This document summarizes a case study that explored using standards-based metadata to make learning content adaptable based on learner needs and preferences. The study used an authoring tool called LOTTI to develop an adaptable learning object on Java while loops. It also used a profiling tool called PAL to collect learner profiles described as personas. The learning object was then mapped against the personas to test adaptations. The study found that the approach was valid but could be improved by allowing more detailed learner and device profiles and adaptations beyond just presentation. Further work is needed to replicate the study with more learning objects, profiles and real users.
The document proposes a layered model for authoring educational content with different levels of abstraction.
The lowest level is content, which can be learning objects. Above this is a structure level that provides a table of contents. Next is a task level that defines learning processes and activities. The highest level is conceptualization, which models the knowledge domain using ontologies and instructional templates.
This layered model separates concerns of content, structure, tasks and conceptualization/knowledge modeling. It aims to make authoring tools more flexible and the content more interoperable and adaptable to different contexts.
Education must capitalize on the trend within technology toward big data. New types of data are becoming available. From evidence approaches to xAPI and the whole Training and Learning Architecture(TLA) big data is the foundation of all.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines a music video pitch for Gary Jules' song "Mad World" in the genres of indie, R&B and folk. It includes details on the concept, tone, locations, characters, and timeline. Research was conducted on similar genre videos. The narrative will show a relationship breaking up through flashbacks. Filming permits are pending for locations in London.
The document provides an evaluation of a music video production. It discusses how the video both uses and challenges conventions of the R&B genre through its narrative style, tone, pacing, camera work, and costumes. Intertextual references are made to other music videos like "Elvis Ain't Dead" by Scouting for Girls and videos by Lana Del Rey and Charlie Simpson. The evaluation also addresses how the video applies Goodwin's theory of music videos by linking the visuals to lyrics and music, incorporating genre characteristics, and considering notions of looking. Digipak and website designs are discussed in terms of conveying the folk music genre through color schemes, images, and interactive elements to promote the band.
This document discusses the development of adaptable learning objects to address the diversity of learner needs and preferences. It presents challenges in designing learning resources that can be accessed by all learners despite their individual needs. It introduces the Learning Object Tutor Tools Interface (LOTTI) authoring tool, which allows creating adaptable learning objects using alternative media components and additional accessibility metadata. It also presents the Profile for Adaptable Learning (PAL) tool, which collects learner access requirements and preferences to generate adaptability statements. The document concludes by exploring the potential of these tools as part of a complete adaptable personal learning environment.
This document discusses the challenges of developing adaptable learning objects that can meet the diverse needs of learners. It introduces LOTTI, a learning object authoring tool that uses learning design patterns and an accessibility wizard to help designers create pedagogically rich and accessible learning objects. LOTTI uses standards like IMS ACCMD and IMS Content Packaging. The document also describes the TAS adaptation service, which can retrieve, adapt, and deliver learning objects based on a user's needs and the resource's capabilities. Further work is needed to expand LOTTI and develop a framework for an open-source adaptable personal learning environment.
The document proposes a layered model for authoring educational content with different levels of abstraction.
The lowest level is content, which can be learning objects. Above this is a structure level that provides a table of contents. Next is a task level that defines learning processes and activities. The highest level is conceptualization, which models the knowledge domain using ontologies and instructional templates.
This layered model separates concerns of content, structure, tasks and conceptualization/knowledge modeling. It aims to make authoring tools more flexible and the content more interoperable and adaptable to different contexts.
Education must capitalize on the trend within technology toward big data. New types of data are becoming available. From evidence approaches to xAPI and the whole Training and Learning Architecture(TLA) big data is the foundation of all.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines a music video pitch for Gary Jules' song "Mad World" in the genres of indie, R&B and folk. It includes details on the concept, tone, locations, characters, and timeline. Research was conducted on similar genre videos. The narrative will show a relationship breaking up through flashbacks. Filming permits are pending for locations in London.
The document provides an evaluation of a music video production. It discusses how the video both uses and challenges conventions of the R&B genre through its narrative style, tone, pacing, camera work, and costumes. Intertextual references are made to other music videos like "Elvis Ain't Dead" by Scouting for Girls and videos by Lana Del Rey and Charlie Simpson. The evaluation also addresses how the video applies Goodwin's theory of music videos by linking the visuals to lyrics and music, incorporating genre characteristics, and considering notions of looking. Digipak and website designs are discussed in terms of conveying the folk music genre through color schemes, images, and interactive elements to promote the band.
This document discusses the development of adaptable learning objects to address the diversity of learner needs and preferences. It presents challenges in designing learning resources that can be accessed by all learners despite their individual needs. It introduces the Learning Object Tutor Tools Interface (LOTTI) authoring tool, which allows creating adaptable learning objects using alternative media components and additional accessibility metadata. It also presents the Profile for Adaptable Learning (PAL) tool, which collects learner access requirements and preferences to generate adaptability statements. The document concludes by exploring the potential of these tools as part of a complete adaptable personal learning environment.
This document discusses the challenges of developing adaptable learning objects that can meet the diverse needs of learners. It introduces LOTTI, a learning object authoring tool that uses learning design patterns and an accessibility wizard to help designers create pedagogically rich and accessible learning objects. LOTTI uses standards like IMS ACCMD and IMS Content Packaging. The document also describes the TAS adaptation service, which can retrieve, adapt, and deliver learning objects based on a user's needs and the resource's capabilities. Further work is needed to expand LOTTI and develop a framework for an open-source adaptable personal learning environment.
Ontology-based Semantic Approach for Learning Object RecommendationIDES Editor
The main focus of this paper is to apply an ontologybased
approach for semantic learning object recommendation
towards personalized e-learning systems. Ontologies for
learner model, learning objects and semantic mapping rules
are proposed. The recommender can be able to provide
individually learning object by taking the learner preferences
and styles, which used to adjust or fine-tune in learning object
recommending process. In the proposed framework, we
demonstrated how the ontologies can be used to enable
machines to interpret and process learning resources in
recommendation system. The recommendation consists of four
steps: semantic mapping between learner and learning
objects, preference score calculation, learning object ranking
and recommending the learning object. As a result, a
personalized and most suitable learning object is
recommended to the learner.
This document proposes optimizing service oriented architecture to support e-learning with adaptive and intelligent features. It discusses how adaptive learning refers to technologies that can dynamically recognize the role and profile of each learner and respond accordingly. It also discusses different adaptive learning approaches like macro, micro, and constructivist-collaborative approaches. Intelligent tutoring systems that utilize artificial intelligence techniques are also discussed. The proposal aims to make adaptive and intelligent e-learning features available as standard reusable services via an optimized service oriented architecture to enhance the overall system.
In the LMS or CMS environment, content management frequently translates into single-purpose allocation of content resources, with cataloging and meta tagging being a haphazard affair. This results in potential duplication of content and significant time loss associated with asset retrieval for incorporation into new curricula. Because content is created with the notion that all contributors have knowledge of the underlying taxonomies or common vernacular that information is based upon, it is difficult for organizations to survey their content universe for existing objects that can be incorporated into emerging workflows or to assess relationships between content across disciplines.
Mash-Up Personal Learning Environments (MUPPLE) aims to provide a solution to the flaws of personalization in current learning environments by allowing learners to design their own learning environments. MUPPLE uses a rendering engine and scripting language to allow learners to mash up various tools, content, and activities into personalized learning environments. It also supports sharing patterns of activities between learners.
Users of Scholarship Technology uostech - A Community Approachmarkuos
The document introduces a community called Users of Scholarship Technology (uostech) that aims to advance useful scholarship technology through skills sharing, knowledge sharing, and building a community of practice for learning, teaching, and research. The community takes an inquiry-based approach where open-ended questions encourage research-like activities and blur roles between researchers, teachers, and learners. The community works to develop a framework for this inquiry to research potential uses of mashups and adaptations of Web 2.0 tools.
Project number: 224348
Project acronym: AEGIS
Project title: Open Accessibility Everywhere: Groundwork, Infrastructure, Standards
Starting date: 1 September 2008
Duration: 48 Months
AEGIS is an Integrated Project (IP) within the ICT programme of FP7
JISC LADIE project Learning Design In Educationgrainne
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
The document discusses flaws in personal learning environments and existing adaptive technologies, and proposes a mash-up personal learning environment (MUPPLE) that allows learners to combine various web tools and services to design their own learning environment through a scripting language called LISL. MUPPLE includes a rendering engine to combine tools and wiki content, and the LISL scripting language is designed to be natural language-like and give learners full control over customizing their learning process.
The document discusses the REVIVE project and its goal of transferring an innovative technological methodology called iCamp from higher education to vocational education and training (VET). It notes several issues with current VET curriculum and tools, including a lack of autonomy for learners. The iCamp approach aims to move from instructional design to learning environment design and promote personal learning environments. It also discusses implementing iCamp through various trials, tools to support the approach, and findings from case studies.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
C-SAP e-learning forum: Overview of Open Educational Resources projectCSAPSubjectCentre
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
The document discusses sharing educational resources and learning objects openly on the internet. It proposes representing instructional design methods and theories using ontologies to allow searching for and comparing learning designs based on the instructional approaches used. Recording more details about learning designs could help link theoretical approaches to practical outcomes, inform future design work, and enable more rigorous comparisons between different instructional techniques. Representing instructional design processes formally may help move the field towards more data-driven, evidence-based practices.
AN ADAPTIVE REUSABLE LEARNING OBJECT FOR E-LEARNING USING COGNITIVE ARCHITECTUREacijjournal
Nowadays, a huge amount of ambiguous e-learning materials are available in World Wide Web
irrespective of various objectives. These digital educational resources can be reused and shared from
centralized online repository and it will avoid the redundant learning material. The main goal is to design
consistent adaptable e-learning course material for web-based education system with emphasis on the
quality of learning. This can be done by organizing learning object in a prescribed manner and it can be
reused in feature. Such reusable learning objects are enhanced further to become adaptive reusable
learning objects that are virtually cognitive and responsive towards the specific needs of the user/customer.
This paper proposes the cognitive architecture to offer an adaptive reusable objects (RLO) based on
individual profile of e-learner besides their cognitive behaviour while learning.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Commun...Michael Derntl
This document summarizes the Open Graphical Learning Modeler (OpenGLM) tool, which allows for standards-based sharing of instructional models within communities. OpenGLM builds upon existing modeling tools by integrating a sharing space called the Open ICOPER Content Space, which allows users to search, retrieve, annotate, enrich, and share instructional models. The document describes how OpenGLM streamlines the reuse and adaptation of instructional models for new courses. An evaluation with university users found benefits like reuse of materials and shared resources, though limitations around IT literacy, motivation, and intellectual property were also noted.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
A Folksonomy-Based Lightweight Resource Annotation Metadata Schema For Person...Kim Daniels
1) The document proposes a lightweight resource annotation metadata schema and semantic model to annotate and personalize hypermedia learning resources for individual learners based on folksonomy tagging.
2) It aims to harness social web resources for educational purposes by adapting them to different learner needs, styles, and preferences through collaborative tagging and annotation.
3) A prototype recommender system is demonstrated and preliminary results found learners were confident in the accuracy, usefulness, and relevance of the recommended resources.
xAPI (Experience API):Potential for Open Educational Resources Ramesh C. Sharma
The document discusses the Experience API (xAPI), which was created to address limitations of the Sharable Content Object Reference Model (SCORM) standard for tracking learning activities. xAPI allows learning experiences to be recorded from a variety of environments and devices, not just formal courses, by sending secure statements about activities to a Learning Record Store. This provides a way to integrate learning data from different sources for purposes like analytics and personalized learning. The document outlines several ways xAPI could benefit open educational resources and open learning by improving data interoperability and facilitating open sharing and reuse of learning data and analytics.
The document discusses the iCamp project which aims to design innovative learning experiences to develop soft competencies through challenging learning environments, building personal learning environments, and applying Web 2.0 tools. It provides an overview of trials conducted using tools like blogs, wikis and chat for collaboration, content creation and self-reflection. A new model is proposed for visualizing learning landscapes and activity patterns to better describe the learning process and environment.
Ontology-based Semantic Approach for Learning Object RecommendationIDES Editor
The main focus of this paper is to apply an ontologybased
approach for semantic learning object recommendation
towards personalized e-learning systems. Ontologies for
learner model, learning objects and semantic mapping rules
are proposed. The recommender can be able to provide
individually learning object by taking the learner preferences
and styles, which used to adjust or fine-tune in learning object
recommending process. In the proposed framework, we
demonstrated how the ontologies can be used to enable
machines to interpret and process learning resources in
recommendation system. The recommendation consists of four
steps: semantic mapping between learner and learning
objects, preference score calculation, learning object ranking
and recommending the learning object. As a result, a
personalized and most suitable learning object is
recommended to the learner.
This document proposes optimizing service oriented architecture to support e-learning with adaptive and intelligent features. It discusses how adaptive learning refers to technologies that can dynamically recognize the role and profile of each learner and respond accordingly. It also discusses different adaptive learning approaches like macro, micro, and constructivist-collaborative approaches. Intelligent tutoring systems that utilize artificial intelligence techniques are also discussed. The proposal aims to make adaptive and intelligent e-learning features available as standard reusable services via an optimized service oriented architecture to enhance the overall system.
In the LMS or CMS environment, content management frequently translates into single-purpose allocation of content resources, with cataloging and meta tagging being a haphazard affair. This results in potential duplication of content and significant time loss associated with asset retrieval for incorporation into new curricula. Because content is created with the notion that all contributors have knowledge of the underlying taxonomies or common vernacular that information is based upon, it is difficult for organizations to survey their content universe for existing objects that can be incorporated into emerging workflows or to assess relationships between content across disciplines.
Mash-Up Personal Learning Environments (MUPPLE) aims to provide a solution to the flaws of personalization in current learning environments by allowing learners to design their own learning environments. MUPPLE uses a rendering engine and scripting language to allow learners to mash up various tools, content, and activities into personalized learning environments. It also supports sharing patterns of activities between learners.
Users of Scholarship Technology uostech - A Community Approachmarkuos
The document introduces a community called Users of Scholarship Technology (uostech) that aims to advance useful scholarship technology through skills sharing, knowledge sharing, and building a community of practice for learning, teaching, and research. The community takes an inquiry-based approach where open-ended questions encourage research-like activities and blur roles between researchers, teachers, and learners. The community works to develop a framework for this inquiry to research potential uses of mashups and adaptations of Web 2.0 tools.
Project number: 224348
Project acronym: AEGIS
Project title: Open Accessibility Everywhere: Groundwork, Infrastructure, Standards
Starting date: 1 September 2008
Duration: 48 Months
AEGIS is an Integrated Project (IP) within the ICT programme of FP7
JISC LADIE project Learning Design In Educationgrainne
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
The document discusses flaws in personal learning environments and existing adaptive technologies, and proposes a mash-up personal learning environment (MUPPLE) that allows learners to combine various web tools and services to design their own learning environment through a scripting language called LISL. MUPPLE includes a rendering engine to combine tools and wiki content, and the LISL scripting language is designed to be natural language-like and give learners full control over customizing their learning process.
The document discusses the REVIVE project and its goal of transferring an innovative technological methodology called iCamp from higher education to vocational education and training (VET). It notes several issues with current VET curriculum and tools, including a lack of autonomy for learners. The iCamp approach aims to move from instructional design to learning environment design and promote personal learning environments. It also discusses implementing iCamp through various trials, tools to support the approach, and findings from case studies.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
C-SAP e-learning forum: Overview of Open Educational Resources projectCSAPSubjectCentre
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
The document discusses sharing educational resources and learning objects openly on the internet. It proposes representing instructional design methods and theories using ontologies to allow searching for and comparing learning designs based on the instructional approaches used. Recording more details about learning designs could help link theoretical approaches to practical outcomes, inform future design work, and enable more rigorous comparisons between different instructional techniques. Representing instructional design processes formally may help move the field towards more data-driven, evidence-based practices.
AN ADAPTIVE REUSABLE LEARNING OBJECT FOR E-LEARNING USING COGNITIVE ARCHITECTUREacijjournal
Nowadays, a huge amount of ambiguous e-learning materials are available in World Wide Web
irrespective of various objectives. These digital educational resources can be reused and shared from
centralized online repository and it will avoid the redundant learning material. The main goal is to design
consistent adaptable e-learning course material for web-based education system with emphasis on the
quality of learning. This can be done by organizing learning object in a prescribed manner and it can be
reused in feature. Such reusable learning objects are enhanced further to become adaptive reusable
learning objects that are virtually cognitive and responsive towards the specific needs of the user/customer.
This paper proposes the cognitive architecture to offer an adaptive reusable objects (RLO) based on
individual profile of e-learner besides their cognitive behaviour while learning.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Commun...Michael Derntl
This document summarizes the Open Graphical Learning Modeler (OpenGLM) tool, which allows for standards-based sharing of instructional models within communities. OpenGLM builds upon existing modeling tools by integrating a sharing space called the Open ICOPER Content Space, which allows users to search, retrieve, annotate, enrich, and share instructional models. The document describes how OpenGLM streamlines the reuse and adaptation of instructional models for new courses. An evaluation with university users found benefits like reuse of materials and shared resources, though limitations around IT literacy, motivation, and intellectual property were also noted.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
A Folksonomy-Based Lightweight Resource Annotation Metadata Schema For Person...Kim Daniels
1) The document proposes a lightweight resource annotation metadata schema and semantic model to annotate and personalize hypermedia learning resources for individual learners based on folksonomy tagging.
2) It aims to harness social web resources for educational purposes by adapting them to different learner needs, styles, and preferences through collaborative tagging and annotation.
3) A prototype recommender system is demonstrated and preliminary results found learners were confident in the accuracy, usefulness, and relevance of the recommended resources.
xAPI (Experience API):Potential for Open Educational Resources Ramesh C. Sharma
The document discusses the Experience API (xAPI), which was created to address limitations of the Sharable Content Object Reference Model (SCORM) standard for tracking learning activities. xAPI allows learning experiences to be recorded from a variety of environments and devices, not just formal courses, by sending secure statements about activities to a Learning Record Store. This provides a way to integrate learning data from different sources for purposes like analytics and personalized learning. The document outlines several ways xAPI could benefit open educational resources and open learning by improving data interoperability and facilitating open sharing and reuse of learning data and analytics.
The document discusses the iCamp project which aims to design innovative learning experiences to develop soft competencies through challenging learning environments, building personal learning environments, and applying Web 2.0 tools. It provides an overview of trials conducted using tools like blogs, wikis and chat for collaboration, content creation and self-reflection. A new model is proposed for visualizing learning landscapes and activity patterns to better describe the learning process and environment.
Similar to ICALT-2011.Exploring a standards-based approach to the design and delivery of adaptable learning objects (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ICALT-2011.Exploring a standards-based approach to the design and delivery of adaptable learning objects
1. Exploring a standards-based approach to the design and delivery of adaptable learning content. A Case Study. Voula Gkatzidou, Elaine Pearson Accessibility Research Centre Teesside University, UK [email_address]
16. Exploring a standards-based approach to the design and delivery of adaptable learning content. A Case Study. Voula Gkatzidou, Elaine Pearson Accessibility Research Centre Teesside University, UK [email_address]
Editor's Notes
Exploring a Standards-based Approach to the Design and Delivery of Adaptable Learning Content. A Case Study
Previous presenters of this session have highlighted the importance of adaptability and personalisation and it is clear that each and every one of us is different in terms of who we prefer to learn. In the context of accessibility and disabled learners, no two learners are the same, they might require alternative access systems to access their learning content or they might require for it to be presented in different modalities or styles. So the concept of adaptability is of pivotal importance to disabled learners There are numerous existing approaches to adaptability and personalisation in the field of adaptable learning but not many of these attempts focus specifically on accessibility and most of these approaches either focus solely on technical standatds and usually lack a pedagogical perspective. The focus of this work is looking at adaptability for accessibility in order to enable learning rather than facilitate or enhance learning, as with disabled students, it’s a matter of access or no access at all if learning is not adapted to their needs.
Standards play an important role when it comes to realising th e potential of adaptability. For this work we have implemented the IMSAccessForAll specification that IMSAccessForAll allows for two subsequent specifications: accmd: that uses metadata to describe the accessibility of a learning resource, in terms of its availabilit of alternative components acclip: a metadata specification that describes the learner’s access needs and preferences This work is looking at providing tools to support an accessible relationship between the learner and the resource by designing tools such as a learning object authoring tool a learner profile tool an adaptation mechanism to provide a match between what the learner needs and what the learning resource has available.
Just an overview of how these tools are connected, we have the learning object authoring tool that allows for the design of adaptable learning object tagged in accmd A nd the learner profiliing tool on the other side that allows a user to express their profile in acclip. We have the tas ADAPTATION service in the middle that is responsible in adapting the learning object to suit the needs of the learner proflle and present the adapted content to the user.
Lotti is a web based authoring tool that supports the design of pedagogically rich learning objects, with the aid of learning design patterns, supporting the designer to create and appropriately label retrievable, re-usable and adaptable learning objects The unique aspect of lotti is its accessibility wizard that prompts the designer to assign an alternative component, everytime they import a new media file LOTTI is currently employingIMS ACCMD, IEEE LOM, and IMS CP
The Profile for Adaptable learning (PAL) tool is a mechanism that collects the user’s access requirements in terms of appearance, layout and selection of content Pal allows for the description of requests for alternative formats such as captions, audio descriptions, sign language etc. It summarises the acllip preferences into easy for the user to understand adaptability statements and it applied IMS ACCLIP metadata
The aim of this case study is to identify the practical boundaries of transformable content by examining the efficacy of an authoring tool and profiling mechanism in implementing the accessibility metadata standards for adaptation. The case study also aims to investigate the validity of our wider adaptation approach by providing a platform for experimentation with realistic examples of learner profiles and learning objects that have the potential to demonstrate the benefits of the metadata and the individual tools. Methodology : first we use the authoring tool to develop a range of learning objects and investigate the extent to which they could be adapted. We also use PAL to create a number of detailed learner profiles and then examine the outcomes of each particular case of matching the learning object to different learner profiles in order to understand the factors that lead to these outcomes
The sample learning object used for this study was an already existing learning object, the While Loop It was originally designed to help the teaching and learning of introductory Java programming for first year undergraduate students at London Metropolitan University learn JAVA programming. The ‘While’ loop learning object was chosen to be used in the study because it is a short, self contained resource authored in Flash which contains a single learning objective and explains an abstract programming concept that students find difficult to comprehend and has been extensively used in practice over the years. It follows a learning design pattern and consists of a title page, a concept page, a number of example page and an interactive quiz at the end.
The original ‘While Loop’ learning object is composed of the following media assets: text, images and a series of animations. During the re-development process, the original media assets of the ‘While Loops’ learning object have been used for its re-aggregation with LOTTI, alongside a number of accessibility enhancements. The following table summarises the learning object’s original media assets and the adaptable components that have been added with LOTTI. For text, we have added a graphic alternative, which in this case was a sign language alternative video For images, we have provided text descriptions and similarly added audio description to animation. For the video component, we have added a caption file (subtitles)
In the context of this case study the various personas are defined in terms of their access needs and preferences. This is based on a design technique that specifically targets user interaction design by allowing the creation of personas that are precise descriptions of a typical user and what they wish to accomplish. Personas are defined as user models and are fictional, detailed archetypical characters. to represent their specific access needs and preferences Personas are defined in terms of their needs and preferences and act as detailed, fictional and archetypical users. For the purpose of this case study, we have created five personas, as example learners, to represent their specific access needs and preferences. Each learner profile, which was written in English, and was expressed through PAL, which automatically translates it into XML statements expressed in IMS AccLIP
As you see on this table, the 5 personas we have created are summarised alongside their individual needs and preferences Persona A represents a hearing impaired learner and requires alternatives to audio, and in the case of While Loop learning object, that means subtitles for the video content Persona B is a low vision learner that is a screen reader user and needs text alternatives for all visual elements so the screen reader can read them out loud Persona C is a mobile learner, wishing to access all the learning content on his mobile device, and requires audio alternatives to all textual elements Persona D is a cognitive/motor impairements user that requires the use of a switch as an input device, prefers an onscreen keyboard to be presented and would also prefer the use of symbols. Persona E is a kinaesthetic learner, which represents a particular learning style and she would like to be able to change the sequence of the learning content,and also prefere graphic alternatives to text to suit her mode of learning.
So when it comes to mapping the learning object to each of the personas, this is table summarises of what happens for each case. For Persona A , the adaptation is pretty striaghtforward, with the TAS service being able to augment the video with t he captions file Similarly, for Persona B, text alternative and equivalents exist for all the media components, so the TAS service would be able to carry out the necessary adaptations as requested by the user Persona C specified a preference for audio alternatives to text, as he will be accessing the learning object on his ipod, and due to the size of the screen , he wont want. The animation and the image have audio alternatives, but the textual elements don ’ t, so the TAS service will only be able to fulfill partially his needs Persona D Persona E
To summarise, we have presented an approach In order to bridge the gap between user’s needs and learning content authors’ efforts and to respond to the challenge of designing adaptable learning objects It is clear from the study that AccMD can only be partially applied to rich media content, as it requires that content is managed as unique, atomic components, while rich media are, by definition, complex and can be composed of a number of synchronised media resources.
To summarise, we have presented a standards based approach that responds to the challenge of adaptable learning. Although we believe that the case study demonstrated the validity of our approach, we acknolwedge that its limitations in terms of the small size of sample learning objects and personas. So a replication of the case study is required in order to be able to confirm and get more in-depth results prior to running the case study again with the involvemnent of real learners. What this case study means to us in terms of moving forward, is that we can feed the results of this conceptual mapping into the design and implementationg ot the TAS adaptation service, specficially in terms of what rules and what intelligence should apply to it. Future work includes the integration of both LOTTI and the PAL tools within a development framework for an open source Adaptable Personal Learning Environment (APLE) [14] that provides a learning experience, adaptable to the needs and preferences of individual learners, regardless of any disabilities they may have or the context in which they are working.
Exploring a Standards-based Approach to the Design and Delivery of Adaptable Learning Content. A Case Study