Presentation on Teaching Quantitative Methods using Excel workbook courseware. -- at the 25th International Conference on Technology in Collegiate Mathematics, Boston, March 21 - 24, 2013. A Pearson Education event.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Applying the Multimedia & Contiguity Principleboise state
What is the Multimedia Principal?
Graphic Types
Graphics Teach Content Types
Psychological Reasons for the Multimedia Principle
Animation Vs. Static Illustrations
What is the Contiguity Principle?
Presentation on Teaching Quantitative Methods using Excel workbook courseware. -- at the 25th International Conference on Technology in Collegiate Mathematics, Boston, March 21 - 24, 2013. A Pearson Education event.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Applying the Multimedia & Contiguity Principleboise state
What is the Multimedia Principal?
Graphic Types
Graphics Teach Content Types
Psychological Reasons for the Multimedia Principle
Animation Vs. Static Illustrations
What is the Contiguity Principle?
Using Learning Sciences Research to Improve Computing Teaching: Predictions, ...Mark Guzdial
Invited talk at Computing at School 2017.
Researchers still understand too little about the cognitive difficulties of learning programming, but we now have several new methods that draw on lessons from across learning sciences. In this talk, I describe three examples of ways to teach computing that are just starting to appear in computer science classes. We can use prediction to help students retain knowledge from in-class live coding. We can improve learning and transfer by using subgoal labeling. We can use Parsons Problems to provide more flexible and efficient ways to learn programming.
Links:
http://computinged.wordpress.com - Mark’s Blog
http://home.cc.gatech.edu/csl - Group web page
http://tinyurl.com/StudentCSP - link to ebook using Parsons Problems
Media Computation using Blocks-Based Language, GP: http://home.cc.gatech.edu/gpblocks
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Using Learning Sciences Research to Improve Computing Teaching: Predictions, ...Mark Guzdial
Invited talk at Computing at School 2017.
Researchers still understand too little about the cognitive difficulties of learning programming, but we now have several new methods that draw on lessons from across learning sciences. In this talk, I describe three examples of ways to teach computing that are just starting to appear in computer science classes. We can use prediction to help students retain knowledge from in-class live coding. We can improve learning and transfer by using subgoal labeling. We can use Parsons Problems to provide more flexible and efficient ways to learn programming.
Links:
http://computinged.wordpress.com - Mark’s Blog
http://home.cc.gatech.edu/csl - Group web page
http://tinyurl.com/StudentCSP - link to ebook using Parsons Problems
Media Computation using Blocks-Based Language, GP: http://home.cc.gatech.edu/gpblocks
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Epic's Tin Can expert Andrew Downes presented at the eLearning Network's event, 'LMSs and the Tin Can API', explaining the impact Tin Can has on learning design. This presentation covers how Tin Can influences the way we create e-learning and what we need to take into consideration when we use this new learning technology.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
2. How to recognize effective e-learning when you see it. M. David Merrill Brigham Young University Hawaii 8 th Annual Global Chinese Conference on Computers in Education Hong Kong, China June 3, 2004
3. If a product does not teach then it has no value! James L’Allier
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6. Effective e-learning is based on First Principles of Instruction Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50 (3), 43-59.
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40. Pebble in Pond Development production design strategy analysis progression problem
43. Work the problem Step 1: Create the Gross Sales formulas. 1. Click cell D6. 2. Type =B6*C6. Press Enter. 3. Click D6. 4. Copy the formula using Fill Handle from D6 to D7 through D11. Sample diagnostic procedures for step 1: Problem: The learner types the formula incorrectly. Solution: Click cell D6. Type the formula again and press Enter. Step 2: Create the Total Sales formula. 1. Click D12. 2. Click the AutoSum button on the Standard toolbar. 3. Press Enter to accept the formula =SUM(D6:D11).
54. Worked example Scenarios 1 and 2 Step 1: First, you want to create percentage labels and formulas. Enter your User ID in cell D1. To begin the procedure, click cell E5, type % of Sales in cell E5, and press Enter. To create the percentage of sales figure for the Sandwiches lunch item, type =D6/$D$13 in cell E6 and press Enter. The $ sign in front of the column reference D and the row reference 13 makes $D$13 an absolute cell reference. The cell D6 is a relative cell reference because it does not contain any $ sign. When you copy a cell formula from one row to another with absolute cell references in it, the absolute cell references do not change from one row to the next. In this step, you make the cell reference for the Total Sales, D13, absolute so that its reference will not change when you copy the formula. Now copy and paste this formula from cell E6 to cells E7 through E13. Create the percentage of sales figures for each lunch item and Total Sales. Begin by selecting E6 to E13. On the Number tab of the Format Cells dialog box, click Percentage. Under decimal places: select or type 0. Since there is no lunch item that corresponds with cell E12, use the keyboard to delete this cell.
55. Gradually diminishing learner guidance In the previous Scenarios, you were guided step-by-step in the application of the commands to complete the Scenario. In this Scenario, you will not be given this step-by-step guidance. You should first review the modules teaching the commands that you will need to complete this Scenario. Then, you should try to complete each task in the Scenarios on your own. If you need help, there is learner guidance provided at the end of the exercise for each of the tasks. You will learn more if you try to do the task before you look at this guidance material and use this guidance only when you are unable to perform the required commands. After each task, you will be shown an interim spreadsheet that you can use to compare with your own work. In this Scenario, you will design a new worksheet.
56. Prompted examples Scenarios 3 & 4 Gradually diminishing guidance principle Step 1 : Enter your User ID in cell D1. Create Income formulas in cells B9, C9, and D9 Create Cost formulas in cells B15, C15, and D15 Create Profit/Loss formulas in cells B17, C17, and D17 for the Theater Final worksheet. If you have completed Scenarios 1 and 2, you are familiar with creating formulas since this information was covered. The detailed guidance for creating formulas in this exercise is provided at the end of the Scenario in a section called Learner Guidance. You should not simply type in the values. You need to apply the appropriate formulas. You have successfully created Income, Cost, and Profit/Loss formulas for the Theater Final worksheet. At this point, your worksheet should contain the following data. If your worksheet does not look like the following worksheet, you may want to try again or go to the Learner Guidance Section.
57. Unprompted example Gradually diminishing learner guidance -- Scenario 5 In this exercise, there is no Learner Guidance section. If your screens do not match the sample screens provided, you should return to the Excel course and review the appropriate modules. Step 1: Enter your User ID in cell D1. Add formulas to compute the totals in column G and generate the expenses (with no decimals) in Row 18. Step 2: Format the data. Use 12 pt bold for table headings. Add months as column headings.
58. Authentic tasks Authentic Task 1 In this authentic task, you apply your knowledge of Microsoft Excel 2000 to redesigning a worksheet.Jake has returned from a holiday in France. He had set a budget for the vacation and wants to compare his actual and planned expenses. He is unsure of the correct exchange rate. You have agreed to work this out for Jake in return for a bottle of vintage French Chardonnay. Jake has given you the basic information on the following worksheet named Holiday . (worksheet appears here) You must create formulas and redesign the worksheet to make it look like the following example. (worksheet appears here)
59. Authentic task Objectives Refer to the target screen on the previous page to ensure the columns and rows in that example and your final screen are identical. Insert a new row under row 1. Calculate the value of goods purchased in $ terms. Calculate the variance of goods purchased in $ terms compared to the budget. Calculate the totals for each of the four columns of numeric data. Center and bold the title across the five main data columns and change the font size to 12 point. Italicize the Items row labels. Bold the Total row. Bold all column labels, except for the exchange rate column label. Right align column labels over numeric data. Format the numbers, except for the Exchange Rate value, with thousand separators, two decimal places, and red negative. Create a double line border around all the data, except for the exchange rate data. Shade the column labels, except for the exchange rate, with dark green background and white font. Change the exchange rate to 6.685. Is the total variance better or worse? Save the file with the name Finance Final.
64. Work the problem Step 1: Create the Gross Sales formulas. 1. Click cell D6. 2. Type =B6*C6. Press Enter. 3. Click D6. 4. Copy the formula using Fill Handle from D6 to D7 through D11. Sample diagnostic procedures for step 1: Problem: The learner types the formula incorrectly. Solution: Click cell D6. Type the formula again and press Enter. Step 2: Create the Total Sales formula. 1. Click D12. 2. Click the AutoSum button on the Standard toolbar. 3. Press Enter to accept the formula =SUM(D6:D11).
65. Thompson Job Impact Study Scenario Based Instruction Stacey L. T. Boyle and M. David Merrill Does it work?
70. Worked example Scenarios 1 and 2 Step 1: First, you want to create percentage labels and formulas. Enter your User ID in cell D1. To begin the procedure, click cell E5, type % of Sales in cell E5, and press Enter. To create the percentage of sales figure for the Sandwiches lunch item, type =D6/$D$13 in cell E6 and press Enter. The $ sign in front of the column reference D and the row reference 13 makes $D$13 an absolute cell reference. The cell D6 is a relative cell reference because it does not contain any $ sign. When you copy a cell formula from one row to another with absolute cell references in it, the absolute cell references do not change from one row to the next. In this step, you make the cell reference for the Total Sales, D13, absolute so that its reference will not change when you copy the formula. Now copy and paste this formula from cell E6 to cells E7 through E13. Create the percentage of sales figures for each lunch item and Total Sales. Begin by selecting E6 to E13. On the Number tab of the Format Cells dialog box, click Percentage. Under decimal places: select or type 0. Since there is no lunch item that corresponds with cell E12, use the keyboard to delete this cell.
71. Gradually diminishing learner guidance In the previous Scenarios, you were guided step-by-step in the application of the commands to complete the Scenario. In this Scenario, you will not be given this step-by-step guidance. You should first review the modules teaching the commands that you will need to complete this Scenario. Then, you should try to complete each task in the Scenarios on your own. If you need help, there is learner guidance provided at the end of the exercise for each of the tasks. You will learn more if you try to do the task before you look at this guidance material and use this guidance only when you are unable to perform the required commands. After each task, you will be shown an interim spreadsheet that you can use to compare with your own work. In this Scenario, you will design a new worksheet.
72. Unprompted example Gradually diminishing learner guidance -- Scenario 5 In this exercise, there is no Learner Guidance section. If your screens do not match the sample screens provided, you should return to the Excel course and review the appropriate modules. Step 1: Enter your User ID in cell D1. Add formulas to compute the totals in column G and generate the expenses (with no decimals) in Row 18. Step 2: Format the data. Use 12 pt bold for table headings. Add months as column headings.
73. Authentic tasks Authentic Task 1 In this authentic task, you apply your knowledge of Microsoft Excel 2000 to redesigning a worksheet.Jake has returned from a holiday in France. He had set a budget for the vacation and wants to compare his actual and planned expenses. He is unsure of the correct exchange rate. You have agreed to work this out for Jake in return for a bottle of vintage French Chardonnay. Jake has given you the basic information on the following worksheet named Holiday . (worksheet appears here) You must create formulas and redesign the worksheet to make it look like the following example. (worksheet appears here)
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75. Effectiveness Results Differences among groups significant at beyond .001 level. Mean Performance on Authentic Tasks Group 34% Control Group 68% Straight e-learning Group 89% Scenario Group
76. Efficiency Results Difference between groups is significant beyond the .001 level. Most were unable to complete task no time Control Group 49 minutes Straight e-learning Group 29 minutes Scenario Group Mean time to complete 3 authentic tasks Group
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78. Thank You ! Merrill, M. D. (2002). A Pebble-in-the-Pond Model for Instructional Development. Performance Improvement , 41(7), 39-44. See Check List for First Principles Ask Me A Question
79. Plan to attend The 16th Annual Utah State University Instructional Technology Institute August 2004 www.itinstitute.usu.edu
80. Plan to Attend 9 th Annual Global Chinese Conference on Computers in Education Brigham Young University Hawai’i June 6 – 9, 2005