecting text and clicking the Bullets or Numbering buttons in the Paragraph group on the Home tab.
5. Add images or graphics from the online WordArt gallery by inserting them from the
2 23 2012 Social media and web 2.0 for fashionMathieu Plourde
The document is a presentation about using social media and web 2.0 technologies for fashion. It discusses defining social media, managing incoming information through tools like filters and folders, finding relevant conversations online, and storing and retrieving information using bookmarking and note-taking apps. It also covers branding yourself by having an online presence and sharing information through a personal landing page and social profiles.
This document summarizes Mathieu Plourde's research on student adoption and perception of e-textbooks. It outlines Plourde's research questions on what factors are important for student academic success and how open UD undergraduate students are to e-textbooks. It also describes Plourde's survey instrument and design, which was informed by previous research and aimed to assess student textbook usage, format preferences, and conditions under which they would switch to digital textbooks. The document concludes by noting challenges with the survey and opportunities for further exploration.
Slides from my presentation to the Teaching With Technology community of practice (CHEP - University of Delaware). Related blog post: http://tinyurl.com/nnuq2q
The document discusses personal branding and social media usage. It provides tips on using social media for professional purposes, including creating a consistent personal brand, curating an online professional profile and presence, and managing incoming information by filtering notifications and storing relevant resources. The document emphasizes building a personal learning network to stay informed on topics of interest and remain resilient to information overload in an online environment.
This document discusses open education and learning technologies. It begins with definitions of "open" and "free" and a history of open source software and open wikis. Reasons why open education matters include rising textbook and tuition costs and increasing demand for degrees. The document then discusses open educational resources (OER), open licensing, and the OER spectrum. Massive open online courses (MOOCs) are examined, including connectivist MOOCs. Other forms of openness covered include open access research and open educational practices. The document concludes by discussing using OER for continuous course improvement.
6-2-2009 School Leadership Program - Sakai DemoMathieu Plourde
The document discusses Sakai, an open-source learning management system (LMS) used at the University of Delaware. It provides an overview of Sakai's features for content delivery, communication, collaboration, and assessment. It also describes the types of sites in Sakai, including course sites linked to student rosters and project sites. Finally, it outlines training resources and support available to users, including help documents, consultations, and custom training.
6-16-2009 Sakai 3: An Evolving Vision of the FutureMathieu Plourde
Mathieu Plourde gave a presentation to the LMS Committee on June 16, 2009 about Sakai 3. He discussed the timeline for releases of Sakai 2.5 through 3.0 from 2009 through 2013. Some of the themes of Sakai 3 include content tagging and management, academic networking, and focusing on academic workflows rather than just tools. The presentation included wireframes of potential new screens in Sakai 3 and information about piloting the 3akai site.
This document summarizes Mathieu Plourde's face-to-face technology session on August 2, 2013. It discusses using technology like Google Docs for collaboration in class. Good and bad uses of technology in the classroom are outlined. Methods for storing files like Google Drive, Dropbox, and Evernote are presented. The importance of building resilience and being able to retrieve relevant information are also covered. The document provides guidance on using social bookmarking with Diigo and concludes with inviting questions.
6-7-2011 Objects Engagement and Web 2.0 - PEMCIMathieu Plourde
Here are the steps:
1. Go to http://www.diigo.com and create a free account
2. Once logged in, search for the group "PEMCI 2011" and join it
3. Start bookmarking and tagging web pages you find relevant
4. You can now collaborate and share bookmarks with the group
Let me know if you have any other questions!
Summer 2012 - Canvas pilot information for UD FacultyMathieu Plourde
The document announces a pilot program to test the Canvas learning management system (LMS) at the University of Delaware in Fall 2012. Faculty can request access for their courses by August 10. The pilot will provide a limited number of students and faculty with access to Canvas to evaluate its mobile support, multi-browser compatibility, multimedia features, grading tools, and social/Web 2.0 integration requested by faculty. Participants are asked to complete surveys and provide feedback on their experience using Canvas.
The document discusses planning for the 2011 Sakai annual conference. It describes goals such as attracting proposals and registrations before the conference, facilitating connections between attendees during the conference through social media and citizen journalism, and showcasing results after the conference. Marketing strategies include traditional outreach as well as social media. Location-aware technologies may also help connect attendees at the conference. The annual conference aims to promote new initiatives and encourage ongoing community participation throughout the year.
The document appears to be notes from the first class of a course on social networking. It includes topics like introducing the course and syllabus, discussing results from a pre-course survey, defining social media, and activities on managing information overload and branding oneself online. Key activities included students taking screenshots of their Google search results and About.me pages. The document emphasizes organizing incoming information and curating what is shared outwardly across personal and professional online spaces.
The document discusses blogs and wikis, including their origins and definitions. It describes how blogs allow for individual authorship and chronological posting of content, while wikis enable collaborative writing where any user can edit pages. Examples are provided of using blogs and wikis for learning, with their benefits including facilitating discussion and live collaboration. Issues that could prevent adoption like privacy and copyright are also addressed.
2011-06-02 Social Media for Teaching and LearningMathieu Plourde
The document discusses using social media for teaching and learning. It begins by noting some disclaimers about results varying. It then discusses concepts like social presence on platforms like Twitter and Diigo. Several tools for social media are presented, like Facebook, Twitter, LinkedIn, Diigo and blogging. Considerations for adoption are discussed, like barriers, privacy issues, and strategies for aggregating content. Personal learning networks and the sharing loop concept are also covered. The conclusion emphasizes sound pedagogy and starting small with social media integration.
7-10-2009 An Honest Look at Sakai: What Should We Tell Potential AdoptersMathieu Plourde
Most of us are already Sakai adopters and most of us like it a lot. As colleagues from peer institutions are looking at adopting a new LMS and are asking for our feedback, what are we telling them, for real? What are Sakai’s current strengths and weaknesses?
The presentation provides an update on the University of Delaware's transition from WebCT to Sakai as its learning management system. It discusses metrics showing growth in Sakai usage and a decline in WebCT. An LMS committee serves as ambassadors for Sakai. Efforts are underway to improve documentation and answer common questions. Faculty and staff can now create project sites in Sakai for collaboration rather than just course sites. The transition process is ongoing with the goal of phasing out WebCT fully.
This document provides an update on the Sakai learning management system project at the University of Delaware. It outlines metrics on course site adoption of Sakai versus the legacy WebCT system. It also reviews documentation and FAQ efforts to support users, and previews the upcoming end of support for WebCT. The presentation plan includes discussing site usage metrics, the project collaboration site, documentation, retiring WebCT, and scheduling the next meeting.
The document provides updates on various technology initiatives at the University including:
1) E-portfolios which are being piloted and will be required for all students in certain programs by 2011.
2) The migration to the Sakai content management system which now hosts over 1,200 course sites.
3) A new guest management system for Sakai to allow external access to sites.
4) Expansions of the TechQuest and LearnIT programs to provide student support and online learning alternatives.
5) Increased deployment of classroom lecture capture technology across campus.
6) The transition of all undergraduate email to Google Apps by June 2010.
The document provides updates on various technology initiatives at the University including:
1) E-portfolios which are being piloted and will be required for all students in certain programs by 2011.
2) The migration to the Sakai content management system which now hosts over 1,200 course sites.
3) A new guest management system for Sakai to allow external access to sites.
4) Expansions of the TechQuest and LearnIT programs to provide student support and online learning alternatives.
5) Increased deployment of classroom lecture capture technology across campus.
6) The transition of all undergraduate email to Google Apps by June 2010.
Sakai T&L Show and Tell: Deepening Our EngagementJon Hays
The document discusses how the University of California at Berkeley shifted its instructional design support from focusing on basic adoption of the bSpace learning management system to providing enrichment services to help faculty innovating their teaching with technology. It describes the changing needs as bSpace adoption increased, and how the support model changed from basic orientation sessions to a Teaching Enrichment Program focusing on areas like peer interaction, assessment, and multimedia. Case studies are provided showing how faculty have used tools like Google Forms, peer review workflows, and online journals to enhance teaching.
The document provides an update from the University of Delaware. It discusses the follow up from an LTC conference held in Second Life, the adoption of the Sakai learning management system, development of e-portfolios, H1N1 preparedness strategies involving technology and pedagogy, and the launch of a new IT website.
The document discusses NASA's center-wide facilities planning process at Johnson Space Center over 3 years from 2007-2009. It outlines the objectives of conducting annual facilities reviews and assessments to capture facility data, usage requirements, and cost estimates. This information is stored in a database called JFReD to help analyze closeout candidates, gaps, and utilization trends to support strategic decision making. The approach evolved over the years to improve data validation, tracking of updates, and reporting/analysis capabilities. Continued integration with other facility data tools is needed to align strategic and tactical facility planning goals.
The document discusses a center-wide facilities planning review conducted by NASA's Johnson Space Center from 2007-2009. The review aimed to capture a comprehensive facilities listing, assess budgets tied to facilities utilization, and support risk-based decisions regarding facility closeouts, consolidations and funding. In FY2007, the initial assessment was conducted through interviews and spreadsheets. This identified a need for more input from facility planners and management. In subsequent years, a database called JFReD was created to better capture and report facilities information to support strategic planning across the agency. The review process continued to be refined with the goals of comprehensive data collection and linking facilities utilization to overall center master planning.
This document provides an update on Ja Sakai, the community focused on localizing and promoting adoption of the Sakai learning management system in Japan. It discusses the mission and members of Ja Sakai, upcoming conferences, and large-scale deployments of Sakai at several Japanese universities. It also outlines contributions to internationalization efforts and localization using the Benten translation system. Presentations at the upcoming 5th Ja Sakai Conference focus on portfolio and video systems built on Sakai.
6-2-2009 School Leadership Program - Sakai DemoMathieu Plourde
The document discusses Sakai, an open-source learning management system (LMS) used at the University of Delaware. It provides an overview of Sakai's features for content delivery, communication, collaboration, and assessment. It also describes the types of sites in Sakai, including course sites linked to student rosters and project sites. Finally, it outlines training resources and support available to users, including help documents, consultations, and custom training.
6-16-2009 Sakai 3: An Evolving Vision of the FutureMathieu Plourde
Mathieu Plourde gave a presentation to the LMS Committee on June 16, 2009 about Sakai 3. He discussed the timeline for releases of Sakai 2.5 through 3.0 from 2009 through 2013. Some of the themes of Sakai 3 include content tagging and management, academic networking, and focusing on academic workflows rather than just tools. The presentation included wireframes of potential new screens in Sakai 3 and information about piloting the 3akai site.
This document summarizes Mathieu Plourde's face-to-face technology session on August 2, 2013. It discusses using technology like Google Docs for collaboration in class. Good and bad uses of technology in the classroom are outlined. Methods for storing files like Google Drive, Dropbox, and Evernote are presented. The importance of building resilience and being able to retrieve relevant information are also covered. The document provides guidance on using social bookmarking with Diigo and concludes with inviting questions.
6-7-2011 Objects Engagement and Web 2.0 - PEMCIMathieu Plourde
Here are the steps:
1. Go to http://www.diigo.com and create a free account
2. Once logged in, search for the group "PEMCI 2011" and join it
3. Start bookmarking and tagging web pages you find relevant
4. You can now collaborate and share bookmarks with the group
Let me know if you have any other questions!
Summer 2012 - Canvas pilot information for UD FacultyMathieu Plourde
The document announces a pilot program to test the Canvas learning management system (LMS) at the University of Delaware in Fall 2012. Faculty can request access for their courses by August 10. The pilot will provide a limited number of students and faculty with access to Canvas to evaluate its mobile support, multi-browser compatibility, multimedia features, grading tools, and social/Web 2.0 integration requested by faculty. Participants are asked to complete surveys and provide feedback on their experience using Canvas.
The document discusses planning for the 2011 Sakai annual conference. It describes goals such as attracting proposals and registrations before the conference, facilitating connections between attendees during the conference through social media and citizen journalism, and showcasing results after the conference. Marketing strategies include traditional outreach as well as social media. Location-aware technologies may also help connect attendees at the conference. The annual conference aims to promote new initiatives and encourage ongoing community participation throughout the year.
The document appears to be notes from the first class of a course on social networking. It includes topics like introducing the course and syllabus, discussing results from a pre-course survey, defining social media, and activities on managing information overload and branding oneself online. Key activities included students taking screenshots of their Google search results and About.me pages. The document emphasizes organizing incoming information and curating what is shared outwardly across personal and professional online spaces.
The document discusses blogs and wikis, including their origins and definitions. It describes how blogs allow for individual authorship and chronological posting of content, while wikis enable collaborative writing where any user can edit pages. Examples are provided of using blogs and wikis for learning, with their benefits including facilitating discussion and live collaboration. Issues that could prevent adoption like privacy and copyright are also addressed.
2011-06-02 Social Media for Teaching and LearningMathieu Plourde
The document discusses using social media for teaching and learning. It begins by noting some disclaimers about results varying. It then discusses concepts like social presence on platforms like Twitter and Diigo. Several tools for social media are presented, like Facebook, Twitter, LinkedIn, Diigo and blogging. Considerations for adoption are discussed, like barriers, privacy issues, and strategies for aggregating content. Personal learning networks and the sharing loop concept are also covered. The conclusion emphasizes sound pedagogy and starting small with social media integration.
7-10-2009 An Honest Look at Sakai: What Should We Tell Potential AdoptersMathieu Plourde
Most of us are already Sakai adopters and most of us like it a lot. As colleagues from peer institutions are looking at adopting a new LMS and are asking for our feedback, what are we telling them, for real? What are Sakai’s current strengths and weaknesses?
The presentation provides an update on the University of Delaware's transition from WebCT to Sakai as its learning management system. It discusses metrics showing growth in Sakai usage and a decline in WebCT. An LMS committee serves as ambassadors for Sakai. Efforts are underway to improve documentation and answer common questions. Faculty and staff can now create project sites in Sakai for collaboration rather than just course sites. The transition process is ongoing with the goal of phasing out WebCT fully.
This document provides an update on the Sakai learning management system project at the University of Delaware. It outlines metrics on course site adoption of Sakai versus the legacy WebCT system. It also reviews documentation and FAQ efforts to support users, and previews the upcoming end of support for WebCT. The presentation plan includes discussing site usage metrics, the project collaboration site, documentation, retiring WebCT, and scheduling the next meeting.
The document provides updates on various technology initiatives at the University including:
1) E-portfolios which are being piloted and will be required for all students in certain programs by 2011.
2) The migration to the Sakai content management system which now hosts over 1,200 course sites.
3) A new guest management system for Sakai to allow external access to sites.
4) Expansions of the TechQuest and LearnIT programs to provide student support and online learning alternatives.
5) Increased deployment of classroom lecture capture technology across campus.
6) The transition of all undergraduate email to Google Apps by June 2010.
The document provides updates on various technology initiatives at the University including:
1) E-portfolios which are being piloted and will be required for all students in certain programs by 2011.
2) The migration to the Sakai content management system which now hosts over 1,200 course sites.
3) A new guest management system for Sakai to allow external access to sites.
4) Expansions of the TechQuest and LearnIT programs to provide student support and online learning alternatives.
5) Increased deployment of classroom lecture capture technology across campus.
6) The transition of all undergraduate email to Google Apps by June 2010.
Sakai T&L Show and Tell: Deepening Our EngagementJon Hays
The document discusses how the University of California at Berkeley shifted its instructional design support from focusing on basic adoption of the bSpace learning management system to providing enrichment services to help faculty innovating their teaching with technology. It describes the changing needs as bSpace adoption increased, and how the support model changed from basic orientation sessions to a Teaching Enrichment Program focusing on areas like peer interaction, assessment, and multimedia. Case studies are provided showing how faculty have used tools like Google Forms, peer review workflows, and online journals to enhance teaching.
The document provides an update from the University of Delaware. It discusses the follow up from an LTC conference held in Second Life, the adoption of the Sakai learning management system, development of e-portfolios, H1N1 preparedness strategies involving technology and pedagogy, and the launch of a new IT website.
The document discusses NASA's center-wide facilities planning process at Johnson Space Center over 3 years from 2007-2009. It outlines the objectives of conducting annual facilities reviews and assessments to capture facility data, usage requirements, and cost estimates. This information is stored in a database called JFReD to help analyze closeout candidates, gaps, and utilization trends to support strategic decision making. The approach evolved over the years to improve data validation, tracking of updates, and reporting/analysis capabilities. Continued integration with other facility data tools is needed to align strategic and tactical facility planning goals.
The document discusses a center-wide facilities planning review conducted by NASA's Johnson Space Center from 2007-2009. The review aimed to capture a comprehensive facilities listing, assess budgets tied to facilities utilization, and support risk-based decisions regarding facility closeouts, consolidations and funding. In FY2007, the initial assessment was conducted through interviews and spreadsheets. This identified a need for more input from facility planners and management. In subsequent years, a database called JFReD was created to better capture and report facilities information to support strategic planning across the agency. The review process continued to be refined with the goals of comprehensive data collection and linking facilities utilization to overall center master planning.
This document provides an update on Ja Sakai, the community focused on localizing and promoting adoption of the Sakai learning management system in Japan. It discusses the mission and members of Ja Sakai, upcoming conferences, and large-scale deployments of Sakai at several Japanese universities. It also outlines contributions to internationalization efforts and localization using the Benten translation system. Presentations at the upcoming 5th Ja Sakai Conference focus on portfolio and video systems built on Sakai.
AIESEC UNSW National Awards 2010 Wiki - Developing LC of the Yearhyan024
AIESEC UNSW achieved significant growth in 2010, with exchanges increasing 371% to 26. Membership declined to 39 from 60 in 2009. Key partnerships with Google Australia and the Centre for Social Impact drove growth, contributing to 600% increase in incoming exchanges to 6. The team aimed to sustain this growth through continued partnerships and a strengthened focus on outgoing exchanges and leadership development.
AIESEC UNSW National Awards 2010 Wiki - LC of the Yearhyan024
AIESEC UNSW achieved significant growth in 2010. Exchange experiences increased 371% to 26, with new partnerships at Google and the Centre for Social Impact contributing. Membership declined to 39 but exchange efficiency improved to 1.5 exchanges per member. The LC expanded leadership opportunities and improved quality measures while strengthening key partnerships and sustainability.
This document lists all of the training activities and courses completed by an employee, including 51 entries spanning from 1989 to 2011. The list includes the titles of trainings, their types (e.g. web-based, classroom), statuses (e.g. completed), and dates. It allows filtering and searching of the learning activities.
The document appears to be a slide presentation given by Mathieu Plourde on getting ahead with technology. It discusses using technology in the classroom, building digital resilience through tools like Google Drive, Evernote, and Diigo for organizing information. It also covers maintaining a positive digital footprint by scrubbing social media accounts and setting privacy settings. The presentation encourages students to develop 21st century literacies like evaluating online information critically.
From social media presence to public engagement - DelPHI 2016Mathieu Plourde
This document contains a presentation by Mathieu Plourde about using social media for professional purposes. It discusses establishing an online presence through platforms like Google, managing digital footprints, finding relevant online communities, and engaging with others through sharing work and expertise. The presentation provides tips on setting boundaries between personal and professional social media use and emphasizes curating an online identity that evolves over time.
Slides used for a 5 minute presentation at the 2016 University of Delaware Summer Faculty Institute, June 2, 2016. Showcasing features in Instructure Canvas.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
This document discusses openness in education. It begins by defining open and free in the context of education. It then provides a brief history of open education models including open source software, Wikipedia, and MOOCs. Key benefits of open education mentioned include reducing costs of textbooks and increasing access to education. The document also discusses barriers to open education such as perceptions of quality and startup costs and time. It concludes by emphasizing the importance of open educational practices and leaving one's teaching footprint for others.
The document is a presentation by Mathieu Plourde about using technology effectively. It discusses digital literacy skills like using Google Drive for collaboration and data security, managing one's digital footprint by scrubbing social media, and assessing the validity of online information. The presentation encourages students to make use of available technologies but also addresses appropriate classroom etiquette and building resilience against technology-related problems.
The document discusses personal branding and social media usage. It addresses creating consistent personal profiles across social media platforms, Google searching yourself, curating your online presence to be employable, and creating a personal landing page. The document also discusses choosing appropriate social media channels, building personal learning networks, and developing digital resilience.
This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
The document contains slides from a presentation by Mathieu Plourde on the topics of technology use, digital footprint, classroom etiquette, and data security. It discusses good and bad uses of technology in the classroom, using Google Drive and other tools to collaborate and store documents in the cloud, and managing one's digital footprint on social media through practices like scrubbing posts and setting privacy settings. The presentation provides advice and resources for effectively using technology for teaching and personal branding.
Digital Citizenship, Activism, and Social Media #UDWFLMathieu Plourde
The document provides an overview of Mathieu Plourde's credentials and contact information. It then outlines an agenda for a session on digital citizenship, referencing various online resources and encouraging the use of hashtags. Data and quotes are presented on topics like internet usage, mobile devices, social media, and the importance of curating online information. Concerns around online activism and government surveillance are also addressed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
11-02-2009 Sakai Faculty Senate
1. WebCT to Sakai Progress Report
Mathieu Plourde, Project Leader, LMS
IT‐Client Support & Services
Faculty Senate – November 2, 2009
2. Overview
1.
1 Timeline
2. Metrics
3. Upcoming Changes
4.
4 State of the LMS
State of the LMS
5. Sakai 3 Preview
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 1
4. Chair s Workshop ‐ May 9, 2007
Chair’s Workshop May 9 2007
As presented by Leila Lyons and Havidán Rodríguez
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 3
5. Academic Year 2007‐08
Academic Year 2007 08
Fall LMS 3‐20‐2008:
Committee Retreat Sakai announced as Departmental demos,
faculty developing Fall ‘08
next LMS at UD courses, individual
consultations
+ WebCT support
FALL 07
FALL ‘07 WINTER 08
WINTER ‘08 SPRING 08
SPRING ‘08 SUMMER 08
SUMMER ‘08
Winter LMS Faculty and staff are
Sakai 2.4 pilots on Committee Retreat given access to
test server Sakai 2.5 deployed on Sakai after the SFI
production server
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 4
6. Academic Year 2008‐09
Academic Year 2008 09
Begin full Sakai track at Summer
operational Faculty survey Faculty Institute
support for
tf
Sakai Project sites made
available for Faculty/Staff
Deployment of
Sakai 2.6
Departmental demos, faculty developing and delivering their courses,
self‐help, workshops, individual consultations + WebCT support
FALL 08
FALL ‘08 WINTER 09
WINTER ‘09 SPRING 09
SPRING ‘09 SUMMER 09
SUMMER ‘09
Metrics
M ti Fall 2008
F ll 2008 Metrics
M ti Spring 2009
S i 2009
Sakai sites 597 course sites Sakai sites 723 course sites
WebCT sites 571 course sites WebCT sites 362 course sites
Target 20% of course sites on Sakai Target 50% of course sites on Sakai
Actual 51% of course sites on Sakai Actual 67% of course sites on Sakai
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 5
7. Academic Year 2009‐10
Academic Year 2009 10
End of Blackboard full 3‐1‐2010:
operational support
operational support Deadline to ask to
Deadline to ask to
for WebCT 4.1 11‐2‐2009:
restore an archived
Presentation at the
WebCT site 6‐15‐2010:
Faculty Senate
End of WebCT
Faculty developing and delivering their courses, self‐help, support at UD
pp
workshops, individual consultations
FALL 09
FALL ‘09 WINTER 10
WINTER ‘10 SPRING 10
SPRING ‘10 SUMMER 10
SUMMER ‘10
Deployment of
Metrics Fall 2009 (in progress)
Fall 2009 (in progress) Sakai 2.6.1
Sakai 2.6.1 Metrics Spring 2010
Spring 2010
Sakai sites 978 course sites Original 95% of course sites on Sakai
Target
WebCT sites 21 course sites
Revised 99% of course sites on Sakai
Target 80% of course sites on Sakai
Target
Actual
A t l 98% of course sites on Sakai
98% f it S k i
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 6
9. Warning!
The following data is approximate.
The following data is approximate
Attribution: Jeffrey Beall on Flick.com Attribution: Sean Munson on Flick.com
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 8
10. Fall Course Sites in a Learning Management System at UD
Fall Course Sites in a Learning Management System at UD
1400
1200
1000
597
Number of Sites
800
Sakai
600
WebCT
978
400 837
782
663
563 571
508
200
344
215
0 40 21
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Fall Semesters
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 9
11. Fall Course Sites in a Learning Management System at UD
Fall Course Sites in a Learning Management System at UD
1400
1200
1000
597
Number of Sites
800
Sakai
600
WebCT
978
400 837
782
663
563 571
508
200
344
215
0 40 21
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Fall Semesters
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 10
12. Fall 2009: Proportion of Course Sections
Fall 2009: Proportion of Course Sections
42% Course Sections in
Sakai
Course Sections not
58% in Sakai
n=4,575
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 11
14. Fall 2009: Usage Breakdown by College
Fall 2009: Usage Breakdown by College
ANR Other
EOE 3% 2%
3%
ENG
4% EPP
8%
HS AS
10%
55%
BE
15%
n=51,779
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 13
15. Beyond Courses…
Beyond Courses
• E‐portfolios (OSP):
E portfolios (OSP):
• Assessment and presentation purposes
• Some early adopters/pilots:
Some early adopters/pilots:
• Secondary Science Education
• Nutrition and Dietetics
Nutrition and Dietetics
• Grants available (CFEE)
• http://cte.udel.edu/programs/instructional‐grants.html
http://cte.udel.edu/programs/instructional grants.html
• Published project sites: 389
p j
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 14
16. Simultaneous Users
Simultaneous Users
Fall 2009
Fall 2009
Spring 2009
S i 2009
Fall 2008
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 15
18. Current Architecture
Current Architecture
Load Balancer
Server
Virtual Machine Virtual Machine Virtual Machine
Server Server
Database File Storage
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 17
19. Improved Scalability
Improved Scalability
Load Balancer
Server Server Server
V. M. V. M. V. M. V. M. V. M. V. M. V. M. V. M. V. M.
Server Server
Database File Storage
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 18
20. Self‐Service Guest Creation
Self Service Guest Creation
E-mail Address:
a dd ess
First Name:
Last Name:
Create User
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 19
21. Grade Reporting to UDSIS
Grade Reporting to UDSIS
Send to UDSIS
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 20
23. LMSs at IT Peer Institutions
LMSs at IT Peer Institutions
Institution Aspirational Peers Actual Peers LTC Members Sakai Blackboard/WebCT Other
Boston College
Boston College X Production
Carnegie Mellon University X Production
College of William and Mary X Production
Georgia Institute of Technology X Production
Lehigh University X Production
Notre Dame University X X Production
Rensselaer Polytechnic Institute X Production
University of Florida X X Deploying Phasing Out
University of North Carolina – Chapel Hill X X Deploying Phasing Out
University of Virginia X Production
Boston University X Moodle
Miami University ‐ Oxford X Production
Pennsylvania State University X Angel*
Rutgers University ‐ New Brunswick
Rutgers University ‐ New Brunswick X Production eCollege
SUNY at Binghamtom X Production
Syracuse University X Production Production
University of Connecticut X Production
University of Maryland ‐ College Park X X Production Production
University of Massachusetts ‐ Amherst X Production
Virginia Polytechnic and State University X X Production Phasing Out
University of Pittsburgh X Production
Wake Forest University X Deploying Production
University of Georgia X Production
Total 10 10 8 9 18 3
Production 6 15 3
Deploying 3
Phasing Out
Phasing Out 3
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 22
24. Learning Technology Consortium (LTC)
Learning Technology Consortium (LTC)
• Growing Adoption of Sakai
Growing Adoption of Sakai
• University of Delaware
• UNC Chapel Hill
UNC Chapel Hill
• University of Florida Institutional Sakai
Usage
• Wake Forest University
W k F tU i it
• Virginia Tech No,
• University of Maryland – CP
U i i fM l d 3
Yes,
6
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 23
30. Sakai 3.0 Demo
Sakai 3 0 Demo
• 3akai Pilot Site:
3akai Pilot Site:
• You can create your own account
y
and play around!
• h // k
http://3akai.sakaiproject.org/dev
k /d
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 29
31. Useful Links
Useful Links
• Sakai 3 Page on the Official Sakai Site:
Sakai 3 Page on the Official Sakai Site:
• http://tinyurl.com/sakai3‐official
• Sakai 3 Confluence Wiki
Sakai 3 Confluence Wiki:
• http://confluence.sakaiproject.org/display/SAKDEV/Sakai+3
• Mi h l K
Michael Korcuska’s S k i 3 Slid
k ’ Sakai 3 Slides:
• http://www.slideshare.net/mkorcuska/sakai‐3‐v07
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 30
32. Conclusion
• LMS Committee Members were instrumental
LMS Committee Members were instrumental
• Evolving role of the LMS Committee
• Thanks to all our Sakai Ambassadors and to
h k ll S k i b d d
faculty members who use Sakai everyday!
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 31
33. Conclusion
• The LMS is what you make of it
The LMS is what you make of it
• As Sakai numbers grow, so does the diversity of
pedagogical experiences
pedagogical experiences
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 32
35. Thank You!
Thank You!
• Sakai@UD gateway:
http://www.udel.edu/sakai
• Updates available on the UDLMS site:
p
http://www.udel.edu/udlms
• This presentation is available at this URL:
p
http://tinyurl.com/sakai‐fs
• Mathieu (Matt) Plourde, Project Leader, LMS
IT‐Client Support & Services
mathieu@udel.edu
302‐831‐4060
WebCT to Sakai Progress Report ‐ Nov. 2, 2009 34