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The Educational Technology Research Unit at the University of Oulu conducts research on learning sciences and educational technology. Led by Prof. Sanna Järvelä, the unit has 13 members and receives external funding from various sources. Current research focuses on motivation and self-regulation in individual and social learning processes, both with and without technology. The goal is to develop theory-based methods and analyses to understand learning.
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This study investigated Malaysian secondary school teachers' beliefs about ICT and how they use ICT in their classrooms. The study found that although teachers held positive beliefs about ICT, these beliefs were not fully translated into classroom practices. More experienced teachers mainly used ICT as a presentation tool, while early career teachers used ICT in more varied ways like blogs and online groups. The study suggests further investigating differences in teachers' beliefs and practices could provide insight into promoting greater ICT use.
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مشاركة بيئات التعلم والمحتويات التعليمية في المستقبل الدور المتغير للمدرس في ...
The document discusses creating engaging learning environments for teacher education at the University of Helsinki. It outlines goals for teacher learning, including knowledge, skills, self-regulation, and technology integration. It advocates for blended learning environments that combine physical, virtual, social, and mental spaces. Key aspects of engaging learning environments include activating interest, fostering the learning process, and observing changes. Studies show that mass education can be engaging and promote flow when incorporating elements like academic emotions and interest. The university aims to build such an environment for future teacher education through collaborative knowledge construction using new tools and measuring optimal motivational states with mobile apps.
Praguelonkafinal2012
The document discusses engaging digital natives and future teachers in learning. It proposes blended learning environments that combine physical, virtual, social, mobile, and mental spaces. Knowledge practices like multi-tasking and social media use come naturally to digital natives. The document advocates transforming knowledge practices with technology and assessing changes in interest, reflection, and engagement. It describes using apps and collaborative tools to measure motivation and foster epistemic agency among students.
The Power of Learning Analytics: Is There Still a Need for Educational Research?
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. A broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly provide personalised, rich learning on a large scale. Substantial progress in learning analytics research has been made in the last few years.
Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
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This document discusses a project to analyze student emotions in MOOCs on the EduOpen platform. It aims to connect emotion data with learning analytics to personalize the learning experience. The researchers collected data on 11 courses with over 40,000 students on sentiment and emotions. They developed a qualitative coding method analyzing presentation forums. Preliminary results showed "motivation" was the richest emotional category. The analysis of emotions can provide a more nuanced understanding of the student experience to complement traditional learning analytics.
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This document outlines a research study on STEAM education. It discusses the theoretical framework, which includes constructivism, transformative education, and social learning theory. The research design uses participatory action research methodology. The study explores how teachers can develop skills to implement STEAM pedagogy and increase learner competence in basic education in Nepal. Key findings indicate STEAM education provides opportunities for collaboration, problem solving, and developing job skills. It concludes STEAM education helps shift teaching and learning to prepare students for the digital world.
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The document discusses the future possibilities and challenges of using digital tools in education from three perspectives:
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This document discusses using technology and social media to engage students and support learning. It notes that students spend over 27 hours per week online, including 5 hours on social media. Technology can support different learning styles and needs, as well as innovation in teaching. Popular platforms discussed include YouTube, Twitter, blogs, and learning management systems. Examples provided of using YouTube for documentaries, SlideShare for sharing slides, and SurveyMonkey for scheduling meetings. The conclusion advocates integrating tools to supplement teaching while considering students' preferences and the relevance, accessibility, and efficiency of each platform.
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This document summarizes a research study that examined how participation in an open educational resources (OER) training network for teachers impacted pedagogy. Key findings included:
1) The OER network facilitated knowledge sharing between teachers as they collaborated, discussed challenges and ideas, and shared lessons and resources.
2) Participation in the network reduced isolation and supported multidisciplinary work between teachers.
3) Access to OER provided teachers with adaptable lessons and best practices that they could incorporate into their own teaching.
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The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.Oeb2013
The document discusses the essential role of teachers in online learning. It argues that developing digital competence, leading learners to autonomy, and online learning communities can help teachers' continuous professional development. Specifically, it notes that (1) digital competence involves confident and critical use of technology, (2) leading learners to autonomy means applying knowledge to solve complex problems, and (3) online learning communities provide mutual support and reflection among teachers. The document emphasizes that the teacher's preparations, interventions, and presence are key to ensuring an effective educational experience in online learning.
Dmw uoc may 2013
- Learning analytics is concerned with measuring, collecting, analyzing, and reporting data about learners and learning environments in order to understand and optimize the learning process.
- It is an interdisciplinary field that draws from computer science, learning sciences, educational data mining, and other areas.
- Early work in learning analytics included using social network analysis and visualization tools to provide insights into learning processes from online data. Current areas of focus include predictive analytics, formative assessment, and generating real-time feedback for students.
- Challenges remain in developing tools that can generate meaningful feedback for students to support learning while balancing different methodologies and theories across the field.
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مشاركة بيئات التعلم والمحتويات التعليمية في المستقبل الدور المتغير للمدرس في ...
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The Power of Learning Analytics: Is There Still a Need for Educational Research?
The Power of Learning Analytics: Is There Still a Need for Educational Research?
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Phases of inquiry-based learning_ Definitions and the inquiry cycle.pdf
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
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Social Constructivist Approach of Learning Motivation
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"Digital enabled learning" (Arctic frontiers speech 2020)
This document discusses three futures of educational technology: (1) the present/near future, (2) the not-so-distant future of research and development, and (3) the real future beyond current research. For the present, technology is ubiquitous in education and computational thinking is emphasized. The not-so-distant future will see more AI integration. The real future may include technologies like augmented reality, virtual assistants, and interactive light communications to support socially shared learning regulation.
Developing Computational Thinking Practises through Digital Fabrication Activ...
This paper presents a study of developing computational thinking (CT) practices through digital fabrication activities, such as creating tangible artefacts with digital tools. The aim of the study was to explore the potential of digital fabrication activities for developing CT practices. We investigated three cases of school visits where the students engaged in digital fabrication activities in Fab Lab Oulu, northern Finland. Based on the perspectives of the teachers who participated in the activities and facilitators who ran the activities, we identified that digital fabrication activities have the potential to develop CT practices, especially formulating problems in order to use a computer for assistance, thinking logically, and implementing possible solutions efficiently and effectively. The findings suggested that the nature of digital fabrication activities, such as frequent use of computers and complex problem-solving, encouraged development of CT practices. However, we also uncovered the possibility that CT is not being adequately defined by the teachers and facilitators.
Supporting Fab Lab facilitators to develop pedagogical practices to improve l...
Planning and facilitating digital fabrication activities, where students engage in creating tangible artefacts with digital technology, requires knowledge on both technology and pedagogy. Currently, most of the studies see facilitators of digital fabrication activities as technology experts and there are only few studies regarding them as educators. There is not much discussion from the learning sciences point of view, considering what are the requirements to enhance learning in the activities. To fill these research gaps, this paper aims to provide theoretically grounded practical suggestions of how the facilitators may contribute to improve students’ learning in digital fabrication activities based on learning science propostions. The aim of this study was to explore, how Fab Lab facilitators and school teachers can design digital fabrication activities to support students’ learning. We explored the current practices in Fab Lab Oulu from the two perspectives: considering novice students’ learning and scaffolding ill-structured problem-solving. We suggest that the facilitators may improve students’ learning by taking into account their background and current learning processes, applying instructional scaffolding, and supporting teachers involvement to take active role in the activities.
Digitaalinen tulevaisuus 2030 – kuinka ”tukiäly” tukee ihmisten arkea, oppimi...
(1) The document discusses how artificial intelligence and digital technologies will impact education and work in the future. (2) It describes current applications of AI such as personalized learning environments and interactive content creation. (3) The distant future possibilities discussed include AI-generated art and music, AI to support learning for those with special needs, and AI to assist with information retrieval and tasks at work. The presentation emphasizes that technology should be used to support stable educational goals and new designs for learning.
”Davidin ja Goljatin taistelu: kesyttääkö opettaja teknologian vai jyrääkö te...
David and Goliath: Will the teacher tame technology or will technology overwhelm the teacher?
This document discusses the relationship between education and technology from different perspectives. It explores both the current state of technology in education as well as potential future developments. Technologies like programming, robotics, and digital fabrication are currently being used, while developments like artificial intelligence, virtual and augmented reality, and adaptive learning systems may impact education in the future. Overall, the role of the teacher is changing as new technologies become integrated into teaching and learning.
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Korkeakoulujen IT Päivät Oulussa 2018
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The 13th annual International Technology, Education and Development Conference, INTED2019, IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
PREDICTING FUTURE OF EDTECH 2030 v2
1) The document discusses predictions for the future of educational technology (edtech) in 2030 based on a presentation by Dr. Jari Laru.
2) It outlines near-term edtech developments that are already available but not widely used, such as programming/robotics and learning management systems.
3) The document also discusses not-so-distant future edtech research trends and projects focusing on adaptive learning materials, smart learning environments, multimodal data collection and learning analytics.
4) Pedagogical agents and educational robots are presented as another potential edtech development in the not-so-distant future.
Digitaalisen oppimisen välineitä yhdessä kehittämässä – varhainen omaksuja, u...
Esitykseni pääviesti on se, että jokaisessa organisaatiossa on varhaisia omaksujia myös tietohallinnon asiakkaina. Heidät tulisi ottaa mukaan yhteiskehittämiseen eli käyttää resurssina, eikä syyllistyä vastakkainasetteluun..
Korkeakoulujen IT-Päivät 6.11-7.11.2018 Oulu, Finland.
Miten opettajien uusi sukupolvi mullistaa opetuksen? Vai mullistaako sittenkään?
Puheenvuoro SETT2018 tapahtumassa 13.9.2018, Messukeskus, Helsinki.
Tarkastelen puheenvuorossa virassa olevien opettajien ja opettajaksi opiskelevien välisiä eroja ja yhtäläisyyksiä.
Social media as a tool for researchers
1) The document discusses using social media as a tool for researchers. It outlines researchers' typical views of social media as time-consuming and irrelevant for professional use.
2) Alternative metrics and scholarly collaboration networks are presented as ways to track attention and discover content online. Examples of metrics for articles are shown.
3) The document concludes with tasks for participants to check their online profiles, consider strategic social media use, and access additional homework materials.
Puheenvuoro RAKLI:n vierailulla: Teknologiatuettu oppiminen ja oppimisen uude...
RAKLIn vierailu Oulun yliopistolle 11.6.2018. Puheenvuoro.
Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
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Aalto yliopisto, Helsinki, 25.5.2017
Mulla olis ny yksi hopea ja kuusi pronssia! osaamismerkit opetuksessa
ESITYS esitetty Interaktiivinen Tekniikka Koulutuksessa 2017 -tapahtumassa.
Tässä foorumissa kerrotaan kokemuksia tieto- ja viestintätekniikan orientoivien opintojen (3+2 op) muuttamisesta osaamismerkkeihin perustuvaksi, opiskelijalähtöiseksi, pelillistetyksi ja ongelmalähtöiseksi kokonaisuudeksi. Nämä väline- ja sovellusopinnot ovat tiedekuntamme opiskelijoille usein ainoa katsaus teknologiatuetun oppimisen ja opettamisen maailmaan, joten niiden kehittämiseen on panostettu vuosien aikana paljon. Aiemmin on kokeiltu mm. pisteisiin perustuvaa pelillistämistä ja opetuksen tarinallistamista. Mielestäni perinteiset välineharjoitukset eivät ole enää paras tapa opiskella tieto- ja viestintätekniikan hyödyntämistä 2010-luvulla, vaan yhä enemmän on tarvetta opetella tutkia uusia tapoja toteuttaa välineisiin ja sovelluksiin tutustuminen.
Kurssiuudistuksen suunnittelun pohjaksi valittiin kolmeportainen vaikeustason nousu ja siihen liittyvä ongelmalähtöisyys, kontekstualisuus ja pelillistäminen. Pelillistämistä lukuun ottamatta ongelmalähtöisyys ja kontekstualisuus lisääntyvät korkeammalle tasolle pyrittäessä. Kurssien rakenne suunniteltiin sellaiseksi että opiskelijat saivat itse päättää kuinka he opintonsa toteuttavat kunhan he saavat tietyn määrän osaamismerkkejä tositteena osaamisestansa. Jokainen osaamismerkki toimi itsenäisenä oppimateriaalina jonka lisäksi opettaja tarjosi opiskelijoille räätälöityä työskentelyapua.
Osaamismerkkien matalin taso koostui lähinnä sovellusharjoitteista ja tutustumisesta erilaisiin verkostopalveluihin. Toisella tasolla osaamismerkin sai oman opiskelunsa suunnittelemisesta, sovellusharjoituksen suunnittelusta tai vaikkapa käytännön opetuskokeilusta. Korkein taso tarkoitti kurssin välitöntä läpäisyä - erityisen etevä opiskelija pystyi osoittamaan oman osaamisensa hakemalla välittömästi kultaista merkkiä jonka tositteena tarvittiin toteutuksen suunnitelma ja raportti sovellusesimerkkeineen.
Osaamismerkit toteutettiin Discendumin Badgefactory -palvelun avulla ja ne integroitiin osaksi Eliademy-ympäristössä toteutettua kurssia. Matalimman tason osaamismerkit myönnettiin automaattisesti siten, että opettaja teki niiden hakulomakkeisiin vain satunnaistarkastuksia kun taas kaksi korkeinta tasoa perustui opettajan tekemään tarkistukseen ja hyväksymiseen. Hyväksytyt merkit opiskelija tallensi omaan Openbadge Passport -lompakkoonsa ja julkiseen osaamisportfolioonsa.
Kuullun ja nähdyn kommentontia: tarua vai totta (tekoälyä, lohkoketjuja sek...
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Oulu 13.2.2018
Teknologiatuettu oppiminen ja opetus 4op - johdantoluento + digitalisaatio
Oulun yliopiston Kasvatustieteiden tiedekunnan kurssin "teknologiatuettu oppiminen ja opetus" johdantoluento. Luennoitsija: Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
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Puheenvuoro tilaisuudessa:
Stadin ammattiopiston lukuvuoden 2017-2018 avaus. Messukeskus, Helsinki.
Teknologiatuettu oppiminen ja opetus - luento asiantuntijafoorumissa
Pohjois-Pohjanmaan liiton asiantuntijafoorumi 1/2017
KEHITTYVÄ KOULUYMPÄRISTÖ. 6.2.2017. Pohjois-Pohjanmaan Liitto.
OSAAVA VESO: Tieto- ja viestintätekniikka pedagogisena työvälineenä. Raahe 2015
Osaava hankkeen koulutuspäivä. Raahe 10.10.2015.
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"Digital enabled learning" (Arctic frontiers speech 2020)
"Digital enabled learning" (Arctic frontiers speech 2020)
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Developing Computational Thinking Practises through Digital Fabrication Activ...
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Digitaalinen tulevaisuus 2030 – kuinka ”tukiäly” tukee ihmisten arkea, oppimi...
”Davidin ja Goljatin taistelu: kesyttääkö opettaja teknologian vai jyrääkö te...
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Miten opettajien uusi sukupolvi mullistaa opetuksen? Vai mullistaako sittenkään?
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Puheenvuoro RAKLI:n vierailulla: Teknologiatuettu oppiminen ja oppimisen uude...
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Lito2018 workshop arviointi suurilla verkkokursseilla
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OSAAVA VESO: Tieto- ja viestintätekniikka pedagogisena työvälineenä. Raahe 2015
OSAAVA VESO: Tieto- ja viestintätekniikka pedagogisena työvälineenä. Raahe 2015
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Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...Edge AI and Vision Alliance
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
20240609 QFM020 Irresponsible AI Reading List May 2024
Everything I found interesting about the irresponsible use of machine intelligence in May 2024
Monitoring and Managing Anomaly Detection on OpenShift.pdf
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
National Security Agency - NSA mobile device best practices
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
How to Get CNIC Information System with Paksim Ga.pptx
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Taking AI to the Next Level in Manufacturing.pdf
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Main news related to the CCS TSI 2023 (2023/1695)
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
June Patch Tuesday
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Generating privacy-protected synthetic data using Secludy and Milvus
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OpenID AuthZEN Interop Read Out - Authorization
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
Building Production Ready Search Pipelines with Spark and Milvus
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
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Presentation of the OECD Artificial Intelligence Review of Germany
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“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
20240609 QFM020 Irresponsible AI Reading List May 2024
20240609 QFM020 Irresponsible AI Reading List May 2024
Monitoring and Managing Anomaly Detection on OpenShift.pdf
Monitoring and Managing Anomaly Detection on OpenShift.pdf
National Security Agency - NSA mobile device best practices
National Security Agency - NSA mobile device best practices
How to Get CNIC Information System with Paksim Ga.pptx
How to Get CNIC Information System with Paksim Ga.pptx
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
WeTestAthens: Postman's AI & Automation Techniques
WeTestAthens: Postman's AI & Automation Techniques
Generating privacy-protected synthetic data using Secludy and Milvus
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Building Production Ready Search Pipelines with Spark and Milvus
Building Production Ready Search Pipelines with Spark and Milvus
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Edtech Info English07
- 1. Educational Technology Research Unit Prof. Sanna Järvelä http://edtech.oulu.fi/ Department of Educational Sciences and Teacher Education University of Oulu
- 5. R e s e a r c h Introductory studies (25 ects) Intermediate studies (60 ects) Master’s programme Postgraduate education T e a c h i n g Teaching and learning with technology in practice
- 7. Publications 0 5 10 15 20 25 30 35 40 2001 2002 2003 2004 2005 2006 2007 submitted Refereed conference papers Refereed journal articles Books & chapters Dissertations All