Presentation from Adobe Day at the UA Europe 2013 conference, Manchester, UK. Presents characteristics of eLearning and mLearning, and their application to the domain of user assistance.
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Phonar Nation and Mobile, Connected Learning (#MINA2014)Mark McGuire
Abstract
In this presentation, I discuss Phonar Nation, a free, open, five-week photography course that was offered twice during the North American summer in 2014 as part of the Cities of Learning initiative. Photographer and open education pioneer Jonathan Worth created and taught the non-credit course to individuals from 12-18 years of age through a website designed to work on mobile devices (http://phonarnation.org/). The author followed the course as his twelve-year-old son completed it from New Zealand. The community-based Phonar Nation initiative extends the work that Worth and his colleagues have done with Phonar (Photography and Narrative), an open, for-credit undergraduate course at Coventry University.
I argue that Phonar Nation highlights several related developments in education that are leading to innovative approaches at different levels and in different contexts. Firstly, Phonar Nation is not only open access but it also uses and produces material that is open to be shared through the use of Creative Commons Licenses. Secondly, it is collaborative, both in the way that it is produced and taught, and in the way that participants are encouraged to engage with one another in community settings and through social media sites. Thirdly, Phonar Nation exemplifies an approach to learning that advocates call Connected Learning, which is accessible, interest-driven, socially situated and geared to extending educational and economic opportunities.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Moodle is a new way to learn through your computer and internet connection. Take a tour of this software with Laura Johnson, the NLC's Continuing Education Coordinator. See how it works, and see how the Nebraska Library Commission is using Moodle to bring you continuing education in your pajamas.
NCompass Live - September 9, 2009.
Smartphones and Open, Collaborative Image MakingMark McGuire
A presentation given at the Art + Design Symposium, Dunedin School of Art 16-17 Oct. 2015: http://artandesign.org/. The audio file for this presentation can be found on Soundcloud: https://goo.gl/PdUSlN. A blog post that puts the slides and audio together with can be found here: http://goo.gl/izarVC
Open, Connected Education. Voices from Tertiary Education: A conversation about productivity & innovation in tertiary education in New Zealand, a symposium organised by the Tertiary Education Union, July 22-23 2016, Wellington (http://teu.ac.nz/2016/07/productivity-commission/). Hashtag: #TEUvoices16
Audio available via SoundCloud: https://goo.gl/IPqQwS
A post that includes these slides plus audio and other links can be found on my blog: https://goo.gl/aiwXpl
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Phonar Nation and Mobile, Connected Learning (#MINA2014)Mark McGuire
Abstract
In this presentation, I discuss Phonar Nation, a free, open, five-week photography course that was offered twice during the North American summer in 2014 as part of the Cities of Learning initiative. Photographer and open education pioneer Jonathan Worth created and taught the non-credit course to individuals from 12-18 years of age through a website designed to work on mobile devices (http://phonarnation.org/). The author followed the course as his twelve-year-old son completed it from New Zealand. The community-based Phonar Nation initiative extends the work that Worth and his colleagues have done with Phonar (Photography and Narrative), an open, for-credit undergraduate course at Coventry University.
I argue that Phonar Nation highlights several related developments in education that are leading to innovative approaches at different levels and in different contexts. Firstly, Phonar Nation is not only open access but it also uses and produces material that is open to be shared through the use of Creative Commons Licenses. Secondly, it is collaborative, both in the way that it is produced and taught, and in the way that participants are encouraged to engage with one another in community settings and through social media sites. Thirdly, Phonar Nation exemplifies an approach to learning that advocates call Connected Learning, which is accessible, interest-driven, socially situated and geared to extending educational and economic opportunities.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Moodle is a new way to learn through your computer and internet connection. Take a tour of this software with Laura Johnson, the NLC's Continuing Education Coordinator. See how it works, and see how the Nebraska Library Commission is using Moodle to bring you continuing education in your pajamas.
NCompass Live - September 9, 2009.
Smartphones and Open, Collaborative Image MakingMark McGuire
A presentation given at the Art + Design Symposium, Dunedin School of Art 16-17 Oct. 2015: http://artandesign.org/. The audio file for this presentation can be found on Soundcloud: https://goo.gl/PdUSlN. A blog post that puts the slides and audio together with can be found here: http://goo.gl/izarVC
Open, Connected Education. Voices from Tertiary Education: A conversation about productivity & innovation in tertiary education in New Zealand, a symposium organised by the Tertiary Education Union, July 22-23 2016, Wellington (http://teu.ac.nz/2016/07/productivity-commission/). Hashtag: #TEUvoices16
Audio available via SoundCloud: https://goo.gl/IPqQwS
A post that includes these slides plus audio and other links can be found on my blog: https://goo.gl/aiwXpl
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Open education: What does it mean to us, to South Africa and to you?Megan Beckett
In celebration of Open education Week (10-15 March 2014), we hosted an evening event at Siyavula to spread the message about open eductaion and OER. We specifically looked at what this means to us in South Africa where we have such a diverse education system with many challenges and how individuals can get involved in promoting open education and strengthening the movement. This can be as easy as using open licenses on any work you create, to taking part in a MOOC to becoming a volunteer on one of our Siyavula projects and joining a larger, growing community of people passionate about education and striving to make a difference.
Everything you always wanted to know about MOOCs but were afraid to ask.Lorna Campbell
Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Open education: What does it mean to us, to South Africa and to you?Megan Beckett
In celebration of Open education Week (10-15 March 2014), we hosted an evening event at Siyavula to spread the message about open eductaion and OER. We specifically looked at what this means to us in South Africa where we have such a diverse education system with many challenges and how individuals can get involved in promoting open education and strengthening the movement. This can be as easy as using open licenses on any work you create, to taking part in a MOOC to becoming a volunteer on one of our Siyavula projects and joining a larger, growing community of people passionate about education and striving to make a difference.
Everything you always wanted to know about MOOCs but were afraid to ask.Lorna Campbell
Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.
Publishing Technology CEO George Lossius explains why the semantic web is integral to the future of publishing.
First presented as part of Tools of Change Frankfurt's Metadata Future's conference, George's presentation is a comprehensive overview of the semantic web for publishers.
Public Engagement: Survive and Thrive in a Bigger Society Vol. 3Edelman Digital
The third volume of Edelman’s annual publication, Public Engagement: Survive and Thrive in a Bigger Society, is a collection of thought pieces written by the UK team in which we continue to explore the shifting media, thought and working landscapes that we inhabit, as well as the increasingly complex relationship between businesses, brands, government, the media and society.
CBO choice between Index and Full Scan: the good, the bad and the ugly param...Franck Pachot
Usually, the conclusion comes at the end. But here I will clearly show my goal: I wish I will never see the optimizer_index_cost_adj parameters again. Especially when going to 12c where Adaptive Join can be completely fooled because of it. Choosing between index access and full table scan is a key point when optimizing a query, and historically the CBO came with several ways to influence that choice. But on some system, the workarounds have accumulated one on top of the other – biasing completely the CBO estimations. And we see nested loops on huge number of rows because of those false estimations.
This presentation describes how indicators for Connected Learning are present in the extra-mural presences that two University of Cape Town students created.
My presentation from TCUK 2013 about how our knowledge is incomplete, and fragmented, and how we as information and training designers, can architect systems for this environment.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
The findings, drawn from a larger study, are based on interviews with students. They were a mix of ages and most were working.
Most students said they took online courses because of the flexible schedule, and some older students said they preferred a virtual classroom because they didn’t have to interact with their younger classmates.
But most said they missed the personal back-and-forth of the classroom.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Using Teams for a COMP-PLETE distance learning experience
Cecilia Goria and Sally Hanford, University of Nottingham
In this contribution, a pedagogical model based on sense of community, participation and openness will be discussed as highly significant in shaping a distance learning educational experience and the role of Microsoft Teams as hub for communication, collaboration, and increased productivity will be presented.
The model, named COMP-PLETE, took shape inside a professional development programme designed following the guidelines delineated by the cognitive and experiential approaches to course design (Toohey’s (1999) typology); it promotes a combination of constructivist and experiential learning to define the role of content knowledge, teachers, learners and their interactions.
The outcome of COMP-PLETE is a highly participatory model for online education which, based on the synergy between community, openness, multimodality, participation, personalization, learning, experience and technological-enhancement provides an academic experience that empowers the learners to act as agents in determining personal learning goals, in shaping the community of practice within and beyond the boundaries of the programme and in informing the content and structure of their studies.
In this scenario, the functionalities offered by Microsoft Teams play a key role in supporting COMP-PLETE’s pedagogical goals. Teams bridges the geographical gap between our distance learners and the institution by creating a dynamic learning environment which fosters connections, communication and participation, strengthening, as a result, the learners’ commitment to the programme.
The development of COMP-PLETE will be outlined and discussed and suggestions will be advanced for building technology-enhanced strategies to ensure the sustainability and transferability of the model. The role of Teams in achieving COMP-PLETE’s goals will be illustrated.
I prepared this presentation to support a paper I prepared for the Wellington Primary Principals association. It compares the article "Pockets of Potential," against the NZ Curriculum. You can find the paper on my BLOG. http://raumatiedublog.blogspot.com/
La Realidad Aumentada y su evolución en el futuro Metaverso: ¿Qué papel tend...The Transformation Society
Lorenzo, N. & Gallon, R. La Realidad Aumentada y su evolución en el futuro Metaverso:
¿Qué papel tendrá la Realidad Simplificada?. Transformation Society, Jornadas Aumentame 2022 de ODITE-ESPIRAL. Barcelona.
Presentación y reflexión sobre el papel de la Realidad Simplificada en un mundo de Realidad Aumentada, Realidad Virtual, y en el Metaverso.
This is from Ray Gallon's opening presentation at the 2022 SOAP! conference in Krakow, Poland.
It tackles some major problems of communication about Covid, and examines how we need to restore trust at a variety of levels.
It addresses the role of technical communicators in providing verified, truthful information when "truth" - i.e. what we know to be true at the moment - is constantly changing
One of our two presentations at the 2022 conference of the Canadian Network for Innovation in Education (CNIE).
We present a simple tool that can help instructional designers position their learning objectives in a 3D matrix. This tool, which requires no technology, is intended to help navigate the complex waters of education with immersive technologies as are found in the metaverse, and understand what we're doing it for.
One of our two presentations at the 2022 conference of the Canadian Network for Innovation in Education (CNIE)
We propose that the advent of the Metaverse and the technologies associated with it will make most universities irrelevant in the next decades. What should higher education do to adapt to this major paradigm shift? We'd better figure it out, or it will be technology and commercial interests who will determine what higher education means.
One of three presentations we did for the Canadian Network for Innovation in Education (CNIE) online 2021 conference. It is a much more extensive version of material we also presented at UNESCO's Mobile Learning Week.
This talk presents two case studies that emphasize the importance of collaboration between governments, the private sector, and civil society (SDG 17). The cases involve Virtual Reality applications used with at-risk populations, and for prevention of bullying and violence. This is especially important as new technologies become a vector of rapidly accelerating change, and can offer significant opportunities to solve problems of equity and inclusion for learners in fragile condition or in socially isolated situations.
One of three presentations we did for the Canadian Network for Innovation in Education (CNIE) online 2021 conference.
A workshop to approach how to encourage creativity in the context of educational applications based on Artificial Intelligence (AI), which are personalising learning sequences adapted to each student’s competency level, learning style, and rhythm, and can adjust the physical environment to provide greatest comfort for learning. Smart learning spaces use accumulated data from each student as well as “big data” from all users to improve the accuracy of its choices. This can introduce a “digital bubble” that limits, shapes, and defines the space where the learner can grow and explore, produced when AI takes control of the student’s immediate learning zone. To benefit from AI-based personalisation, we need strategies for avoiding risks of isolation and cognitive bias; we need to create a hybrid learning environment that federates teachers, learners, and AI agents.
In this environment, creativity is not just a global competence. It is the core skill, needed in all types of lifelong learning scenarios, to meet the challenges of the SDG’s, including inclusion and equity. As educators we need to help learners to live in a world where intelligent non-human agents are commonplace. This means learning new ways of collaborating with each other and with machines. Faced with so much disruption from environmental, social, and technological challenges, we need to integrate notions of mediation, co-working and negotiation, and foster flexibility of response in a smart pedagogy that encourages creativity along with communication, digital culture, and collaborative problem-solving – a pedagogy that highlights the importance of surprise, inquiring minds, ethics, aesthetics, self-realization, motivation, joy, and other essentially human learning characteristics.
One of three presentations we did for the Canadian Network for Innovation in Education (CNIE) online 2021 conference.
In this workshop we presented an inquiring experiential approach inspired by the Gamification Pyramid (Werbach & Hunter, 2012) which correlates with the three levels of the most common OECD PISA Frameworks. By promoting knowledge building, collective engagement and action with purpose, the activities presented during this session promote collaborative dynamics based on the structured development of inquiring mindsets for personal growth and professional development.
Slides from my webinar for TEKOM Israel, 2 September 2020:
When machines make decisions for us, what is our responsibility? Indeed, what is responsibility at all? Who - or what - is accountable when something untoward happens, and how do we document, trace, and archive it? This presentation looks at how Information in the era of artificial intelligence intersects with ethical issues, and how we, as information specialists, need to deal with them. And of course, we'll raise more questions than we can answer, as we start the conversation. Subjects include:
-MIT’s “Moral Machine”
-Cognitive bias
-Moving it to the real world (we’ll touch briefly on COVID)
-Current actions for ethical practice in AI
El teléfono chismoso, el ordenador indiscreto y el reloj parlanchín: Inform...The Transformation Society
¿Cómo nos prepara la educación para entender, valorar, y participar en la comunicación constante y instantánea del mundo hiperconectado y globalizado? Estos diapositivos de la ponencia de Ray Gallon al SIMO 2019 plantean los retos urgentes de la Información 4.0 en el ecosistema automatizado de la cultura digital, con actividades de comunicación fáciles de reproducir en la aula escolar entre:
- máquina-máquina,
- máquina-humano,
- humano-humano.
Incluyen propuestas educativas competenciales para vivir y convivir en un mundo híbrido y global.
Presentation by Ray Gallon and Neus Lorenzo at UNESCO Mobile Learning Week, March, 2019.
How collaboration between enterprises, schools, and institutions, aided by Artificial Intelligence, can help promote learning of all SDG's not just SDG 4.
These slides are from a workshop we conducted in Melbourne, Australia, at the biennial conference of the World Federation of Associations for Teacher Education (WFATE).
What does digital inclusion mean? How can we ensure that not only children, but also adults, who must live through the transition to the fourth industrial revolution when machines make decisions in our place, are equipped to evaluate the information they receive, and interact appropriately in a hybrid society?
How do we guaranty a common, humanist digital culture that contributes to the common good?
Slides from workshop by Neus Lorenzo and Ray Gallon at UNESCO Mobile Learning Week 2018 on Artificial Intelligence in Education. This workshop focuses on practical ways that we can implement learning adapted to an era where machines share our world almost as equals, taking autonomous decisions and participating with us in communities. It calls on existing, free applications that represent the tendencies in new technologies that can be exploited to develop humanistic approaches to achieving the Common Good and Sustainable Development Goals (SDG's).
What role for the information specialist in the era of autonomous machines? What responsibilities attach to information that is in machine code, unreadable to humans, and how do we manage it? What new opportunities exist in a world of highly contextualised, personalised information that may be valid only for a few minutes?
These and other questions are addressed in this presentation, given at the Lavacon Conference in Portland, Oregon, November 7, 2017, by Ray Gallon and Andy McDonald.
The ideas in it are closely connected to the Information 4.0 Consortium: http://information4zero.org
Presentation by Neus Lorenzo and Ray Gallon for the ATEE Spring Conference in Riga, 12-13 May, 2017.
It is difficult to clearly identify the world in which future teachers are going to work, and the contexts in which students will have to learn. The proliferation of connected objects known as the Internet of Things is leading us toward an uncertain and unseen horizon of wearables, embedded, and implanted devices. The development known as Industry 4.0 means that robotics, artificial intelligence agents, and hybrid reality universes are expanding and creating their own transmedia ecosystems.
Educational needs become unclear when communication processes escape the human environment and enter the hidden realm of machine-machine exchange, where deep learning and big data evolve autonomously. The event horizon of communication, in a robot-based educational ecosystem, is veiled by the unknown, unreachable by basic human communication skills. As teacher educators, we face the immense challenge of preparing young teachers not only to face this unknown world, but also to help their pupils learn to navigate in it, and decide how it should evolve.
Ray Gallon's presentation at the Friends of Education conference in Struga, Macedonia, 8-9 April, 2017.
Industry 4.0 works on the mariage of the Internet of Things and Artificial Intelligence, among other things. In a world where decisions are taken autonomously by machines, there are ethical implications, questions of responsibility. Educators need strategies for preparing young people to deal with these questions, and to be flexible enough to change as the many unknowns of this development evolve. This presentation looks at the unknowns, and the questions we don't have answers to, in an attempt to focus attention on what needs to happen next, and proposes a collective space in which to start dealing with it.
Neus Lorenzo's presentation at Friends of Education conference, Struga, Macedonia, 8-9 April, 2017.
In an era where technology is moving at astonishing rates, we need to draw on all forms of learning to give children the skills, resiliency, and flexibility they need to meet the challenges of the UNESCO 2030 goals for sustainable development, and to face a global, interconnected, plurilingual and pluricultural world. This presentation provides some ideas and guidelines.
A case study of how integrating Agile software with Content Strategy poses challenges to a team that is more service oriented than product and customer oriented. How we have dealt with it, and how we are moving forward. This talk was presented at the Content Strategy Applied Conference in London, January 2017, by The Transformation Society's Ray Gallon and Andy McDonald of TECH'advantage.
Webinar in collaboration with Adobe Technical Communication, as part of a research project by The Transformation Society.
This webinar explores desires and challenges for the future of technical communication as they emerged during a workshop at the 2016 TCUK conference in Wyboston Lakes, UK.
You can see a recording of the full webinar at https://2016-10-04-tcuk-techcomm-think-tank.meetus.adobeevents.com/
Slides from my keynote address at TCUK 2016 Conference
Technological change advances at a dizzying rate, we are all inundated with a host of names and acronyms that we can barely manage. We’re urged to “be creative” at the same time that we must follow orders. Information changes in the time it takes to verify it. Welcome to chaos!
You can fight against the tide, trying to make order, or you can accept that we will never know it all, will never master it all, but we can deal with it all.
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
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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
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/
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.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
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.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.