Fighting level 3: From the LA framework to LA practice on the micro-levelHendrik Drachsler
This presentation explores shortcomings of learning analytics for the wide adoption in educational organisations. It is NOT about ethics and privacy rather than focuses on shortcomings of learning analytics for teachers and students in the classroom (micro-level). We investigated if and to what extend learning analytics dashboards are addressing educational concepts. Map opportunities and challenges for the use of Learning Analytics dashboards for the design of courses, and present an evaluation instrument for the effects of Learning Analytics called EFLA. EFLA can be used to measure the effects of LA tools at the teacher and student side. It is a robust but light (8 items) measurement to quickly investigate the level of adoption of learning analytics in a course (micro-level). The presentation concludes that Learning Analytics is still to much a computer science dicipline that does not fulfill the often claimed position of the middle space between educational and computer science research.
This document discusses scaling up adaptive education systems and provides 4 examples of research projects on this topic. It notes that adaptive education technology has strong foundations but remains primarily in labs. The examples include projects on adaptive tutorial feedback, adaptive content in virtual reality, adaptive course generation, and linking textbooks to ontologies. Challenges of modern education around knowledge, content and student explosions are also discussed.
This document outlines the author's previous experience and current research interests related to social semantic infrastructures, learning analytics, and workplace learning. It then discusses the envisioned research work for the CEITER project, including developing a learning analytics data infrastructure for Estonia that incorporates stakeholders, integrates datasets from various sources, and scales nationally while ensuring privacy and promoting educational innovation. The infrastructure would be evaluated through design-based research and promote the use of learning analytics at institutional and policy levels.
In May 2018, the new General Data Protection Regulation (GDPR) will enter into force in the European Union. This new regulation is considered as the most modern data protection law for Big Data societies of tomorrow. The GDPR will bring major changes to data ownership and the way data can be accessed, processed, stored, and analysed in the European Union. From May 2018 onwards, data subjects gain fundamental rights such as ‘the right to access data’ or ‘the right to be forgotten’. This will force Big Data system designers to follow a privacy-by-design approach for their infrastructures and fundamentally change the way data can be treated in the European Union.
The presentation provides an overview of the Trusted Learning Analytics Programme as it has been recently initiated at the University of Frankfurt and the DIPF research institute in Germany. Educational data is under special focus of the GDPR, as it is considered as highly sensitive like data from a nuclear plant. It shows opportunities and challenges for using educational data for learning analytics purposes under the light of the GDPR 2018.
Fighting level 3: From the LA framework to LA practice on the micro-levelHendrik Drachsler
This presentation explores shortcomings of learning analytics for the wide adoption in educational organisations. It is NOT about ethics and privacy rather than focuses on shortcomings of learning analytics for teachers and students in the classroom (micro-level). We investigated if and to what extend learning analytics dashboards are addressing educational concepts. Map opportunities and challenges for the use of Learning Analytics dashboards for the design of courses, and present an evaluation instrument for the effects of Learning Analytics called EFLA. EFLA can be used to measure the effects of LA tools at the teacher and student side. It is a robust but light (8 items) measurement to quickly investigate the level of adoption of learning analytics in a course (micro-level). The presentation concludes that Learning Analytics is still to much a computer science dicipline that does not fulfill the often claimed position of the middle space between educational and computer science research.
This document discusses scaling up adaptive education systems and provides 4 examples of research projects on this topic. It notes that adaptive education technology has strong foundations but remains primarily in labs. The examples include projects on adaptive tutorial feedback, adaptive content in virtual reality, adaptive course generation, and linking textbooks to ontologies. Challenges of modern education around knowledge, content and student explosions are also discussed.
This document outlines the author's previous experience and current research interests related to social semantic infrastructures, learning analytics, and workplace learning. It then discusses the envisioned research work for the CEITER project, including developing a learning analytics data infrastructure for Estonia that incorporates stakeholders, integrates datasets from various sources, and scales nationally while ensuring privacy and promoting educational innovation. The infrastructure would be evaluated through design-based research and promote the use of learning analytics at institutional and policy levels.
In May 2018, the new General Data Protection Regulation (GDPR) will enter into force in the European Union. This new regulation is considered as the most modern data protection law for Big Data societies of tomorrow. The GDPR will bring major changes to data ownership and the way data can be accessed, processed, stored, and analysed in the European Union. From May 2018 onwards, data subjects gain fundamental rights such as ‘the right to access data’ or ‘the right to be forgotten’. This will force Big Data system designers to follow a privacy-by-design approach for their infrastructures and fundamentally change the way data can be treated in the European Union.
The presentation provides an overview of the Trusted Learning Analytics Programme as it has been recently initiated at the University of Frankfurt and the DIPF research institute in Germany. Educational data is under special focus of the GDPR, as it is considered as highly sensitive like data from a nuclear plant. It shows opportunities and challenges for using educational data for learning analytics purposes under the light of the GDPR 2018.
EAD and Its Implications in an M.ICT Graduate's Early CareerRichard
This document discusses Richard Wenchao He's experience applying concepts from his Master of Information and Communication Technology degree to various IT-related jobs. It outlines his education and work history in IT and how concepts from Enterprise Architecture Development helped him address challenges in projects involving e-learning evaluation, research reporting, and developing an online educational program. These concepts helped improve processes, streamline tasks, and address limitations in resources, personnel, and existing frameworks.
2016-05-30 Venia Legendi (CEITER): Luis Pablo Prietoifi8106tlu
This document provides an overview of orchestration and learning analytics research by Luis P. Prieto. It discusses orchestration as coordinating supportive interventions across learning activities. Orchestration research has modeled teacher practices through observational studies and eye-tracking. Learning analytics aims to aid educators by analyzing teaching and learning processes. The combination of orchestration and learning analytics is called teaching analytics. Prieto envisions applying this research at the CEITER research center through developing tools to support evidence-based teacher practices and orchestration-aware learning designs. Challenges include ensuring trust, privacy, added value and adoption at scale.
This document summarizes Arizona's process for revising its technology standards from 2008 to 2009. It involved assembling a committee representing various stakeholders across the state. The committee developed draft standards through meetings and online collaboration. The draft was then published for public comment. After receiving and addressing feedback, the committee revised the standards and presented the final version to the state board for approval. The standards focus on developing skills like problem solving, critical thinking, and digital citizenship across six interdependent strands. Professional development will be provided to help teachers implement the new standards.
2016-05-30 Venia Legendi (CEITER): Maria Jesus Rodriguez Trianaifi8106tlu
This document outlines Venia Lengendi's background and research interests in linking learning design and learning analytics. It discusses trends in education, challenges in technology-enhanced learning, and the vision and goals of the CEITER project to develop an infrastructure that aligns learning design and learning analytics. The proposal involves pedagogical, technological, and methodological approaches, including developing orchestration tools, standards, and conducting iterative design-based research.
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
The document summarizes a proposed research study that aims to analyze the effects of incorporating technology into high school geometry classrooms. The study would use a quantitative experimental design with a sample of 120 students randomly assigned to technology-based and non-technology classrooms. Students would take a pre-test and post-test to measure growth over the school year. T-tests would be used to analyze differences in pre-to-post test scores between the two groups. The study aims to determine if use of classroom technology has a statistically significant positive impact on student math achievement and learning. Limitations and implications of the research are also discussed.
20_05_08 «La Red Española de Analítica del Aprendizaje (SNOLA): logros y retos».eMadrid network
The document discusses the Spanish Network of Learning Analytics (SNOLA). It provides an overview of SNOLA's history and achievements, including its growth since 2013 and current research trends among its members. The research trends include predictive analytics, visual analytics, support for active learning strategies, learning design, assessment, and analysis of multimodal/contextual data. Challenges for the field are also discussed.
Technology in Mathematics and Science IDT285psych369
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
«Learning Analytics at the Open University and the UK»Bart Rienties
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
This document discusses the use of ICT (information and communication technology) tools in mathematics instruction. It provides examples of software, online resources, lessons and activities that incorporate technology. These include graphing calculators, dynamic geometry software, and interactive websites with math games and virtual manipulatives. The document also outlines benefits of technology in helping students learn mathematics more deeply and promoting interest in the subject.
This document outlines the course structure for a 4-year computer science degree program. It includes computer science and mathematics courses for the first 3 years along with elective modules each year. The 4th year focuses on computer science courses and a research project with no electives. The degree aims to develop skills in cutting-edge computing technologies, logical problem solving, and understanding how digital systems work through incorporating mathematics and computer science courses each year.
The document outlines the program educational objectives, program outcomes, curriculum, and regulations for the B.Tech Artificial Intelligence and Data Science program at Anna University in Chennai, India. The 4-year program aims to provide students with proficiency in basic sciences, mathematics, AI, data science, and statistics to build data-driven systems. Students will develop technical skills to conduct research in AI and data science and create sustainable solutions. The curriculum covers topics such as data structures, algorithms, machine learning, deep learning, data analytics, and artificial intelligence across 8 semesters with theory, laboratory, and project components.
Counselling to IIT / NIT Aspirants on 'Why you should Choose Computer Science'Nalini Marthi
This document provides counseling for students aspiring to attend IIT or NIT schools. It discusses the advantages of studying computer science and engineering, noting that graduates will be able to implement ideas, use logical and creative abilities, and make radical changes across many fields. It outlines the typical coursework and career paths for CSE graduates, emphasizing the importance of internship projects, communication skills, and understanding business basics and technology trends. New opportunities in higher education, jobs, and Indian-focused technologies are also summarized. The document encourages students to identify fields they want to contribute to and pursue excellence.
In this deck from the HPC User Forum in Tucson, Prabhat from NERSC presents: Machine Learning.
"Prabhat leads the Data and Analytics Services team at NERSC. His current research interests include scientific data management, parallel I/O, high performance computing and scientific visualization. He is also interested in applied statistics, machine learning, computer graphics and computer vision."
Watch the video presentation:
http://wp.me/p3RLEV-3R5
Watch the video presentation: http://wp.me/p3RLHQ-fbt
Learn more: http://hpcuserforum.com
Sign up for our insideHPC Newsletter: http://insidehpc.com/newsletter
Patterns for New Software Engineering: Machine Learning and IoT Engineering P...Hironori Washizaki
Hironori Washizaki, "Patterns for New Software Engineering: Machine Learning and IoT Engineering Patterns", Keynote, AsianPLoP 2020: 9th Asian Conference on Pattern Languages of Programs, Sep 3rd, 2020.
2 September - 4 September, 2020
This 5-week unit plan for an 8th grade technology class focuses on design and sketching. Students will learn to identify needs and opportunities for technical solutions, generate alternative solutions, develop plans and construct models. Assessments include formative and summative assessments. Students will apply measurement and sketching skills to real world problems. The teacher found that students understood measurement better but needed more practice with advanced sketching. Changes for next year include starting content immediately and spreading measurement across the entire semester.
TrueLearn: A Family of Bayesian Algorithms to Match Lifelong Learners to Open...Sahan Bulathwela
The recent advances in computer-assisted learning systems and the availability of open educational resources today promise a pathway to providing cost-efficient high-quality education to large masses of learners. One of the most ambitious use cases of computer-assisted learning is to build a lifelong learning recommendation system. Unlike short-term courses, lifelong learning presents unique challenges, requiring sophisticated recommendation models that account for a wide range of factors such as background knowledge of learners or novelty of the material while effectively maintaining knowledge states of masses of learners for significantly longer periods of time (ideally, a lifetime). This work presents the foundations towards building a dynamic, scalable and transparent recommendation system for education, modelling learner's knowledge from implicit data in the form of engagement with open educational resources. We i) use a text ontology based on Wikipedia to automatically extract knowledge components of educational resources and, ii) propose a set of online Bayesian strategies inspired by the well-known areas of item response theory and knowledge tracing. Our proposal, TrueLearn, focuses on recommendations for which the learner has enough background knowledge (so they are able to understand and learn from the material), and the material has enough novelty that would help the learner improve their knowledge about the subject and keep them engaged. We further construct a large open educational video lectures dataset and test the performance of the proposed algorithms, which show clear promise towards building an effective educational recommendation system.
Towards a design space for ubiquitous computingIlja Smorgun
The document proposes a design space to help interaction designers better understand their options for designing ubiquitous computing systems. It was created through a literature review on ubiquitous computing challenges, issues, technologies, and focus areas. The design space maps questions about system characteristics, enabling technologies, design challenges, goals, and quality attributes to potential options and criteria for evaluating those options. It was tested on the LearnMix project and provided guidance on important design considerations. The design space is intended to explore design directions without commitment and present relevant factors for designers to consider for their projects.
This document discusses technology integration in subject areas and describes the ACOT Stages model of technology adoption. It also addresses the need for technology integration in math based on international test score comparisons. Additionally, it outlines why integrating math and technology can enhance learning, address 21st century skills, and help meet standards. Key benefits identified include tools that enhance math learning, development of skills like critical thinking and decision making, and powerful partnerships for standards.
Boundaries and bridges in a European children’s literature projectPascual Pérez-Paredes
This document summarizes a Comenius Project that investigated children's literature across four European countries. The project aimed to compare how children's literature is used for reading, learning, and teaching. It surveyed children in the UK, Iceland, Spain, and Turkey about their reading habits and preferences. Key findings included surprising similarities in children's perceptions of themselves as readers across countries, despite geographical and population differences.
Hello people! This handout introduces us to the world of England literature in the 20th century. Included also in the handout is a sample literary piece which is The Secret Sharer by Joseph Conrad
EAD and Its Implications in an M.ICT Graduate's Early CareerRichard
This document discusses Richard Wenchao He's experience applying concepts from his Master of Information and Communication Technology degree to various IT-related jobs. It outlines his education and work history in IT and how concepts from Enterprise Architecture Development helped him address challenges in projects involving e-learning evaluation, research reporting, and developing an online educational program. These concepts helped improve processes, streamline tasks, and address limitations in resources, personnel, and existing frameworks.
2016-05-30 Venia Legendi (CEITER): Luis Pablo Prietoifi8106tlu
This document provides an overview of orchestration and learning analytics research by Luis P. Prieto. It discusses orchestration as coordinating supportive interventions across learning activities. Orchestration research has modeled teacher practices through observational studies and eye-tracking. Learning analytics aims to aid educators by analyzing teaching and learning processes. The combination of orchestration and learning analytics is called teaching analytics. Prieto envisions applying this research at the CEITER research center through developing tools to support evidence-based teacher practices and orchestration-aware learning designs. Challenges include ensuring trust, privacy, added value and adoption at scale.
This document summarizes Arizona's process for revising its technology standards from 2008 to 2009. It involved assembling a committee representing various stakeholders across the state. The committee developed draft standards through meetings and online collaboration. The draft was then published for public comment. After receiving and addressing feedback, the committee revised the standards and presented the final version to the state board for approval. The standards focus on developing skills like problem solving, critical thinking, and digital citizenship across six interdependent strands. Professional development will be provided to help teachers implement the new standards.
2016-05-30 Venia Legendi (CEITER): Maria Jesus Rodriguez Trianaifi8106tlu
This document outlines Venia Lengendi's background and research interests in linking learning design and learning analytics. It discusses trends in education, challenges in technology-enhanced learning, and the vision and goals of the CEITER project to develop an infrastructure that aligns learning design and learning analytics. The proposal involves pedagogical, technological, and methodological approaches, including developing orchestration tools, standards, and conducting iterative design-based research.
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
The document summarizes a proposed research study that aims to analyze the effects of incorporating technology into high school geometry classrooms. The study would use a quantitative experimental design with a sample of 120 students randomly assigned to technology-based and non-technology classrooms. Students would take a pre-test and post-test to measure growth over the school year. T-tests would be used to analyze differences in pre-to-post test scores between the two groups. The study aims to determine if use of classroom technology has a statistically significant positive impact on student math achievement and learning. Limitations and implications of the research are also discussed.
20_05_08 «La Red Española de Analítica del Aprendizaje (SNOLA): logros y retos».eMadrid network
The document discusses the Spanish Network of Learning Analytics (SNOLA). It provides an overview of SNOLA's history and achievements, including its growth since 2013 and current research trends among its members. The research trends include predictive analytics, visual analytics, support for active learning strategies, learning design, assessment, and analysis of multimodal/contextual data. Challenges for the field are also discussed.
Technology in Mathematics and Science IDT285psych369
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
«Learning Analytics at the Open University and the UK»Bart Rienties
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
This document discusses the use of ICT (information and communication technology) tools in mathematics instruction. It provides examples of software, online resources, lessons and activities that incorporate technology. These include graphing calculators, dynamic geometry software, and interactive websites with math games and virtual manipulatives. The document also outlines benefits of technology in helping students learn mathematics more deeply and promoting interest in the subject.
This document outlines the course structure for a 4-year computer science degree program. It includes computer science and mathematics courses for the first 3 years along with elective modules each year. The 4th year focuses on computer science courses and a research project with no electives. The degree aims to develop skills in cutting-edge computing technologies, logical problem solving, and understanding how digital systems work through incorporating mathematics and computer science courses each year.
The document outlines the program educational objectives, program outcomes, curriculum, and regulations for the B.Tech Artificial Intelligence and Data Science program at Anna University in Chennai, India. The 4-year program aims to provide students with proficiency in basic sciences, mathematics, AI, data science, and statistics to build data-driven systems. Students will develop technical skills to conduct research in AI and data science and create sustainable solutions. The curriculum covers topics such as data structures, algorithms, machine learning, deep learning, data analytics, and artificial intelligence across 8 semesters with theory, laboratory, and project components.
Counselling to IIT / NIT Aspirants on 'Why you should Choose Computer Science'Nalini Marthi
This document provides counseling for students aspiring to attend IIT or NIT schools. It discusses the advantages of studying computer science and engineering, noting that graduates will be able to implement ideas, use logical and creative abilities, and make radical changes across many fields. It outlines the typical coursework and career paths for CSE graduates, emphasizing the importance of internship projects, communication skills, and understanding business basics and technology trends. New opportunities in higher education, jobs, and Indian-focused technologies are also summarized. The document encourages students to identify fields they want to contribute to and pursue excellence.
In this deck from the HPC User Forum in Tucson, Prabhat from NERSC presents: Machine Learning.
"Prabhat leads the Data and Analytics Services team at NERSC. His current research interests include scientific data management, parallel I/O, high performance computing and scientific visualization. He is also interested in applied statistics, machine learning, computer graphics and computer vision."
Watch the video presentation:
http://wp.me/p3RLEV-3R5
Watch the video presentation: http://wp.me/p3RLHQ-fbt
Learn more: http://hpcuserforum.com
Sign up for our insideHPC Newsletter: http://insidehpc.com/newsletter
Patterns for New Software Engineering: Machine Learning and IoT Engineering P...Hironori Washizaki
Hironori Washizaki, "Patterns for New Software Engineering: Machine Learning and IoT Engineering Patterns", Keynote, AsianPLoP 2020: 9th Asian Conference on Pattern Languages of Programs, Sep 3rd, 2020.
2 September - 4 September, 2020
This 5-week unit plan for an 8th grade technology class focuses on design and sketching. Students will learn to identify needs and opportunities for technical solutions, generate alternative solutions, develop plans and construct models. Assessments include formative and summative assessments. Students will apply measurement and sketching skills to real world problems. The teacher found that students understood measurement better but needed more practice with advanced sketching. Changes for next year include starting content immediately and spreading measurement across the entire semester.
TrueLearn: A Family of Bayesian Algorithms to Match Lifelong Learners to Open...Sahan Bulathwela
The recent advances in computer-assisted learning systems and the availability of open educational resources today promise a pathway to providing cost-efficient high-quality education to large masses of learners. One of the most ambitious use cases of computer-assisted learning is to build a lifelong learning recommendation system. Unlike short-term courses, lifelong learning presents unique challenges, requiring sophisticated recommendation models that account for a wide range of factors such as background knowledge of learners or novelty of the material while effectively maintaining knowledge states of masses of learners for significantly longer periods of time (ideally, a lifetime). This work presents the foundations towards building a dynamic, scalable and transparent recommendation system for education, modelling learner's knowledge from implicit data in the form of engagement with open educational resources. We i) use a text ontology based on Wikipedia to automatically extract knowledge components of educational resources and, ii) propose a set of online Bayesian strategies inspired by the well-known areas of item response theory and knowledge tracing. Our proposal, TrueLearn, focuses on recommendations for which the learner has enough background knowledge (so they are able to understand and learn from the material), and the material has enough novelty that would help the learner improve their knowledge about the subject and keep them engaged. We further construct a large open educational video lectures dataset and test the performance of the proposed algorithms, which show clear promise towards building an effective educational recommendation system.
Towards a design space for ubiquitous computingIlja Smorgun
The document proposes a design space to help interaction designers better understand their options for designing ubiquitous computing systems. It was created through a literature review on ubiquitous computing challenges, issues, technologies, and focus areas. The design space maps questions about system characteristics, enabling technologies, design challenges, goals, and quality attributes to potential options and criteria for evaluating those options. It was tested on the LearnMix project and provided guidance on important design considerations. The design space is intended to explore design directions without commitment and present relevant factors for designers to consider for their projects.
This document discusses technology integration in subject areas and describes the ACOT Stages model of technology adoption. It also addresses the need for technology integration in math based on international test score comparisons. Additionally, it outlines why integrating math and technology can enhance learning, address 21st century skills, and help meet standards. Key benefits identified include tools that enhance math learning, development of skills like critical thinking and decision making, and powerful partnerships for standards.
Boundaries and bridges in a European children’s literature projectPascual Pérez-Paredes
This document summarizes a Comenius Project that investigated children's literature across four European countries. The project aimed to compare how children's literature is used for reading, learning, and teaching. It surveyed children in the UK, Iceland, Spain, and Turkey about their reading habits and preferences. Key findings included surprising similarities in children's perceptions of themselves as readers across countries, despite geographical and population differences.
Hello people! This handout introduces us to the world of England literature in the 20th century. Included also in the handout is a sample literary piece which is The Secret Sharer by Joseph Conrad
The document provides information on various topics related to China, including:
1. The flag of China represents communism and the social classes of the Chinese people. Beijing is the capital city located in eastern Asia.
2. Beijing has a history stretching back 3 millennia and is known for modern architecture like Tiananmen Square as well as ancient sites like the Forbidden City. The Great Wall of China stretches over 6,700 km and was built for defense.
3. Chinese culture includes religions like Islam, Catholicism, and Buddhism. Traditional weddings are red and involve astrological matching. Education has always been highly valued in China dating back to Confucius.
This document provides information about China and Chinese culture through various sections. It begins with a quiz about China, then provides summaries of Chinese dynasties and their contributions to literature and culture. Key dynasties discussed include the Shang, Zhou, Qin, Han, Tang, Song, Ming, and Yuan. Philosophies like Confucianism, Taoism and Buddhism that shaped Chinese thought are explained. Chinese wedding traditions, festivals and the origins of terms like China are outlined. The document concludes with a section on Chinese literature from 1000 BC to 1890 AD.
1) The Shang Dynasty is significant to Chinese literature as it was during this time that archaeologists discovered oracle bones, which provided early examples of Chinese writing and insights into Shang civilization.
2) During China's Axial Age, philosophers like Confucius developed philosophies like Confucianism to promote social order and harmony in response to widespread war and conflict.
3) Confucius taught that developing virtue and moral character through rules of behavior would lead to a harmonious society, as illustrated in his famous work, The Confucian Analects. The historian Ssu Ma Chien is considered the "Father of Chinese History" for his comprehensive histories of China.
England has a temperate climate with mild winters and warm summers. The majority of England's population is white and Christian. England has a parliamentary democracy with Queen Elizabeth II as the head of state. Tourism is an important part of England's economy, with many visitors attracted to its historical sites like Stonehenge, castles, and famous universities in cities like Oxford and Cambridge. Popular sports in England include football, cricket, and rugby. In 1966, England won its only FIFA World Cup, defeating West Germany at Wembley Stadium in London.
Key Differences: ICT General Capability and Digital TechnologyDr Peter Carey
The document summarizes the key differences between ICT as a field of study (Digital Technologies subject) versus ICT as a general capability in the Australian Curriculum. ICT as a general capability refers to knowledge, skills, and attitudes about ICT to use technology in life and school tasks now and in the future. Digital Technologies is an actual subject that ensures students systematically develop comprehensive ICT capabilities, going beyond the minimum requirements of the general capability. The document also provides overviews of the Digital Technologies subject, ICT as a general capability, and how technologies are structured in the Australian Curriculum.
The document provides information about the Australian Curriculum: Technologies. It discusses the two subjects that make up the Technologies learning area - Design and Technologies and Digital Technologies. It outlines the strands, sub-strands and content descriptors for each subject. It also discusses the timeline for implementation of the Australian Curriculum: Technologies and provides links to key websites for further information.
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Integrating technology into K-12 teaching and learning (ASSURE model)Daesang Kim
The document discusses integrating technology into K-12 education using the ASSURE model of instructional design. It provides an overview of the history of technology development, challenges of incorporating technology into classrooms, and the ASSURE model, which involves analyzing learners, stating objectives, selecting methods and materials, utilizing media, requiring participation, and evaluating. It then summarizes research on the ASSURE model's effectiveness based on case studies, finding positive results for instructional strategies, technology assisting learning objectives, and arousing student interest. Recommendations for improving lessons included allowing more time and hands-on activities.
SGCI - URSSI - Research Software Engineers, Science Gateway Developers and Cy...Sandra Gesing
The conceptualization of the US Research Software Sustainability Institute (URSSI) just received funding in December 2017 and aims at building the focal point for RSEs in the US similar to SSI in the UK. The Science Gateways Community Institute (SGCI), opened in August 2016, provides free resources, services, experts, and ideas for creating and sustaining science gateways on national and international level. Science gateways – also called virtual research environments or virtual labs – allow science and engineering communities to access shared data, software, computing services, instruments, and other resources specific to their disciplines and use them also in teaching environments. Especially the goals of the workforce development and incubator services have a broad overlap with RSE initiatives to improve career paths of developers and building on-campus developer teams. ACI-REFs (Advanced Cyberinfrastructure Research and Education Facilitators) is a synonym for RSEs and the goal of the project and the trainings aims also at building a network and training the trainers for efficient research software support. The talk will give an overview on the diverse initiatives and highlights the international collaboration possibilities.
2011.10.10 Multi-Disciplinary Research Themes and TrainingNUI Galway
Dr Diane Payne, Director of the Dynamics Lab, Geary Institute, University College Dublin talked about the Geary Institute in this seminar "Multi-Disciplinary Research Themes and Training" at the Whitaker Institute on 10th October 2011.
Report on the National Agenda: ACARA to the Queensland Society for Information Technology in Education (QSITE) board planning day by Dr Jason Zagami 25 February 2012 held at QUT
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
1) Rensselaer Polytechnic Institute aims to incorporate data science education across its curriculum to develop "data dexterity" in every student.
2) A proposed core curriculum includes data-intensive courses in science and the major, as well as collaborative projects through a new Data INCITE laboratory.
3) The goal is for data management and analysis to become as fundamental as calculus, with open data sharing and verification of results.
Key Messages : WA Curriculum Digital TechnologiesDr Peter Carey
The document provides an overview of the implementation of the Australian Curriculum: Technologies in Western Australia. It discusses that while ACARA develops the national curriculum, the School Curriculum and Standards Authority (SCSA) is responsible for implementing it in WA and developing additional support materials. SCSA has adopted the Technologies curriculum with some customizations for WA schools. The timeline outlines that Technologies subjects like Design and Technologies and Digital Technologies will be fully implemented in WA schools by the end of 2018.
Key Messages : WA Curriculum Digital TechnologiesDr Peter Carey
The document provides an overview of the implementation of the Australian Curriculum: Technologies in Western Australia. It discusses that while ACARA develops the national curriculum, the School Curriculum and Standards Authority (SCSA) is responsible for implementing it in WA and developing additional support materials. SCSA has adopted the Australian Curriculum with some customizations for WA. The timeline outlines that Technologies subjects like Design and Technologies and Digital Technologies will be fully implemented in WA schools by the end of 2018.
Alt2013 Expectations and reality: experiences of implementing mobile devices ...Sarah Cornelius
This document summarizes a study on the implementation of mobile devices in two Scottish primary and secondary schools. Teachers were surveyed before and during the study about their expectations and experiences. One primary school provided iPod Touches to all students, which they used both in and out of school. While teachers expected benefits like access to resources and interactive learning, challenges included technical issues, finding meaningful uses, and developing skills. Many challenges were resolved through management strategies, but teachers still struggled with pressure to keep apps updated and fully utilizing the technology's potential. More research is needed on supporting teachers long-term.
UPDATE: "Australian Curriculum, Technologies - September 2014Dr Peter Carey
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Conventicle 2013 Digital Technologies Australia, England & the Literature
1. The 2nd Adelaide Conventicle, 2013
The Australian Digital Technologies Curriculum:
Challenge and Opportunity
Rebecca Vivian, Katrina Falkner & Nickolas Falkner | CSER Group
2. Next Generation ICT Curricula
• Reports from Europe, UK, the US and Australia
• Driven by a recognised need to teach students how to be
digitally literate and creators of technologies
• To prepare students for many jobs that use technologies
• New national curricula in Australia & England in 2014
– Introduce computer science and computational thinking as a
learning area
University of Adelaide 2
4. Australia: Digital Technologies
“how people use different
information systems”
“Identify, explore and use
digital systems”
“represent and play with
a sequence of steps to
solve problems”
5- 7 yrs old
University of Adelaide 4
5. Australia: Digital Technologies
“explore representations
for the same data”
“transmit different types
of data”
“implement visual
programs with user input
and branching”
8- 11 yrs old
University of Adelaide 5
6. Australia: Digital Technologies
12-16 yrs old “how digital systems
represent whole numbers”
“components of digital
systems…”
“using information systems...
new applications of systems”
“define problems in terms of
data and functional
requirements…”
“algorithms…”
University of Adelaide 6
7. Australia: Digital Technologies
“how… data are represented
as binary”
“how data are transmitted
and secured”
“model processes and
object…”
“trace algorithms to predict
output…”
“branching, repetition,
iteration…”
12-13 yrs old
University of Adelaide 7
8. Australia: Digital Technologies
“stored in binary with
compression…”
“develop cases to validate
algorithms…”
“develop modular digital
solutions…”
14-16 yrs old
University of Adelaide 8
9. England’s Computing Curriculum
• Understand what algorithms are and how
they are implemented
• Create and debug simple programs
• Logical reasoning to predict program
behaviour
• Manipulate digital content
• Common uses of technology
• Safe and respectful use
University of Adelaide 9
10. England’s National Curriculum
• Design, write & debug programs
• Sequence, selection, repetition
• Detect errors in algorithms and programs
• Computer networks
• Searching the web
• Use software to design and create a range of
programs, systems and content that accomplish goals
• Safe technology use
University of Adelaide 10
11. England’s National Curriculum
• Computational abstractions
• Understand several key algorithms
• Use 2 or more programming languages
• Understand Boolean logic
• Numbers represented as binary
• Hardware, software components and networks
• Data types
• Create digital artifacts
• Safe use
University of Adelaide 11
12. England’s National Curriculum
• Study aspects of IT and CS at depth
• Develop capability, creativity and
knowledge in CS
• Apply analytical, problem-solving,
design and computational thinking
• Understand how changes affect safety
University of Adelaide 12
13. Comparisons
through a focus on the problem
Digital literacy
Introduces programming
solving abilities
Focuses explicitly on
programming and
programming languages
Stronger focus on
understanding data
Focuses on a stronger
understanding of abstraction
Australia &
England
computational
thinking from
first year
Introduces digital
representation at an early point
More advanced software
decomposition and design
methodology
University of Adelaide 13
14. The Challenge
• A new learning area with rapid implementation
• Many teachers are unfamiliar and untrained in computer
science and computational thinking
• Existing CS programs (cs4fn, CS Unplugged) are aimed
at changing perceptions
• CS education research is growing… but what about
research across the early years?
University of Adelaide 14
15. The Literature
• What research exists to guide teaching CS to students
aging from 5 years to 18 years?
• Which methodologies have researchers used?
• Which Digital Technology concepts do the studies
investigate?
University of Adelaide 15
16. Method
• Google Scholar & ACM Digital Library
• 2003- 2013
• F-12 (ages 5- 18)
• Research papers & reports
• Activities teaching CS-related concepts
• Any context
… returned 71 relevant papers
University of Adelaide 16
17. Simon’s Classification System
• Topic what the paper is about
• Context the subject area
• Scope the breadth
• Nature the type of paper
University of Adelaide 17
18. Location
US, 39
Asia, 9
Australia, 1
Europe, 15
UK, 2
NZ, 1
Other, 4
University of Adelaide 18
19. Year Published
18
16
14
12
10
8
6
4
2
0
‘04 ‘05 ‘06 ‘07 ‘08 ‘09 ’10 ‘11 ‘12 ‘13
University of Adelaide 19
20. Scope
Intensive program/
initiative, 31
Institution
(within school), 9
Multi-institutional
(different schools),
Single case, 17
10
Not applicable, 4
University of Adelaide 20
21. Context & Topic
Context/Top
ic
Ability/
aptitude
Assess.
techniques
Assess. tools Curriculum
Perceptions/
interest
T/L
T/L
techniques
T/L tools Total
Broad-based 3 2 5
Computation
1 2 3 3 9
al thinking
Curriculum 1 2 3
Data structures 1 1
Gaming 2 1 3
Hardware/architecture 1 1
Information systems 1 1
Integrated curriculum 1 2 3 1 7
Introduction to IT 2 2
Mathematics 1 2 1 4
Programming 11 4 1 7 8 31
Project 1 1 2 4
Total 12 2 2 5 14 1 19 16 71
University of Adelaide 21
23. Resources & Tools
Early Yrs
(5- 9yrs)
Mid/Upper Yrs
(10- 14 yrs)
High school
(14+)
Total
Tangible programming tools 5 14 2 21
Other resources/tools 3 1 5 9
Curriculum resources
(CS Unplugged)
0 3 4 7
Electronics 0 4 2 6
Non-digital activities 0 2 3 5
Robotics 1 3 1 5
Game creation environments 0 4 0 4
Java and java-programming tools 0 2 2 4
Game or PC puzzle 0 2 1 3
University of Adelaide 23
24. CS Concepts
Communication of Problems and Solutions
Algorithms (following and describing) 29
Implementation (translating and programming) 34
Specification (descriptions and techniques) 18
Data
Data collection (properties, sources and data collection) 3
Data interpretation (patterns and context) 8
Data representation (symbolism and separation) 12
Digital systems (hardware, software, and networks on the Internet)
Hardware and software 7
Networks and the Internet 9
Interactions (people and digital systems, data and processes) 8
Broad-based concepts 8
Abstraction (hiding irrelevant details) 7
Impact (impacts and empowerment) 1
University of Adelaide 24
25. Opportunities
CS F-10 Pedagogy
Particular focus on the
early years needed
Effective pedagogy
How students perform
and measured learning
outcomes
Computational thinking
Methodology, sample
& scope
Authentic classroom
environment & situation
Beyond outreach
programs, connected
with curricula
Longitudinal, larger
random samples
Teacher experience &
development
How to support teachers
and their needs
Understanding teacher
experiences & their
influence
University of Adelaide 25
26. Solutions?
• National scale & urgent
• Supporting teachers (domain knowledge and comfort)
• Developing effective pedagogy for all year levels
• Collaboration between teachers in primary schools, high
schools and university with educational researchers
• Developing community networks
• Resources and lesson ideas that map to the curricula
• International collaborations & research
University of Adelaide 26
28. rebecca.vivian@adelaide.edu.au
Computer Science Education Research (CSER) Group
Thank You
Presentation based on a paper accepted for ACE 2013, co- authored
with Associate Prof Katrina Falkner and Dr Nickolas Falkner
Editor's Notes
Displaying a sample- explain it is separated into bands, part of the “Technologies” Learning area
These few slides just introduce key words and concepts introduced across the curriculum… emphasizing how overwhelming this might be for teachers and how children operate at these levels
Repeat the same with the following slides
Invite people to suggest more ideas and at the end say that we are in the process of developing free online materials for teachers and a course if anyone is interested in contributing to please contact us…