What Architecture Taught Me About Information Architecture (and UX)Nam-ho Park
2016-02-20 Presentation at World IA Day / Seattle
1. Layering of complex systems
2. Sequencing of spaces
3. Figuring out documentation
4. Power in the grid
5. Patterns everywhere
6. Beauty in simplicity
7. Recognizing scale
Slides for my session "Is C going the way of the Dodo?" at ACCU 2012. As it turned out, "Is C dead yet?" was a common topic throughout the conference.
In this session, I was looking at it from the perspective of my employer, who's desperately seeking C developers. Where are those coming from these days? How was it "back in the day"?
This then led to a discussion, from which some notes are included in this slide deck now.
Robots Talk British Computer Society Northampton_17_4_2018Scott Turner
Talk to the BCS Northampton, concerned with the presenter's personal view of robots in the home and in schools. Followed by the presenter's personal journey with simple robots illustrated by projects.
Why study Creative Technologies and Enterprise - Integrated MSc?
Find out more at: http://www.bathspa.ac.uk/schools/humanities-and-cultural-industries/courses/undergraduate/creative-technologies-and-enterprise-integrated-msc
Future industries depend upon people who are equipped with creative ideas, entrepreneurial skills and technological knowledge. Studying Creative Technology and Enterprise will prepare you for a rapidly-changing digital economy in which your ability to adapt on-the-fly and make innovative contributions will be your major resource. Underpinning your skills and knowledge will be a solid grounding in entrepreneurship, project management, software programming, and creative thinking. Through a series of creative projects you will have the opportunity to work with commercial and industrial partners to advance your understanding and experience the sector.
What Architecture Taught Me About Information Architecture (and UX)Nam-ho Park
2016-02-20 Presentation at World IA Day / Seattle
1. Layering of complex systems
2. Sequencing of spaces
3. Figuring out documentation
4. Power in the grid
5. Patterns everywhere
6. Beauty in simplicity
7. Recognizing scale
Slides for my session "Is C going the way of the Dodo?" at ACCU 2012. As it turned out, "Is C dead yet?" was a common topic throughout the conference.
In this session, I was looking at it from the perspective of my employer, who's desperately seeking C developers. Where are those coming from these days? How was it "back in the day"?
This then led to a discussion, from which some notes are included in this slide deck now.
Robots Talk British Computer Society Northampton_17_4_2018Scott Turner
Talk to the BCS Northampton, concerned with the presenter's personal view of robots in the home and in schools. Followed by the presenter's personal journey with simple robots illustrated by projects.
Why study Creative Technologies and Enterprise - Integrated MSc?
Find out more at: http://www.bathspa.ac.uk/schools/humanities-and-cultural-industries/courses/undergraduate/creative-technologies-and-enterprise-integrated-msc
Future industries depend upon people who are equipped with creative ideas, entrepreneurial skills and technological knowledge. Studying Creative Technology and Enterprise will prepare you for a rapidly-changing digital economy in which your ability to adapt on-the-fly and make innovative contributions will be your major resource. Underpinning your skills and knowledge will be a solid grounding in entrepreneurship, project management, software programming, and creative thinking. Through a series of creative projects you will have the opportunity to work with commercial and industrial partners to advance your understanding and experience the sector.
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Presentation from the Industry Track at the Web3D Conference, co-located with SIGGRAPH 2014. We discuss the challenges of delivering engaging learning materials, and how interactive 3D content on the web can help.
Presentation from the Industry Track at the Web3D Conference, co-located with SIGGRAPH 2014. We discuss the challenges of delivering engaging learning materials, and how interactive 3D content on the web can help.
SOP or Personal Statement for London South Bank Universityaziznitham
Personal statement or SOP is the statement of own individuals stuff. This is the only for your understanding how to write SOP or personal statement and what should be mentioned in it. On the basis of this general SOP, you can make your own.
One who belongs to "Computer Science and Engineering" or "Software Engineering" background can write similar but with own words.
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
ELH School Tech 2013 - Computational ThinkingPaul Herring
To be good ‘Computational Thinkers’ and hence effective users of, and more importantly empowered creators with Digital Technologies, students need to be conversant and articulate with:
algorithms;
cryptography;
machine intelligence;
computational biology;
search;
recursion;
heuristics;
Entrepreneurial enabling, and
The use of Digital Technologies to develop and support Critical Thinking skills.
While schools have taught many of these areas in the past, opportunities are now being presented where schools can fully embrace those areas traditionally part of a Computer Science type course, but also introduce the fascinating new areas of endeavor such as cryptography and computational biology.
Coupled with the increasing enabling of application development and deployment by Senior School students, such as in the creation and deployment of mobile games using Corona and Lua for example, students are able to be powerfully enabled as creative producers, not just passive users.
The presentation will give an overview of these areas of Computational Thinking and some outline of how they might be implemented in the curriculum, including current examples from senior IT classes in Queensland who are creating digital apps for Android devices.
This presentation will cover some of the ground from my ACEC 2012 talk on this topic (see SlideCast at this link: http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222), but expand in a number of areas, in particular some specific suggestions regarding classroom implementation.
Become Part Of The Next Generation Of Digital Creators With IronhackTechMeetups
Learn More: http://bit.ly/TechSchoolGuide
Ironhack is a global tech school that has helped thousands of students around the world write their tech stories through intensive, outcomes-based bootcamps.
Do you dream of changing your career, and your life, from the comfort of your own home? Discover how they can help you start writing your story here.
A Rubric For District Robotics Success: A Buyer's Guide & Hands On Experience...Dr. Daniel Downs
Looking to invest in robotics for your district? This presentation will provide participants with a hands-on buying guide to help review the largest robotics platforms Lego EV3, VEX EDR and Tetrix platforms with a hands on demonstration of their different building options, required programming skills and controller capabilities. In addition to these platforms a range of low cost options for elementary robotics will also be discussed and shown such as the Edison and Bee-Bot platforms. Leave this presentation informed on the features of these platforms and a rubric to help you select robotics platforms based on your educational and financial goals.
This presentation will also highlight the essential 21st Century Skills and Computer Science skills that robotics bring to a students learning. View classroom videos, robotics challenges and experience these platforms for yourself.
Pedagogical Aspects of Virtual Reality Implementation in Mechanical Engineeri...Tanil Ozkan
Pedagogical Aspects of Virtual Reality Implementation in Mechanical Engineering Materials and Manufacturing Labs at Texas A&M, Engineering Pedagogy, Virtual Reality Aided Engineering Labs, Educational Content Development for Virtual Reality in Materials and Manufacturing Labs
From Data to Discovery: The Journey of a Data ScientistUncodemy
In this PDF, we will explore the journey of a data scientist and the importance of a data science course in Allahabad, Mohali, Gurgaon, an all cities in shaping their career.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Presentation by Dr Jason Zagami to the Information Communication Technology Educators New South Wales (ICTENSW) conference on 15 March 2014 in Sydney, NSW.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
More Related Content
Similar to Disciplinary digital capabilities of professionals: networked learning in engineering and management
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Presentation from the Industry Track at the Web3D Conference, co-located with SIGGRAPH 2014. We discuss the challenges of delivering engaging learning materials, and how interactive 3D content on the web can help.
Presentation from the Industry Track at the Web3D Conference, co-located with SIGGRAPH 2014. We discuss the challenges of delivering engaging learning materials, and how interactive 3D content on the web can help.
SOP or Personal Statement for London South Bank Universityaziznitham
Personal statement or SOP is the statement of own individuals stuff. This is the only for your understanding how to write SOP or personal statement and what should be mentioned in it. On the basis of this general SOP, you can make your own.
One who belongs to "Computer Science and Engineering" or "Software Engineering" background can write similar but with own words.
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
ELH School Tech 2013 - Computational ThinkingPaul Herring
To be good ‘Computational Thinkers’ and hence effective users of, and more importantly empowered creators with Digital Technologies, students need to be conversant and articulate with:
algorithms;
cryptography;
machine intelligence;
computational biology;
search;
recursion;
heuristics;
Entrepreneurial enabling, and
The use of Digital Technologies to develop and support Critical Thinking skills.
While schools have taught many of these areas in the past, opportunities are now being presented where schools can fully embrace those areas traditionally part of a Computer Science type course, but also introduce the fascinating new areas of endeavor such as cryptography and computational biology.
Coupled with the increasing enabling of application development and deployment by Senior School students, such as in the creation and deployment of mobile games using Corona and Lua for example, students are able to be powerfully enabled as creative producers, not just passive users.
The presentation will give an overview of these areas of Computational Thinking and some outline of how they might be implemented in the curriculum, including current examples from senior IT classes in Queensland who are creating digital apps for Android devices.
This presentation will cover some of the ground from my ACEC 2012 talk on this topic (see SlideCast at this link: http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222), but expand in a number of areas, in particular some specific suggestions regarding classroom implementation.
Become Part Of The Next Generation Of Digital Creators With IronhackTechMeetups
Learn More: http://bit.ly/TechSchoolGuide
Ironhack is a global tech school that has helped thousands of students around the world write their tech stories through intensive, outcomes-based bootcamps.
Do you dream of changing your career, and your life, from the comfort of your own home? Discover how they can help you start writing your story here.
A Rubric For District Robotics Success: A Buyer's Guide & Hands On Experience...Dr. Daniel Downs
Looking to invest in robotics for your district? This presentation will provide participants with a hands-on buying guide to help review the largest robotics platforms Lego EV3, VEX EDR and Tetrix platforms with a hands on demonstration of their different building options, required programming skills and controller capabilities. In addition to these platforms a range of low cost options for elementary robotics will also be discussed and shown such as the Edison and Bee-Bot platforms. Leave this presentation informed on the features of these platforms and a rubric to help you select robotics platforms based on your educational and financial goals.
This presentation will also highlight the essential 21st Century Skills and Computer Science skills that robotics bring to a students learning. View classroom videos, robotics challenges and experience these platforms for yourself.
Pedagogical Aspects of Virtual Reality Implementation in Mechanical Engineeri...Tanil Ozkan
Pedagogical Aspects of Virtual Reality Implementation in Mechanical Engineering Materials and Manufacturing Labs at Texas A&M, Engineering Pedagogy, Virtual Reality Aided Engineering Labs, Educational Content Development for Virtual Reality in Materials and Manufacturing Labs
From Data to Discovery: The Journey of a Data ScientistUncodemy
In this PDF, we will explore the journey of a data scientist and the importance of a data science course in Allahabad, Mohali, Gurgaon, an all cities in shaping their career.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Presentation by Dr Jason Zagami to the Information Communication Technology Educators New South Wales (ICTENSW) conference on 15 March 2014 in Sydney, NSW.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
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Presented at the AEIE Conference
EAIE Session 8.03 (ID1662)
15th Sep 2016
Funded by ELESIG small-grants
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as part of the CPD series on educational research
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See more detail at: http://digilearnblog.liv.ac.uk tag: 'Digital Champions'
Diagrams to discourse and discourse to diagrams: using visual representation ...Tünde Varga-Atkins
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What’s in a name? Defining and developing information and digital literacies...Tünde Varga-Atkins
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We will focus on digital literacies from a curriculum development point of view, reporting on our experiences with a new, enquiry-based learning module for second year undergraduate students at the University of Liverpool. The enquiry-based learning model was developed by the academic lead in collaboration with learning technology and library staff. This partnership allowed us to research the extent to which enquiry-based learning a good vehicle to develop students’ digital and information literacies, but also to consider the overlaps and distinctions between these literacies, and how these could be developed in tandem.
Could partnerships or communities of practice enable digital and information literacies to be embedded into your curricula?
How can definitions and distinctions help, or hinder student, and staff engagement and understanding?
Come to the session to hear about our research, experiences and reflections and consider how they may apply to your own institution
Emma Thompson, academic liaison librarian, and Tünde Varga-Atkins, learning technologist, University of Liverpool
Theme is: Do names (definitions) really matter?
Just a literary addition for those interested - from Shakespeare (Wikipedia)
In Act II, Scene I of the play, the line is said by Juliet in reference to Romeo's house, Montague which would imply that his name means nothing and they should be together.
Juliet:
O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet.
Romeo:
[Aside] Shall I hear more, or shall I speak at this?
Juliet:
'Tis but thy name that is my enemy;Thou art thyself, though not a Montague.What's Montague? it is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What's in a name? that which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself.
Romeo:
I take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo.
Developing students digital literacies through Enquiry-Based Learning (EBL) -...Tünde Varga-Atkins
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Credit: Simon Snowden, Emma Thompson and Tunde Varga-Atkins @ University of Liverpool
Our presentation and workshop at ALTC-2013 conference on our team development, using metaphors for this reflection.
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Credit to all the team who contributed in its design: Dan Roberts, Debbie Prescott, Paul Duvall and Nick Bunyan, eLearning Unit @ University of Liverpool.
Acknowledgements to those in EdDev who helped test-run this session.
See also our use of metaphors in a research project with Sarra Saffron Powell,
Powell, S. S.; Varga-Atkins, T. (2013) „Digital Literacies: A Study of Perspectivesand Practices of Academic Staff‟ : a project report. Written for the SEDA Small Grants Scheme. Liverpool: University of Liverpool. July. Version 1
http://www.academia.edu/4364602/Digital_Literacies_A_study_of_perspectives_and_practices_of_academic_staff_2013_by_Sarra_Saffron_Powell_and_Tunde_Varga-Atkins
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Disciplinary digital capabilities of professionals: networked learning in engineering and management
1. Disciplinary digital capabilities
of professionals: networked learning
in engineering and management
Monday 14.45-15.45 (Denmark time),
13.45-14.45 (UK/Lancaster time)
Dr Tünde Varga-Atkins
Networked Learning Conference
18-20 May 2020, Kolding, Denmark
(URL to thesis)
2. Engineering & Management
cc: Stuck in Customs - https://www.flickr.com/photos/95572727@N00 cc: casipphotos - https://www.flickr.com/photos/31450657@N08
Disciplinary digital capabilities
~ networked learning in a professional context
3. Domain: Curriculum
design in HE
D3: Disciplines
D2: Digital capabilities
Signature pedagogies
(Shulman, 2005)
Digital Capability Framework
(JISC)
(2013)
Engineering: Shulman, 2005, Dym et
al, 2005; Lucas and Hanson, 2016
Sinclair
Jupp&Awad
(D1: Technology-
enhanced
learning)
Management: Schmidt-Wilk, 2010;
Wilkerson, 2010; Hull et al 2017Beck&Eno, 2012;
Crippen and
Archambault,
2012; MacLaren,
2013;
Passey 2012
Beetham et al 2009;
Littlejohn et al 2012
etc.
(2013)
And lots of other subjects.
Research gap
Literature review
5. 3 kinds of contribution
1. Methodology: poems can be effective
and creative ways to support data analysis
6. 3 kinds of contribution
1. Methodology: poems can be effective
and creative ways to support data analysis
2. Practice: identified digital capabilities in
engineering & management including
similarities and differences
7. 3 kinds of contribution
1. Methodology: poems can be effective
and creative ways to support data analysis
2. Practice: identified digital capabilities in
engineering & management including
similarities and differences
3. Theory: enhanced Shulman’s concept of
‘signature pedagogies’ with identifying
signature digital capabilities in eng & man
9. Data sources
(2 universities)
• Initial interviews with experts
• Interviews with lecturers
• Interviews with professionals
• Focus groups / interviews
with students
• Documents:
• module specifications,
• handbooks,
• programme specifications,
• professional body
requirements / competencies
• illustrative materials
• Notes, memos, observation
notes
(URL to thesis)
10. We open boxes. Pull things apart.
Bikes, trimmers, spark plugs, cars.
We simulate and model with graphs
Solve problems with applied maths.
We collaborate from day one,
On all things complex and human.
we draw on global resources,
join forces,
Just like in the real world.
Although, CREO, CAD, Rivet are core.
You don't need to be the master-of-all.
After baptism by a 5-day Wildfire,
Fight your way through the digital mire,
Armed only with wit and the need to enquire.
Just like in the real world.
Play audio
Engineering
11. We open boxes. Pull things apart.
Bikes, trimmers, spark plugs, cars.
We simulate and model with graphs
Solve problems with applied maths.
We collaborate from day one,
On all things complex and human.
we draw on global resources,
join forces,
Just like in the real world.
Although, CREO, CAD, Rivet are core.
You don't need to be the master-of-all.
After baptism by a 5-day Wildfire,
Fight your way through the digital mire,
Armed only with wit and the need to enquire.
Just like in the real world.
Play audio
Engineering
signature
pedagogies
12. We open boxes. Pull things apart.
Bikes, trimmers, spark plugs, cars.
We simulate and model with graphs
Solve problems with applied maths.
We collaborate from day one,
On all things complex and human.
we draw on global resources,
join forces,
Just like in the real world.
Although, CREO, CAD, Rivet are core.
You don't need to be the master-of-all.
After baptism by a 5-day Wildfire,
Fight your way through the digital mire,
Armed only with wit and the need to enquire.
Just like in the real world.
Play audio
Engineering
approach to
developing
digital
capabilities
17. Digital
problem-solving
Digital
collaboration /
communication
Info-/data- and
media literacy
3D- CAD
Video-
conferencing
File-sharing
Simulation,
modelling
WhatsApp
Word, PPT
Excel
Matlab
Assembly
BIM
Google
databases
*abridged
*based on 4 HE modules,
interviews with engineers,
students and lecturers
Digital capabilities: engineering
19. Implications to practice: curriculum design
1) preparing graduates for problem-solving in different digital
contexts (in-depth training < sense of breadth of technology)
2) immersing students in authentic digital settings and resources;
3) developing students' critical stance on technology use/choice;
4) professional practice versus functionality, e.g. teamwork,
intercultural & professional collaborative norms & preferences
20. Ok, so digital tools X, Y, Z do …
BUT
How do these relate to
disciplinary / professional
networked learning context of
engineering and management?
23. Signature pedagogies
“the types of teaching that organize
the fundamental ways in which
future practitioners are educated
for their new professions”
(Shulman, 2005, p. 52).
26. Engineering: signature digital capabilities
• Open-ended, collaborative
design projects, day 1
• ‘We simulate and model
with graphs’
• Engineers as ‘public-good’
innovators of technology Image credit: Oregon State University
27. Management: signature digital capabilities
• Digitally mediated CAIC: ‘Collect – Analyse –
Interpret – Communicate’
• Technologies to connect theory & practice
e.g. simulations, games
• Marketing: ‘everybody is a consumer’: self-
reflexivity and social media
29. Research process as outcome: signature digital capabilities
Qs
What are the [digital elements] in your subject benchmark /
programme/ module learning outcomes, assessments and
learning tasks? – using a digital capability framework
What are the characteristics of a good X student?
What do you think are distinct teaching methods in X?
Professionals: What are your digital practices?
Can you recall any significant digital development that has
transformed or disrupted your field in recent years?
Can you describe a digitally capable professional in X?
Identify overlaps, gaps and unarticulated capabilities (workplace!),
and where students may be recognising, reflecting on and
articulating capabilities developed.
Qs
Qs
Qs
30. Takeaway
The proposed combined conceptual
framework
can be a potential way to explore
disciplinary digital capabilities.