Virtual Worlds offer the potential to engage learners at higher levels, but as a teacher it's important to understand HOW and WHY Virtual Worlds are so engaging and also cause some caution.
This document describes a paper-based coding game called "Space Race" that can be used to introduce programming concepts to students during the Hour of Code. The game has students work in pairs to navigate a paper rocket ship through a course by arranging printed coding blocks. One student arranges obstacles on a display sheet while their partner programs the solution using code blocks. Together they execute the program to move the ship. Instructions and printable materials are provided to play the game without computers.
Right foot forward
Left foot forward
Right foot forward
Left foot forward
T: “Great job! Now let’s program our robot to jump. How do we jump?” (Accept
responses like bend our knees and push off with our feet)
T: “So we need to tell our robot to bend its knees and push off with its feet.
What commands should we write?”
Write the commands on the board:
Bend knees
Push off with feet
T: “Now we have programmed our robot to walk forward and jump. But
remember, computers follow the sequence exactly as written. So we need to
put our commands in the right order. What order should we put them
This document provides an overview of different teaching methods and tools that can be used to teach computer science concepts to students. It discusses unplugged activities that use materials like cards and string to introduce topics like binary numbers and algorithms without requiring the use of computers. It also describes using graph paper and arrows to have students instruct each other to draw pictures as a way to introduce programming concepts. Additional sections explain using the Scratch programming language, Bee-Bots and Blue-Bots for sequencing and navigation activities, and Lego Mindstorms kits for hands-on robotics projects. The teacher's role is as a guide and facilitator, while the student's role is to engage in creative hands-on projects exploring coding concepts.
This document discusses programming a humanoid robot named Nao to do squats using the visual programming language Choregraphe. It begins with installing Choregraphe and an overview of its interface. Then it demonstrates basic speech and motion commands, parallel processing using wait signals, repetition with loops using a counter box, and organizing code into a subprogram box to improve readability. The goal is to program Nao to do five squats while counting them out loud.
This document provides an overview of computer science lessons for grades K-5 using the game The Foos. It introduces foundational concepts like algorithms, sequences, and programming through puzzle levels that have students command characters to complete objectives. Lessons include both digital activities in the game and offline "unplugged" activities to reinforce sequencing skills without devices. The document outlines the curriculum and provides teaching tips, vocabulary definitions, and sample worksheets.
This document provides ideas for integrating technology into literacy activities across the curriculum. It discusses using tools like podcasting, digital storytelling, online classrooms, wikis, and blogging to enhance student learning. Specific programs and websites are recommended for visual learning, podcasting, digital storytelling, online classrooms, wikis, and blogging. Examples of how these tools can be used to improve writing, provide collaborative opportunities, and develop 21st century skills are also provided.
Managing Metadata for Ebook CollectionsHolly Tomren
OCLC Cataloging Efficiencies that Make a Difference: Metadata for Ebook Collections, at American Library Association Annual Conference, Anaheim, CA, June 25, 2012
This document describes a paper-based coding game called "Space Race" that can be used to introduce programming concepts to students during the Hour of Code. The game has students work in pairs to navigate a paper rocket ship through a course by arranging printed coding blocks. One student arranges obstacles on a display sheet while their partner programs the solution using code blocks. Together they execute the program to move the ship. Instructions and printable materials are provided to play the game without computers.
Right foot forward
Left foot forward
Right foot forward
Left foot forward
T: “Great job! Now let’s program our robot to jump. How do we jump?” (Accept
responses like bend our knees and push off with our feet)
T: “So we need to tell our robot to bend its knees and push off with its feet.
What commands should we write?”
Write the commands on the board:
Bend knees
Push off with feet
T: “Now we have programmed our robot to walk forward and jump. But
remember, computers follow the sequence exactly as written. So we need to
put our commands in the right order. What order should we put them
This document provides an overview of different teaching methods and tools that can be used to teach computer science concepts to students. It discusses unplugged activities that use materials like cards and string to introduce topics like binary numbers and algorithms without requiring the use of computers. It also describes using graph paper and arrows to have students instruct each other to draw pictures as a way to introduce programming concepts. Additional sections explain using the Scratch programming language, Bee-Bots and Blue-Bots for sequencing and navigation activities, and Lego Mindstorms kits for hands-on robotics projects. The teacher's role is as a guide and facilitator, while the student's role is to engage in creative hands-on projects exploring coding concepts.
This document discusses programming a humanoid robot named Nao to do squats using the visual programming language Choregraphe. It begins with installing Choregraphe and an overview of its interface. Then it demonstrates basic speech and motion commands, parallel processing using wait signals, repetition with loops using a counter box, and organizing code into a subprogram box to improve readability. The goal is to program Nao to do five squats while counting them out loud.
This document provides an overview of computer science lessons for grades K-5 using the game The Foos. It introduces foundational concepts like algorithms, sequences, and programming through puzzle levels that have students command characters to complete objectives. Lessons include both digital activities in the game and offline "unplugged" activities to reinforce sequencing skills without devices. The document outlines the curriculum and provides teaching tips, vocabulary definitions, and sample worksheets.
This document provides ideas for integrating technology into literacy activities across the curriculum. It discusses using tools like podcasting, digital storytelling, online classrooms, wikis, and blogging to enhance student learning. Specific programs and websites are recommended for visual learning, podcasting, digital storytelling, online classrooms, wikis, and blogging. Examples of how these tools can be used to improve writing, provide collaborative opportunities, and develop 21st century skills are also provided.
Managing Metadata for Ebook CollectionsHolly Tomren
OCLC Cataloging Efficiencies that Make a Difference: Metadata for Ebook Collections, at American Library Association Annual Conference, Anaheim, CA, June 25, 2012
The document tells a joke about what a blonde does after having an accident. It provides some misleading responses like crying and calling for help before revealing that the blonde's action is to brush her hair. The document uses punctuation like exclamation points and line breaks to build up to the punchline of the joke.
Project Management Tips - Taking Over Failing ProjectsAnwarul Haqi
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
OLE Project Update - Webinar March 31 2009John Little
This document summarizes a webinar about the Open Library Environment (OLE) project. OLE is planning an open source alternative to integrated library systems. The webinar agenda covered an overview of OLE, progress to date including regional workshops attended by over 350 people, and next steps through July 2009 including developing proposals and design documents. The webinar concluded by soliciting feedback and questions from participants.
Kuali OLE Overview at Charleston Conference 09John Little
Presentation by John.Little@Duke.edu for "The Changing Face of Library Workflow Management: Open Source, Grid Computing and Cloud Services" PreConference - Charleston Conference 2009.
Speaker(s): Tim Daniels - Assistant State Librarian for Technology and Infrastructure, Georgia Public Library Service; Robert H. McDonald, Associate Dean for Library Technologies, Indiana University; Andrew Pace, Executive Director for Networked Library Services, OCLC
The document describes a MetaLib and X-Server system built upon code by Ken Mitchell and David Walker. It allows users to search across multiple databases, tag and save search results, and view full text of articles when available. The system provides an advanced article search, ability to browse databases by subject or A-Z, and perform cross searches across selected databases.
The WHY give you the power to make the HOW. So, find your own reasons inside yourself!!! Online Educa Berlin 2011. Evolving a Learning Culture plenary session.
The Why Report: Tech Themes for Tech ServicesHolly Tomren
The document discusses emerging technology themes for technical services in libraries, including the use of social media like Twitter and Facebook for professional communication and sharing information. It also covers themes around mobile resources and cloud data, such as new acquisition models, licensing issues, metadata needs, and using cloud computing for digital collections and collaboration.
OLE Project Webinr - Conversation with CUFTS April 8 2009John Little
The document discusses a webinar about the CUFTS (Open Source Serials Management) application. The webinar featured presentations from Brian Owen and Kevin Stranack of Simon Fraser University about the current state and future roadmap of the CUFTS application. Attendees could ask questions about topics like the CUFTS knowledgebase, development timeline, integrating other applications, documentation, and governance plans for ongoing support and enhancements.
Internet Librarian 2009: The presenters address the challenges involved in providing library content and services to mobile users. They discuss offering an entire library experience to mobile users, discovery tools available (mobile-friendly OPACs, union catalogs, library webpages and subject guides), best practices for cataloging electronic resources specific to mobile devices, as well as IT issues, collection development trends, licensing issues, and gathering usage statistics.
1. This document summarizes an update webcast about the Open Library Environment Project held on November 20, 2008.
2. It provided an agenda for the webcast which included an update on project activities and timeline, an overview of upcoming workshops and working groups, and a Q&A session.
3. The project is conducting business process modeling training, planning regional design workshops in late 2008/early 2009 to define library workflows, and forming working groups to focus on specific topics within the project.
The document tells a story about two people from different worlds who meet by chance and begin to get to know each other. However, they realize they come from very different dimensions and have differing perspectives and values in life. It will be challenging to overcome the obstacles between them and be together, but if one of them is willing to change their world or dimensions, they may be able to find a way to exist in the same world.
Customizing Feedback for askref in SFX - ELUNA 2006John Little
Library has more than one location for askref feedback. A very small number of tweaks can be input so that the feedback can go to the appropriate reference desk.
This document discusses a study of how patrons use the MetaLib discovery tool. It finds that patrons want to find relevant databases, do not like using QuickSearch as it returns inconsistent results, and find metasearch results confusing because it is unclear which databases the results came from. Log file analysis showed that 65% of users were remote, 18% browsed databases directly, and 65% of actions used QuickSearch despite changes made to discourage its use.
Before teaching in Second Life be a studentRuth Martínez
Only if you have been there like a student you will consider some aspects not only to improve user engagement if not to enrich the experience and to design the learning activity and, one of the most important things, to research new ways for learning.
As student you will realize the importance of a previous support to obtain an idea about the activity (aims, details and methodology) that you are required to make into Second Life. You will consider some values and needs to be explain before using, for example, communicative tools from Second Life. Should you explain what is a notecard before using it in your class? Should you give a roadmap about what kind or Slurls or land could be useful to visit for the learning activity? So, would you explain how to use the map and the search before? And maybe you wonder how would you determine the level of knowledge about Second Life of your students and, if doing that how to design the learning activity because Second Life has to be a tool for teaching not the subject of your learning activity.
Students and faculty are always on the go. Our collections need to be available to them when and where they need them. Join us to discuss how we can provide electronic resources to mobile users. We'll cover issues from selection to cataloging to presentation to your users.
This document provides information about using the virtual world Second Life to teach English as a second language. It includes two sections, one for teacher notes and one for student notes. The teacher notes section outlines a 3 day lesson plan where students learn about Second Life, complete a tutorial, and then participate in teacher-led and student-led tours of locations within Second Life. It provides objectives, schedules, tips, and evaluation methods. The student notes section gives information for students on their assignment, which is to find locations of interest, give a tour of one, and participate in discussions. It includes guidance on using Second Life and resources for language skills practice.
Second Life is a 3D virtual world where users create avatars to interact and build virtual spaces. It has hundreds of thousands of active users and is used by over 300 universities for classes or research. The document discusses how Second Life allows for educational opportunities through immersive learning, collaboration, experimentation, and authentic interaction. However, challenges include technological issues, coordination between groups, and scheduling synchronous meetings.
The document tells a joke about what a blonde does after having an accident. It provides some misleading responses like crying and calling for help before revealing that the blonde's action is to brush her hair. The document uses punctuation like exclamation points and line breaks to build up to the punchline of the joke.
Project Management Tips - Taking Over Failing ProjectsAnwarul Haqi
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
OLE Project Update - Webinar March 31 2009John Little
This document summarizes a webinar about the Open Library Environment (OLE) project. OLE is planning an open source alternative to integrated library systems. The webinar agenda covered an overview of OLE, progress to date including regional workshops attended by over 350 people, and next steps through July 2009 including developing proposals and design documents. The webinar concluded by soliciting feedback and questions from participants.
Kuali OLE Overview at Charleston Conference 09John Little
Presentation by John.Little@Duke.edu for "The Changing Face of Library Workflow Management: Open Source, Grid Computing and Cloud Services" PreConference - Charleston Conference 2009.
Speaker(s): Tim Daniels - Assistant State Librarian for Technology and Infrastructure, Georgia Public Library Service; Robert H. McDonald, Associate Dean for Library Technologies, Indiana University; Andrew Pace, Executive Director for Networked Library Services, OCLC
The document describes a MetaLib and X-Server system built upon code by Ken Mitchell and David Walker. It allows users to search across multiple databases, tag and save search results, and view full text of articles when available. The system provides an advanced article search, ability to browse databases by subject or A-Z, and perform cross searches across selected databases.
The WHY give you the power to make the HOW. So, find your own reasons inside yourself!!! Online Educa Berlin 2011. Evolving a Learning Culture plenary session.
The Why Report: Tech Themes for Tech ServicesHolly Tomren
The document discusses emerging technology themes for technical services in libraries, including the use of social media like Twitter and Facebook for professional communication and sharing information. It also covers themes around mobile resources and cloud data, such as new acquisition models, licensing issues, metadata needs, and using cloud computing for digital collections and collaboration.
OLE Project Webinr - Conversation with CUFTS April 8 2009John Little
The document discusses a webinar about the CUFTS (Open Source Serials Management) application. The webinar featured presentations from Brian Owen and Kevin Stranack of Simon Fraser University about the current state and future roadmap of the CUFTS application. Attendees could ask questions about topics like the CUFTS knowledgebase, development timeline, integrating other applications, documentation, and governance plans for ongoing support and enhancements.
Internet Librarian 2009: The presenters address the challenges involved in providing library content and services to mobile users. They discuss offering an entire library experience to mobile users, discovery tools available (mobile-friendly OPACs, union catalogs, library webpages and subject guides), best practices for cataloging electronic resources specific to mobile devices, as well as IT issues, collection development trends, licensing issues, and gathering usage statistics.
1. This document summarizes an update webcast about the Open Library Environment Project held on November 20, 2008.
2. It provided an agenda for the webcast which included an update on project activities and timeline, an overview of upcoming workshops and working groups, and a Q&A session.
3. The project is conducting business process modeling training, planning regional design workshops in late 2008/early 2009 to define library workflows, and forming working groups to focus on specific topics within the project.
The document tells a story about two people from different worlds who meet by chance and begin to get to know each other. However, they realize they come from very different dimensions and have differing perspectives and values in life. It will be challenging to overcome the obstacles between them and be together, but if one of them is willing to change their world or dimensions, they may be able to find a way to exist in the same world.
Customizing Feedback for askref in SFX - ELUNA 2006John Little
Library has more than one location for askref feedback. A very small number of tweaks can be input so that the feedback can go to the appropriate reference desk.
This document discusses a study of how patrons use the MetaLib discovery tool. It finds that patrons want to find relevant databases, do not like using QuickSearch as it returns inconsistent results, and find metasearch results confusing because it is unclear which databases the results came from. Log file analysis showed that 65% of users were remote, 18% browsed databases directly, and 65% of actions used QuickSearch despite changes made to discourage its use.
Before teaching in Second Life be a studentRuth Martínez
Only if you have been there like a student you will consider some aspects not only to improve user engagement if not to enrich the experience and to design the learning activity and, one of the most important things, to research new ways for learning.
As student you will realize the importance of a previous support to obtain an idea about the activity (aims, details and methodology) that you are required to make into Second Life. You will consider some values and needs to be explain before using, for example, communicative tools from Second Life. Should you explain what is a notecard before using it in your class? Should you give a roadmap about what kind or Slurls or land could be useful to visit for the learning activity? So, would you explain how to use the map and the search before? And maybe you wonder how would you determine the level of knowledge about Second Life of your students and, if doing that how to design the learning activity because Second Life has to be a tool for teaching not the subject of your learning activity.
Students and faculty are always on the go. Our collections need to be available to them when and where they need them. Join us to discuss how we can provide electronic resources to mobile users. We'll cover issues from selection to cataloging to presentation to your users.
This document provides information about using the virtual world Second Life to teach English as a second language. It includes two sections, one for teacher notes and one for student notes. The teacher notes section outlines a 3 day lesson plan where students learn about Second Life, complete a tutorial, and then participate in teacher-led and student-led tours of locations within Second Life. It provides objectives, schedules, tips, and evaluation methods. The student notes section gives information for students on their assignment, which is to find locations of interest, give a tour of one, and participate in discussions. It includes guidance on using Second Life and resources for language skills practice.
Second Life is a 3D virtual world where users create avatars to interact and build virtual spaces. It has hundreds of thousands of active users and is used by over 300 universities for classes or research. The document discusses how Second Life allows for educational opportunities through immersive learning, collaboration, experimentation, and authentic interaction. However, challenges include technological issues, coordination between groups, and scheduling synchronous meetings.
This document discusses using technology to teach pragmatics remotely during COVID-19. It describes three types of digital learning spaces: structured, semi-structured, and unstructured. Structured spaces like websites provide systematic practice of speech acts through videos, explanations, exercises, and feedback. Games can also teach pragmatics in structured ways. Semi-structured spaces combine instruction with computer-mediated communication like video chat or messaging. Unstructured spaces involve natural learning through participation in online communities and interaction with native speakers in venues like online games and social media. Effective technology-enhanced pragmatics instruction involves direct instruction, practice through role-plays and video analysis, as well as strategy development.
This document discusses using gaming and virtual environments for language learning. It describes how environments like Second Life can be engaging contexts for language practice through open-ended interaction and quests. Massively multiplayer online games are also addressed as contexts that foster collaboration and communication through gameplay. Mobile games are presented as a way to provide vocabulary learning through tutorials or social games. LiveBinders is introduced as a platform for creating collaborative binders that can embed various materials.
This document discusses SLOODLE, an open source project that integrates learning management features from Moodle with interactive 3D environments like Second Life. SLOODLE allows activities like lectures, assignments and quizzes to span both Moodle and virtual worlds. The author explains how SLOODLE works and provides examples of how teachers could use it to engage students accustomed to gaming and virtual worlds in new styles of online education. Specific SLOODLE tools are described that link the two platforms, like allowing students to submit assignments or take quizzes within Second Life.
This document discusses how various schools in different countries use games-based learning and ICT tools in primary education. It provides examples of tools used for subjects like literacy, math, assessment, and special education needs. Popular tools mentioned include Kahoot, Scratch, Storynory, and Seesaw. The document also shares situations in different school computer labs, use of projectors, and digital workspaces. Games-based learning is said to make learning more fun, collaborative and motivating for students.
Second Life - handout version (text only)Kate Farrell
The document discusses using the virtual world of Second Life across various subjects in secondary education. It provides examples of how subjects like science, art, English, and business could utilize Second Life for simulations, roleplaying, designing objects, and collaborating globally. Specific existing educational projects highlighted include Kids Connect, Global Kids Island, and an exchange project between schools in California and Japan.
This presentation was prepared for the Higher Colleges of Technology Fujairah College on the potential uses of Second Life to advance experiential learning (June 2010).
The slides I will be using at my upcming webinar on February 17.
Feel free to join us!
Information to join the webinar: http://v.gd/MHF21
17. 02. 2014 - 19:00h - 20:30h
Access link: https://webconf.vc.dfn.de/web20tools/
The document discusses using digital tools in the classroom. It provides examples of several digital tools that could be used for various purposes like calendars, video recording, reading tools, QR codes, writing tools, numeracy tools, and communication tools. It also discusses setting up student contracts and policies around device use, cybersafety, creative commons, and ways to continue developing digital practices in the classroom.
The document discusses using virtual worlds like Second Life for education. It outlines various educational activities that can be done, such as lectures, discussions, simulations and building. Challenges of using virtual worlds like content and technical issues are also mentioned. Guidelines for getting started in Second Life as an educator are provided, including learning the interface, taking classes, and carefully planning educational projects for students.
Learning in virtual worlds - the role of the classroomPaul Sweeney
What is the function of the classroom in a completely virtual learning setting? Does it even have a future? These were questions I set out to answer reporting on over two years of English and Spanish language programme development with Languagelab.com inside Second Life.
Presented at Slanguages 2009 as
Classroom Is Dead Long Live The Classroom Paul Sweeney V2
The document discusses using virtual environments and avatars for language learning. It defines key terms like E2, L2, and avatars. It explores virtual worlds like Second Life and massively multiplayer online role-playing games (MMORPGs) like World of Warcraft. The document outlines advantages like lowered anxiety through assumed identities and opportunities for authentic language use. It also notes disadvantages like cost and themes not appealing to all students. Methods like task-based and functional learning are supported. A tour of Second Life is presented to demonstrate its interactive possibilities for language practice.
This document discusses various technologies that students use such as cell phones, Facebook, Skype, iPods, online translators, and virtual worlds. It argues that these technologies should not be banned from classrooms but instead used as educational tools. Specific examples are given of how each technology could be incorporated into language learning through tasks, activities, and interactions that engage students. While potential issues are acknowledged, the overall message is that technology is ubiquitous in students' lives and can be harnessed to enhance rather than detract from education if implemented appropriately.
This document provides an overview of programs and activities available at ImaginOn, a youth center. It describes opportunities for interactive storytelling, gaming, movie and music creation, and participation in virtual worlds like Second Life. The focus is on giving teens hands-on experiences, creative tools, and ways to collaborate both in-person and globally through virtual spaces.
Using iOS Apps to Foster Literacy LearningRichard Beach
Richard Beach discusses using iOS apps to foster literacy learning. He outlines several affordances of iPads/iPhones including touch navigation, portability, social reading/writing, and multimodality. Beach then describes various apps that can be used to develop literacy across the curriculum, including apps for accessing/analyzing information, reading/writing digitally, discussing, using images/audio/video, games/simulations, and reflection. Examples are provided of students and teachers using apps like Diigo, Popplet Lite, VoiceThread, and ShowMe to support literacy activities.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
The document discusses 3 major trends in English language teaching technology: 1) Flipped classrooms, which invert traditional content delivery by having students learn new content online before class; 2) Social media integration, as tools like YouTube, Twitter and Snapchat are increasingly used for language learning; 3) Digital games for learning English through an engaging context. Benefits include increased student engagement and the development of language skills. The document provides examples and guidance for implementing these trends in the classroom.
Teaching Professors to Use Second Life for Teaching (view full screen)dickebk
This was prepared for a graduate class I took online with San Diego State University-Masters in Educational Technology/Instructional Design:
Class:
EDTEC 544 - Instructional Design. This project was a Rapid Prototype of a Designed Instructional Sequence
Neurogamificación: retos, MOOCs y motivaciónRuth Martínez
El documento habla sobre la gamificación del aprendizaje y la importancia de los retos y la motivación. Varias citas discuten cómo alabar el esfuerzo empuja a las personas a trabajar duro y perseverar, y cómo las historias y emociones nos movilizan. Otra cita describe el aprendizaje como una aventura, el alumno como un héroe, y las actividades como retos con el tutor como mentor.
Este documento presenta un plan de formación interna sobre diseño de juegos. Incluye diferentes secciones que exploran conceptos como la experiencia del jugador, elementos del juego, motivaciones de los jugadores, flujo de juego, y tipos de jugadores. El objetivo general es ayudar a los diseñadores a crear juegos que proporcionen una experiencia enriquecedora y satisfactoria para los jugadores.
Tendencias emergentes y Competencias docentesRuth Martínez
Este documento discute varias tendencias emergentes y actitudes en el sistema educativo, incluyendo el uso de tecnologías como respuesta a los desafíos del sistema. También explora conceptos como ver vs saber, adversidad vs oportunidad, e instruir vs inspirar. Finalmente, enfatiza la importancia de la creatividad, la pasión y el juego sobre la mera instrucción o juzgamiento.
La gamificación implica el uso de mecánicas de juego para motivar e involucrar a los usuarios en actividades no lúdicas. Puede usarse para mejorar resultados empresariales, compromiso de clientes, participación en servicios en línea y transformación social. El diseño efectivo requiere entender las motivaciones de los usuarios y aplicar mecánicas como puntos, niveles y retos que apelen a sus necesidades intrínsecas.
Este documento discute las tendencias emergentes en tecnología educativa como códigos QR, aplicaciones y entornos 3D. También propone criterios para evaluar juegos serios y actividades de aprendizaje lúdicas, como si el contenido es adecuado y fácil de usar para la audiencia objetivo. Además, explora cómo diseñar actividades de aprendizaje que sean participativas, colaborativas e inmersivas a través de plataformas como la web, LMS y aprendizaje móvil.
El documento describe las tecnologías de realidad virtual, realidad aumentada y mundos virtuales 3D, y cómo convergen hacia el concepto de Metaverso. El Metaverso permitirá que las personas interactúen en entornos virtuales inmersivos a través de múltiples dispositivos, compartiendo experiencias entre lo físico y lo digital.
Este documento presenta una metodología para talleres educativos utilizando Second Life u OpenSim. Propone tres talleres para explorar la identidad digital, el contexto y los objetivos de aprendizaje. Describe diferentes enfoques de aprendizaje como el aprendizaje experiencial, mediante descubrimiento, conectado e lúdico. Además, ofrece consejos para diseñar actividades que aprovechen las características de estas plataformas y fomenten la interacción y construcción colaborativa del conocimiento.
El documento discute varias tendencias emergentes en tecnología educativa. Pregunta si los profesores deben seguir las nuevas tecnologías y si dar una tableta a cada estudiante es la solución. También explora si las tecnologías emergentes pueden motivar e involucrar más a los estudiantes y menciona herramientas como MOOCs, Scratch y flipped classroom. El documento argumenta que las nuevas tecnologías, cuando se usan adecuadamente, pueden transmitir la pasión de los profesores por el aprendizaje.
Cada mecánica de juego puede alinearse directamente con las dinámicas de juego, lo que también se describe como deseos humanos básicos, siempre que las mecánicas de juego se encuentren con las más básicas necesidades de los usuarios.
La respuesta no es el serious games, es el CAMBIO que puede conseguir el Serious Games dentro de la persona que va a participar en el mismo. Todos estamos llamados a ser héroes en algún momento de nuestras vidas. Cada persona lo siente de forma distinta, pero siempre se trata de experiencias que nos alejan del lugar conocido para iniciar un largo viaje interior que nos transforma y nos conduce hacia lo mejor de nosotros mismos. Porque el verdadero camino del héroe es el camino de la superación personal.
Bread provides an ideal environment for growing mold. The document introduces a starter kit called "Mycology Madness" that allows children to cultivate different types of mold on slices of bread to see what grows. Normally bread is eaten before it spoils, but the kit encourages exploring what mold forms if bread is left to go bad. The kit is described as exciting and kid-friendly way to learn about mold growth.
Aprender jugando en Mundos Virtuales 3DRuth Martínez
El documento discute el potencial de los mundos virtuales para mejorar el aprendizaje a través del juego. Señala que las experiencias en avatares pueden influir en la vida real y que actividades en entornos virtuales pueden transferirse a interacciones cara a cara. También destaca investigaciones que muestran que los mundos virtuales pueden situar el aprendizaje y conectar ideas abstractas con problemas del mundo real.
El objetivo de un diseño instruccional de éxito es la creación de
EXPERIENCIAS DE APRENDIZAJE significativas. No hablamos de tecnología, hablamos de métodos de aprendizaje.
Juegos Serios y Mundos Virtuales. LearningReview y PersonalEspañaRuth Martínez
Este documento discute los beneficios de los juegos serios y los mundos virtuales 3D para el aprendizaje. Argumenta que los juegos permiten un aprendizaje situado y significativo mediante la experimentación con nuevas identidades y roles. También menciona estudios que demuestran que la experiencia en mundos virtuales puede influir en el comportamiento en la vida real y mejorar la retención del aprendizaje. El documento concluye resaltando la importancia de mantener los contenidos sencillos y entretenidos para lograr un aprendizaje lúdico
Adicciones y otros Frikismos: experiencias de aprendizaje en entornos inmersivosRuth Martínez
El documento discute las adicciones a la tecnología y cómo el cerebro libera dopamina cuando recibimos nueva información en línea, lo que puede explicar nuestro comportamiento compulsivo. También explora cómo los juegos y las experiencias inmersivas pueden usarse para el aprendizaje, transformando al emisor (profesor) y receptor (alumno) en comunicadores y aprendices interactuando en ambas direcciones. El aprendizaje emergente fomenta la experimentación y la innovación adaptándose al medio.
Quo Vadis? Cuándo el hacía dónde y el cómo marcan la diferencia. Ruth Martínez
La formación en el ámbito turístico engloga a toda la ciudadanía y actores del mismo, las nuevas tecnologías cómo la realidad aumentada móvil y los mundos virtuales 3d, combinadas con otras herramientas disponibles posibilitan el diseño de acciones formativas turísticas innovadoras y de impacto.
Menores y aprendizaje en Mundos Virtuales: usos seguros, retos y competenciasRuth Martínez
A partir de un caso práctico basado en la realidad los asistentes a la videoconferencia se introdujeron en la temática y estado del arte de los Mundos Virtuales para niños.
Valor añadido de los Mundos Virtuales 3D en acciones formativasRuth Martínez
Presentación del caso práctico formativo de experiencias piloto sobre igualdad de género e innovación personal realizado en el Mundo Virtual de Second Life.
Congreso Internacional Educativo: Retos, tendencias y oportunidades. Global Estrategias organiza este Congreso Internacional el 24 de Noviembre en el Hotel Auditorium de Madrid.
Taller PIVOTE ELEARNING3D en FICOD 2010Ruth Martínez
El documento describe la plataforma PIVOTE, una herramienta de aprendizaje 3D y simulaciones que permite crear experiencias de aprendizaje inmersivas. PIVOTE usa mundos virtuales 3D y permite diseñar casos prácticos y role plays para que los estudiantes practiquen y desarrollen habilidades. Los datos del estudiante se capturan y exportan a un LMS. PIVOTE tiene licencia abierta GPL.
Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
OpenID AuthZEN Interop Read Out - AuthorizationDavid Brossard
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
9. Find and use technologies that meet the needs and goals of the course and your comfort level – not all tools are for everyone or every purpose, just because they are popular or novel. REMEMBER
14. Tools inworld Inventory Gestures Mini-map Friends Online Chat Building Movement Avatar Voice System
15. · Chat text from each student can be exported, saved, analyzed . · Group IM (instant messaging) – allows a lifeline when out interviewing others in SL (like an expert or advisor in an earpiece) · Translating metaphorical ideas · Role Playing · Building , testing , synthesizing theoretical models (e.g., customer traffic flow, chemical molecules) · Recreate works from literature to build understanding (e.g., Dante’s levels of hell, science fiction/fantasy recreations or interpretations) · Critique and parody · Sharing and presenting works to hundreds, rather than only the instructor or single class · Student-generated schizophrenia simulator · C o-researcher / Co-creator Educational uses and applications of Second Life:
17. W hen describing a deeply absorbing experience -based situation. La nguage education where only the target language for learning is spoken in an instructional situation. W orld of digital game playing where gamers become so engaged in their virtual world that all else is excluded. Second Life, by way of total immersion, engages in all three styles of immersion learning. Immersion learning is used in the next contexts:
24. Participants are able to undertake a variety of tasks through target language interactions .
25. And also employed transactional communication and interactive strategies.
26. The use of avatars facilitate learner interaction management during real time computer-mediated communication. http://www.youtube.com/watch?v=OrAHBk4ZAeQ
27. We can design innovative 3D virtual experiences with Second Life.
31. Simulation game conducted in Second Life. It allows the players to interactively "change" the structure and outcome of the game. Students are able to stake claims, claim jump, experience risks and rewards, create entrepreneurial businesses and develop social relationships. Students form mining teams and work together to acquire the maximum amount of gold in the time allowed. In addition, all players must complete mandatory tasks prior to the end of the game in order to qualify as a winning team. Choices they make as a team allow them to move closer to successfully winning the game. Simulation Games
37. The NEVER ENDING STORY ...for exploration and understanding functionality. You learn about Second Life being there and experiencing things by yourself. The problem is: In our real world of instant everything, you generally don't have a second time for Second Life. " As in real life, you learn to "live"Second Life by living "
38. in the areas of access , functionality , applicability . LIMITS For instance, individuals who are under eighteen , have impaired vision or motor skills , lack computer access or skills will have difficulty using Second Life. In addition, technical problems with Second Life, its inadequate search function , and the lack of an interface between Second Life and the World Wide Web limit its usability. Finally, Second Life does not work well for some subjects and class activities .
39. English-language instructors who spend time with students there say they're combining fun and learning --and getting excellent results.
40. Lessons include role plays , speaking , listening , reading , writing and doing . Lessons make full use of being in a situation, so the English you learn and practice is exactly what you use in real life.
41. Offer a wide variety of places (offices, theatres, cafés...) where students interact with native speakers...
42. Kip Boahn, who has co-led a real-life English-language school in Germany for the last eight years, has become passionate about teaching in "Second Life." As "Kip Yellowjacket," Boahn started teaching ESL to fellow "Second Life" players back in 2006. Originally from North Carolina, Boahn got his start in the game with a group called The English Village, but has now built his own ESL center. " Second Life English ," is a virtual island entirely dedicated to providing free online resources to language teachers and students .
43. Are you going to use Second Life's immersive environment to teach residents foreign languages?