QuesTInSitu system and experiments: from tests to assessment routes
More info: http://gti.upf.edu/questinsitu-from-tests-to-routes-for-assessment-in-situ-activities/
Questinsitu - Signal Orchestration System React-conference-2012davinia.hl
ICT-based orchestration of structured learning activity flows as a way to foster students' autonomy: a contradiction?
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
Proyecto EEE (TIN2011-28308-C03-03)
http://es.reactproject.eu/conference_es/conferencias-y-presentaciones/
---
Synopsis: La orquestación mediada por tecnología de flujos de aprendizaje estructurados puede fomentar la autonomía de los estudiantes: una contradicción?
En esta presentación, discutiré dos tecnologías desarrolladas como parte de los proyectos españoles Learn3 y EEE: QuesTInSitu y el Sistema para la Orquestación mediante Señales (SOS, SignalOrchestration System). Ambas tecnologías permiten orquestar acciones de estudiantes en un conjunto de actividades de aprendizaje.
Questinsitu - Signal Orchestration System React-conference-2012davinia.hl
ICT-based orchestration of structured learning activity flows as a way to foster students' autonomy: a contradiction?
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
Proyecto EEE (TIN2011-28308-C03-03)
http://es.reactproject.eu/conference_es/conferencias-y-presentaciones/
---
Synopsis: La orquestación mediada por tecnología de flujos de aprendizaje estructurados puede fomentar la autonomía de los estudiantes: una contradicción?
En esta presentación, discutiré dos tecnologías desarrolladas como parte de los proyectos españoles Learn3 y EEE: QuesTInSitu y el Sistema para la Orquestación mediante Señales (SOS, SignalOrchestration System). Ambas tecnologías permiten orquestar acciones de estudiantes en un conjunto de actividades de aprendizaje.
Not Interested in ICT? A Case Study to Explore How a Meaningful m-Learning Ac...Patricia Santos
Mobile devices are increasingly being used in lifelong learning. However, while older learners are active members of the lifelong learning system, little research has been aimed at understanding how m-learning can provide them with successful learning experiences. In this paper we address the question if m-learning can foster the acceptance and uptake of mobile technologies among a group of older people unfamiliar with ICT. Following a participatory design approach, 20 participants who were enrolled in a literature course created routes of geolocated questions about a fiction book they were reading and answered them in the real location using the QuesTInSitu application. Results indicate that their m-learning acceptance improved as their anxiety around use of technologies diminished. These findings question previous research in which use of mobile technologies tended to increase older users' anxiety and reduced their acceptance of technology. Participants described the experience as playful, enjoyable and useful.
Sharing ongoing research from *TRS group on ICT for teaching and learningLuis Borges Gouveia
Gouveia, L. (2021). Sharing ongoing research from *TRS group on ICT for teaching and learning. *TRS –Technology, Networks and Society. International Scientific and Methodological Seminar on Innovative Technologies. Nur-Sultan, Kazakhstan. 19th March.
Computational Thinking and Acting: Future Technologies for Future GenerationsJan Pawlowski
Computation Thinking describes the ability to purposefully use computers for problem solving. Computation Thinking and Acting focuses on using technologies for solving real world problems. The slides give examples and solutions how to include COTA in primary schools.
Inquiry-based learning and use of online laboratories with Go-Lab - Anastasiy...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about inquiry-based learning and use of online laboratories with Go-Lab, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
A presentation by Michaela Lindner-Fally and Sophie Wilson at the EUROGEO 2021 Annual Conference on April 23rd. This online event welcomes more than 180 participants from over 45 countries.
The presentation outlines the work achieved by the project on developing an innovative pedagogical approach to integrating GIS in the classroom. It also introduced the forthcoming activities to develop training for teachers.
Integrating Geotechnologies in European EducationKarl Donert
This presentation for GIS Day 2020 organised by the GeoTech Centre, USA. It explores some of the different projects that Karl Donert representing EUROGEO is involved in and examines the integration of GIS and geo-tools into different sectors of education.
The presentation includes the following school projects - GI-Learner and GI-Pedagosy, D3 - Developing Digital Data literacy, GeoCapabilities and EValue - European Values Atlas, MYGEO and HUM@N projects for universities and SEED for vocational training. In all cases geo-technology has been integrated in curriculum developments.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Teachers like Quantum Spin...Brussels, Belgium
Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
Project EEE meeting, at Universitat Pompeu Fabra Barcelona. SOS info at http://daviniahl.wordpress.com/sos/
The Signal Orchestration System (SOS) augments the physical environment with digital signals indicating orchestration aspects. It includes a manager, where orchestration visual and auditory signals are configured, changed on the fly and transmitted. These signals are rendered in physical devices that students can easily wear in a way that the signals can be collectively perceived (by the rest of the students in a group). This facilitates awareness of the social dynamic and the activity flow. For instance, to indicate group formation, students’ devices can show color signals. The students with the same color form a group. Blinking lights can indicate role or resource distribution, sound signals change of activity, etc. However, the actual meaning of each signal depends on the needs and creativity of the teacher who design the collaborative dynamic and its orchestration.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
FIDO Alliance Osaka Seminar: Passkeys and the Road Ahead.pdf
Gti nov2011-psantos
1. GTI Group de tecnologies interactives http://gti.upf.edu
GTI – UPF
November 2011
Valladolid
2. GTI Group de tecnologies interactives http://gti.upf.edu
• QuesTInSitu is a web-based system designed and built to
support assessment in situ activities based on tests.
• Two types of assessment in situ activities:
Assessment in virtual situ: geolocated questions that
have to be answered interacting with a Web map
Assessment in real situ: geolocated questions which
have to be answered with a mobile (with GPS and Internet)
following a route
3. GTI Group de tecnologies interactives http://gti.upf.edu
QuesTInSitu: functionalities
• Creation of QTI v2.1 questions: Multiple Choice, Multiple Response
and True / False
• Geolocated questions in Google Maps Demo
• Automatic correction
• Creation of routes
• Monitorization of routes
4. GTI Group de tecnologies interactives http://gti.upf.edu
QuesTInSitu Mobile:
functionalities
• QuesTInSitu Mobile Web Interface
• Access to geolocated questions
• History of answered questions
• Add images and comments
• Gallery
5. GTI Group de tecnologies interactives http://gti.upf.edu
Experiments
6. GTI Group de tecnologies interactives http://gti.upf.edu
Experiment 1: Discovering
Barcelona!
7. GTI Group de tecnologies interactives http://gti.upf.edu
A Real Educational Context
• Discovering Barcelona! An experiencie performed with High
school students and their teachers designed with QuesTInSitu and
4SPPices
• The activity was an adaptation of an activity carried out in previous
years where teachers explored with their students a district of
Barcelona (without using any technological solution).
• A mandatory course of Geography and History
• Students learn about town-planning concepts of the Barcelona
city
The aim was to enhance the activity with enriched
assessment in situ
8. GTI Group de tecnologies interactives http://gti.upf.edu
Limitations to deal
1. Visiting more than one district
2. Monitoring the work done by the students during the route
3. Introducing a collaborative component into an activity that is been
traditionally individual
4. Introducing the use of technologies (traditionally teachers used
dossiers to guide and support the students)
5. The students lost the opportunity of reflecting about the answers to
the questions in situ
9. GTI Group de tecnologies interactives http://gti.upf.edu
Discovering Barcelona! Activity
• 34 students and 2 teachers
• 6 groups of students visited 6 districts of Barcelona answered
questions in situ
• 6 researchers acomppanied the students taking observations
• 2 researchers stayed with the teachers monitoring the activity
10. GTI Group de tecnologies interactives http://gti.upf.edu
Experiment 2: Discovering St.
Llorenç del Munt
11. GTI Group de tecnologies interactives http://gti.upf.edu
New functionalities:
QuesTInSitu Mobile
• Location based System
• Map with users’ position and
questions’ positions
• In Discovering Barcelona! MScape
was used as a LBS
12. GTI Group de tecnologies interactives http://gti.upf.edu
Learning Botany at St.Llorenç del Munt
- Students of 1rst course of
Biomedicine studies at UPF
• A botany experience at
Sant Llorenç del Munt with
QuesTInSitu
– Participatory design:
teacher + researcher
designing a Blended
Learning scenario
considering previous
experiences.
– Learning exploring,
touching and observing
the environment!
13. GTI Group de tecnologies interactives http://gti.upf.edu
QuesTInSitu: designing the activity
• Route: QuesTInSitu + QR-codes
• 1st stretch: QuesTInSitu
+ 3G + GPS
• 2nd stretch (no 3G
signal): QR-codes +
Hotpotatoes Test
• In both cases questions
are automatically corrected
With QTISM questions
appears automatically and
the history of
answers/scores is saved
14. GTI Group de tecnologies interactives http://gti.upf.edu
QuesTInSitu: Learning Botany at
St.Llorenç del Munt
• Optional activity: during three weekends in May
• 7 students participated
15. GTI Group de tecnologies interactives http://gti.upf.edu
Lessons learned
16. GTI Group de tecnologies interactives http://gti.upf.edu
Lessons Learned
• Open spaces with GPS/Internet signal:
1. Teachers do not need to interact physically with the environment
2. Flow of questions can be easily modified
3. The system can detect where the users are and adapt the activity
considering their positions
4. Automatic apparition of questions confirms that students are
correctly located. It can be used to monitor, in real time the
progress (locations, punctuations achieved) of the students in the
activity
5. Automatic apparition of questions (controlled by the GPS signal)
gives dynamism to the process of reading/answering questions.
This automation get students more “excited” and motivates them
to perform the activity
17. GTI Group de tecnologies interactives http://gti.upf.edu
Lessons Learned
• Closed spaces (or open spaces without 3G signal)
1. Teachers will have to put manually the tags in the corresponding
locations or prepare a map of the zone with the corresponding
codes
2. When the Internet connection is bad or null, all the material (tests,
images, audios) has to be saved in the mobile device. This fact
increases the tasks that have to be done by the teacher before the
execution of the assessment activity
3. Teachers cannot make changes during the activity or monitor it in
real time
4. The responsibility of reading correctly the questions fall on the
students
5. It is not possible to know the real position of students, then it is
very difficult to send feedback or hints to guide them during the
route.
18. GTI Group de tecnologies interactives http://gti.upf.edu
Other QuesTInSITU experiences
- ESCOLAB 2011 -UPF :
– 112 studens and 4 teachers
– A demonstration done with students presenting QuesTInSitu functionalities
• Jornada Aprenentatge 3.0 – Learn 3
– QuesTInSitu workshop with 73 participants
- Institut de Sils (October 2011):
- 17 students and 1 teacher
- Students use QTIS to create questions after doing an activity outdoors
19. GTI Group de tecnologies interactives http://gti.upf.edu
Future work
• QuesTInSitu mobile authoring tool
• Including other learning resources in QuesTInSitu
• Connecting QuesTInSitu activities with IMS LD activities
• Augmented Reality layers
• Exploring good practices for learning in situ
• QuesTInSitu - Wookie widget?
• ...
20. GTI Group de tecnologies interactives http://gti.upf.edu
Contributions
• Santos, P., Hernández-Leo, D., Pérez-Sanagustín, M., & Blat, J. (2010).
QuesTInSITU: A formative assessment tool to collaboratively create a
web map test. Workshop on Technology-Enhanced Formative
Assessment, Barcelona, Spain.
• Santos, P., Perez-Sanagustín, M., Hernández-Leo, D., & Blat, J. (2011).
Questinsitu: From tests to routes for assessment in situ activities.
Computers & Education, 57(4), 2517 - 2534.
21. GTI Group de tecnologies interactives http://gti.upf.edu
BDigital – Digital Innovation Awards
• Nomination - Category of universities and institutions
Video:http://youtu.be/INUB6kIPI94
22. GTI Group de tecnologies interactives http://gti.upf.edu
Questions, comments?
23. GTI Group de tecnologies interactives http://gti.upf.edu
Muchas gracias
Patricia Santos
patricia.santos.gti@gmail.com
More Info: http://gti.upf.edu/questinsitu