Key terms to support my keynote for the VI Fórum of Transformative Learning, Universidade Presbiteriana Mackenzie 24.01.2023
Google translate into Portuguese
Keynote to be uploaded
emerging technologies 3.0
Emerging Technologies such as artificial intelligence (AI), machine learning (ML), augmented reality (AR), the Internet of Things (IoT) and quantum computing can help organizations scale on demand, improve resiliency, minimize infrastructure investments and deploy solutions rapidly and securely.
Emerging Technologies such as artificial
intelligence (AI), machine learning (ML),
augmented reality (AR), the Internet of Things
(IoT) and quantum computing can help
organizations scale on demand, improve
resiliency, minimize infrastructure
investments and deploy solutions rapidly
and securely.
1. Artificial Intelligence & Machine Learning (AI & Robotics)
2. Data Science, Datafication
3. Block Chain (Crypto, Metaverse, AR,VR, Web 3.0, NFT)
4. Cyber Security
5. DevOps (Cloud Computing, Trello, Project Management)
6. 3D Printing Technology, Genomics
7. 5G and IoT (the Internet of Things)
8. Quantum Computing
9. Digital Marketing
10. E Commerce (Amazon, Alibaba, Shopify)
emerging technologies 3.0
Emerging Technologies such as artificial intelligence (AI), machine learning (ML), augmented reality (AR), the Internet of Things (IoT) and quantum computing can help organizations scale on demand, improve resiliency, minimize infrastructure investments and deploy solutions rapidly and securely.
Key Features of mHealth:
Accessibility: mHealth allows users to access health-related information and services anytime and anywhere, making it convenient for both healthcare providers and patients.
Remote Monitoring: With mHealth, patients can monitor their health conditions remotely using wearable devices or mobile apps, enabling real-time data tracking and sharing with healthcare professionals.
Health Education and Awareness: Mobile apps and platforms offer health education materials and raise awareness about various medical conditions, preventive measures, and healthy lifestyles.
Telemedicine: mHealth facilitates telemedicine, where patients can consult with healthcare providers through video calls or messaging services, reducing the need for in-person visits.
Health Data Management: Mobile health applications enable users to store and manage their health data, such as medical records, test results, and medication reminders.
Personalized Health Solutions: mHealth platforms can provide personalized health solutions based on individual health data, promoting targeted interventions and better healthcare outcomes.
Benefits of mHealth:
Improved Access to Healthcare: mHealth eliminates geographical barriers and improves access to healthcare services, especially in remote or underserved areas.
Better Patient Engagement: Patients can actively participate in managing their health, leading to improved self-care and adherence to treatment plans.
Cost-Effectiveness: mHealth solutions can reduce healthcare costs by avoiding unnecessary visits to healthcare facilities and preventing hospital readmissions.
Real-Time Data Sharing: Healthcare providers can receive real-time data from patients, allowing timely interventions and personalized treatment plans.
Enhanced Public Health Initiatives: mHealth applications contribute to public health initiatives by delivering health education and promoting preventive measures for specific health issues.
Despite its numerous benefits, mHealth also faces challenges such as ensuring data security and privacy, regulatory compliance, and reaching populations with limited access to mobile technology. Nonetheless, mHealth continues to transform healthcare delivery, making it more efficient, accessible, and patient-centered.
emerging technologies 3.0
Emerging Technologies such as artificial intelligence (AI), machine learning (ML), augmented reality (AR), the Internet of Things (IoT) and quantum computing can help organizations scale on demand, improve resiliency, minimize infrastructure investments and deploy solutions rapidly and securely.
Emerging Technologies such as artificial
intelligence (AI), machine learning (ML),
augmented reality (AR), the Internet of Things
(IoT) and quantum computing can help
organizations scale on demand, improve
resiliency, minimize infrastructure
investments and deploy solutions rapidly
and securely.
1. Artificial Intelligence & Machine Learning (AI & Robotics)
2. Data Science, Datafication
3. Block Chain (Crypto, Metaverse, AR,VR, Web 3.0, NFT)
4. Cyber Security
5. DevOps (Cloud Computing, Trello, Project Management)
6. 3D Printing Technology, Genomics
7. 5G and IoT (the Internet of Things)
8. Quantum Computing
9. Digital Marketing
10. E Commerce (Amazon, Alibaba, Shopify)
emerging technologies 3.0
Emerging Technologies such as artificial intelligence (AI), machine learning (ML), augmented reality (AR), the Internet of Things (IoT) and quantum computing can help organizations scale on demand, improve resiliency, minimize infrastructure investments and deploy solutions rapidly and securely.
Key Features of mHealth:
Accessibility: mHealth allows users to access health-related information and services anytime and anywhere, making it convenient for both healthcare providers and patients.
Remote Monitoring: With mHealth, patients can monitor their health conditions remotely using wearable devices or mobile apps, enabling real-time data tracking and sharing with healthcare professionals.
Health Education and Awareness: Mobile apps and platforms offer health education materials and raise awareness about various medical conditions, preventive measures, and healthy lifestyles.
Telemedicine: mHealth facilitates telemedicine, where patients can consult with healthcare providers through video calls or messaging services, reducing the need for in-person visits.
Health Data Management: Mobile health applications enable users to store and manage their health data, such as medical records, test results, and medication reminders.
Personalized Health Solutions: mHealth platforms can provide personalized health solutions based on individual health data, promoting targeted interventions and better healthcare outcomes.
Benefits of mHealth:
Improved Access to Healthcare: mHealth eliminates geographical barriers and improves access to healthcare services, especially in remote or underserved areas.
Better Patient Engagement: Patients can actively participate in managing their health, leading to improved self-care and adherence to treatment plans.
Cost-Effectiveness: mHealth solutions can reduce healthcare costs by avoiding unnecessary visits to healthcare facilities and preventing hospital readmissions.
Real-Time Data Sharing: Healthcare providers can receive real-time data from patients, allowing timely interventions and personalized treatment plans.
Enhanced Public Health Initiatives: mHealth applications contribute to public health initiatives by delivering health education and promoting preventive measures for specific health issues.
Despite its numerous benefits, mHealth also faces challenges such as ensuring data security and privacy, regulatory compliance, and reaching populations with limited access to mobile technology. Nonetheless, mHealth continues to transform healthcare delivery, making it more efficient, accessible, and patient-centered.
This is one of the first learning presentations that I had worked during my college days. Now, you can find more articles related to technology domain at https://www.biztechpost.com/
There are several techniques that we are leaving around today including: Artificial Intelligence( A.I),Block chain and Metaverse technologies. These technologies are crucial to our lifes in making life more easier.
Check for blockchain-related metadata: When art is created using blockchain technology, there may be metadata associated with the artwork that indicates its origins. This could include information about the artist, the date the artwork was created, the blockchain platform used, and more. If you have access to this metadata, you can examine it to see if it suggests that the artwork was generated using blockchain technology.
Look for a blockchain certificate: Some blockchain platforms offer certificates that can be used to verify the authenticity and provenance of art. These certificates may include information about the artwork's origins, the blockchain platform used, and more. If you have access to a certificate associated with the artwork in question, you can examine it to see if it suggests that the artwork was generated using blockchain technology.
Consult with experts: If you're unsure whether a particular piece of art was generated using blockchain technology, you can consult with experts in the field. This might include art historians, blockchain developers, or other professionals with expertise in art and technology. They may be able to examine the artwork and its associated metadata to provide insights into its origins and the technologies used to create it.
Check for other indicators: While there may not be a foolproof way to determine whether a piece of art was generated using blockchain technology, there may be other indicators that can help you make an informed guess. For example, you could look for stylistic or thematic similarities between the artwork in question and other pieces of art that are known to have been created using blockchain technology. You could also examine the artwork's provenance and history to see if there are any clues that suggest it may have been created using this technology.
Overall, verifying whether a piece of art was generated using blockchain technology may require a combination of these approaches, as well as careful analysis and consideration of the available evidence.
Reverse Image Search: One way to check if an artwork has been generated using AI is to perform a reverse image search on the artwork. This will help you identify if the artwork has been generated using an existing image dataset or if it is unique.
Metadata Analysis: Another method is to analyze the metadata of the artwork. If the metadata indicates that the artwork was created using an AI algorithm, then it is likely that the artwork was generated using AI.
Pixel Analysis: You can also perform pixel analysis on the artwork. AI-generated art often has a distinct pixel pattern that is different from traditional art.
Artist Verification: If the artwork is attributed to a specific artist, you can check if that artist has a history of using AI in their art. If the artist is known for using AI, it is likely that the artwork was generated using AI.
With the vigorous development of emerging information technology, artificial intelligence application scenarios are everywhere. When it comes to AI, the first thing we think of is machine learning and deep learning. However, they are only part of the field of artificial intelligence research. The scope of artificial intelligence is extremely wide. This presentation describes the hot topics in artificial intelligence research and ten major technical categories.
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
This is one of the first learning presentations that I had worked during my college days. Now, you can find more articles related to technology domain at https://www.biztechpost.com/
There are several techniques that we are leaving around today including: Artificial Intelligence( A.I),Block chain and Metaverse technologies. These technologies are crucial to our lifes in making life more easier.
Check for blockchain-related metadata: When art is created using blockchain technology, there may be metadata associated with the artwork that indicates its origins. This could include information about the artist, the date the artwork was created, the blockchain platform used, and more. If you have access to this metadata, you can examine it to see if it suggests that the artwork was generated using blockchain technology.
Look for a blockchain certificate: Some blockchain platforms offer certificates that can be used to verify the authenticity and provenance of art. These certificates may include information about the artwork's origins, the blockchain platform used, and more. If you have access to a certificate associated with the artwork in question, you can examine it to see if it suggests that the artwork was generated using blockchain technology.
Consult with experts: If you're unsure whether a particular piece of art was generated using blockchain technology, you can consult with experts in the field. This might include art historians, blockchain developers, or other professionals with expertise in art and technology. They may be able to examine the artwork and its associated metadata to provide insights into its origins and the technologies used to create it.
Check for other indicators: While there may not be a foolproof way to determine whether a piece of art was generated using blockchain technology, there may be other indicators that can help you make an informed guess. For example, you could look for stylistic or thematic similarities between the artwork in question and other pieces of art that are known to have been created using blockchain technology. You could also examine the artwork's provenance and history to see if there are any clues that suggest it may have been created using this technology.
Overall, verifying whether a piece of art was generated using blockchain technology may require a combination of these approaches, as well as careful analysis and consideration of the available evidence.
Reverse Image Search: One way to check if an artwork has been generated using AI is to perform a reverse image search on the artwork. This will help you identify if the artwork has been generated using an existing image dataset or if it is unique.
Metadata Analysis: Another method is to analyze the metadata of the artwork. If the metadata indicates that the artwork was created using an AI algorithm, then it is likely that the artwork was generated using AI.
Pixel Analysis: You can also perform pixel analysis on the artwork. AI-generated art often has a distinct pixel pattern that is different from traditional art.
Artist Verification: If the artwork is attributed to a specific artist, you can check if that artist has a history of using AI in their art. If the artist is known for using AI, it is likely that the artwork was generated using AI.
With the vigorous development of emerging information technology, artificial intelligence application scenarios are everywhere. When it comes to AI, the first thing we think of is machine learning and deep learning. However, they are only part of the field of artificial intelligence research. The scope of artificial intelligence is extremely wide. This presentation describes the hot topics in artificial intelligence research and ten major technical categories.
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sectordebbieholley1
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmonydebbieholley1
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New Worlddebbieholley1
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaningdebbieholley1
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approachdebbieholley1
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0) debbieholley1
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...debbieholley1
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
Abstract for FLIE Learning Conference 2023
A hotly contested debate in Higher Education remains: where does the responsibility lie for the development of student learning and writing? Wherever our students are learning, they are writing, be it formatively, creatively, or summatively, often with pain and pressure, but seldom for pleasure. The process of academic writing can free up thinking and ideas - and be an initiation into and participation in wider professional and academic discourses, and creativity, drawing, observations and alternative ways of creating visual data (Ridley 2010) as well as more tactile approaches such as Lego Serious Play (James and Nerantzi 2019) can form part of this process. This presentation will share the work of the Department of Nursing Sciences staff, as they took an active participant approach to engaging students with their learning as part of their reflection of teaching practice (PREP) during the past academic year; and the student responses to these different ways of learning.
References
Sandra Abegglen, Tom Burns and Sandra Sinfield (2021) Supporting Student Writing And Other Modes of Learning and Assessment. A Staff Guide. Calgary: PRISM Open Access.
James, A. and Nerantzi, C., 2019. Sketch: our learning journey with LEGO®. The Power of Play in Higher Education: Creativity in Tertiary Learning, pp.239-242.
Ridley, P. and Rogers, A., 2010. Clinical Education, Health & Social Care. University of Brighton.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...debbieholley1
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023) debbieholley1
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss debbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How libraries can support authors with open access requirements for UKRI fund...
Glossary_Tech_ January 23.docx
1. Glossary of Computing Terms: Professor Debbie Holley and Dr Anthony Basiel
Term Meaning Source Academic Reference Google Translation
Artificial
Intellige
nce
AI - The subfield of computer science
concerned with the
concepts and methods of symbolic
inference by computer and
symbolic knowledge
representation for use in making inferen
ces.
AI can be seen as an attempt to model
aspects of human thought on
computers. It is also sometimes defined
as trying to solve by computer any
problem that a human can solve faster.
The term was coined by Stanford
Professor John McCarthy, a leading AI
researcher.
Examples of AI problems are computer
vision (building a system that can
understand images as well as a human)
and natural language
processing (building a system that can
understand and speak a
human language as well as a human).
These may appear to be modular, but
https://www.computer-
dictionary-
online.org/definitions-
a/artificial-
intelligence.html
https://eprints.ugd.edu.mk/id/eprint/28047
This report proposes an operational
definition of artificial intelligence to be
adopted in the context of AI Watch, the
Commission knowledge service to monitor
the development, uptake and impact of
artificial intelligence for Europe. The
definition, which will be used as a basis for
the AI Watch monitoring activity, is
established by means of a flexible
scientific methodology that allows regular
revision. The operational definition is
constituted by a concise taxonomy and a
list of keywords that characterise the core
domains of the AI research field, and
transversal topics such as applications of
the former or ethical and philosophical
considerations, in line with the wider
monitoring objective of AI Watch. The AI
taxonomy is designed to inform the AI
landscape analysis and will expectedly
detect AI applications in neighbour
technological domains such as robotics (in
a broader sense), neuroscience or internet
of things. The starting point to develop the
operational definition is the definition of AI
IA: el subcampo de las ciencias de la
computación que se ocupa de los
conceptos y métodos de inferencia
simbólica por computadora y la
representación del conocimiento
simbólico para su uso al hacer
inferencias. La IA puede verse como
un intento de modelar aspectos del
pensamiento humano en las
computadoras. A veces también se
define como tratar de resolver por
computadora cualquier problema que
un humano pueda resolver más
rápido. El término fue acuñado por el
profesor de Stanford John McCarthy,
un destacado investigador de IA.
Ejemplos de problemas de IA son la
visión por computadora (construir un
sistema que pueda entender
imágenes tan bien como un ser
humano) y el procesamiento del
lenguaje natural (construir un sistema
que pueda entender y hablar un
lenguaje humano tan bien como un
ser humano). Estos pueden parecer
modulares, pero todos los intentos
hasta ahora (1993) para resolverlos
se han basado en la cantidad de
información de contexto e
"inteligencia" que parecen requerir.
2. all attempts so far (1993) to solve them
have foundered on the amount
of context information and "intelligence"
they seem to require.
adopted by the High Level Expert Group
on artificial intelligence. To derive this
operational definition we have followed a
mixed methodology. On one hand, we
apply natural language processing
methods to a large set of AI literature. On
the other hand, we carry out a qualitative
analysis on 55 key documents including
artificial intelligence definitions from three
complementary perspectives: policy,
research and industry. A valuable
contribution of this work is the collection of
definitions developed between 1955 and
2019, and the summarisation of the main
features of the concept of artificial
intelligence as reflected in the relevant
literature.
Augmen
ted
reality
Augmented reality (AR) is an enhanced
version of the real physical world that is
achieved through the use of digital
visual elements, sound, or other
sensory stimuli and delivered via
technology.
https://www.investopedi
a.com/terms/a/augment
ed-reality.asp
https://www.sciencedirect.com/science/a
rticle/pii/S1876139918302688#tbl2
“A type of virtual reality in which
synthetic stimuli are superimposed on
real-world objects usually to make
information that is otherwise
imperceptible to human senses
perceptible”
A technology that overlays digital
computer-generated information on
objects or places in the real world for the
purpose of enhancing the user
experience (DoD, 2018).
The combination of reality and overlay of
digital information designed to enhance
the learning process.
La realidad aumentada (AR) es una
versión mejorada del mundo físico
real que se logra mediante el uso de
elementos visuales digitales, sonido
u otros estímulos sensoriales y se
entrega a través de la tecnología.
3. A spectrum of mixed reality simulation
that is part way between the real world
and the virtual world (p. 206).
“A form of virtual reality that includes
head-mounted displays, overlays of
computer screens, wearable computers,
or displays projected onto humans and
manikins” (p.4).
[A technology which] supplements the
real world with virtual (computer-
generated) objects that appear to
coexist in the same space as the real
world. While many researchers broaden
the definition of AR beyond this vision,
we define an AR system to have the
following properties: combines real and
virtual objects in a real environment;
runs interactively, and in real time; and
registers (aligns) real and virtual objects
with each other.” (p.34).
Avatar
(in
Comput
ing)
an icon or figure representing a
particular person in a video game,
internet forum, etc.
"conversation is depicted in a balloon
over the avatar's head"
https://languages.oup.co
m/google-dictionary-en/
https://jvwr-ojs-
utexas.tdl.org/jvwr/article/view/283/237
An avatar is any digital
representation (graphical or textual),
beyond a simple label or name, that
has agency (an ability to perform
actions) and is controlled by a
human agent in real time.
un icono o figura que representa a
una persona en particular en un
videojuego, foro de Internet, etc.
"la conversación se representa en un
globo sobre la cabeza del avatar"
Blockch
ain
* a blockchain is like a digital ledger
that keeps track of every transaction
made with a coin. Also, tell them that a
private key is like a password that
allows you to access your funds.
** a system in which a record of
transactions, especially those made in
*
https://indianexpress.co
m/article/technology/cry
pto/how-to-introduce-
cryptocurrency-to-
parents-a-step-by-step-
guide-8148671/
https://arxiv.org/abs/2102.03750
A blockchain is designed specifically to
guarantee full memory of all transactions
open to any anonymous user to enable
the distributed validation of transactions
avoiding trusted intermediaries. But the
blockchain alone is meaningless without
* una cadena de bloques es como un
libro de contabilidad digital que
realiza un seguimiento de cada
transacción realizada con una
moneda. Además, dígales que una
clave privada es como una
contraseña que le permite acceder a
sus fondos.
4. a cryptocurrency, is maintained across
computers that are linked in a peer-to-
peer network.
"we can actually have a look at
the blockchain and see
evidence of what's going on"
*** a system of recording information in
a way that makes it difficult or
impossible to change, hack, or cheat
the system. A blockchain is essentially a
digital ledger of transactions that is
duplicated and distributed across the
entire network of computer systems on
the blockchain.
**
https://languages.oup.co
m/google-dictionary-en/
***
https://www.euromoney.
com/learning/blockchain
-explained/what-is-
blockchain
a mechanism that safeguard the
historical records of transactions from
tampering attacks, this is why a
STRONG DISTRIBUTED CONSENSUS
PROTOCOL becomes essential.
** un sistema en el que se mantiene
un registro de transacciones,
especialmente aquellas realizadas en
una criptomoneda, a través de
computadoras que están vinculadas
en una red de igual a igual.
"Podemos realmente echar un
vistazo a la cadena de bloques y ver
evidencia de lo que está pasando"
*** un sistema de registro de
información de una manera que hace
que sea difícil o imposible cambiar,
piratear o engañar al sistema. Una
cadena de bloques es esencialmente
un libro de contabilidad digital de
transacciones que se duplica y
distribuye en toda la red de sistemas
informáticos de la cadena de
bloques.
Cyber
privacy
covers the amount of online security
available for personal and financial
data, communications, and preferences.
Internet users often attempt to increase
online privacy through anti-virus
software, strong password choices,
turning off tracking, reviewing site
security, and opting for stricter privacy
settings.
https://www.winston.co
m/en/legal-
glossary/online-
privacy.html#:~:text=It%
20covers%20the%20am
ount%20of,opting%20for
%20stricter%20privacy
%20settings.
https://ieeexplore.ieee.org/abstract/d
ocument/8029333
Security definitions such as semantic
security do not by themselves
guarantee privacy; the inferences
that can be made by combining the
results obtained at the end of the
protocol execution with any
additional knowledge that an
attacker may possess could result in
privacy breaches. To address this
challenge, we need a sensitive
information inference-based
framework as the foundation for
measuring privacy. Although there
are attempts at coming up with a
privacy solution/definition that can
address different scenarios, we
believe that there is no “one size fits
all” solution for data privacy for many
application settings. Instead, multiple
cubre la cantidad de seguridad en
línea disponible para datos
personales y financieros,
comunicaciones y preferencias. Los
usuarios de Internet a menudo
intentan aumentar la privacidad en
línea a través de software antivirus,
opciones de contraseña seguras,
desactivando el seguimiento,
revisando la seguridad del sitio y
optando por configuraciones de
privacidad más estrictas.
5. dimensions need to be tailored for
different application domains to
achieve practical solutions. As we
discussed above, different domains
require different definitions of data
utility. Second, we need to
understand the right values for
privacy metrics. For example, ε=1
could be considered an appropriate
risk for differentially private data
mining models. Finally, the
computational, storage and
communication costs of given
protocols need to be considered.
These costs could be especially
significant for privacy-preserving
protocols that involve cryptography.
Cyber
worlds
The world of intercomputer
communication. (countable, computing)
A real or virtual world of information in
cyberspace.
https://en.wiktionary.org/
wiki/cyberworld#:~:text=
Noun,world%20of%20inf
ormation%20in%20cybe
rspace.
https://ieeexplore.ieee.org/abstract/d
ocument/9480910
Example of a cyber world
El mundo de la comunicación
intercomputadora. (contable,
informática) Un mundo real o virtual
de información en el ciberespacio.
Cyberse
curity
protection against
unauthorized access to, or alteration
of, information and system resources
including
CPUs, storage devices and programs.
https://www.computer-
dictionary-
online.org/definitions-
s/security.html
https://www.timreview.ca/article/835
1. “Cybersecurity consists largely of
defensive methods used to detect
and thwart would-be intruders.”
(Kemmerer, 2003)
protección contra el acceso no
autorizado o la alteración de la
información y los recursos del
sistema, incluidas las CPU, los
dispositivos de almacenamiento y los
programas.
La seguridad incluye:
6. Security includes:
* confidentiality - preventing
unauthorized access; integrity -
preventing or detecting unauthorized
modification of information.
* authentication - determining whether
a user is who they claim to be.
* access control - ensuring that
users can access the resources, and
only the resources, that they are
authorised to.
* nonrepudiation - proof that
a message came from a certain source.
* availability - ensuring that a system is
operational and accessible to
authorised users despite hardware or
software failures or attack.
* privacy - allowing people to know and
control how information is collected
about them and how it is used.
Security can also be considered in the
following terms:
* physical security - who can touch the
system to operate or modify it,
protection against the
physical environment -
heat, earthquake, etc.
2. “Cybersecurity entails the
safeguarding of computer networks
and the information they contain
from penetration and from malicious
damage or disruption.” (Lewis,
2006)
3. “Cyber Security involves reducing
the risk of malicious attack to
software, computers and networks.
This includes tools used to detect
break-ins, stop viruses, block
malicious access, enforce
authentication, enable encrypted
communications, and on and on.”
(Amoroso, 2006)
4. “Cybersecurity is the collection of
tools, policies, security concepts,
security safeguards, guidelines, risk
management approaches, actions,
training, best practices, assurance
and technologies that can be used
to protect the cyber environment
and organization and user's assets.”
(ITU, 2009)
5. “The ability to protect or defend the
use of cyberspace from cyber-
attacks.” (CNSS, 2010)
6. “The body of technologies,
processes, practices and response
and mitigation measures designed
to protect networks, computers,
programs and data from attack,
damage or unauthorized access so
as to ensure confidentiality, integrity
and availability.” (Public Safety
Canada, 2014)
7. “The art of ensuring the existence
and continuity of the information
society of a nation, guaranteeing
* confidencialidad: prevención del
acceso no autorizado; integridad:
prevenir o detectar la modificación no
autorizada de la información.
* autenticación: determinar si un
usuario es quien dice ser.
* control de acceso: garantizar que
los usuarios puedan acceder a los
recursos, y solo a los recursos, para
los que están autorizados.
* no repudio - prueba de que un
mensaje proviene de una
determinada fuente.
* disponibilidad: garantizar que un
sistema esté operativo y accesible
para los usuarios autorizados a pesar
de las fallas o ataques de hardware o
software.
* privacidad: permitir que las
personas sepan y controlen cómo se
recopila la información sobre ellos y
cómo se utiliza.
La seguridad también puede
considerarse en los siguientes
términos:
* seguridad física - quién puede tocar
el sistema para operarlo o
modificarlo, protección contra el
entorno físico - calor, terremoto, etc.
* seguridad operativa/procesal: quién
está autorizado para hacer o es
responsable de hacer qué y cuándo,
quién puede autorizar a otros a hacer
qué y quién tiene que informar qué a
quién.
* personal de seguridad: contratación
de empleados, verificación de
antecedentes, capacitación, sesiones
informativas de seguridad,
seguimiento y manejo de salidas.
* Seguridad del sistema: controles de
autenticación y acceso de usuarios,
asignación de privilegios,
mantenimiento de la integridad de
archivos y sistemas de archivos,
copias de seguridad, procesos de
supervisión, mantenimiento de
registros y auditoría.
7. * operational/procedural security - who
is authorised to do or
responsible for doing what and when,
who can authorise others to do what
and who has to report what to who.
* personnel security - hiring
employees, background screening,
training, security briefings, monitoring
and handling departures.
* System security - User access and
authentication controls, assignment of
privilege, maintaining file and filesystem
integrity, backup,
monitoring processes, log-keeping, and
auditing.
* network security - protecting network
and telecommunications equipment,
protecting network servers and
transmissions, combatting
eavesdropping, controlling access from
untrusted networks, firewalls, and
intrusion detection.
Encryption is one important technique
used to improve data security.
OWASP is
the free and open application security
community.
and protecting, in Cyberspace, its
information, assets and critical
infrastructure.” (Canongia &
Mandarino, 2014)
8. “The state of being protected
against the criminal or unauthorized
use of electronic data, or the
measures taken to achieve this.”
(Oxford University Press, 2014)
9. “The activity or process, ability or
capability, or state whereby
information and communications
systems and the information
contained therein are protected from
and/or defended against damage,
unauthorized use or modification, or
exploitation.” (DHS, 2014)
* seguridad de red: protección de
equipos de red y telecomunicaciones,
protección de servidores y
transmisiones de red, lucha contra
las escuchas ilegales, control de
acceso desde redes no confiables,
firewalls y detección de intrusos.
El cifrado es una técnica importante
utilizada para mejorar la seguridad de
los datos.
OWASP es la comunidad de
seguridad de aplicaciones gratuita y
abierta.
Extende
d reality
XR is an emerging umbrella term for all
the immersive technologies. The ones
we already have today—augmented
reality (AR), virtual reality (VR), and
mixed reality (MR) plus those that are
still to be created. All immersive
https://www.forbes.com/
sites/bernardmarr/2019/
08/12/what-is-extended-
reality-technology-a-
simple-explanation-for-
https://www.mdpi.com/2075-
5309/12/12/2169
XR is an umbrella term that refers to all
types of real and virtual combined
environments. VR, AR, and MR are
different modalities with different
XR es un término general emergente
para todas las tecnologías
inmersivas. Los que ya tenemos hoy:
realidad aumentada (AR), realidad
virtual (VR) y realidad mixta (MR),
además de los que aún no se han
creado. Todas las tecnologías
8. technologies extend the reality we
experience by either blending the virtual
and “real” worlds or by creating a fully
immersive experience.
anyone/?sh=77da0a9f7
249
characteristics, but it is difficult for non-
experts to distinguish them clearly
because their definitions are often
inconsistent and used interchangeably.
inmersivas amplían la realidad que
experimentamos ya sea combinando
los mundos virtual y “real” o creando
una experiencia totalmente
inmersiva.
Internet
of
things
the interconnection via the internet of
computing devices embedded in
everyday objects, enabling them to
send and receive data.
"if one thing can prevent the
internet of things from
transforming the way we live
and work, it will be a breakdown
in security"
https://languages.oup.co
m/google-dictionary-en/
https://ieeexplore.ieee.org/abstract/d
ocument/7373221 Sensor(s) and/or
actuator(s) carrying out a specific
function and that are able to
communicate with other equipment.
It is part of an infrastructure allowing
the transport, storage, processing
and access to the generated data by
users or other systems. IoT is a
group of infrastructures
interconnecting connected objects
and allowing their management, data
mining and the access to the data
they generate.
la interconexión a través de Internet
de dispositivos informáticos
integrados en objetos cotidianos, lo
que les permite enviar y recibir datos.
"Si algo puede evitar que el internet
de las cosas transforme la forma en
que vivimos y trabajamos, será una
falla en la seguridad"
Metaver
se
“the metaverse” can include virtual
reality—characterized by persistent
virtual worlds that continue to exist
even when you're not playing—as well
as augmented reality that combines
aspects of the digital and physical
worlds. However, it doesn't require that
those spaces be exclusively accessed
via VR or AR. Virtual worlds—such as
aspects of Fortnite that can be
accessed through PCs, game
consoles, and even phones—have
started referring to themselves as “the
metaverse.”
Original term from:
Crash, S., 2000. Neal Stephenson.
Bantam Doubleday Dell, reprint.
https://www.wired.com/s
tory/what-is-the-
metaverse/
https://www.mdpi.com/1999-
5903/14/11/310
“The Metaverse is a massively scaled
and interoperable network of real-time
rendered 3D virtual worlds which can be
experienced synchronously and
persistently by an effectively unlimited
number of users with an individual
sense of presence, and with continuity
of data, such as identity, history,
entitlements, objects, communications,
and payments.”
Crash, S., 2000. Neal Stephenson.
Bantam Doubleday Dell, reprint.
“el metaverso” puede incluir realidad
virtual, caracterizada por mundos
virtuales persistentes que continúan
existiendo incluso cuando no estás
jugando, así como realidad
aumentada que combina aspectos de
los mundos digital y físico. Sin
embargo, no requiere que se acceda
exclusivamente a esos espacios a
través de VR o AR. Los mundos
virtuales, como los aspectos de
Fortnite a los que se puede acceder
a través de PC, consolas de juegos e
incluso teléfonos, comenzaron a
referirse a sí mismos como "el
metaverso".
9. Mixed
reality
is a blend of physical and digital worlds,
unlocking natural and intuitive 3D
human, computer, and environmental
interactions. This new reality is based
on advancements in computer vision,
graphical processing, display
technologies, input systems, and cloud
computing.
https://learn.microsoft.co
m/en-
us/windows/mixed-
reality/discover/mixed-
reality
https://dl.acm.org/doi/pdf/10.1145/32
90605.3300767
The merging of 3D graphics with the
real world and spatial registration in
the physical environment.
es una combinación de mundos
físicos y digitales, que desbloquea
interacciones humanas, informáticas
y ambientales en 3D naturales e
intuitivas. Esta nueva realidad se
basa en los avances en visión por
computadora, procesamiento gráfico,
tecnologías de visualización,
sistemas de entrada y computación
en la nube.
Snow
Crash
(Stephe
nson
1992)
a science fiction novel by American
author. Its themes include history,
linguistics, anthropology, archaeology,
religion, computer science, politics,
cryptography, memetics, and
philosophy. https://tinyurl.com/snow-
crash
https://en.wikipedia.org/
wiki/Snow_Crash
https://ieeexplore.ieee.org/abstract/d
ocument/9802015
Literature review on metaverse.
una novela de ciencia ficción del
autor estadounidense. Sus temas
incluyen historia, lingüística,
antropología, arqueología, religión,
informática, política, criptografía,
memética y filosofía.
https://tinyurl.com/snow-crash
Virtual
reality
1. <application> Computer simulations
that use 3D graphics and devices such
as the data glove to allow the user to
interact with the simulation.
2. <games>
A form of network interaction
incorporating aspects of role-playing
games, interactive theater,
improvisational comedy, and "true
confessions" magazines. In a virtual
reality forum (such
as Usenet's news:alt.callahans newsgro
up or the MUD experiments
on Internet and elsewhere), interaction
between the participants is written like a
shared novel complete with scenery,
"foreground characters" that
may be personae utterly unlike the
people who write them, and common
"background characters"
manipulable by all parties.
https://www.computer-
dictionary-
online.org/definitions-
v/virtual-reality.html
https://www.sciencedirect.com/scien
ce/article/pii/S1876139918302688#t
bl1
“The use of computer technology to
create an interactive three-
dimensional world in which the
objects have a sense of spatial
presence; virtual environment, and
virtual world are synonyms for virtual
reality” (Department of Defense,
2018).
“A computer-generated three-
dimensional environment that gives
an immersion effect” (p. 40)
Department of Defense
(2018).
Lopreiato et al. (2016).
(Also known as “computer-assisted
simulation, computer-based
1. <aplicación> Simulaciones por
computadora que usan gráficos 3D y
dispositivos como el guante de datos
para permitir que el usuario
interactúe con la simulación.
2. <juegos> Una forma de interacción
en red que incorpora aspectos de
juegos de rol, teatro interactivo,
comedia de improvisación y revistas
de "confesiones verdaderas". En un
foro de realidad virtual (como el
grupo de noticias news:alt.calllahans
de Usenet o los experimentos MUD
en Internet y en otros lugares), la
interacción entre los participantes se
escribe como una novela compartida
completa con escenarios,
"personajes en primer plano" que
pueden ser personajes
completamente diferentes las
personas que los escriben y
"personajes de fondo" comunes
manipulables por todas las partes. La
única ley de hierro es que no puedes
escribir cambios irreversibles en un
personaje sin el consentimiento de la
persona que lo "posee", de lo
contrario, todo vale.
10. The one iron law is that you
may not write irreversible changes to
a character without the consent of the
person who "owns" it, otherwise,
anything goes.
simulation). “A computer-generated
reality, which allows a learner or
group of learners to experience
various auditory and visual stimuli.
This reality can be experienced
through the use of specialized ear
and eyewear.” (p. 47).INACSL
Standards Committee: INACSL
standards of best practice:
SimulationSM Glossary. (2016).
“An artificial environment which is
experienced through sensory stimuli
(such as sights and sounds)
provided by a computer and in which
one's actions partially determine
what happens in the environment;
also: the technology used to create
or access a virtual reality.”
Merriam-Webster.com.
“Virtual reality is best described as a
collection of technologies that allow
people to interact efficiently with 3D
computerised databases in real time
using their natural senses and skills
… It is an immersive technology”
(McCloy & Stone, 2001, 912).
McCloy & Stone, 2001.
“Computer-generated simulation of a
three-dimensional environment the
user is able to view and manipulate
or interact with” (p. 315).
11. Identify that key features of the VR
environment include (a) three-
dimensional imaging, (b) the ability
to actively interact with the virtual
environment, and (c) visual and
auditory feedback and further points
out that it should prevent users from
perceiving any elements of the real
world by being completely immersed
into the virtual environment. The
best example is the flight simulators
where the users are part of the
simulated experience. (p.392).
Kilmon, Brown, Ghosh, &
Mikitiuk, 2010.
Mantovani, Castelnuovo, Gaggioli, &
Riva, 2003.
“A collection of technologies that
allow people to interact efficiently
with 3D computerised databases in
real time using their natural senses
and skills” and is described by
behaviorists as, “an advanced form
of human–computer interface that
allows the user to interact with and
become immersed in a computer-
generated environment in a
naturalistic fashion” (p.230). Riva,
2002.
“A real or simulated environment in
which a perceiver experiences
telepresence” (p.75) Steuer 1992.
12. “A computer-generated display that
allows or compels the user (or users)
to have a sense of being present in
an environment other than the one
they are actually in and to interact
with that environment” (p.25).
Schroeder, 1996.
Virtual
worlds
A virtual world is a computer-simulated
representation of a world with specific
spatial and physical characteristics, and
users of virtual worlds interact with each
other via representations of themselves
called “avatars.” Modern virtual worlds
differ from traditional video games in
their objective.
https://cs.stanford.edu/p
eople/eroberts/cs201/pr
ojects/2007-08/virtual-
worlds/history.html#:~:te
xt=in%20Virtual%20Wor
lds-
,Virtual%20Worlds,video
%20games%20in%20th
eir%20objective.
https://link.springer.com/article/10.10
07/s11423-018-9577-y
Duncan et al. (2012) provide a
taxonomy of virtual world usage in
education. This is based on an over-
extended use of the term virtual
world to “encompass any online
environment that allows users to
play, learn or interact” (p. 950) and
issues emerge with the distinctions
initially drawn between MUVEs,
virtual worlds and virtual learning
environments (VLEs).
And
A synchronous, persistent network of
people, represented as avatars,
facilitated by networked computers
(Bell 2008, p. 2)
And
persistent virtual environments in
which people experience others as
being there with them - and where
they can interact with them
(Schroeder 2008, p. 2)
And
Un mundo virtual es una
representación simulada por
computadora de un mundo con
características espaciales y físicas
específicas, y los usuarios de los
mundos virtuales interactúan entre sí
a través de representaciones de sí
mismos llamadas "avatares". Los
mundos virtuales modernos difieren
de los videojuegos tradicionales en
su objetivo.
13. Shared, simulated spaces which are
inhabited and shaped by their
inhabitants who are represented as
avatars. These avatars mediate our
experience of this space as we
move, interact with objects and
interact with others, with whom we
construct a shared understanding of
the world at that time. (Girvan 2018)