The presentation reviews the work of an affinity group of faculty members at Empire State College. Together they worked to support and maintain virtual holdings for the college and to help each other's learning efforts.
Authentic learning how to facilitate community improvement through project-...rebekahmorris23
This presentation introduces educators and administrators to the basics of community improvement through project-based learning. This Powerpoint explains how teachers can align their projects to Georgia Standards of Excellence while also creating cross curricular projects that improve student engagement and that immediately impact their community. Teachers will also learn how to conduct asset mapping and needs assessments within their classroom in order to align community assets with community needs, resulting in a healthy, sustainable model for community development.
Research in Distance Education:
from present findings to future agendas. Closing keynote presentation.
Martin Oliver
Higher Education Academy Research Observatory
Panel: Our Scholarly Recognition System Doesn’t Still WorkDaniel S. Katz
A panel at the 2015 Science of Team Science (SciTS) Conference
Organizers: Daniel S. Katz (U. of Chicago & Argonne National Laboratory), Amy Brand (Digital Science), Melissa Haendel (Oregon Health & Science University), Holly J. Falk-Krzesinski (Elsevier)
Panelists: Robin Champieux (Oregon Health & Science University) Holly Falk-Krzesinski (Elsevier)Daniel S. Katz (U. of Chicago & Argonne National Laboratory)Philippa Saunders (University of Edinburgh)
Abstract: http://bit.ly/scholarly-recognition
The information in these slides was presented on January 29, 2019 during FETC's 2019 Annual Conference in Orlando, Florida by Melissa Henning, K12 Eeducational Content Manager for The Source for Learning, Inc. The content shares 10-12 MakerSpace activities, complete with correlation to Common Core, Next Generation Science Standards, P21 Skills, and more. Correlation to standards helps as you plan, encourages support from administration, informs parents, and enables you to see your long-term goals.
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
The Knowledge Exchange is a partnership of six national
organisations within Europe. As part of its ambition to make
Open Scholarship work, the Knowledge Exchange has developed
a Framework for Open Scholarship. This sets out the different
phases in the research life cycle against a variety of perspectives
that present barriers/challenges for Science/Scholarship to
be open, at the same time acknowledging that there are many
levels of stakeholders, reaching from individual researchers to
institutions to national governments. In this talk the presenters
will explain the partnership and share their recent report and
current work around Open Scholarship.
Chris Keene, Jisc
Bas Cordewener, Jisc/Knowledge Exchange
The presentation reviews the work of an affinity group of faculty members at Empire State College. Together they worked to support and maintain virtual holdings for the college and to help each other's learning efforts.
Authentic learning how to facilitate community improvement through project-...rebekahmorris23
This presentation introduces educators and administrators to the basics of community improvement through project-based learning. This Powerpoint explains how teachers can align their projects to Georgia Standards of Excellence while also creating cross curricular projects that improve student engagement and that immediately impact their community. Teachers will also learn how to conduct asset mapping and needs assessments within their classroom in order to align community assets with community needs, resulting in a healthy, sustainable model for community development.
Research in Distance Education:
from present findings to future agendas. Closing keynote presentation.
Martin Oliver
Higher Education Academy Research Observatory
Panel: Our Scholarly Recognition System Doesn’t Still WorkDaniel S. Katz
A panel at the 2015 Science of Team Science (SciTS) Conference
Organizers: Daniel S. Katz (U. of Chicago & Argonne National Laboratory), Amy Brand (Digital Science), Melissa Haendel (Oregon Health & Science University), Holly J. Falk-Krzesinski (Elsevier)
Panelists: Robin Champieux (Oregon Health & Science University) Holly Falk-Krzesinski (Elsevier)Daniel S. Katz (U. of Chicago & Argonne National Laboratory)Philippa Saunders (University of Edinburgh)
Abstract: http://bit.ly/scholarly-recognition
The information in these slides was presented on January 29, 2019 during FETC's 2019 Annual Conference in Orlando, Florida by Melissa Henning, K12 Eeducational Content Manager for The Source for Learning, Inc. The content shares 10-12 MakerSpace activities, complete with correlation to Common Core, Next Generation Science Standards, P21 Skills, and more. Correlation to standards helps as you plan, encourages support from administration, informs parents, and enables you to see your long-term goals.
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
The Knowledge Exchange is a partnership of six national
organisations within Europe. As part of its ambition to make
Open Scholarship work, the Knowledge Exchange has developed
a Framework for Open Scholarship. This sets out the different
phases in the research life cycle against a variety of perspectives
that present barriers/challenges for Science/Scholarship to
be open, at the same time acknowledging that there are many
levels of stakeholders, reaching from individual researchers to
institutions to national governments. In this talk the presenters
will explain the partnership and share their recent report and
current work around Open Scholarship.
Chris Keene, Jisc
Bas Cordewener, Jisc/Knowledge Exchange
Poster: Perspectives on Increasing Competency in Using Digital Practices and ...Katja Reuter, PhD
We believe that the quality and efficiency of all phases of the clinical and translational research (CTR) process can potentially be increased by using digital practices and tools in open and networked contexts. However, most CT researchers lack the training to take advantage of the benefits that the Internet and the social Web provide. Standardized training in digital practices and tools (Digital Scholarship) to conduct CTR has not been formalized through structured curriculum, learning approaches, and evaluation. Our overall goal is to develop a robust curriculum to train CTR researchers in digital scholarship. Here we present preliminary data from a qualitative study that describes the range of key stakeholders’ perspectives on the need to: (A) formalize educational efforts in digital scholarship among CTR trainees; and (B) develop an educational framework that defines core competencies, methods, and evaluation methods. Presented at Translational Science 2018 conference in Washington, DC on April 20, 2018.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
This was one of five talks at a National Distance Learning Week Webinar on "Alternative, Stackable, and Micro Credentials: Where are we Headed". Hosted by Georgia Tech Professional Education, EDUCAUSE, AND IACEE
Using virtual locations and novel ways of networking students and addressing assignment, this instructor seeks to make course learning more sustainable.
"Impact of front-end architecture on development cost", Viktor TurskyiFwdays
I have heard many times that architecture is not important for the front-end. Also, many times I have seen how developers implement features on the front-end just following the standard rules for a framework and think that this is enough to successfully launch the project, and then the project fails. How to prevent this and what approach to choose? I have launched dozens of complex projects and during the talk we will analyze which approaches have worked for me and which have not.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
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.
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
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
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/
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
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.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
2. REAL connections with & support for science
(Cornell; www.globe.gov; www.nasa.gov)
Science literacy; science sharing; extending
& creating new knowledge and
understanding; helping other nations
3. BADGES – to reinforce,
validate, value, &
sustain Can I get a Best
Brain Badge?
Use badges to promote, extend, monitor, and
support the endeavor;
For examples, badges for:
10 Great Pictures or Videos of Bugs or Crazy-landforms
or Star-clusters or Red Oaks Badge
Bronze Helped-Fellow-Researcher Badge (entry level
# of Likes by other citizen-scientists who found this
badgees discussion-boards tips to be helpful)
5 Useful Science Data Points Badge (generated by
scientist who assert validity / utility of data gathered)
4. Citizen Scientist: Assorted Topics (launching an ongoing “open” resource from a graduate course)
This Citizen Scientist: project is an open resource that would be initiated and originally vetted during an course in science-
education within the MAT program where the initial concept, design, exemplars, project criteria, links, contacts with scientists,
alignment with national standards, course-level criteria, and input-assessment standards would be developed and would be
required within the course itself. Then, during the course, collaborative student teams would conduct the research, talk to
scientists about what would serve their purposes, make the startup materials, directions, assessment criteria, establish the
input and participation venues (would citizen scientists upload pictures? or videos? or gather data from the field? or write
narrative reports?), and develop the e-framework. Along with the project directions embedded within the course, the
instructor would create a sketch-up or model to help students understand the complexity and breadth of the Citizen Science
project. A component of the graduate assignment would be the dissemination portion where the student team would
research how to bring this information forward to the larger public – what school, public, web-based, organization, or venue
would be best suited to launch this project to the general public? The student team would also establish the larger evaluation
envelop that they would use to determine if the work from these budding field scientists was high quality. And, they would
consider the badges (see below) that would be needed to motivate, document, support, and maintain the project. In other
words, the student teams would be required to consider the entire project – from meaningful science through meaningful
assessment, and through continuing the effort after they leave the project themselves. This project would serve as an ideal
collaborative project for a preservice or inservice K12 science teacher; the work-for-school could serve a large community
need.
The project work would be evaluated by the instructor using the rubric that was developed for the assignment. Students in
the class would also conduct a similar criteria-prompted peer review to determine what Citizen Science project was ready to
be brought to the public – as good science and as a good representation of the quality of the work from ESC. Future classes
could be tasked with reviewing, assessing, modifying, and revitalizing the project based on the results since the last class.
Badges could be available for different tasks within the project and could be used to facilitate the ongoing support and
maintenance of the project – badges can validate the many different aspects of the project that need to function properly if
the open resource is to be maintained, interesting, valid, and generative. Badges could document and support key areas such
as: quality data input (from peers and from scientists); effectiveness of peer support (who is best at helping each other
online); recruitment (who enlists the most new citizen scientists); maintenance/ governance (who attends & supports e-
meetings (virtual / Google+) that look at the overall open-resource management).
This model of higher-education launched, local-citizenry, open-resource could support the implementation of other project-
like tasks – humanity helpers; a reading club; home architecture hounds; cross country cuisines.
Examples of citizen science efforts: http://www.csmonitor.com/Environment/2008/0410/p14s01-sten.html ;
http://www.nasa.gov/mission_pages/spitzer/news/spitzer20120307.html ; www.globe.gov
CITIZEN SCIENTISTS. Higher-ed initiated, field-data gathering and input. Encourages learning science and supports science.
Badges ensure rigor and maintenance.
Editor's Notes
Citizen Scientist: Assorted Topics (launching an ongoing “open” resource from a graduate course) This Citizen Scientist: project is an open resource that would be initiated and originally vetted during an course in science-education within the MAT program where the initial concept, design, exemplars, project criteria, links, contacts with scientists, alignment with national standards, course-level criteria, and input-assessment standards would be developed and would be required within the course itself. Then, during the course, collaborative student teams would conduct the research, talk to scientists about what would serve their purposes, make the startup materials, directions, assessment criteria, establish the input and participation venues (would citizen scientists upload pictures? or videos? or gather data from the field? or write narrative reports?), and develop the e-framework. Along with the project directions embedded within the course, the instructor would create a sketch-up or model to help students understand the complexity and breadth of the Citizen Science project. A component of the graduate assignment would be the dissemination portion where the student team would research how to bring this information forward to the larger public – what school, public, web-based, organization, or venue would be best suited to launch this project to the general public? The student team would also establish the larger evaluation envelop that they would use to determine if the work from these budding field scientists was high quality. And, they would consider the badges (see below) that would be needed to motivate, document, support, and maintain the project. In other words, the student teams would be required to consider the entire project – from meaningful science through meaningful assessment, and through continuing the effort after they leave the project themselves. This project would serve as an ideal collaborative project for a preservice or inservice K12 science teacher; the work-for-school could serve a large community need. The project work would be evaluated by the instructor using the rubric that was developed for the assignment. Students in the class would also conduct a similar criteria-prompted peer review to determine what Citizen Science project was ready to be brought to the public – as good science and as a good representation of the quality of the work from ESC. Future classes could be tasked with reviewing, assessing, modifying, and revitalizing the project based on the results since the last class. Badges could be available for different tasks within the project and could be used to facilitate the ongoing support and maintenance of the project – badges can validate the many different aspects of the project that need to function properly if the open resource is to be maintained, interesting, valid, and generative. Badges could document and support key areas such as: quality data input (from peers and from scientists); effectiveness of peer support (who is best at helping each other online); recruitment (who enlists the most new citizen scientists); maintenance/ governance (who attends & supports e-meetings (virtual / Google+) that look at the overall open-resource management). This model of higher-education launched, local-citizenry, open-resource could support the implementation of other project-like tasks – humanity helpers; a reading club; home architecture hounds; cross country cuisines.Examples of citizen science efforts: http://www.csmonitor.com/Environment/2008/0410/p14s01-sten.html ; http://www.nasa.gov/mission_pages/spitzer/news/spitzer20120307.html ; www.globe.govCITIZEN SCIENTISTS. Higher-ed initiated, field-data gathering and input. Encourages learning science and supports science. Badges ensure rigor and maintenance.