The document outlines five golden rules for designing and operating success: 1) make it true, 2) provide context, 3) make it entertaining, 4) make an emotional connection, and 5) have fun and believe in your own ability. It states that success is a sensitive and individual chain reaction.
Our session at #iliadlaunch - the launch of Institute for Learning, Innovation and Development at University of Southampton, 3rd November.
Kate Dickens, Graeme Earl, Lisa Harris and Olja Rastic-Dulborough
The document outlines five golden rules for designing and operating success: 1) make it true, 2) provide context, 3) make it entertaining, 4) make an emotional connection, and 5) have fun and believe in your own ability. It states that success is a sensitive and individual chain reaction.
Our session at #iliadlaunch - the launch of Institute for Learning, Innovation and Development at University of Southampton, 3rd November.
Kate Dickens, Graeme Earl, Lisa Harris and Olja Rastic-Dulborough
This training module is one of a series developed by the Australian Building Codes Board, the organisation responsible for the development and maintenance of the National Construction Code (NCC) Series.
El documento presenta imágenes y detalles sobre La Cumbrecita, una localidad cordobesa. Muestra fotos de paisajes de La Cumbrecita e informa que queda a 400 kilómetros de Rosario. También anuncia un próximo viaje de estudiantes del 5to, 6to y 7mo grado a La Cumbrecita.
Web of Science Profiles aims to facilitate reporting on an institution's complete research outputs across all organizational levels. It does this by semi-automatically creating and maintaining profiles for researchers in a shared environment. Profiles are pre-populated with Web of Science data and matched to internal HR data to connect publications to authors and departments. As records are enriched and corrected, this feedback loops back to enrich Web of Science. Profiles provide customized reporting and metrics at the researcher, department, and institutional levels to comprehensively track research performance.
The document discusses how the abundance of learning resources online poses new challenges compared to past scarcity. It proposes that "massive hyper-personalization" through techniques like the "snowflake effect" can help address this issue by personalizing learning resources to each individual user. The snowflake effect aims to create unique, personalized learning experiences for each person based on their interests, skills and other attributes. The presentation provides examples of technologies working towards this kind of personalized learning and encourages collaboration on open networks to further advance the field.
Erik Duval was invited to speak at a vision workshop about open education. While open systems allow for innovation, customization, and avoiding vendor lock-in, they also run the risk of becoming fragmented. Standards and evaluation are needed to balance openness with a cohesive user experience. Learning is a continual, lifelong process.
The document discusses how technology and online resources are enabling a shift from scarcity to abundance in learning. It argues that we are moving away from problems of limited access to information, and towards issues of having too much choice and how to personalize learning for individuals. The key point presented is that through technologies like metadata and social relationships online, it will be possible to create a "Snowflake Effect" where learning can be uniquely tailored to each person's interests and needs.
Share and Reuse in an Open World: the snowflake effectErik Duval
The document discusses sharing and reusing content in an open world. It focuses on the "snowflake effect", where unique learning objects are created in isolated ways, instead of being shared and reused. It suggests learning and education can be improved by taking a more open and collaborative approach to content creation and sharing.
Towards abundance of learning: ARIADNE status updateErik Duval
Erik Duval gave a presentation on the status of ARIADNE, a European network for digital resources for learning. Some key points:
- ARIADNE has expanded to include new member organizations from countries like Switzerland, France, Ecuador, and Belgium.
- The network aims to connect different learning infrastructures through common standards and protocols to create an abundance of shared digital learning resources.
- Projects like Aspect and Stellar are working on tools to make personalized recommendations of resources to learners based on their contexts.
- Moving forward, ARIADNE will focus on making its infrastructure interconnect globally through open standards, while also supporting very personalized, individual learning experiences for each user.
This document discusses teaching computer science students about user interface design using Facebook. It provides three reasons for doing so: it offers a realistic number of users for evaluation, it makes learning relevant to students' lives as many spend time on Facebook, and it makes learning open and relevant to the world. However, it also notes concerns about privacy and losing time on Facebook. Overall, it advocates balancing open learning with practical relevance to students' lives while removing friction from the learning experience and enabling feedback.
This document discusses open learning and the "Snowflake Effect" of personalized learning. It describes how learning resources are becoming abundant rather than scarce through open contributions and interconnectivity. The "Snowflake Effect" refers to providing just the right content to each individual learner at the right time through mass personalization. Teachers can leverage social media and user-generated content to learn together and get feedback in open forums. Metadata and open standards help learners efficiently find relevant resources.
History of CHI (Human-Computer Interaction)Erik Duval
This document provides a history of the development of user interfaces in computing. It traces the evolution from early computers that used switches and punch cards for programming to modern graphical user interfaces. Key developments discussed include the mouse, windows-based interfaces, and touchscreens. The document highlights pioneering systems from ENIAC to Xerox PARC that introduced new interaction paradigms. It emphasizes Doug Engelbart's influential work introducing concepts like the mouse and hypertext in the 1960s. The summary concludes by looking at potential future interfaces involving ubiquitous, tangible, and brain-computer interfaces.
The Google Society and the Snowflake EffectErik Duval
The document discusses the "Google society" and the "Snowflake Effect". It summarizes that Google indexes over 3 billion web pages and Facebook has over 1.5 billion users. It also notes that services like iTunes, Last.fm, and Pandora provide highly personalized music recommendations for each individual user. The document argues this trend of massive personalization on the internet will continue, with learning platforms, science portals, and augmented reality bringing more "snowflake" personalized experiences.
Learning in times of abundance: The Snowflake Effect Erik Duval
1) The document discusses how learning has shifted from a problem of scarcity to one of abundance due to open standards and services that have enabled a massive amount of shared content, communication tools, and other resources.
2) It argues that to address the new problem of an overabundance of content and tools, the solution is "massive hyper-personalization" to tailor learning experiences uniquely to each individual learner.
3) The concept of the "Snowflake Effect" is introduced where personalization techniques used by music recommendation services could be applied to learning to create unique, personalized learning experiences for each learner.
This training module is one of a series developed by the Australian Building Codes Board, the organisation responsible for the development and maintenance of the National Construction Code (NCC) Series.
El documento presenta imágenes y detalles sobre La Cumbrecita, una localidad cordobesa. Muestra fotos de paisajes de La Cumbrecita e informa que queda a 400 kilómetros de Rosario. También anuncia un próximo viaje de estudiantes del 5to, 6to y 7mo grado a La Cumbrecita.
Web of Science Profiles aims to facilitate reporting on an institution's complete research outputs across all organizational levels. It does this by semi-automatically creating and maintaining profiles for researchers in a shared environment. Profiles are pre-populated with Web of Science data and matched to internal HR data to connect publications to authors and departments. As records are enriched and corrected, this feedback loops back to enrich Web of Science. Profiles provide customized reporting and metrics at the researcher, department, and institutional levels to comprehensively track research performance.
The document discusses how the abundance of learning resources online poses new challenges compared to past scarcity. It proposes that "massive hyper-personalization" through techniques like the "snowflake effect" can help address this issue by personalizing learning resources to each individual user. The snowflake effect aims to create unique, personalized learning experiences for each person based on their interests, skills and other attributes. The presentation provides examples of technologies working towards this kind of personalized learning and encourages collaboration on open networks to further advance the field.
Erik Duval was invited to speak at a vision workshop about open education. While open systems allow for innovation, customization, and avoiding vendor lock-in, they also run the risk of becoming fragmented. Standards and evaluation are needed to balance openness with a cohesive user experience. Learning is a continual, lifelong process.
The document discusses how technology and online resources are enabling a shift from scarcity to abundance in learning. It argues that we are moving away from problems of limited access to information, and towards issues of having too much choice and how to personalize learning for individuals. The key point presented is that through technologies like metadata and social relationships online, it will be possible to create a "Snowflake Effect" where learning can be uniquely tailored to each person's interests and needs.
Share and Reuse in an Open World: the snowflake effectErik Duval
The document discusses sharing and reusing content in an open world. It focuses on the "snowflake effect", where unique learning objects are created in isolated ways, instead of being shared and reused. It suggests learning and education can be improved by taking a more open and collaborative approach to content creation and sharing.
Towards abundance of learning: ARIADNE status updateErik Duval
Erik Duval gave a presentation on the status of ARIADNE, a European network for digital resources for learning. Some key points:
- ARIADNE has expanded to include new member organizations from countries like Switzerland, France, Ecuador, and Belgium.
- The network aims to connect different learning infrastructures through common standards and protocols to create an abundance of shared digital learning resources.
- Projects like Aspect and Stellar are working on tools to make personalized recommendations of resources to learners based on their contexts.
- Moving forward, ARIADNE will focus on making its infrastructure interconnect globally through open standards, while also supporting very personalized, individual learning experiences for each user.
This document discusses teaching computer science students about user interface design using Facebook. It provides three reasons for doing so: it offers a realistic number of users for evaluation, it makes learning relevant to students' lives as many spend time on Facebook, and it makes learning open and relevant to the world. However, it also notes concerns about privacy and losing time on Facebook. Overall, it advocates balancing open learning with practical relevance to students' lives while removing friction from the learning experience and enabling feedback.
This document discusses open learning and the "Snowflake Effect" of personalized learning. It describes how learning resources are becoming abundant rather than scarce through open contributions and interconnectivity. The "Snowflake Effect" refers to providing just the right content to each individual learner at the right time through mass personalization. Teachers can leverage social media and user-generated content to learn together and get feedback in open forums. Metadata and open standards help learners efficiently find relevant resources.
History of CHI (Human-Computer Interaction)Erik Duval
This document provides a history of the development of user interfaces in computing. It traces the evolution from early computers that used switches and punch cards for programming to modern graphical user interfaces. Key developments discussed include the mouse, windows-based interfaces, and touchscreens. The document highlights pioneering systems from ENIAC to Xerox PARC that introduced new interaction paradigms. It emphasizes Doug Engelbart's influential work introducing concepts like the mouse and hypertext in the 1960s. The summary concludes by looking at potential future interfaces involving ubiquitous, tangible, and brain-computer interfaces.
The Google Society and the Snowflake EffectErik Duval
The document discusses the "Google society" and the "Snowflake Effect". It summarizes that Google indexes over 3 billion web pages and Facebook has over 1.5 billion users. It also notes that services like iTunes, Last.fm, and Pandora provide highly personalized music recommendations for each individual user. The document argues this trend of massive personalization on the internet will continue, with learning platforms, science portals, and augmented reality bringing more "snowflake" personalized experiences.
Learning in times of abundance: The Snowflake Effect Erik Duval
1) The document discusses how learning has shifted from a problem of scarcity to one of abundance due to open standards and services that have enabled a massive amount of shared content, communication tools, and other resources.
2) It argues that to address the new problem of an overabundance of content and tools, the solution is "massive hyper-personalization" to tailor learning experiences uniquely to each individual learner.
3) The concept of the "Snowflake Effect" is introduced where personalization techniques used by music recommendation services could be applied to learning to create unique, personalized learning experiences for each learner.
Werkgroep voor de JCU-Docentenconferentie van 24 maart 2009 door Vincent van Dijk, Jeroen van Velden en Florine Meijer over het gebruik van Talentopdrachten bij Natuurkunde op het JCU
Computational thinking is - als onderdeel van digitale geletterdheid - een van de 21e eeuwse vaardigheden die een plek zouden moeten krijgen in het onderwijs (Thijs, Fisser & van der Hoeven, 2014). Computational thinking is een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen. Het doel is het (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om een computer of andere technologieën te gebruiken om het probleem op te lossen. Het gaat hierbij om een combinatie van onder meer probleemoplosvaardigheden en programmeren, maar ook om het vermogen om te gaan met open problemen, het kunnen communiceren en samen te werken om een gezamenlijk doel te bereiken en het hebben van doorzettingsvermogen bij lastige en open problemen. Tijdens dit symposium wordt computational thinking verder toegelicht, zowel vanuit de literatuur, vanuit leerplankundig oogpunt als vanuit de praktijk van lerarenopleidingen en scholen.
21e eeuwse vaardigheden in wetenschap en technologieSaxion
Strijker, a. (2016 10-13) 21e eeuwse vaardigheden in wetenschap en technologie - stand van zaken en toekomstige mogelijkheden. Inspiratiedag Techniekpact, Utrecht.
The document outlines the agenda for an eCloud workshop taking place on May 13th, 2015 in Amsterdam. It includes the following sections:
- A welcome and logistics session from 09:30-09:40
- Participant introductions from 09:45-10:30 where participants will briefly introduce themselves
- Breakout group sessions from 11:30-13:00 where participants will discuss personas, scenarios, tool identification and evaluation sessions
- Presentation and discussion of the breakout group results in the afternoon sessions.
InfoVis1415: slides sessie 11, 11 mei 2015Erik Duval
This document contains the notes from a lecture on information visualization given by Erik Duval. It discusses state-of-the-art evaluation methods for information visualization, including controlled experiments, usability evaluations, case studies and natural environment studies. It also mentions challenges with evaluation and replicating results. The notes raise questions about the students' work and plans for a final demo the following week.
The document discusses different methods for evaluating information visualization, including controlled experiments comparing design elements, usability evaluations, and case studies analyzing real tasks in a natural environment. It notes that redesigning visualizations can also be a form of evaluation, and references several papers on visualization evaluation and redesign techniques.
Social Media and Science a wedding made in Heaven... or in Hell?Erik Duval
This document discusses the relationship between social media and science. It explores how scientists are using social media platforms like ResearchGate, Academia.edu, Mendeley and Twitter to collaborate, share research, and increase the visibility of their work. While social media provides opportunities for exposure, discovery and crowdsourcing, it also risks fragmentation of attention and blurring the boundaries between work and personal life. The document concludes that science has always been social, and social media both enhances and complicates its social nature.
Information visualisation: Data ink design principlesErik Duval
The document discusses Erik Duval's presentation on Edward Tufte's principles of data ink design. It outlines Tufte's key principles: showing the data above all else, maximizing the data-ink ratio by removing non-data ink, erasing redundant data ink, and revising and editing visualizations. The data-ink ratio refers to the proportion of ink devoted to displaying non-redundant data information. The principles aim to clearly display the maximum amount of data with the minimum amount of graphical elements.
A short history (and even shorter future) of information visualisationErik Duval
This document provides a short history of information visualization through examples of influential figures. It describes Charles Minard's visualization of Napoleon's 1812 campaign, William Playfair's creation of the line graph, bar chart and pie chart between 1786-1801, Florence Nightingale's polar area diagram in 1858 showing mortality rates in the Crimean War, John Snow's 1854 map showing clusters of cholera cases in London near a water pump, and Harry Beck's innovative 1933 diagram of the London Underground system. The document suggests these examples helped establish key foundations of the field of information visualization.
This document provides a brief history of human-computer interaction (HCI) from the 1940s to present day. It describes early computers like ENIAC that were programmed with switches and performed batch processing. The development of programming languages, command line interfaces, and the graphical user interface (GUI) increased usability. Pioneers like Ivan Sutherland, Douglas Engelbart, and PARC researchers developed foundational concepts like windows, the mouse, and hypertext. The commercial success of the Apple II and VisiCalc spreadsheet demonstrated the potential of personal computing. Modern interfaces in products from Microsoft and advances in augmented and virtual reality show the ongoing evolution of HCI.
InfoVis1415: slides sessie 3, 23 Feb 2015Erik Duval
This document discusses a lecture on information visualization from February 23, 2015. It covers topics like the visualization pipeline, mapping data to visual properties like size and color, Gestalt principles of perception, and challenges in designing privacy controls. Students are asked to post their slides, write a blog post reflecting on what they learned, and provide a scenario illustrated with a concrete visualization using existing tools for an upcoming class.
InfoVis1415: slides sessie 2, 16 Feb 2015Erik Duval
This document summarizes an information visualization lecture given by Erik Duval. It includes instructions for students to learn D3.js, create a blog, and develop an interactive data visualization with added value for their group presentation the following week. Guidelines are provided on effective visualization techniques, such as using common sense, avoiding 3D graphs and misleading representations, and ensuring visualizations communicate the intended story.
This document discusses emerging technologies that can augment human intelligence. It begins with an overview of Moore's Law and the exponential growth of computing power over time. Examples are given of how artificial intelligence and augmented reality technologies are being developed to enhance human capabilities. The talk acknowledges both optimism about and concerns relating to these developments, noting that their impacts are not yet distributed evenly across society.
InfoVis1415: slides sessie 1, 10 Feb 2015Erik Duval
This document provides an overview of an information visualization course, including its goals, structure, and topics. The course aims to provide insight into fundamentals and applications of information visualization and teach concrete skills for designing, implementing, and evaluating visualization applications. It will include lectures, a project in groups of 3 students, and examples of visualizations using techniques like D3.js.
This document provides an introduction to human-computer interaction (HCI) by Prof. Erik Duval and Dr. Joris Klerkx from the Department of Computer Science at KU Leuven. It discusses how HCI aims to improve the design of interactive computing systems for human use by studying how users interact with technology. Examples of HCI research areas mentioned include technology enhanced learning, personal health, and data journalism.
5. doelstellingen
variëteit aan geavanceerde en actuele
thema’s in het domein van : Mens
machine communicatie, thema’s die vaak
maar niet noodzakelijk
onderzoeksgericht zijn.
5
6. evaluatie
• 1ste semester • examen
• presentaties • gesprek
• paper • individueel of per
groep
• 2de semester
• presentaties • over papers en
resultaten
• project-resultaat • iedereen over alles!
• verslag / paper
6