This presentation, given at the 2009 CSSE conference in Ottawa, Ontario, offers graduate students advice on writing, publishing, and surviving the publication process.
Shared experiences and expectations asked participants to write down questions about peer assessment tools on post-it notes and place them on the relevant topic posters around the room. The topics were data handling, software installation, integrating technology and teaching, marking algorithm and methodology, and collusion, victimisation, and fairness. Participants then joined the poster group closest to their main question or issue. Each group consolidated questions on their poster into a flip chart under categories of problems needing solutions ("Agghhh") or those with potential solutions already ("Eureka"). Groups then reported back key findings so the facilitators could address issues in afternoon sessions.
The document discusses the paradigmatic struggles that universities face with delivering online learning. It outlines trends in online learning, as well as three main issues: economic forces that treat education as a commodity, philosophical resistance from faculty to changing practices, and political tensions around institutional leadership and governance. The conclusion is that higher education institutions need to undergo cultural changes, including becoming learning organizations, to successfully adapt to the new landscape of online learning delivery.
This document discusses modern visual information workflows and key technologies driving changes in visual data capture and analysis. It outlines opportunities in transportation monitoring, human behavior classification, visual search, and health diagnostics using computer vision and artificial intelligence. While computational power, data storage, and input sources are increasing, technical challenges remain around privacy, reliability, and obtaining sufficient data. Overall, proliferation of cameras and imaging devices is leading to more visual data that can be analyzed to gain insights.
WebPA is a peer assessment tool that allows students to provide adjusted marks for individual contributions to group work. It addresses a common criticism of group work that all students receive the same mark regardless of individual performance. The document discusses how WebPA is being used successfully at several universities to provide peer assessments of cooperation, communication, enthusiasm, organization, and contribution for group work. Feedback indicates students are more satisfied with group work assessed using WebPA and that complaints about assessing group work have decreased.
This presentation, given at the 2009 CSSE conference in Ottawa, Ontario, offers graduate students advice on writing, publishing, and surviving the publication process.
Shared experiences and expectations asked participants to write down questions about peer assessment tools on post-it notes and place them on the relevant topic posters around the room. The topics were data handling, software installation, integrating technology and teaching, marking algorithm and methodology, and collusion, victimisation, and fairness. Participants then joined the poster group closest to their main question or issue. Each group consolidated questions on their poster into a flip chart under categories of problems needing solutions ("Agghhh") or those with potential solutions already ("Eureka"). Groups then reported back key findings so the facilitators could address issues in afternoon sessions.
The document discusses the paradigmatic struggles that universities face with delivering online learning. It outlines trends in online learning, as well as three main issues: economic forces that treat education as a commodity, philosophical resistance from faculty to changing practices, and political tensions around institutional leadership and governance. The conclusion is that higher education institutions need to undergo cultural changes, including becoming learning organizations, to successfully adapt to the new landscape of online learning delivery.
This document discusses modern visual information workflows and key technologies driving changes in visual data capture and analysis. It outlines opportunities in transportation monitoring, human behavior classification, visual search, and health diagnostics using computer vision and artificial intelligence. While computational power, data storage, and input sources are increasing, technical challenges remain around privacy, reliability, and obtaining sufficient data. Overall, proliferation of cameras and imaging devices is leading to more visual data that can be analyzed to gain insights.
WebPA is a peer assessment tool that allows students to provide adjusted marks for individual contributions to group work. It addresses a common criticism of group work that all students receive the same mark regardless of individual performance. The document discusses how WebPA is being used successfully at several universities to provide peer assessments of cooperation, communication, enthusiasm, organization, and contribution for group work. Feedback indicates students are more satisfied with group work assessed using WebPA and that complaints about assessing group work have decreased.
WebPA is a tool for peer assessment of group work that provides individual marks for students. It allows students to assess their peers' contributions to the group project. This addresses the issue of group marks not recognizing individual effort. The tool provides a fair, confidential, and easy way to evaluate individual performance within a group context. It benefits both teachers and students by improving the learning experience and increasing the satisfaction of all involved in the assessment process.
WebPA is an open-source online peer assessment system that was originally developed in 1998 and has been improved over time. It allows students to provide peer evaluations of individual contributions to group work, from which individualized marks are calculated. This provides a fairer assessment than simply giving all group members the same mark. Both students and teachers benefit from the increased fairness, student involvement, and improved group dynamics and learning that WebPA facilitates for assessed group work.
WebPA is a peer assessment tool that allows students to provide individual marks for group work based on each member's contributions. It provides a fairer assessment of individual performance within a group project compared to everyone receiving the same mark. Studies found that using WebPA led to higher quality work from students and improved team dynamics and learning experiences. Teachers benefit from the flexibility to customize assessments and the generation of individual student marks. Learners benefit from involvement in the assessment process and fair, confidential evaluation of individual work within a group.
This document discusses aspects of effective practice and topics for discussion regarding practice. It mentions evidencing good practice, selfishness in self-assessment marks, sharing practice with others, embedding the WebPA system within departments and institutions, algorithms, and group management.
This document provides instructions for an icebreaker activity where participants write down their greatest fear related to peer assessment on individual cards, place them in a hat, then get in groups to rank the fears from least to most concerning. The groups then share with the larger group what was identified as the scariest peer assessment fear among those drawn from the hat.
WebPA, a JISC funded project, is ending in March 2009 and needs to continue developing and sustaining itself. Several areas need ongoing work including software development, content development, implementation support, user support, marketing, fundraising, research, and governance. Suggestions are needed from stakeholders regarding targets for the project moving forward, specifically detailing what needs to be done, why it's important, how it will be accomplished, and who will be involved. The WebPA team is committed to the long-term success of the project.
Group work is assessed based on the quality of the final product, the group's process, and individual contributions. Students may do self and peer assessments to evaluate their own and others' performance. Self and peer assessments give students a chance to reflect on how they worked in a group and get feedback from teammates. WebPA is an online peer assessment system developed at Loughborough University that has been used since 1998 across many departments and by over 2,500 students. It allows team members to grade their own and others' performance, with the grades calculated by the WebPA system.
The document announces the program for WebPA's first official user group meeting on December 16, 2008 at the Aston Business School Conference Centre. The aim is to further develop and build the community of WebPA users, focusing on current and long-term issues. The program includes sessions on sharing experiences, supporting an open source community, parallel sessions for IT and academics, new features in WebPA 1.0.0.3, and planning for the future. An evening meal and overnight stay are also provided.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide peer evaluations of individual contributions to group work, generating adjusted individual marks. Teachers benefit from WebPA's flexibility to customize assessment criteria and groups, and its automated generation of individual student marks. Learners benefit from the fair and confidential peer assessment process, which positively impacts individual performance, team dynamics, and the overall learning experience. WebPA has been successfully adopted by several universities and is praised by both students and faculty for improving group work assessments.
The document summarizes the evolution of WebPA, a peer assessment system, from 1998 to 2008. It started as a paper-based system at Loughborough University to address issues with cumbersome and time-consuming assessment. It was rewritten in 2002 as PASS and again in 2004, and became open source in 2007. Usage grew exponentially after 2005 across many departments and universities. Feedback was positive, finding it improved satisfaction and produced honest, credible marking compared to traditional assessment.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to assess the individual contributions of group members, generating adjusted individual marks. This helps address criticisms of purely group-based assessment. Teachers benefit from WebPA's flexibility and ability to automate individual mark generation. Learners benefit from fair and confidential peer assessment that improves individual performance and team dynamics. Case studies show high student return rates and satisfaction with WebPA's use in higher education institutions.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide confidential peer evaluations on individual contributions to group work. This generates adjusted individual marks rather than everyone receiving the same group mark. Teachers benefit from the flexibility to customize assessment criteria and automated individual marking. Learners benefit from involvement in the assessment process and receiving fair, confidential evaluations that improve individual performance and team dynamics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
WebPA is a tool for peer assessment of group work that provides individual marks for students. It allows students to assess their peers' contributions to the group project. This addresses the issue of group marks not recognizing individual effort. The tool provides a fair, confidential, and easy way to evaluate individual performance within a group context. It benefits both teachers and students by improving the learning experience and increasing the satisfaction of all involved in the assessment process.
WebPA is an open-source online peer assessment system that was originally developed in 1998 and has been improved over time. It allows students to provide peer evaluations of individual contributions to group work, from which individualized marks are calculated. This provides a fairer assessment than simply giving all group members the same mark. Both students and teachers benefit from the increased fairness, student involvement, and improved group dynamics and learning that WebPA facilitates for assessed group work.
WebPA is a peer assessment tool that allows students to provide individual marks for group work based on each member's contributions. It provides a fairer assessment of individual performance within a group project compared to everyone receiving the same mark. Studies found that using WebPA led to higher quality work from students and improved team dynamics and learning experiences. Teachers benefit from the flexibility to customize assessments and the generation of individual student marks. Learners benefit from involvement in the assessment process and fair, confidential evaluation of individual work within a group.
This document discusses aspects of effective practice and topics for discussion regarding practice. It mentions evidencing good practice, selfishness in self-assessment marks, sharing practice with others, embedding the WebPA system within departments and institutions, algorithms, and group management.
This document provides instructions for an icebreaker activity where participants write down their greatest fear related to peer assessment on individual cards, place them in a hat, then get in groups to rank the fears from least to most concerning. The groups then share with the larger group what was identified as the scariest peer assessment fear among those drawn from the hat.
WebPA, a JISC funded project, is ending in March 2009 and needs to continue developing and sustaining itself. Several areas need ongoing work including software development, content development, implementation support, user support, marketing, fundraising, research, and governance. Suggestions are needed from stakeholders regarding targets for the project moving forward, specifically detailing what needs to be done, why it's important, how it will be accomplished, and who will be involved. The WebPA team is committed to the long-term success of the project.
Group work is assessed based on the quality of the final product, the group's process, and individual contributions. Students may do self and peer assessments to evaluate their own and others' performance. Self and peer assessments give students a chance to reflect on how they worked in a group and get feedback from teammates. WebPA is an online peer assessment system developed at Loughborough University that has been used since 1998 across many departments and by over 2,500 students. It allows team members to grade their own and others' performance, with the grades calculated by the WebPA system.
The document announces the program for WebPA's first official user group meeting on December 16, 2008 at the Aston Business School Conference Centre. The aim is to further develop and build the community of WebPA users, focusing on current and long-term issues. The program includes sessions on sharing experiences, supporting an open source community, parallel sessions for IT and academics, new features in WebPA 1.0.0.3, and planning for the future. An evening meal and overnight stay are also provided.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide peer evaluations of individual contributions to group work, generating adjusted individual marks. Teachers benefit from WebPA's flexibility to customize assessment criteria and groups, and its automated generation of individual student marks. Learners benefit from the fair and confidential peer assessment process, which positively impacts individual performance, team dynamics, and the overall learning experience. WebPA has been successfully adopted by several universities and is praised by both students and faculty for improving group work assessments.
The document summarizes the evolution of WebPA, a peer assessment system, from 1998 to 2008. It started as a paper-based system at Loughborough University to address issues with cumbersome and time-consuming assessment. It was rewritten in 2002 as PASS and again in 2004, and became open source in 2007. Usage grew exponentially after 2005 across many departments and universities. Feedback was positive, finding it improved satisfaction and produced honest, credible marking compared to traditional assessment.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to assess the individual contributions of group members, generating adjusted individual marks. This helps address criticisms of purely group-based assessment. Teachers benefit from WebPA's flexibility and ability to automate individual mark generation. Learners benefit from fair and confidential peer assessment that improves individual performance and team dynamics. Case studies show high student return rates and satisfaction with WebPA's use in higher education institutions.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide confidential peer evaluations on individual contributions to group work. This generates adjusted individual marks rather than everyone receiving the same group mark. Teachers benefit from the flexibility to customize assessment criteria and automated individual marking. Learners benefit from involvement in the assessment process and receiving fair, confidential evaluations that improve individual performance and team dynamics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com