EUDAT Training Experiences
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The document summarizes the experiences from the EUDAT Summer School training in 2018, which faced some challenges but ultimately was a success. It describes how an issue was encountered with the B2ACCESS authentication service, slowing down the initial training activities. However, the event was well-organized by various partners and had a very positive overall evaluation from students. It highlights how impromptu social activities among students and trainers, like going for drinks, helped foster interaction and feedback outside of the formal classroom setting.
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The document discusses using web 2.0 technologies to increase student engagement in different areas at the University of Otago. It describes using ePortfolios to help dental students map their goals and experiences, using blogs and wikis to improve language learning, and developing an interactive 3D animation to help physiology students learn about the cardiac cycle. While some students found these tools useful, others said they did not have time to use ePortfolios or did not see the value in moving to new approaches. The document advocates for more widespread and experimental use of web 2.0 services to engage students in their learning.
Sample Slideshare Presentation
This document provides information and resources for engaging students, parents, and colleagues in using a school's career website. It includes ideas for games, posters, and social media to involve students. For parents, it recommends using the website's newsfeed, custom pages, and social media links. Colleagues can be engaged by creating them user accounts, providing promotional materials and lesson plans, and demonstrating student data and career planning tools. The document aims to promote familiarity and regular use of the central career website among the school community.
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The document discusses using web 2.0 technologies to increase student engagement in different areas at the University of Otago. It describes using ePortfolios to help dental students map their goals and experiences, using blogs and wikis to improve language learning, and developing an interactive 3D animation to help physiology students learn about the cardiac cycle. While some students found these tools useful, others said they did not have time to use ePortfolios or did not see the value in moving to new approaches. The document advocates for more widespread and experimental use of web 2.0 services to engage students in their learning.
Sample Slideshare Presentation
This document provides information and resources for engaging students, parents, and colleagues in using a school's career website. It includes ideas for games, posters, and social media to involve students. For parents, it recommends using the website's newsfeed, custom pages, and social media links. Colleagues can be engaged by creating them user accounts, providing promotional materials and lesson plans, and demonstrating student data and career planning tools. The document aims to promote familiarity and regular use of the central career website among the school community.
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1) The evening included presentations from teachers, students, and education officials on why the school wanted to implement BYODD and how it could enhance learning.
2) Survey results from parents showed majority support for BYODD and felt it could benefit students, but some had concerns about overuse of technology and cyber safety.
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This document discusses planning for school visits to share innovative practices using information and communication technology (ICT). It includes:
1) An agenda to determine understanding of aims, develop objectives and content areas, and plan term 4 school visit sessions.
2) Questions to prompt reflection on how each staff member's context and practices have changed in the past year and how they have impacted students and others.
3) Attributes for visitors to the school sessions including what they will see, do, know, and be expected to do afterwards.
4) Considerations for setting the scene including who the school is, what they have done, why, how, and what impact.
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The document discusses how a 7th grade math teacher integrates technology into lessons. It mentions that technology motivates and engages students by addressing different learning styles and exposing them to real-world tools. Examples provided include having students use Word to create tables and PowerPoint for presentations using data from an online source. The document also discusses using Inspiration for a computer-based problem solving strategy and finding content-specific websites to supplement lessons.
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This document summarizes the key discussion points from an information evening about a school's plan to implement a Bring Your Own Device (BYODD) program. The summary includes:
1) The evening included presentations from teachers, students, and education officials on why the school wanted to implement BYODD and how it could enhance learning.
2) Survey results from parents showed majority support for BYODD and felt it could benefit students, but some had concerns about overuse of technology and cyber safety.
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Methods of evaluative data collection and analysis. Semi-structured, conversational-style interviews were conducted with 18 academic staff at UNE about their experiences of transitioning to fully online delivery. These interviews were recorded, transcribed, coded and subjected to thematic analysis to capture key ideas and emergent themes.
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This document discusses planning for school visits to share innovative practices using information and communication technology (ICT). It includes:
1) An agenda to determine understanding of aims, develop objectives and content areas, and plan term 4 school visit sessions.
2) Questions to prompt reflection on how each staff member's context and practices have changed in the past year and how they have impacted students and others.
3) Attributes for visitors to the school sessions including what they will see, do, know, and be expected to do afterwards.
4) Considerations for setting the scene including who the school is, what they have done, why, how, and what impact.
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AMEE 2021 TEL committee symposium presentation - more here https://telmeded.blogspot.com/2020/12/tel-in-meded-during-covid-19-looking.html
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The document discusses the impact of moving higher education online during the COVID-19 pandemic. It notes that while universities quickly pivoted to emergency remote teaching, long-term online education requires more preparation and resources. It also raises questions about equity and access given technology disparities among students. While online teaching skills can be developed over time, some university departments have been more reluctant than others to change. Overall, the document advocates for an optimistic and learning-focused approach to online education as changes may outlast the immediate pandemic.
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This document discusses strategies for supporting students in their first year experience, particularly amidst the challenges of the COVID-19 pandemic. It recommends leveraging emerging technologies like online learning, virtual tours, and augmented reality to engage students. Universities are shifting to more flexible academic calendars and online/blended models. The pandemic has accelerated existing trends towards remote learning and microcredentials. Educators are encouraged to consider small steps like using commitment cards to explore innovative teaching approaches and better support students' first year.
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its a project report, in here i can observer how my project reflect within short time..
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This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Ed Futures and the First Year Experience
This document discusses challenges for first-year students during the COVID-19 pandemic and strategies for supporting them. It summarizes recent research on how the pandemic has transformed higher education, including a shift to online learning and uncertain job prospects for students. The document then outlines how the University of Southern Queensland is addressing these issues through its strategic plan, including more flexible academic calendars, online education, and leveraging emerging technologies. Staff are encouraged to consider small steps like piloting new teaching approaches to better support first-year students during this difficult time.
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Bolton School for Girls started implementing a virtual learning environment (VLE) called Studywiz two years ago to transform their school culture and enable personalized learning. They carefully researched different VLE options and chose Studywiz after testing it. An implementation team planned a multi-stage rollout that included training advocates, introducing it to staff gradually, and initially using it in select subjects and years. Early successes include extending learning materials online and allowing absent students to keep up, though further development of parental and collaborative features is still underway.
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This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
MyWellnessCheck
This document summarizes a study on designing wellbeing feedback loops to inform policy at universities. The researchers created a wellbeing questionnaire for students and staff, which found high wellbeing correlated with life satisfaction. Workshops gathered feedback, identifying challenges like participation and impact tracking. The goal of ongoing assessment is to create a participatory process where organizations can listen to community needs and improve wellbeing.
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The document discusses the benefits and challenges of using Open Educational Resources (OER). Some key benefits include cost savings for students through free online textbooks, time savings for instructors who can reuse materials created by others, and the ability for anyone to author OER materials. However, there are also challenges to consider, such as ensuring OER materials are accessible to those who are deaf, blind, or have other physical or learning disabilities. Other challenges involve technology limitations in rural areas and issues with maintaining and updating OER materials over time as they are stored in different online locations. The document concludes by noting there are mixed views on OER and both traditional and non-traditional students may face struggles in different ways when using these open resources
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B2FIND is an interdisciplinary discovery portal that allows users to search for and find research data collections from various sources using faceted search options. It harvests and indexes metadata from EUDAT data centers, community repositories, and other sources using various protocols, and provides a unified search interface across data from different scientific domains and metadata standards. Search results can be filtered by location, time period, and other textual facets. Data providers can make their research data collections discoverable on B2FIND by defining mappings between their metadata and the B2FIND schema.
EUDAT Brochure - B2ACCESS.pdf
B2ACCESS is a federated authentication and authorization proxy that allows users to log in using credentials from their home institutions or social media accounts to access services in a secure way. It supports standards like SAML, OAuth, and OIDC for service integration and allows single sign-on access for users. B2ACCESS works by authenticating users through external identity providers like university login systems and then authorizes them for access to EUDAT services based on their group memberships.
Rob Carrillo - Writing effective service documentation for EUDAT services
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Ariyo - EUDAT CDI B2 services documentation
This document discusses writing effective service documentation for the EUDAT B2 suite of services. It provides an overview of the EUDAT B2 services and research data lifecycle context. It describes the approach to documentation writing, including identifying the end users and leveraging documentation from core technologies. The format and locations of documentation for services like B2ACCESS, B2DROP, B2FIND, B2HANDLE, B2SAFE, and B2SHARE are outlined, including code repositories, descriptions, usage guides, and training materials.
Introduction to eudat and its services
Are you a researcher, citizen scientist, institution or community looking for data storage and value-added services? Do you want access to tools to make your research data more FAIR (findable, accessible, interoperable, and reusable)? Interested in seeing how the future European Open Science Cloud could support research data and practically foster cross-border, cross-disciplinary collaboration? Then this webinar is for you!
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This document summarizes a pilot project using B2NOTE to semantically annotate research data stored in EUDAT B2SHARE. The project was conducted by researchers at the University of Porto. B2NOTE allows researchers to directly annotate datasets in B2SHARE using lightweight ontologies. The annotations are stored along with the datasets. This helps promote semantic annotation of research data by those who create it.
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European Open Science Cloud - Skills workshop
This document outlines the agenda for a workshop on skills for the European Open Science Cloud (EOSC). The workshop will discuss the skills needed to use EOSC services, existing skills frameworks and training provisions from related projects like EOSCpilot, skills mapping between competencies and cloud capabilities, and applying FAIR principles to training resources. Participants will provide input through live polling and breakout groups. The goal is to validate existing work on skills and identify remaining questions, and discuss how EOSC can help close skills gaps for research institutions, libraries and infrastructures.
Linking service capabilities to data stweardship competences for professional...
This document discusses the development of a skills framework for the European Open Science Cloud (EOSC) project. It outlines the goals of defining a data stewardship competency framework, analyzing current skills gaps, and making recommendations for training services in EOSC. The document discusses how stewardship ensures data and research objects are managed according to FAIR principles. It also summarizes the analysis of the current complex landscape of skills training providers and the skills gaps identified by EOSC demonstrators and other stakeholders. Next steps include additional workshops to gather feedback on missing competencies and how EOSC can enhance training.
FAIRness of training materials
This document discusses applying FAIR data principles to training materials and events to make them more findable, accessible, interoperable, and reusable. It suggests repositories use DOIs and versioning to make materials findable, use standard metadata and formats to make them accessible and interoperable, and provide rich descriptions and licenses to make them reusable. It also poses questions about how EOSC can support training providers and ensure a comprehensive catalogue of high quality training resources.
Training by EOSC-hub - Integrating and Managing services for the European Ope...
EOSC-hub receives funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 777536. EOSC-hub will create a federated integration and management system for the European Open Science Cloud to provide services for data, applications and tools, baseline services, a marketplace, AAI, accounting, monitoring and more according to principles of engagement, security regulations, standards, and terms of use. EOSC-hub involves 20 European infrastructures and over 100 partners working to implement the Federated Service Management training and provide domain-specific and generic training services.
Draft Governance Framework for the EOSC
The document proposes a draft governance framework for the European Open Science Cloud (EOSC) consisting of three layers:
1) A Steering layer representing users and providers to determine requirements, policies, and evaluate EOSC effectiveness.
2) A Strategic layer representing funders and decision makers to set the strategic vision, objectives, and performance metrics.
3) An Executive layer ensuring EOSC meets objectives by channeling funding as needed.
The framework is intended to be flexible, leveraging existing structures, and applying the European Interoperability Framework to coordinate different stakeholders across borders. Feedback is sought on the proposed model and decision flow between layers.
Building Interoperable AAI for Researchers
The document discusses the AARC project, which aims to improve federated identity management (FIM) for researchers across Europe. The project works to address eScience requirements and offer support for global policies around FIM. It has developed a blueprint architecture and set of building blocks to enable authentication and authorization across research collaborations and infrastructures. The AARC project also focuses on engagement with research communities and infrastructure providers to promote adoption of harmonized solutions. It has established several working groups and frameworks to facilitate collaboration and address security, assurance, and policy aspects of integrated identity and access management.
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EUDAT Training Experiences
- 1. www.eudat.euEUDAT receives funding from the European Union's Horizon 2020 programme - DG CONNECT e-Infrastructures. Contract No. 654065 EUDAT Training Experiences Shock, Horror and Beer Shaun de Witt, CCFE EUDAT Conference, Porto Jan 2018
- 2. Background Imagine, if you will The EUDAT Summer School Many months of planning 40 eager, fresh-faced students all with the right equipment 13 Trainers (from a range of projects) Test infrastructures set up, training plans documented, reviewed and tested Room swept for zombie virus and scary clowns What could possibly go wrong?
- 3. Oh the Horror! One of the first things students needed to do Log into B2ACCESS, the EUDAT AAI service Pretty much immediately, there was a realisation that we had a serious issue First few people logged in successfully but then… We had ‘contingency’ planning for service failure … but this wasn’t a failure ... We had exposed a scalability issue
- 4. Impact Assessment - or turning failure into opportunity Immediate impact actions Slowed the day down Students turned into ‘guinea pigs’ (somewhat better than frogs) to repeat the test for 10 minutes next day Long term impact The summer school had a high overall evaluation (4.5/5.0) The most remembered negative was B2ACCESS in a follow up survey
- 5. The ‘Hooray’ Many things went well Well organised (Thanks mainly to Marjan (DANS), Sara and Caterina(Trust-IT) and staff at FORTH) Good Social Events Near perfect weather Good mix of students Everything prepared … But what stood out?
- 6. Mixing It Up! Impromptu Social Events Students and Trainers … going out for an (unplanned) drink ... trying to get into a club ... Mixed tables at breakfast & dinner Remember – not everything will work for everyone
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