Carmichael, P., Jordan, K., Patel, U., Mackinnon, R., Peart, N. and Roberts, R. (2009) Semantic technologies for the enhancement of learning in Higher Education. Symposium at the annual Computer Assisted Learning (CAL) conference, Brighton, March 2009.
This talk was provided by Professor George Meadows of the University of Mary Washington during a NISO webinar on Makerspaces held on Wednesday, Dec 14, 2016
This talk was provided by Professor George Meadows of the University of Mary Washington during a NISO webinar on Makerspaces held on Wednesday, Dec 14, 2016
This is my contribution the Think Pieces 2013 Project at Charles Sturt University. This project provides an opportunity for an ongoing, open dialogue about how some of the CSU community are thinking about the challenges and opportunities we face as an institution.
My talk is about the need to shift the context in which we view learning - away from the campus and to be come more student centred. This reframing and changing of perspective allows us to rethink the role of the university and as well how we think about pedagogy, practice, content and technology.
Enhancing Learning with Technology in Higher Educationjjulius
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
A Pedagogical Model for Science Education through Blended LearningJosé Bidarra
Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).
This is my contribution the Think Pieces 2013 Project at Charles Sturt University. This project provides an opportunity for an ongoing, open dialogue about how some of the CSU community are thinking about the challenges and opportunities we face as an institution.
My talk is about the need to shift the context in which we view learning - away from the campus and to be come more student centred. This reframing and changing of perspective allows us to rethink the role of the university and as well how we think about pedagogy, practice, content and technology.
Enhancing Learning with Technology in Higher Educationjjulius
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
A Pedagogical Model for Science Education through Blended LearningJosé Bidarra
Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
keadaan kapal yang memenuhi persyaratan keselamatan kapal, pencegahan pencemaran perairan dari kapal, pengawakan, garis muat, pemuatan, kesejahteraan Awak Kapal dan kesehatan penumpang, status hukum kapal, manajemen keselamatan dan pencegahan pencemaran dari kapal, dan manajemen keamanan kapal untuk berlayar di perairan tertentu
Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users wi...museums and the web
School-based users, both students and educators, have always been a primary target audience for museum on-line content. Museums and other cultural organisations have made significant investments in developing and disseminating content on-line to reach and engage these users. Yet despite the obvious logic of this connection, in practice it has proven difficult to build effective permanent bridges between the wealth of museum digital content and the classroom environment. While many individual institutions host outstanding educational content on their individual Web sites, this material may remain inaccessible or under utilised in a classroom environment due to technology and security constraints, or simply through lack of awareness or discoverability. We are yet to develop effective and sustainable supply chains of museum digital content from multiple institutions for use in classroom environments. In Australia and Canada two new national approaches to solving the supply chain problem have been developed by two agencies working with museum organisations to facilitate the flow of content into classroom environments. This paper examines the imperatives driving these initiatives and the lessons learned in creating an integrated national approach to developing digital supply chains for school-based users of museum content.
Presentation on "Practical Competences in Engineering and Technology Enhanced Learning: MOOCs and Emerging Areas at the IEEE Education Society" from the IEEE Education Society Special Technical Community on Learning Sciences at the The Chinese University of Hong Kong
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
Transforming The Academic Library Services For Generation Y Using Knowledge M...tulipbiru64
Paper presented by Sharifah Fahimah Saiyed Yeop at the 4th PERPUN International Conference 2015: Information Revolution, 11-12th August 2015 at Avillion Legacy Hotel, Melaka.
Future evolution of the learning technology ecosystemSimon Bates
Keynote presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Jordan, K. (2015) Characterising the structure of academics’ personal networks on academic social networking sites and Twitter. Presentation at the Computers and Learning Research Group (CALRG) annual conference, The Open University, Milton Keynes, UK, 17th June 2015.
Futurelearn Academic Network presentationKaty Jordan
Jordan, K. (2015) Trends in MOOC completion rates: The story so far! Futurelearn Academic Network meeting, The Open University, Milton Keynes, UK, 15th June 2015.
Academics and their online networks: Exploring the role of academic social ne...Katy Jordan
Jordan, K. (2013) Academics and their online networks: Exploring the role of academic social networking sites. Presentation at the Association for Learning Technology Conference (ALT-C), 11th September 2013, University of Nottingham, UK.
Kaleidoscope conference slides - Academic networkingKaty Jordan
Jordan, K. (2013) Reshaping the Higher Education network? Analysis of academic social networking sites. Presentation given at the Kaleidoscope Conference, Faculty of Education, University of Cambridge, 31st May 2013.
Emerging and potential learning analytics from MOOCsKaty Jordan
Jordan, K. (2013) Emerging and potential learning analytics from MOOCs. Presentation given at 'Let the Learners Speak for themselves: The Potential of Learning Analytics and Big Data', 8th 'What the research says' seminar, London Knowledge Lab, 21st March 2013.
An introduction to the Semantic Web and Semantic Technologies for Learning an...Katy Jordan
Jordan, K. (2011) An introduction to the Semantic Web and Semantic Technologies for Learning and Teaching. Lunchtime seminar presentation at City University, London, 15th February 2011.
How we understand research practices: The example of the semantic spiderKaty Jordan
Jordan, K. and Rimpilainen, S. (2010) How we understand research practices: The example of the semantic spider. Presentation at 'Socio-material and Posthuman Readings of Digital Learning: An Ensemble Project Seminar Day', Liverpool John Moores University, 17th September 2010.
Jordan, K. (2010) The Molecular Basis of Photosynthesis. Invited presentation at the Jorum session, ALT-C 2010, 8th September 2010, University of Nottingham.
Authentic Data and Visualisation: Semantic tools from the Ensemble ProjectKaty Jordan
Jordan, K. (2010) Authentic Data and Visualisation: Semantic tools from the Ensemble Project. Learning and Teaching Support lunchtime seminar, Centre for Applied Research in Educational Technologies, Cambridge, 27th January 2010.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
3. Symposium plan
1. Begin
– Context the Ensemble project, and the UROP pilot
– Research questions
– Semantic technologies
– More about the pilot
– Emerging issues and insights
1. Then
– Applications Katy Explains!
1. Next
– Show and tell around posters and demos
– Envision new TEL applications through conversation
1. Ending
– Responses and open discussion
http://www.ensemble.ac.uk
4. Context
• A Project of the ESRC/EPSRC Technology Enhanced Learning
Programme, 2008-2011
• Technology Enhanced Learning research difficult to locate with
single funder ESRC or EPSRC so TLRP-TEL
• Challenges: research & development, interdisciplinarity,
engagement and change
• 8 projects funded inc. Semantic Technologies for the
Enhancement of Case Based Learning start 1st Oct. 2009
• 10 weeks in summer 2009 the pilot part of the Undergraduate
Research Opportunities Programme (UROP) scheme at
Cambridge
http://www.ensemble.ac.uk
5. Ensemble Project and Pilot
• Cambridge: Patrick • Patrick Carmichael, Keith
Carmichael, Katy Jordan, Johnstone
Keith Johnstone
• Katy Jordan (Leader)
• City University: Uma Patel,
Lawrence Solkin • Ben Roberts (RA)
• Stirling: Richard Edwards • Rob MacKinnon (UROP-S)
• UEA: Rob Walker • Nicola Peart (UROP-S)
• UK Data Archive at Essex: • Jodie Watson (UROP-S)
Louise Corti • Megan Davies Wykes
• MIT – SIMILE Tools (UROP-S)
• University of Technology • Visitors and Guests
Sydney
http://www.ensemble.ac.uk
6. The pilot as a research setting (case)
• Last summer teachers, students,
developers and researchers worked with the
SW ‘Toolkit’ developed by the SIMILE
Project at MIT
• Culture of recoding of using SAKAI and wiki
for tracking work
• Weekly show and tell meetings with visitors
and food
• Different model of UROP - expertise and
competencies as fluid and negotiated thru
conversation, collaboration, competition,
communication, controversy, creation
http://www.ensemble.ac.uk
7. A glimpse of the vision
• What are the nature, scope and role of cases and case based learning
across disciplines in higher education and their relationship to learning
outcomes and expertise?
• How do teachers and learners design, develop, describe and
reconstruct cases, and how do these processes contribute to academic
and professional outcomes?
• What are the pedagogical affordances of using semantic web
technologies in support of case based learning?
• What new tools can be developed to allow users (learners,
teachers, researchers) to access, adapt and manage their case
based learning and that of others?
• What are the theoretical framings for researching technology enhanced
learning and informing interdisciplinary dialogues when knowledge,
technologies and pedagogies are in a state of flux?
http://www.ensemble.ac.uk
8. Some Research Questions
• What is new here if anything
• What is going on in terms of learning
• What is going on in terms of design and development
• How can we understand technologies in these activities
(e.g. as affordances, tools, actants, or something else)
Back to semantic technologies and TEL
http://www.ensemble.ac.uk
9. Technologies changes things
Web 1.0 Web 2.0 Web 3.0
Power of social
semantic web
Networks
Collaborative
Authoring
Friends
Colleagues
Family
Face book
Wikipedia
Flicker
Twitter
Databases
The collective Machine reasoning
Docs. access/store
http://www.ensemble.ac.uk
10. One Semantic Web Vision
Tim Berners Lee’s 2001 ‘vision’ of the SW is couched in terms of
personalisation of services through seamless integration of web based
systems …
“At the doctor's office, Lucy instructed her Semantic Web agent
through her handheld Web browser. The agent promptly retrieved
information about Mom's prescribed treatment from the doctor's
agent, looked up several lists of providers, and checked for the ones
in-plan for Mom's insurance within a 20-mile radius of her home and
with a rating of excellent or very good on trusted rating services. It
then began trying to find a match between available appointment
times supplied by the agents …”
Berners-Lee et al, 2001
The general tone is not unlike that of
upbeat 1950’s films about the promise
of futuristic kitchens, full of labour
saving devices and intelligent fridges.
Source: Stellman & Greene
11. Education Directions?
• Reusable Learning Objects…..
• Few examples of successful deployment
• Segregated Communities
• Technology/Education Divide
• Semantic Web as a CS ‘grand challenge’
• versus …
• a set of useful standards
• better access to resources
• improved search tools and ‘portals’ Indigestible…?
• interesting demonstrations of ‘closed worlds’
“In a teaching and learning environment in which the
potential of semantic web technologies had been fully
realized, engagement would be fluid, flexible and
generative.” (Koper, 2004)
Source: Fox
12. Semantic Technologies as TEL
• Semantic Technologies as a
Data Visualisation
toolkit which can make parts of
the existing web ‘a bit more
semantic’, address specific
problems, engage people in new AI
and interesting ways
KM
• Start with toolkit
• http://simile.mit.edu/
‘Pragmatic
’ SemTech
Mmm … Semantic Cake …
Source: Fox
13. Back to the pilot
• Reminder:
– Aim: (1) develop ‘demonstrator’ projects to evaluate a novel
semantic web software ‘toolkit’ produced by the SIMILE
project based at MIT
– Different model of UROP - expertise and competencies as
fluid and negotiated thru conversation, collaboration,
competition, communication, controversy, creation
Emerging issues for semantic
technologies and TEL
http://www.ensemble.ac.uk
14. Emerging Issues: Technical
• Data quality
What is it
• Data formats and conversion
to be
• Scaling and workarounds
semantic?
• Metadata quality and consistency
• Changing Patterns of access
• Consensus on Taxonomies and ontologies
• Composite and complex queries
• Where does the reasoning sit?
• What kind of reasoning? Closed/open?
• Selection according to relevance and context
• ALSO – Legacy problems in talking about semantic technologies &
semantic technologies are not obviously transparent in what is going on
http://www.ensemble.ac.uk
15. Research and Design as Learning
• ‘Expert learners' perspectives sparks ideas
• A fluid sense of who is the expert for any particular ‘problem’
• Take up of practices where ‘experts’ model the process
• Interpersonal collaborations and competition though sharing
• Student researchers increasingly took control e.g. links with
data providers, and invited potential users in co-design activities
• Emphasise on doing by trial and error & rich and frequent
feedback
• Process is fit for purpose and adapted to context i.e. Summer,
light touch management, freedom to move around, flexible
working hours, food, fun, perks, rewards, stake in the outcomes
http://www.ensemble.ac.uk
24. Show and Tell
• And a chance to see some of the summer
projects and other prototypes
– Plant Evolution Timeline
– The Edwardians
– Maths for Engineers
– Fun with Proteins
– Essex in the English Civil War
– Plant Distribution and Fieldwork Support
http://www.ensemble.ac.uk
25. Envisioning
• Work in pairs
• Person 1 prompts and writes / person 2
thinks and envisions. Prompts:
– Think of an tricky information problem in your work
– What is really the problem – ‘if only I had..’ ‘if only
I could’....
– What have you seen that might help
– What would be the barriers
• Reverse roles
http://www.ensemble.ac.uk
University of Cambridge operates an Undergraduate Research Opportunities Programme (UROP) A group of four UROP students were employed along with a part-time research assistant to develop ‘demonstrator’ projects in order to evaluate a novel semantic web software ‘toolkit’ produced by the SIMILE project based at MIT.Complexity, Controversy and Change
Intuitions about relationships between learning and technology design: complexity in the activity and network of relationships Student work placements, internships and extended research projects are becoming increasingly common, blurring the distinction between academic and vocational working in higher education. Students and employers often regard these as preparation for employment, and an important current and future need is to identify ways of developing students’ capabilities to tackle complex problems,to draw on a wide range of resources in and beyond the workplace and to manage interdependence with colleagues. different model of UROP deployment was used as part of the pilot work of “Ensemble”, a major ESRC/EPSRC Technology Enhanced Learning project which is exploring the potential of emerging semantic technologies to support and enhance learning in higher education. A group of four UROP students were employed along with a part-time research assistant to develop ‘demonstrator’ projects in order to evaluate a novel semantic web software ‘toolkit’ produced by the SIMILE project based at MIT.
Patrick
Intuitions about relationships between learning and technology design: complexity in the activity and network of relationships Student work placements, internships and extended research projects are becoming increasingly common, blurring the distinction between academic and vocational working in higher education. Students and employers often regard these as preparation for employment, and an important current and future need is to identify ways of developing students’ capabilities to tackle complex problems,to draw on a wide range of resources in and beyond the workplace and to manage interdependence with colleagues. different model of UROP deployment was used as part of the pilot work of “Ensemble”, a major ESRC/EPSRC Technology Enhanced Learning project which is exploring the potential of emerging semantic technologies to support and enhance learning in higher education. A group of four UROP students were employed along with a part-time research assistant to develop ‘demonstrator’ projects in order to evaluate a novel semantic web software ‘toolkit’ produced by the SIMILE project based at MIT.
Data existed in charts and diagrams in seminal textbooks and landmark papers ‘ The graph’ for each concept is presented to students in different lectures or slides Many different plant species illustrate different points – many pictures, no context Compounded by difficulties in grasping the time scale involved
This is the new tool. Links to datasets, publications, course materials and images, presented using an interactive timeline visualisation. E.g. here we have numbers of angiosperms and other plant groups, set against geological time, and the points at which different physiological characteristics first evolved. The tool has been used in lectures instead of a series of separate graphs and figures, and we are continuing to observe how it is used throughout the academic year, by students at Cambridge, and around the world.
Brief outline of what sudden oak death is and why we used it. The data could already be visualised in an online map. But this was ‘hard coded’ so lacked the ability to bring in other data – or to easily export the data to new applications.
The data now reusable, and interface allows enhanced searching and to bring in data from other sources for comparison Although this is possible, data sources available, format and quality may be limited
Rich ‘semantic web ready’ data set existed. Transcripts of essays, and RDF files describing roles and relationships between people and locations within them.
New tool makes explicit the structure within the RDF and allows navigation through it – e.g. Harbottle Grimston.
The information originally existed in a paper booklet This was converted to a nicely designed website But since the navigation mirrored the booklet, students found it hard to search for what they wanted
Diverse resources to support learners Aggregated and presented through faceted browser The ontology implicit in the structure of the original website is now made explicit and navigable