During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how -
-to encourage more departments to participate in the informatics initiative
-to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences
-to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers
NSBA T+L Conference, Denver 2009
Marianne Hauser, Director of Secondary Instruction
Kimberly Park, K-12 Instructional Technology Coordinator
Fayetteville Public Schools, Fayetteville, AR
NSBA T+L Conference, Denver 2009
Marianne Hauser, Director of Secondary Instruction
Kimberly Park, K-12 Instructional Technology Coordinator
Fayetteville Public Schools, Fayetteville, AR
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Developing a Digital Citizenship ProgramCathy Oxley
Promoting responsible Digital Citizenship within the school environment.
Schools have a duty of care to teach students how to behave in responsible and ethical ways when using the internet. A negative online presence can have a profound impact on a student’s learning, and personal and professional life. This looks at ways of helping students create a positive digital footprint and the process for developing a whole school Digital Citizenship program. Includes examples of a wide range of sources schools can use when implementing such a program.
Presentation for Speakers Ink Seminar, August 2012 and Creating Future Libraries Day October 2012
Oeb slides zone of effective learning - (final)Zac Woolfitt
The Zone of Effective Learning with Technology is a conceptual representation to examine under what conditions an individual can be said to be using a learning technology effectively. Using Maslow’s four stages of learning we can move from unconsciously un-competent (as a servant to technology), to consciously competent (as a master of technology, on our terms).
The ‘Sweet spot of maximum technology impact’ is the concept I use to define the desired point of balance between the potential of a technology, your ability to apply that technology to a specific learning task, and your understanding of how well you are mastering the technology for the task in hand. It basically boils down to knowing how to use a specific technology and staying on track while you are using it to do what you need it to do, without getting side tracked. That is a lot easier said than done.
Please get in touch if you'd like to comment or add your own ideas: zac.woolfitt@inholland.nl
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Developing a Digital Citizenship ProgramCathy Oxley
Promoting responsible Digital Citizenship within the school environment.
Schools have a duty of care to teach students how to behave in responsible and ethical ways when using the internet. A negative online presence can have a profound impact on a student’s learning, and personal and professional life. This looks at ways of helping students create a positive digital footprint and the process for developing a whole school Digital Citizenship program. Includes examples of a wide range of sources schools can use when implementing such a program.
Presentation for Speakers Ink Seminar, August 2012 and Creating Future Libraries Day October 2012
Oeb slides zone of effective learning - (final)Zac Woolfitt
The Zone of Effective Learning with Technology is a conceptual representation to examine under what conditions an individual can be said to be using a learning technology effectively. Using Maslow’s four stages of learning we can move from unconsciously un-competent (as a servant to technology), to consciously competent (as a master of technology, on our terms).
The ‘Sweet spot of maximum technology impact’ is the concept I use to define the desired point of balance between the potential of a technology, your ability to apply that technology to a specific learning task, and your understanding of how well you are mastering the technology for the task in hand. It basically boils down to knowing how to use a specific technology and staying on track while you are using it to do what you need it to do, without getting side tracked. That is a lot easier said than done.
Please get in touch if you'd like to comment or add your own ideas: zac.woolfitt@inholland.nl
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
a mash up of ideas, notes and resources to help my lovely but disorganised bunch of A2 Media Studies students. bits borrowed from here and there - use how you wish.
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Social Media. Revolution, Evolution, Solution.Cindy De Smet
Ten years ago, Mark Prensky coined the terms digital natives ( a person who was born during or after the introduction of digital technology) and digital immigrants. However, recent reseach shows that these "natives" are not so comfortable with technology as expected. Today, Martin Weller proposes a more realistic view on this topic and introduces "the digital scholar".
In this presentation, the presenter (Phd-student, teacher and webaddict) brings her point of view on how teachers can use social media in their classroom.
More papers and presentations by Cindy De Smet can be found on Academia: http://hogent.academia.edu/CindyDeSmet
by Ben Bederson and Allison Druin
Human-Computer Interaction Lab
University of Maryland
ACM SIGCHI identifies and honors leaders and shapers of the field of human-computer interaction with annual SIGCHI Awards. The Social Impact Award honors individuals who promote the application of human-computer interaction research for pressing social needs. This year the award was given to Ben Bederson and Allison Druin of the University of Maryland for their joint work in developing the International Children’s Digital Library and their individual work in developing new methods that give children a voice in the development of new technologies, and for their work on electronic voting systems.
Digtial Natives: Who Are They & Why Does it Matter to Educators?Marlo Young
This presentation is designed to provide a snapshot into the lives of "Digital Natives" -a generation that has grown up immersed in a digitally rich world- and their perspectives on learning.
Faculty In-Service Presentation for the Art Institute of California - San Francisco.
June 22, 2010
Tech Tools to Support Literacy Teaching and Learning
Tar River Reading Council
January 20, 2011
Dr. Brian C. Housand
East Carolina University
http://brianhousand.com
Similar to Designing the Digital Future Slides (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. AGENDA LUNCH Table 1
Sayan Bandyabadhyay
• grad student in Computer Science sayan
• bandyabadhyay@uiowa.edu
Grant Nordby
• Architect in Iowa City
• agnordby@gmail.com
Tammy Clegg
• University of Maryland College of Ed/College of information studies
• tclegg@umd.edu
Rodney Thompson
• from IC and Coralville, child advocate looking to collaborate with
others
Momina Tabish
• Computer science PhD
• syedamomina-tabish@uiowa.edu
3. Definitions
I asked for a definition of Human Computer Interaction, since it is so
new to me, and this is how Tammy and Sayan explained it to me –
technology design with people at the forefront of that design, emphasis
on design, emphasis on process rather than product, designs that make
the human as comfortable with the technology as possible
• Sayan provides an example of the slow evolution of computer
displays/monitors over time: we started with no display at all, then
moved on to a basic display once we realized it was good to be able
to see what you were doing while you were doing. As technology
became more advanced we were able to make those displays better
and easier to use. Now we are even starting to think about how
displays might work for people who are visually impaired – adding
texture to output so that displays can be used with touch and sound
4. Where do people’s interests at your table connect
with informatics or HCI?
• Sayan: math and HCI – references second session in 10:45am block - the
way that the speakers approach the technology through a human
perspective, there is an emotion that is involved in this that doesn’t always
come through when working through technology, this might be helpful in
thinking about how math could be more human based
• Rodney: thinking about design and technology (including the limitation of
technology) opens up the whole concept of having a problem and finding a
solution. HCI has to do with questions, how you ask questions and the
questions you come up with while trying to resolve your problems, this will
be useful in any kind of problem solving
• Grant observes that HCI is very aware of audience. Since audience shapes
what we talk about, we might learn from HCI’s audience awareness. He
notes connecting with human side of computing is something architectural
software does to make it easier for experts to show work to non-experts
5. Where do work/teaching areas intersect at your table?
Is there potential for collaboration?
• Grant (architect) explains that in his work every day is about
communication, uses modeling programs to help visualize products
and data, make knowledge accessible to others, empowering people
to make decisions. This connects with a central tenant of other areas
of interest
• Rachel (computer science, joined our group later, did not get full
name) thought the interdisciplinary class that Meena and H.S.
presented on this morning was interesting and surprising, is starting
to think about how this might be possible in her program
• Grant asks Tammy how interdisciplinary programs create focused
research projects and research programs. Tammy explains that they
have weekly brown bags where people give research talks.
Additionally, a yearly symposium helps to draw people together
6. What would you like to see happen at UI in informatics
and/or HCI next year? In 5 or 10 years?
• Grant – make technology more accessible for people who
don’t like code, lower some of the technological barriers.
Notes that grasshopper has opened some doors to people
who don’t know code. Enable a more DIY approach!
• Tammy would like to see more diversity in HCI research and
education, a continued/greater focus on making impactful
tools that change the world in a lasting way. More tools that
might appeal to different groups of people
• (another student who joined later and whose name I did not
catch) wants to see better voice recognition tools that might
recognize the emotional and lead to better search parameters
7. What would you like to see happen at UI in
informatics and/or HCI next year? In 5 or 10 years?
• Sayan would like to see not just the advancement of technology, but
greater accessibility for everyone and anyone (for example, the blind
- more intuitive touch screens/not just flat smooth touch screens)
• Rodney – would like to see conferences like this include more
people from the community and especially children, use it for a
networking opportunity amongst kids. Also, more questions! A
little bit of preaching to the choir here, we should pose more
questions about what we are trying to accomplish
Overall, we all seem to want more space for people who don’t yet have
a voice in this conversation
8. Other notes
Rodney reads his proposal for web-based tools that kids can use to
promote peace and justice
Ideally, a safe place online that will help empower kids to become
better adults by giving them more opportunity to define their own
terms for a better future
This leads to an interesting conversation about how we need to harness
people’s natural tendencies to make technologies more powerful i.e. if
we want to appeal to kids, design a program to be more game-like
Tammy notes that a teenager (Jake Andraka) has done some
monumentally powerful stuff in HCI and is worth looking to as an
example of young people in HCI
9. Other Notes
Great quote from Grant about having a bunch of non-experts at the
table and why that is useful: “That’s why you involve an outside voice,
to ask the really dumb [seemingly straightforward] questions that
everyone else forgot to ask”.
Its important to create space to fail. Recognize that failure can be
awesome because it leads to creative solutions, greater awareness of the
problem, etc. We all need the freedom to fail!
10.
11. AGENDA LUNCH Table 2
• Jen Shook; English, UICB; jennifer-shook@uiowa.edu
• Elizabeth Deifell; Second Language Acquisition;
elizabethdeifell@uiowa.edu
• Lisa Anthony; UF/ Comp Sci; lanthony@cise.ufl.edu
• Jon Winet; Art/Humanities; jon-winet@uiowa.edu
o Director for Digital Arts and Humanities
o Experimental literature; using Twitter as the platform
• Jacki Rand; History; jacki-rand@uiowa.edu
o Faculty advisor for History Core; graduate student led
12. Where do people’s interests at your table connect with
informatics or HCI?
• What brought grad students to the symposium?
o Elizabeth: looking at HCI; interdisciplinary dissertation. Really tiny dataset; naturalistic and
complex; justify a small n; justify legitimacy; bridge education and communication studies;
good to get interdisciplinary perspective
• Post-structuralist; non-Gosseian statistics
• Using technology combined with close observation ; precision is lost
o Lisa: small n is no problem in HCI; qualitatively; you don’t have to justify in HCI; in an HCI
study, 20-30 is a lot
o Depends on how representative you’re trying to get
o Point of connection with HCI: methodologies; small n and open to exploratory studies ;
when publish in own communities
o Qualitative but still has points of percentages; percentages as a structure that justify how to
dig into that; case studies; digging into the story behind the numbers
• Jon:
o UI: names, dates database; 99,000 names; 64 incomplete columns of data and second project
looking at rich literature of Iowa City; narrative as central point of research; all through
multimedia narrative
13. Where do work/teaching areas intersect at your table? Is
there potential for collaboration?
• Elizabeth: to Jackie: language, space
o Talk from Univ. of Oregan; place-oriented game; layers
o You walk past a certain place you can watch a video etc.
o Jackie: tribal people do this but don’t have the same resources;
tribal prioirities; concerns about what’s happening in this
vacuum
o “It’s just amazing what a few hundred miles will do to a people”
• Re-enactments
• Interventions
o Jon: worked in Silicon Valley in the 90s; non-traditional uses of
existing technologies; HistoryCore: AINIS; incubator;
experimentations
• Last minute decided to teach course as an object based space
• Want to be a “change agent” in the dept
• Classroom in anthropologist dept; everything based in real
14. What would you like to see happen at UI in informatics
and/or HCI next year? In 5 or 10 years?
• Jacki: course release on HistoryCore
• More collaboration between tech and arts and humanities; more
collab between arts and humanities; public piece
• Jen: Hard to find research assistantships when you’re teaching;
digital humanities work; Informatics
• Jacki: administration has to reflect and show commitment; team
teaching problem areas
o Transnational feminism; diaspora; more efficient Collaboration
not challenges but opportunities ; you have to have collaboration
for HCI
17. Where do people’s interests at your table connect
with informatics or HCI?
• JD – HCI researcher, potential interconnect to Grinnell
Mellon proposal
• PN – medication reconciliation example
• Shared interest in usability testing
• JF – institutional Web site redesign – who is the audience
and how are they being served?
o Administrators interested in serving a lot of data
o Practice-base experience as life cycle driver
o Utility of digital signage in information dissemination
o Balancing scarce resources against equal access to limited bandwidth channels
18. Where do work/teaching areas intersect at your table? Is
there potential for collaboration?
• Institutional outreach/engagement juxtaposed with
design principles / information architecture
• How to craft a message for dissemination
• How relevant are our existing conceptualizations of use
cases for information systems, archives, etc.?
o Are new approaches to constructing use cases required? (user models, cultural
sensitivities, …)
• “digital repatriation”
• Cultural informed consent
o Differences in the scope of forgetting
19. What would you like to see happen at UI in informatics
and/or HCI next year? In 5 or 10 years?
• Inter-institutional collaboration enabled (e.g., Grinnell
Mellon proposal)
• More collaboration and discussion about information in
the public sphere
o How do we train our students and ourselves to evaluate those data critically?
• Data literacy enhancing information literacy
o Disciplinary distinctions in acceptable levels of literacy
20.
21. AGENDA LUNCH Table 4
• Joe Kearney – Associate Dean, CLAS, Comp Sci
• Dan Reed – OVPRED, Computer Science, UI
• Celine Latulipe - Creativity, supporting the arts, dance,
UNC-Charlotte
• May Beth Rosson - Gender, science, public access, Dean of
iSchool, Penn State
• Ron Wakkary - Design practice, SFU
• Juan Carlo Hourcade – Computer Science, UI
• Tom Keegan - Libraries, Rhetoric, UI
• Teresa Mangum – Gender, Women's, Sexuality Studies,
Director, Obermann Center for Advanced Studies, UI
22. Where do people’s interests at your table connect with
informatics or HCI?
• Traditional connections to Libraries and then crossover to business,
engineering, etc. to the point where "everything looks like HCI."
• The College "is the glue" between units within institutions.
• Strong desire to see data visualization incorporated into the
curriculum: as both low-grade intro level course content and higher-level
courses tailored to that focus.
• Informatics as a new "literacy." Do we teaching it that way at the
undergraduate and graduate level across disciplines?
• How do we de-silo the institution and get credit for teaching
transdepartmental courses?
23. Where do work/teaching areas intersect at your table? Is
there potential for collaboration?
• Can business schools, computers science departments, etc. be
leveraged to provide a service to institutions more broadly (as a
certificate or some other credential)?
• Do institutions address the interdisciplinary nature of informatics in
research and pedagogical structures?
• Do or can universities dynamically change their administrative
structures to accommodate new initiatives?
• Can we see undergraduate education and faculty research as a two-sided
means of encouraging uptake of new practices, approaches.
24. What would you like to see happen at UI in informatics
and/or HCI next year? In 5 or 10 years?
• Encouragement of (informatics) collaboration across disciplines free
from administrative structures that silo disciplines.
• Uptake of an informatics/digital skillset across the disciplines.
• Scalable practice-oriented courses within majors that move from
emphasizing applied knowledge to closer study of long histories
supporting the discipline.
• Get departments in conversation about best practices.
25.
26. AGENDA LUNCH Table 5
• Katie Walden, American Studies and Sports Studies, Katherine-e-walden@
uiowa.edu
• Luiza Pantoja, Informatics and Information Science,
luiza.pantoja@gmail.com
• Katie Wetzel, English Literature, Katherine-wetzel@uiowa.edu
• Eric Simpson, Department of English at Grinnel, simpsone@grinnell.edu
• Lisa Nathan, Library, Archival, and Information Sciences, University of
British Columbia,
• Elena Osinsky, Language, Literature, and Culture; Informatics,
Education, elena-osinsky@uiowa.edu
27. Where do people’s interests at your table connect
with informatics or HCI?
• We are concerned with…
o Pedagogy and work within the classroom (Literature, Rhetoric,
Informatics, Anthropology, sociology, education classrooms)
o Accessibility of information and skills
o Imagined memory of place
• We see connections with HCI occurring through
o The demand at Grinnell for Public Digital Humanities,
o Collaborating between Institutions (Grinnell/UI)
28. Where do work/teaching areas intersect at your table? Is
there potential for collaboration?
• Collaboration between Grinnell and UI Public Digital
Humanities
• Incorporate Critical Thinking into Projects: Join
Reflection or Constructive Critique with Building
• Our various areas offer alternative (sometimes more
abstract) solutions to one another that deal with the
temporal and skills-based problems we encounter in the
digital humanities curriculum
29. What would you like to see happen at UI in informatics
and/or HCI next year? In 5 or 10 years?
• We’re interested in establishing skills “bootcamps” and
seminars to engage undergraduates, graduates and faculty
between various local institutions
• We’d like to see HCI and UI informatics deal with the
temporal problems of reconciling skill building and complex
course projects with the academic calendar
• These various avenues of thought might help reconciling
humanities academic work with the public, making it more
accessible or relevant.
Editor's Notes
We can get this information later
Rodney Thompson - community member interested in learning more about what he doesn’t know -
Rodney notes that it would have been useful to have kids involved in this to hear what their response to this conversation was, what questions might they come up with