The document discusses digital ethics and responsible digital citizenship. It provides a framework for teaching digital ethics based on 5 elements: identity, privacy, ownership, trustworthiness, and community. It suggests activities for teachers and students to identify risks related to these elements and create classroom rules to prevent issues. The document also discusses the importance of being aware of one's digital footprint and provides checklists for monitoring privacy settings and online information.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
Module 3 – Communication and collaboration through open data is meant to empower learners to use a variety of tools for appropriate digital communication, effective collaboration and responsible civic participation.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
Module 3 – Communication and collaboration through open data is meant to empower learners to use a variety of tools for appropriate digital communication, effective collaboration and responsible civic participation.
Examining the practical value of social media as a communication tooldebparker
What is Social Media
How is Social Media used to communicate
Using Social Media in internal communications
The challenges
Case study:
Department of Education & Early Childhood Development’s Online Communications and Collaboration Strategy
Networking Development in the Network Society : Integrating ICT in Developmen...Manuel Acevedo
ICT Mainstreaming is needed in development agencies in order to properly integrate ICT into development work. Too few of them have done so, and it is not easy process. A model is proposed to help strategize and plan for an ordered approach to ICT mainstreaming, which is coherent with networked models of development cooperation.
Student Data and Its Discontents: How FUD undermined an education reform agendaPatrick McCormick
In 2012 New York launched one of the most ambitious education reform policy agendas in the country fueled by $700M in Race to the Top funding. New technology, online collaboration, and data driven instruction were at the center of one the largest NY RTTT projects. But within a year student data had shifted from being part of the solution to being part of the problem as public and political opposition grew across the state. The story of what happened in New York between 2012 and 2015 mirrored much of what unfolded across the U.S. raising the question of where we go from here with education reform, emerging technologies, and student data.
The differences of hv's and havenot's incase of ICT is called digital divide. The presentation focuses on digital divide in education. The concept explained with facts available on the net. The facts are included and referred in the show. The purpose of the presentation is pure academic and not commercial. the citation has been given. Concept of digital divide, global facts of digital divide with special reference to India, reasons behind digital divide and solutions of it has been mentioned in the presentation
Maddie is Online' is aimed for teachers and parents,
who lack accessible resources or time to educate
young children about the challenges and
opportunities of online connectivity. 'Maddie is
Online' is an engaging and fun digital literacy skills
cartoon video resource, supported by state-of-theart
research, workshops and digital lesson plans.
They can be used in different subjects (Personal
and Social Education, English, ICT, Health and
Wellbeing) at school or at home in an accessible
way, empowering young people with skills that help
them deal with challenging phenomena in their
digital lives.
Project Blog: https://maddiesonline.blogspot.com/
Playlists: bit.ly/2LwnE6T
Twitter: @MaddiesOnline
Email: k.martzoukou@rgu.ac.uk
Hello folks,this was my seminar topic in 2nd year polytechnic (ETC).I hope you all like this,references are shown which helped me complete this presentation.
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Examining the practical value of social media as a communication tooldebparker
What is Social Media
How is Social Media used to communicate
Using Social Media in internal communications
The challenges
Case study:
Department of Education & Early Childhood Development’s Online Communications and Collaboration Strategy
Networking Development in the Network Society : Integrating ICT in Developmen...Manuel Acevedo
ICT Mainstreaming is needed in development agencies in order to properly integrate ICT into development work. Too few of them have done so, and it is not easy process. A model is proposed to help strategize and plan for an ordered approach to ICT mainstreaming, which is coherent with networked models of development cooperation.
Student Data and Its Discontents: How FUD undermined an education reform agendaPatrick McCormick
In 2012 New York launched one of the most ambitious education reform policy agendas in the country fueled by $700M in Race to the Top funding. New technology, online collaboration, and data driven instruction were at the center of one the largest NY RTTT projects. But within a year student data had shifted from being part of the solution to being part of the problem as public and political opposition grew across the state. The story of what happened in New York between 2012 and 2015 mirrored much of what unfolded across the U.S. raising the question of where we go from here with education reform, emerging technologies, and student data.
The differences of hv's and havenot's incase of ICT is called digital divide. The presentation focuses on digital divide in education. The concept explained with facts available on the net. The facts are included and referred in the show. The purpose of the presentation is pure academic and not commercial. the citation has been given. Concept of digital divide, global facts of digital divide with special reference to India, reasons behind digital divide and solutions of it has been mentioned in the presentation
Maddie is Online' is aimed for teachers and parents,
who lack accessible resources or time to educate
young children about the challenges and
opportunities of online connectivity. 'Maddie is
Online' is an engaging and fun digital literacy skills
cartoon video resource, supported by state-of-theart
research, workshops and digital lesson plans.
They can be used in different subjects (Personal
and Social Education, English, ICT, Health and
Wellbeing) at school or at home in an accessible
way, empowering young people with skills that help
them deal with challenging phenomena in their
digital lives.
Project Blog: https://maddiesonline.blogspot.com/
Playlists: bit.ly/2LwnE6T
Twitter: @MaddiesOnline
Email: k.martzoukou@rgu.ac.uk
Hello folks,this was my seminar topic in 2nd year polytechnic (ETC).I hope you all like this,references are shown which helped me complete this presentation.
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
GoDigital Project: module 4 - Digital Safety and Problem SolvingKarl Donert
A presentation of the training undertaken as part of the GoDigital Project which seeks to improve the employability of NEETs (young people not in education or employment). The training consists of 4 modules which are connected to the European Digital Competence Framework (DigComp) for citizens. it is concerned with improving digital skills for work
This presentation concerns Module 4 - Safety and Problem Solving.
The GoDigital Web site is https://godigital-project.eu/
Dwe m3 digital footprint netiquette and reputation Data-Set
You will learn what your digital footprint is and how you can leave traces that can never be erased
You will be able to find out the size of your digital footprint by using different tools such as the Personal Digital Footprint Calculator
You will also become aware of your digital shadow and what it comprises of
You will check out your netiquette and see if it is correct or acceptable when using the internet
You will understand your online reputation and, by incorporating the 4 tips, be able to protect it
Chatty Kathy - UNC Bootcamp Final Project Presentation - Final Version - 5.23...John Andrews
SlideShare Description for "Chatty Kathy - UNC Bootcamp Final Project Presentation"
Title: Chatty Kathy: Enhancing Physical Activity Among Older Adults
Description:
Discover how Chatty Kathy, an innovative project developed at the UNC Bootcamp, aims to tackle the challenge of low physical activity among older adults. Our AI-driven solution uses peer interaction to boost and sustain exercise levels, significantly improving health outcomes. This presentation covers our problem statement, the rationale behind Chatty Kathy, synthetic data and persona creation, model performance metrics, a visual demonstration of the project, and potential future developments. Join us for an insightful Q&A session to explore the potential of this groundbreaking project.
Project Team: Jay Requarth, Jana Avery, John Andrews, Dr. Dick Davis II, Nee Buntoum, Nam Yeongjin & Mat Nicholas
Techniques to optimize the pagerank algorithm usually fall in two categories. One is to try reducing the work per iteration, and the other is to try reducing the number of iterations. These goals are often at odds with one another. Skipping computation on vertices which have already converged has the potential to save iteration time. Skipping in-identical vertices, with the same in-links, helps reduce duplicate computations and thus could help reduce iteration time. Road networks often have chains which can be short-circuited before pagerank computation to improve performance. Final ranks of chain nodes can be easily calculated. This could reduce both the iteration time, and the number of iterations. If a graph has no dangling nodes, pagerank of each strongly connected component can be computed in topological order. This could help reduce the iteration time, no. of iterations, and also enable multi-iteration concurrency in pagerank computation. The combination of all of the above methods is the STICD algorithm. [sticd] For dynamic graphs, unchanged components whose ranks are unaffected can be skipped altogether.
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
Adjusting primitives for graph : SHORT REPORT / NOTESSubhajit Sahu
Graph algorithms, like PageRank Compressed Sparse Row (CSR) is an adjacency-list based graph representation that is
Multiply with different modes (map)
1. Performance of sequential execution based vs OpenMP based vector multiply.
2. Comparing various launch configs for CUDA based vector multiply.
Sum with different storage types (reduce)
1. Performance of vector element sum using float vs bfloat16 as the storage type.
Sum with different modes (reduce)
1. Performance of sequential execution based vs OpenMP based vector element sum.
2. Performance of memcpy vs in-place based CUDA based vector element sum.
3. Comparing various launch configs for CUDA based vector element sum (memcpy).
4. Comparing various launch configs for CUDA based vector element sum (in-place).
Sum with in-place strategies of CUDA mode (reduce)
1. Comparing various launch configs for CUDA based vector element sum (in-place).
3. 3.5.1. Digital ethics
KA2 - 2019-1-BE02-KA201-060212 3
According to Howard Gardner, in order to teach responsible digital
citizenship, you can develop a framework based on 5 main elements:
1. Identity: Which information appears if someone types your name on
the web?
2. Privacy: Are your information adequately protected?
3. Ownership: How would you use the contents produced by others?
4. Trustworthiness: Are you sure about the reliability of the information
sent by others?
5. Community: how to interact within the Online community? How to
respond in the case of malicious texts or emails?
Based on these elements, develop your classroom’s rules.
4. 3.5.1. Digital ethics
KA2 - 2019-1-BE02-KA201-060212 4
Why don’t you try this activity with your students?
Identify:
1. A risk connected to each of the 5 areas: Identity, privacy,
ownership, trustworthiness, community
2. A rule preventing that happening
Together with your students, create your classroom’s rules.
(Stannard, 2018). You may also ask your students to present
their netiquette rules through interactive tools, e.g.
Piktochart, Canva.
5. Web users should be aware of the dangers they may encounter and of the
necessary instruments for appropriate prevention/reaction.
Identify some of these topics and prepare a framework of suggested behaviours.
You may discuss: Online privacy, Fake news, Cyberbullying, Sexting, Oversharing,
Cyber predators, Phishing, Malware, Befriend strangers, Online Hate Speech.
KA2 - 2019-1-BE02-KA201-060212
3.5.2. Online & Offline social
norms
Tools, data & Resources needed:
Internet, Computer / mobile phones
Common Sense Education, Video Library
Time required: 1h
6. 3.5.2. Online & Offline social norms
KA2 - 2019-1-BE02-KA201-060212 6
Oversharing and Your Digital Footprint
Source https://www.commonsense.org/education/videos/teen-voices-
oversharing-and-your-digital-footprint
Discussion • What are some advantages/drawbacks of sharing on social media?
• Do you agree with some of the perspectives in the video? Which one?
Why?
• Now provide a definition of what digital footprint means and discuss
together how to keep safe on social media
Here are some inspirational videos from Common Sense Education to
start conversation:
7. 3.5.2. Online & Offline social norms
KA2 - 2019-1-BE02-KA201-060212 7
Friendships and Boundaries
Source https://www.commonsense.org/education/videos/teen-voices-
friendships-and-boundaries
Discussion - How have relationships changed with the spread of digital devices?
- Why can online relationships be risky? How can we reduce such risks?
- How is online communication similar/different to/from real life
communication? Can you identify pros/contra of each?
- What can you do to enhance your online relationships, towards
responsible and respectful behaviours?
- What makes a quality friendship?
- Do you agree? Why or why not?
- How can we intervene if someone is behaving cruelly online or using
hate speech?
- Identify responsible behaviours to follow
8. 3.5.2. Online & Offline social norms
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Hate Speech Online
Source https://www.commonsense.org/education/videos/teen-voices-hate-
speech-online
Discussion • How would you define hate speech?
• Have you ever seen it online?
• What do you think is the reason behind hate speech?
• Give a definition of hate speech and discuss how this affect the
students’ activities online
9. 3.5.2. Online & Offline social norms
KA2 - 2019-1-BE02-KA201-060212 9
Is the Internet making you meaner?
Source https://www.commonsense.org/education/videos/is-the-internet-
making-you-meaner
Discussion • What does online disinhibition mean for you?
• Provide a definition of online disinhibition
• Which are the main causes for this phenomenon?
• Have you ever experienced it?
• Do you think it is a benefit or a bad thing? Why?
10. 3.5.2. Online & Offline social norms
KA2 - 2019-1-BE02-KA201-060212 10
• You may also use these topics as a starting point to
develop your classroom’s rules according to Howard
Gardner’ s elements, as suggested in the previous
activity.
• The following link offers other interactive games and
videos that can be helpful:
https://wideopenschool.org/student-activities/dig-
cit/grades-9-12/#all/
11. Sharing data, interacting and collaborating through them, implies interacting on the
online community: some apps may communicate your location; multimedia content
often contains such metadata as EXIF for images, identifying the place and time when
the picture was taken and even the camera serial number.
The term “digital footprint” defines the invisible record of your online activities
The following video shows what the digital footprint is:
https://www.youtube.com/watch?v=KAeJuod0GFA&feature=emb_logo
KA2 - 2019-1-BE02-KA201-060212
3.5.3. Your digital footprint
checklist
Time required: 1h
12. 3.5.3. Your digital footprint checklist
KA2 - 2019-1-BE02-KA201-060212 12
• Do a simple Web search: digit your name on a searching engine: what
can you find about yourself?
• Monitor your Google Privacy and check which devices are allowed to
access your account.
• Check your social media: disactivate old accounts and control your
privacy settings on the social media you use most often.
• You can also activate alerts for future notifications: e.g., Google alerts will
notify new content emerging from online researches about yourself.
• Remember to monitor your privacy settings on social media platforms
and be careful while sharing.
Are you aware of your
digital footprint?
13. 3.5.3. Your digital footprint checklist
KA2 - 2019-1-BE02-KA201-060212 13
Now discuss with your students:
• What do you do online that may influence your identity?
• Have you ever posted a picture of someone else without
asking for permission? How would you feel if the same
happened to you?
• Why is your digital footprint important? How can it influence
your life?
• What can you do to protect your digital footprint?
This checklist can provide you with a “reminder”
for a safe online experience
14. Data ethics is “a branch of ethics that evaluates data practices with the
potential to adversely impact on people and society – in data collection,
sharing and use” (Open Data Institute).
KA2 - 2019-1-BE02-KA201-060212
3.5.4. The Data Ethics Canvas
Tools, data and resources needed:
• Internet, Computer / mobile phones
• The Data Ethics Canvas
Time required: 20 min
15. 3.5.4. The Data Ethics Canvas
KA2 - 2019-1-BE02-KA201-060212 15
The Data Ethics Canvas may help you identify and overcome any
ethical issue that can arise from the use of others’ data.
• You can start from any part of the Canvas and follow the
order you prefer. For each section take your time to reflect.
• The model can be helpful before taking any action of data
sharing.
• The Data Ethics Canvas can be downloaded in different
languages at the following website.
• Use the Data Ethics Canvas before sharing data in your
presentation/research/blog.
16. Available in different languages, the Data Detox x Youth is an activity book to
support young people control of their online activity, in relation to four main
areas:
• Digital privacy, to monitor your online profile;
• Digital security, with tips for secure passwords
• Digital wellbeing, dealing with the risk of getting addicted to smartphones
• Misinformation, with a guide on how to consume information online
KA2 - 2019-1-BE02-KA201-060212
3.5.5. Data Detox x Youth
Tools, data and resources needed:
Internet, Computer / mobile phones
Data Detox x Youth
17. 3.5.5. Data Detox x Youth
KA2 - 2019-1-BE02-KA201-060212 17
The toolkit targets youngsters aged 11-16 years old, who already
own their digital device, but can be applied to other age groups.
• English
• Italian
• Deutsch
Other languages are available
18. The Safer Internet Day was launched by the EU Safe Borders project in 2004
and taken up by the Insafe network as one of its first activities in 2005.
The event is a unique occasion for awareness raising about topics related to
such online issues as cyberbullying, digital identity, social networking.
The Safer Internet Day builds on a global, community-led approach, which
encourages everyone to give their contribute.
KA2 - 2019-1-BE02-KA201-060212
3.5.6. The Safer Internet Day
Tools, data and resources needed:
Internet, Computer / mobile phones
More information
19. 3.5.6. The Safer Internet Day
KA2 - 2019-1-BE02-KA201-060212 19
• The Safer Internet Day website a global online community
platform for countries and organisations to show their events
and actions. The website offers a gallery of resources that can
help you promote safer behaviours online.
• An interesting resource for teachers is the handbook “The Web
we want”: lesson plans offering ideas and activities to spur their
learners’ creative and critical thinking skills. Available in
different languages, the lesson plans are organised in line with
the European e-Competence Framework.
• Other resources can be found at:
https://www.saferinternetday.org/resources
