The document provides guidelines for lecturers, students, and administrators on blended learning. It defines blended learning as incorporating various learning styles through a blend of virtual and physical resources, including technology, lectures, and peer interaction. For lecturers, it outlines models of blended learning, advantages, and responsibilities like fulfilling online tutorial hours. It also describes the online discussion module for creating topics, subtopics, and posting replies. For students, it covers participating in and benefits of blended learning. And for administrators, it discusses monitoring blended learning participation and generating reports.
Morpheus UNIMAS: Strengthening Student Engagement in Blended Learning Environ...Kee-Man Chuah
Chapter 7 of the book "Blended and Flipped Learning: Case Studies In Malaysian HEIs". This chapter focuses on the use of UNIMAS Learning Management System known as Morpheus to engage the students further.
Designing for Learning - the Hybrid Learning Modelcies
This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.
Morpheus UNIMAS: Strengthening Student Engagement in Blended Learning Environ...Kee-Man Chuah
Chapter 7 of the book "Blended and Flipped Learning: Case Studies In Malaysian HEIs". This chapter focuses on the use of UNIMAS Learning Management System known as Morpheus to engage the students further.
Designing for Learning - the Hybrid Learning Modelcies
This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.
How to Embed A Librarian, Library Resources & Service Components in Moodle!Dr. Indira Koneru
Exploring ways and means for embedding a librarian, library resources, instructional services and information literacy tutorials in Moodle Site and Courses.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Comprehensive High-level Midterm Review of the Implementation of the Istanbul...G C
Comprehensive High-level Midterm Review of the
Implementation of the Istanbul Programme of
Action for the Least Developed Countries for the
Decade 2011-2020
Antalya, Turkey, 27-29 May 2016
Agenda item 8
Adoption of the political declaration
How to Embed A Librarian, Library Resources & Service Components in Moodle!Dr. Indira Koneru
Exploring ways and means for embedding a librarian, library resources, instructional services and information literacy tutorials in Moodle Site and Courses.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Comprehensive High-level Midterm Review of the Implementation of the Istanbul...G C
Comprehensive High-level Midterm Review of the
Implementation of the Istanbul Programme of
Action for the Least Developed Countries for the
Decade 2011-2020
Antalya, Turkey, 27-29 May 2016
Agenda item 8
Adoption of the political declaration
Amongst OECD countries, the case of Turkey is of paramount interest. With 30% of the population aged under 14, 10.5 million pupils enrolled in primary education, a rapid migration from rural to urban areas and a high fertility rate the Turkish educational system is facing big challenges in the coming years. This presentation starts analyzing the structural transformation that Turkish educational system encountered in the last century, and then it investigates what are the most pressing issues for the students and for the governance of the educational system and tries to understand how institutions could adapt to better cope with the present challenges.
Experiencing tough history and indigence after war, investing in and training human resources became a
priority task for the government. Education has thus been key in the reconstruction and growth of the
country. While Korea quickly attained high level of enrollment and performance, this success didn’t come
without drawbacks. The intense competition in education gradually led to seriously jeopardize student’s well-being. In this context, this presentation will assess and diagnose the strength and weakness of the Korean education system and provide recommendations focusing on the following question: How can Korea combine outstanding academic performance with students’ well-being?
China's education system has been experiencing major challenges in the last two decades, which have, unfortunately, not been tackled properly and deeply enough to disappear. Also, those challenges are only known by a few since the collection of data in China is almost impossible, except in the Shanghai and Beijing regions.
The two main challenges that China is currently facing are, on the one hand, an exam-oriented system, making life a nightmare for high school students and on the other hand, the development of major inequalities of performance between urban and rural regions.
As a result, our group of students came up with policy recommendations for the Chinese government to include to their undergoing reform plan, which you will discover in the last part of the PowerPoint.
Online Teaching Learning (OTL) systems are the future of the education system due to the rapid development in the field of Information Technology. Many existing OTL systems provide distance education services in the present context as well. In this paper, several types of existing OTL systems are explored in order to identify their key features, needs, working, defects and sectors for future development. For this, different aspects, types, processes, impacts, and teaching–learning strategies of various OTL systems were studied. In addition, the paper concludes with some future insights and personal interest in the further development of OTLs on the basis of previous research performed.
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
More Creative PowerPoint techniques are shared at :
http://www.facebook.com/pages/Creative-Multimedia/277702235616186
http://kreatifpowerpoint.blogspot.com/
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
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The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
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.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
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https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
1. Blended
Learning
For Lecturers, Students and Admin
GUIDELINE
Prepared by: i-Learn Centre
HEA, UiTM SHAH ALAM
2. :: Table of Content ::
content page
FOR LECTURERS GUIDELINE
i-Learn Centre, UiTM and Blended Learning 1
What is Blended Learning? 1
Models of Blended Learning 2
Advantages of Blended Learning 3
Guideline and Responsibility of the lecturers 4
Supervision and Quality Control Mechanism 4
How to use i-Discuss 5-8
FOR STUDENTS GUIDELINE
Why choose Blended Learning 9
Guideline and Responsibility of the Students 9
How to participate in Blended Learning? 9-12
FOR ADMINISTRATIVE GUIDELINE
How to monitor Blended Learning 13-16
2
3. For Lecturers Guideline
i-Learn Centre, UiTM and Blended Learning
i-Learn Centre, together with Academic Affairs Division, are gearing towards
the Blended Learning concept by introducing it to UiTM students and lecturers
in 2009. The project involves lecturers and students both at the main campus and
branch campuses.The face-to-face lecture session is integrated or blended with the
online tutorial session as part of the effort to surmount the pressing issue of space
constraints. The lecture session is handled as usual but tutorial into e-totorial with
the same weightage. Generally there are two initiatives regarding blended learning.
The first one concerns the replacement of tutorial session of suitable courses into
e-tutorial. This type of Blended Learning in UiTM comes in several models based
on its time distribution namely the 50:50 model, 60:40 model, and 70:30 model. The
first model means that the lecturers conduct the 50 percent of the total time handling
face-to-face sessions and the other 50 percent is handled online. The second model
depicts that the lecturers conduct 60 percent of the total time handling face-to-face
sessions and the other 40 percent is handled online and the same goes for the 70:30.
This allows the lecturers the flexibility of familiarizing themselves with the blended
approach as well as organizing their time according to the model that suits them the
best.
The second type of blended learning does not replace the tutorial session but
rather an extension of the learning time enjoyed by the students. This approach is
actually an asynchronous learning time for the students to be able to continue with
their learning and communicate with their respective lecturers beyond the classroom
time.
What is Blended Learning
Blended Learning is the process incorporating many different ways in which people
learn (learning style) through the use of “blended” virtual and physical resources
that contain a variety of learning activities with the use of technology, lecturer and
peer interaction.
A typical example of the delivery method of blended learning would be a
combination of technology-based materials along with face-to-face instruction used
in the content delivery. A lecturer can begin a course with a well-structure lesson
in the classroom, and then to proceed with follow-up tutorial online. The students
then join the online tutorial to continue the learning experience. The integration of
a Learning Management System and the traditional face-to-face instruction also
befits the term blended learning.
1
5. Some advantages of Blended Learning
1.Flexibility of space and time. Reduce high requirement of space for classes.
2.All communication in the learning process are archived for future reference.
3.Individual time communication. Students are both required and guaranteed the
opportunity to present their opinions without undue duress or influence from others
who disagree or monopolize the discussion.
4.Students need to read and formulate their thoughts before writing it down thus
taking responsibility in their self learning.
5.Learning occurs 360-degree (socialization) in the forum that helps promote a high
level of learner interaction and accountability as the comment/ input / understanding
of the subject matter viewed by many.
6.Interactive, constructive and cooperative engagement provides opportunity to
share ideas and responsibility for researching and providing information about
assignments.
7.Reduce inhibition of students by reserving their own judgments imposed by
themselves.
8.Student involvement can be clearly and easily tracked by reviewing written
interaction on particular topics and summarizing the times and dates of
communication.
3
6. Guideline and Responsibility of the lecture
1.Actively using the interactive module in the i-Learn Portal.
2.Fulfilling the 1 or 2 hour tutorial per week for 14 or 24 hours per semester as per
requirement which is equivalent to the actual tutorial session.
3.Among the suggested online activities:
•Learning Material distribution
•Discussion/guideline on coursework/ assignment
•Conducting online quizzes
•Weekly topical discussion prepared by lecturers
•Group academic discussion.
•Student’s general Q&A session
•Discussion on past quizzes, test answers and assignments.
•Distribution or announcement of mark for quizzes, tests, and
other evaluation
4.Queries or discussion require prompt responses within 48 hours.
Supervision and Quality Control Mechanism
1.The lecture’s total online presence for the e-tutorial session is calculated
cumulatively at the end of the week (1 or 2 hour per week) or at the end of the
semester (14 or 24 hours per semester)
2.The online presence report is viewable by the lecturer and the Deans of the
faculties concerned.
3.The monitoring and control of student’s participation is generated automatically
by the system.
4.The final report for the continuous evaluation i.e. marks for the quizzes/ test, online
commitment and participation, coursework/ assignment, is generated automatically
by the system.
4
7. How to Use i-Discuss
The i-Discuss module displays the discussions that take place between the lecturers
and the students under the categories of general and academics. There is also a
display of main topics under each category.
The i-Discuss is a closed discussion area limited to user belonging to that particular
group/ class/ privy to the lecturers and the students from other groups/classes
Creating a Discussion (Main Topic)
Lecturers have to firstly to create/initiate the main topic of discussion by clicking
on the Add Discussion button before the students can join a discussion.
The following screen is displayed for the users to complete all the necessary details
regarding the main topic created that will influence some of the features in the
discussion thread.
5
8. Title - the title of the main topic
Description - detailed description regarding the main topic
Category - Lecturers can choose the appropriate category for the main topic
created
Online Discussion Setting - There are two options available Allow file
attachments where users are allowed to upload or attach a file, and Allow new
topic where users are allowed to created new subtopic in the main topic
Online Discussion Password - Lecturers can set a password for the main topic
discussion to allow access only to selected students in the same group
Creating a Subtopic
Users can also create a subtopic inside the main topic area as follows:
Click the title of the main topic
Click on the Add New Topic button on the top right hand side of the screen as
shown below. This is to create a subtopic under the main topic selected.
6
9. Complete the necessary details as required
Title - the title of the subtopic to be created
Message - the message or description regarding the subtopic created
Attachment - any attachment that comolements the message / description
Posting or replying messages
7
10. After that, the users get to see the discussion / posting regarding the subtopic. Click
on theReply To This Message to post a reply to that particular message and provide
the necessary particular such as:
Title - the title for the message / reply
Message - the message / reply
Attachment - any attachment that comolements the message / reply
Submit button.
8
11. For Students Guideline
Why Choose Blended Learning?
Flexibility of space and time
All communication are archived for future reference
Individual time communication
Motivate students for self-learning
Promotes a high level of learner interaction and accountability
Opportunity to share ideas and responsibility
Guidelines and Responsibility of the Students
1.Actively using the interactive module in the i-Learn Portal
2.Fulfilling the tutorial hours per week for 14 week per semester
requirement which is equivalent to the actual tutorial session.
3.Among the suggested online activities:
•Weekly topical discussion prepared by the lecturers
•Group academic discussion
•Student’s general Q&A session
•Submission and grading of assignment
4.Queries or discussion require prompt responses within 48
hours.
How to Participate in Blended Learning in UiTM?
Students can easily participate in many of the Blended Learning activities such
as the discussion forum namely i-Discuss module. The i-Discuss module displays
the discussion take the place between the lecturers and the students under the
categories of general and academics. There is also a display of main topics under
each category.
The i-Discuss is a closed discussion are limited to users belonging to that particular
group/ class privy to the lecturers and the students from other groups/classes. The
students can only create subtopic under any discussion and posting or replying
messages.
9
12. Steps to be taken to participate are as follows:
1.Click at “group” in the “My Tools” menu.
2.Choose the correct group which you have registered in
3.Click any online discussion of your choice
10
13. How to create a subtopic
Students are required to create a subtopic inside the main topic area as follows:
1.Click the title of the main topic
2.Click on the Add New Topic button on the top right hand side of the screen
as shown below. This is to create a subtopic under the main topic selected.
3.Complete the necessary details as required
Title - the title of the subtopic to be created
Message - the message or description regarding the subtopic created
Attachment - any attachment that complements the mesage / description
4. After filling the particular required, click the “Submit” button to make your
message visible to readers.
11
14. Posting or replying messages
1. After the subtopic is created, the users can post messages, responses or get
feedbacks by filling on the subtopic created.
2. Then, users get to see the discussion / posting regarding the subtopic. Click on
the “Reply To This Message” button to post a reply to that particular message and
provide the necessary particular such as:
Title - the title for the message / reply
Message - the message / reply
Attachment - any attachment that complements the message / reply
12
15. For Administrative Guideline
Only a few users will be given access to view usage tracking of blended learning
which is:
1. Dean
2. Campus Admin
3. SuFO Admin
How to monitor Blended Learning
1. Click System Admin tab
2.Click at “Tracking” menu
13
16. 3.Click User’s Details- to view user’s access log
4.Key in keyword field, choose Search Field. The faculty and campus displayed are
default based on registered in i-Learn Portal.
5.Click User Detail - To view user’s details
14
17. 6.Click Access Log- To find out detailed information access to the system
access for each user
15
18. 7. Tick on the login date and insert the information needed
8. Click View Details- to find out more information about the activities at all times
access to the system (subject to the page with the system tracking)
16