Research Webinar: OERS and Cognitive ScienceiNACOL
This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
Using Experiments and Cognitive Science Research to Improve the Design of Onl...Joseph Jay Williams
The recent explosion of online educational resources has the potential to reorganize how we learn – from K-12 and university to the workplace and the informal learning we do every day. It also raises new questions and opportunities for research that crosses the many disciplines relevant to designing computer programs that help people learn. For example, HCI and cognitive science can provide complementary perspectives in investigating how to design the content and instructional features of an online course, such that a person processes and stores that information in a way that successfully guides their future behavior. Online educational environments provide new optimism in tackling challenges like these because they can be instrumented to collect an unprecedented scale and diversity of data, and allow iterative sequences of experiments to be embedded in authentic educational contexts with real students.
This talk presents one approach to this kind of research, using experimental comparisons to test the effects of modifying online mathematics exercises to include motivational messages and question prompts for people to explain, the design of which is guided by the psychological literature on motivation and learning. A combination of laboratory experiments and experiments embedded in real-world online education platforms (like www.KhanAcademy.org) reveal that prompting people to explain “why?” facts are true drives them beyond memorization to uncover underlying principles and patterns, and that teaching such self-questioning strategies may accelerate student learning. Motivational messages appear to have limited benefits if they are simply encouraging or aimed at raising confidence, but do increase how much effort students invest if the messages emphasize that aptitude is malleable and can be improved through persistence. Several planned experiments are presented which also use this paradigm of adding minimal but effective textual changes to online exercises to achieve practical impact and explore basic cognitive science questions about learning.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
Research Webinar: OERS and Cognitive ScienceiNACOL
This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
Using Experiments and Cognitive Science Research to Improve the Design of Onl...Joseph Jay Williams
The recent explosion of online educational resources has the potential to reorganize how we learn – from K-12 and university to the workplace and the informal learning we do every day. It also raises new questions and opportunities for research that crosses the many disciplines relevant to designing computer programs that help people learn. For example, HCI and cognitive science can provide complementary perspectives in investigating how to design the content and instructional features of an online course, such that a person processes and stores that information in a way that successfully guides their future behavior. Online educational environments provide new optimism in tackling challenges like these because they can be instrumented to collect an unprecedented scale and diversity of data, and allow iterative sequences of experiments to be embedded in authentic educational contexts with real students.
This talk presents one approach to this kind of research, using experimental comparisons to test the effects of modifying online mathematics exercises to include motivational messages and question prompts for people to explain, the design of which is guided by the psychological literature on motivation and learning. A combination of laboratory experiments and experiments embedded in real-world online education platforms (like www.KhanAcademy.org) reveal that prompting people to explain “why?” facts are true drives them beyond memorization to uncover underlying principles and patterns, and that teaching such self-questioning strategies may accelerate student learning. Motivational messages appear to have limited benefits if they are simply encouraging or aimed at raising confidence, but do increase how much effort students invest if the messages emphasize that aptitude is malleable and can be improved through persistence. Several planned experiments are presented which also use this paradigm of adding minimal but effective textual changes to online exercises to achieve practical impact and explore basic cognitive science questions about learning.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
first of 2 sessions focusing on including and teaching struggling readers in the class with choice, open-ended strategies, and a focus on background knowledge.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
What charities really think of online giving, and how to make the most of itJonathan Waddingham
This is a presentation given at the Institute of Fundraising North Social Media Conference, and the Professional Fundraising 'digicomms' conference in January and February 2009.
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
first of 2 sessions focusing on including and teaching struggling readers in the class with choice, open-ended strategies, and a focus on background knowledge.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
What charities really think of online giving, and how to make the most of itJonathan Waddingham
This is a presentation given at the Institute of Fundraising North Social Media Conference, and the Professional Fundraising 'digicomms' conference in January and February 2009.
A few slides from a talk I gave to a RCPT class on Web 2.0 resources for surveys. Not so great as a stand alone pres. but I thought they might want the links.
Theses are the slides from a presentation made by Justgiving's head of client services, Tom Mansel, at the Institute of Fundraising's National Convention on July 9th 2008
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
The internet and other emerging technology tools make it possible to offer learning experiences whereby real-world problems can be explored through discovery and inquiry. Learn to authentically enhance instruction through the use of technology.
Presentation for Saskatchewan Principals' Short Course - Saskatoon, July 4, 2013
This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Let's dive deeper into the world of ODC! Ricardo Alves (OutSystems) will join us to tell all about the new Data Fabric. After that, Sezen de Bruijn (OutSystems) will get into the details on how to best design a sturdy architecture within ODC.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
4. How can we generate
intellectual rigour in
digital environments?
In ages past, great teachers took
students to a library, and supported
them in learning from those
resources.
We must now do the same with digital
environments ie take them there, and
support them in learning from those
resources.
18. •Virtual learning delivery (eg Second Life islands;
gaming environments;Wiimotes; I-Pads; brain caps)
•Global classroom inquiries - Kids Helping Kids
•Your IP for sale at ITunesU; also rated on some
version of Rate My Learning
•E-Learning? M-Learning? B-Learning concepts?
Second Decade
learning??
20. Some techno-issues!!?
• Online ‘space’ must be used creatively. It’s
not just for collating content.
• Some (many?) students have more time than
many teachers do to skill themselves online.
• Many students have little idea of how to
advance their learning with ICT.
• Low level thinking projects can encourage
online plagiarism. Intellectualise everything!
23. Digital brain issues
• Multi-tasking? Single-tasking?
• Shorter attention spans impeding the ability
to ponder and solve a lengthy problem?
• The word ‘memory’ is spelt g-o-o-g-l-e
• Capacity to ascertain the validity of online
content?
24.
25. Some dodecahedron
thinking options
•Develop a Future Focus
• Possible / Probable / Preferable
•Generate daily Challenges
•Endlessly search for Best /
Next / Zest Practice exemplars
28. How could we code ‘digital
thinking’?
1.Students are engaged only in lower-order thinking;
i.e., they either receive, or recite, or participate in
routine practice and in no activities during the
lesson do students go beyond simple reproduction.
2.Students are primarily engaged in routine lower-
order thinking a good share of the lesson.There is
at least one significant question or activity in which
some students perform some higher-order thinking.
3.Almost all students, almost all of the time, are
engaged in higher-order thinking.
Productive Pedagogies, DET, Q’land
29. Poor Sensational
Creative intent
Dry content
Irrelevant to the
topic
Interesting
material
Highly thought-
provoking
Degree of
research
๏ Hasn’t been
authenticated
Strongly
substantiated
Wiki thinking??
30. How could we code the quality of
thinking while playing WOW?
32. • There is no ‘formula’ for developing these questions
• They can be: Philosophical / provocative / quirky / thought-
provoking / unusual / intriguing
• Examples of focus questions?
• How could we viral market our school?
• Are we really what we eat?
• Which toy would choose you?
• Is more ever enough?
• Why did FaceBook become so successful?
• Does happily ever after really exist?
Rich focus questions for units
33. Provocative questions??
• Why do you believe...?
• Could you give an example of that?
• Are you suggesting...?
• What reasons do you have for saying that?
• Could you clarify that comment?
• Why did you find that interesting?
• How do you know that?
34. Student inquiry!??
Q.What do we already know about this
issue?
Q.What are our questions?
Q.What learning steps will we take?
Q.What and how will we research; and is it
useful in answering our questions?
Q. How will we share our findings?
35. Zestful inquiries!!
• When possible, develop an inquiry about
contemporary issues in their lives
• Base the inquiry upon an intellectually rigorous
question
• Generate interest with a provocative intro lesson
• Give your inquiry units some exciting titles (name
them after a movie or a piece of music)
• Design an icon, a metaphor or a general image to
represent the inquiry
37. • A specific awareness of their own thinking
• Begin with an explicit self-talk lesson
• Constantly model your own self-talk
• Ask them: What (and how) are you thinking as
you work on this learning?
The most critical single
factor in teaching children
to think: Self-talk
48. Visual Stimulus
• Children process images 10 000 times faster than text
• Students can recall 90% of images 72 hrs later, after 10 secs
exposure of each; even 63% after one yr (‘Brain Rules’ - Lee
Crockett)
• Only 10% retained from verbal
• Can rise to 65% even if you reinforce the verbal with a
visual
• Develop a visual database of ongoing classroom
achievements
55. How to find a degree in
Beijing: Just call one of
these numbers!
56. Some digital
thinking options
• Develop coding for digital pedagogy
elements
• Inject intellectual rigour into digital tasks
and focus questions
• Get very visual
58. Teacher inquiry!??
Q.What do we already know about this
issue?
Q.What are our questions?
Q.What learning steps will we take?
Q.What and how will we research; and is it
useful in answering our questions?
Q. How will we share our findings?
59. Into practice
• What teacher inquiries are taking place in
your school over the next six months?
• What explicit teacher learning opportunities
take place every day in your school?
• What great practices have been retained in
2010? What new practices have been
developed?
60.
61. Factors involved in a 1-on-1
implementation
Choice of device/s
Funding models
Support mechanisms
Insurance
Reliability + resilience
of devices
Security (on- and off-line)
PhaseOne
62. Teacher learning
Re-writing of
assessment tasks for
a digital world
Student voice in the
implementation phase The school’s pedagogy
models supporting a
one-on-one
philosophy
The connectivist theory in
practice
PhaseTwo
66. Some Teacher
Learning Options??
• A Centre For Teacher Excellence within the
school
• A requirement that each teacher clarifies
his / her philosophy on teaching
• Worldwide collaborations / sharing
mechanisms
• Professional buddy systems
73. How do you sustain good
practice??
• When you manage to sustain a worthwhile practice
in your life (eg healthy eating; saving money), what
strategies keep you going?
• When you manage to sustain a worthwhile practice
in your professional life (eg a teaching process that
you hear during this day), what strategies keep you
going?
74. ‘The Leadership Coaching Guide’
A possible dialogue
1.What do you need to achieve?
2.What’s happening right now?
3.What could you put into action?
4.What will you put into action?
5.What will be the process for
implementation?
6. How will you keep this going??