The purpose of this presentation is to describe the progress and current state of the Open Educational Resources movement as it faces the last crucial and important step, from OpenCourseWare to Open Degrees.
Open Content, Open Courses, Open Degrees by Gary W. Matkin, UCIGary Matkin, Ph.D.
The purpose of this presentation is to describe the progress and current state of the Open Educational Resources movement as it faces the last crucial and important step, from OpenCourseWare to Open Degrees.
Institutional Benefits and Innovations From Sharing ContentGary Matkin
This presentation describes the benefits that two institutions, one in the U.S. (The University of California, Irvine) and the other in Brazil (Fundação Getulio Vargas) derived from first, an open bilateral sharing of academic content and second, the extrapolation of that sharing to the world through the Open Courseware (OCW) movement and Consortium (OCWC).
These benefits included the spurring of several innovations that have implications for the Open Educational Resources (OER) movement in general.
OpenCourseWare is Here. ICDE World ConferenceGary Matkin
The OpenCourseWare movement is here. For instance, more than 200 institutions have joined the OpenCourseWare Consortium (OCWC) and they now offer over 8,200 courses worldwide in many languages. The start to the movement provided by the William and Flora Hewlett Foundation and MIT has now spawned both an expansion of the MIT model and many variations of it. From the beginning, the goal of the OCW movement has been worldwide learning and sharing of content. It now faces new challenges; among them is the challenge of moving from open courses to learning pathways of larger scale, including open degrees. The premise of sharing knowledge from the developed world to developing countries remains an attractive prospect, one which engages the leaders of the movement. Yet, barriers are ever more clear. You will learn of the current state of the OCW movement, its challenges, and its potential. Learn also how to become involved in this movement.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
Open Content, Open Courses, Open Degrees by Gary W. Matkin, UCIGary Matkin, Ph.D.
The purpose of this presentation is to describe the progress and current state of the Open Educational Resources movement as it faces the last crucial and important step, from OpenCourseWare to Open Degrees.
Institutional Benefits and Innovations From Sharing ContentGary Matkin
This presentation describes the benefits that two institutions, one in the U.S. (The University of California, Irvine) and the other in Brazil (Fundação Getulio Vargas) derived from first, an open bilateral sharing of academic content and second, the extrapolation of that sharing to the world through the Open Courseware (OCW) movement and Consortium (OCWC).
These benefits included the spurring of several innovations that have implications for the Open Educational Resources (OER) movement in general.
OpenCourseWare is Here. ICDE World ConferenceGary Matkin
The OpenCourseWare movement is here. For instance, more than 200 institutions have joined the OpenCourseWare Consortium (OCWC) and they now offer over 8,200 courses worldwide in many languages. The start to the movement provided by the William and Flora Hewlett Foundation and MIT has now spawned both an expansion of the MIT model and many variations of it. From the beginning, the goal of the OCW movement has been worldwide learning and sharing of content. It now faces new challenges; among them is the challenge of moving from open courses to learning pathways of larger scale, including open degrees. The premise of sharing knowledge from the developed world to developing countries remains an attractive prospect, one which engages the leaders of the movement. Yet, barriers are ever more clear. You will learn of the current state of the OCW movement, its challenges, and its potential. Learn also how to become involved in this movement.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...Gary Matkin
This document summarizes key differences and similarities between higher education in the United States and China from the perspective of an administrator at the University of California, Irvine. It discusses three main points:
1. Major differences between U.S. and Chinese higher education include the lack of a standardized exam like the GAOKAO in the U.S., greater student mobility and diversity of institutions in the U.S., and different sources of funding.
2. Important trends in both countries include expanding access, meeting rural needs, aligning degrees with jobs, and internationalization.
3. The concepts of a "60-year curriculum" and alternative digital credentials are important for lifelong learning and aligning education with workforce
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital credentials known as alternative digital credentials (ADCs) or badges provide portable verification of skills and competencies. They contain metadata about the earner's identity, the issuer, criteria used to assess competency, and can include examples of student work. Some key implementation decisions for institutions include criteria for issuing ADCs, icon design, metadata standards, and choosing an issuing platform. While ADCs can supplement transcripts and promote workforce-relevant learning, issues around proliferation and ensuring competency-based criteria require attention.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
Operate Your CE Unit Like a Business to Stay in BusinessGary Matkin
The document discusses the inherent barriers to operating a continuing education unit like a business and staying in business. It identifies problems such as a mismatch between income generation and resource allocation, a lack of project/cost accounting and responsiveness. It then provides recommendations on how to mitigate these problems, such as using accruals and deferrals, developing separate budgeting systems, implementing activity-based costing, and creating a market-oriented culture. The document stresses the importance of recognizing and mitigating these barriers through sound financial management, marketing, and educating senior management.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
MOOCs have helped reveal biases towards degree-oriented education and will help provide answers about evaluating non-degree learning. Non-degree learning is often referred to negatively as "non-credit", "non-degree", or "soft", but institutions of higher education have a legitimate role in non-degree education. MOOCs are shifting from traditional university-level courses to being more modular, targeted sequences aimed at a variety of education levels with the goals of engagement and income generation rather than just visibility.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...Gary Matkin
This document summarizes key differences and similarities between higher education in the United States and China from the perspective of an administrator at the University of California, Irvine. It discusses three main points:
1. Major differences between U.S. and Chinese higher education include the lack of a standardized exam like the GAOKAO in the U.S., greater student mobility and diversity of institutions in the U.S., and different sources of funding.
2. Important trends in both countries include expanding access, meeting rural needs, aligning degrees with jobs, and internationalization.
3. The concepts of a "60-year curriculum" and alternative digital credentials are important for lifelong learning and aligning education with workforce
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital credentials known as alternative digital credentials (ADCs) or badges provide portable verification of skills and competencies. They contain metadata about the earner's identity, the issuer, criteria used to assess competency, and can include examples of student work. Some key implementation decisions for institutions include criteria for issuing ADCs, icon design, metadata standards, and choosing an issuing platform. While ADCs can supplement transcripts and promote workforce-relevant learning, issues around proliferation and ensuring competency-based criteria require attention.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
Operate Your CE Unit Like a Business to Stay in BusinessGary Matkin
The document discusses the inherent barriers to operating a continuing education unit like a business and staying in business. It identifies problems such as a mismatch between income generation and resource allocation, a lack of project/cost accounting and responsiveness. It then provides recommendations on how to mitigate these problems, such as using accruals and deferrals, developing separate budgeting systems, implementing activity-based costing, and creating a market-oriented culture. The document stresses the importance of recognizing and mitigating these barriers through sound financial management, marketing, and educating senior management.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
MOOCs have helped reveal biases towards degree-oriented education and will help provide answers about evaluating non-degree learning. Non-degree learning is often referred to negatively as "non-credit", "non-degree", or "soft", but institutions of higher education have a legitimate role in non-degree education. MOOCs are shifting from traditional university-level courses to being more modular, targeted sequences aimed at a variety of education levels with the goals of engagement and income generation rather than just visibility.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
GlobalLogic Java Community Webinar #18 “How to Improve Web Application Perfor...GlobalLogic Ukraine
Під час доповіді відповімо на питання, навіщо потрібно підвищувати продуктивність аплікації і які є найефективніші способи для цього. А також поговоримо про те, що таке кеш, які його види бувають та, основне — як знайти performance bottleneck?
Відео та деталі заходу: https://bit.ly/45tILxj
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
MySQL InnoDB Storage Engine: Deep Dive - MydbopsMydbops
This presentation, titled "MySQL - InnoDB" and delivered by Mayank Prasad at the Mydbops Open Source Database Meetup 16 on June 8th, 2024, covers dynamic configuration of REDO logs and instant ADD/DROP columns in InnoDB.
This presentation dives deep into the world of InnoDB, exploring two ground-breaking features introduced in MySQL 8.0:
• Dynamic Configuration of REDO Logs: Enhance your database's performance and flexibility with on-the-fly adjustments to REDO log capacity. Unleash the power of the snake metaphor to visualize how InnoDB manages REDO log files.
• Instant ADD/DROP Columns: Say goodbye to costly table rebuilds! This presentation unveils how InnoDB now enables seamless addition and removal of columns without compromising data integrity or incurring downtime.
Key Learnings:
• Grasp the concept of REDO logs and their significance in InnoDB's transaction management.
• Discover the advantages of dynamic REDO log configuration and how to leverage it for optimal performance.
• Understand the inner workings of instant ADD/DROP columns and their impact on database operations.
• Gain valuable insights into the row versioning mechanism that empowers instant column modifications.
From Natural Language to Structured Solr Queries using LLMsSease
This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or “cognitive” gap) remains between the data user needs and the data producer constraints.
That is where AI – and most importantly, Natural Language Processing and Large Language Model techniques – could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr index’s metadata.
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Hispanic Educational Technology Services OPEN Presentation
1. OPEN CONTENT, OPEN
COURSES, OPEN DEGREES?
HISPANIC EDUCATIONAL TECHNOLOGY SERVICES
NEW YORK, NY
JUNE 4, 2009
BY
GARY W. MATKIN
DEAN, CONTINUING EDUCATION
UNIVERSITY OF CALIFORNIA, IRVINE
2. Gary W. Matkin, Ph.D
Dean of Continuing Education
Ph.D., UC Berkeley, 1990, Education
M.B.A., UC Berkeley, 1970, Political
Aspects of Business
B.S., University of San Francisco,
1966, Accounting
Certified Public Accountant, 1966
Dean of CE at UC Irvine since
March 2000
Treasurer of OCWC since 2007
3. The Sense Making Hierarchy
OPEN Knowledge
M
A OPEN Degrees/Curriculum
K
I
Combine
N OCW
G
OPEN Courses
S
E
Instructional
N Design
S
E
OPEN Learning Objects
OPEN Content
4. Related OPEN Movements
Open Source
Open Content
Open Educational Resources
Open Textbooks
Open Degrees
Open Knowledge
6. Search Engines
Those that crawl the Internet looking for CC licensed
materials
Google Advanced Search
http://www.google.com.au/advanced_search
Those that search for descriptions of OCW content or RSS
feeds
OCW Consortium (OCWC) and Course Finder
http://www.ocwconsortium.org/
Creative Commons search
http://search.creativecommons.org/
OERCommons
http://www.oercommons.org/
7. Collections and Repositories
Wikipedia http://www.wikipedia.org/
Wikiversity http://wikiversity.org/
Connexions (Rice University) http://cnx.org/
MERLOT http://www.merlot.org/merlot/index.htm
Knowledge Hub http://khub.itesm.mx/
Flicker CC http://www.flickr.com/creativecommons/
UNESCO http://portal.unesco.org/
Internet Archive http://www.archive.org/index.php
I Tunes http://www.apple.com/itunes/download/
You Tube http://www.youtube.com/
8. University Websites with Large Collections
MIT http://ocw.mit.edu/
Open University http://www.open.ac.uk/
United Nations University http://www.unu.edu/
UC Irvine http://ocw.uci.edu/
11. Unlocking Knowledge
Project Phases
Year 2002 2003 2004 2005 2006 2007 2008
Courses 50 500 950 1,300 1,550 1,800 1,800
Pilot Ramp Up Enhancement
11 Unlocking Knowledge, Empowering Minds
12. Empowering Minds
Visits to OCW and Translations
Web Traffic to OCW and OCW Translations since 2003
2,250,000
2,000,000 SBU
Chulalongkorn
1,750,000
CORE
1,500,000 OOPS
Universia
1,250,000
OCW
1,000,000
750,000
500,000
250,000
-
ril
ril
ril
ril
ril
O ly
O ly
O ly
O ly
O ly
Ja ber
Ja ber
Ja ber
Ja ber
Ja ber
Ja ber
y
y
y
y
y
y
ar
ar
ar
ar
ar
ar
Ju
Ju
Ju
Ju
Ju
Ap
Ap
Ap
Ap
Ap
o
o
o
o
o
o
nu
nu
nu
nu
nu
nu
ct
ct
ct
ct
ct
ct
O
Visits since 10/1/2003
12 Unlocking Knowledge, Empowering Minds
13. Empowering Minds
Traffic by Region
18.1%
41.8%
21.0%
4.9% 8.4%
1.4%
Visits Since Visits
Region
10/1/03 % 4.4%
North America 19,586,175 41.8
East Asia/Pacific 9,818,810 21.0
Europe/Central
8,470,908 18.1
Asia
South Asia 3,917,728 8.4
MENA 2,297,341 4.9
Latin America/
2,076,902 4.4
Caribbean
Sub-Sah. Africa 661,193 1.4
TOTAL VISITS 46,829,057
13 Unlocking Knowledge, Empowering Minds
14. Empowering Minds
Traffic by Region
18.1%
41.8%
21.0%
4.9% 8.4%
1.4%
Visits Since Visits
Region
10/1/03 % 4.4%
North America 19,586,175 41.8
East Asia/Pacific 9,818,810 21.0
Europe/Central
8,470,908 18.1
Asia
South Asia 3,917,728 8.4
MENA 2,297,341 4.9
Latin America/
2,076,902 4.4
Caribbean
Sub-Sah. Africa 661,193 1.4 Mirror sites — Approx. 209 around the globe
TOTAL VISITS 46,829,057
14 Unlocking Knowledge, Empowering Minds
15. Empowering Minds
Traffic by Country – Feb 09
Country Visits Country Visits
1 United States 537,249 11 France 17,301
2 India 112,261 12 Turkey 15,823
3 China 95,417 13 Italy 12,130
4 South Korea 59,246 14 Japan 11,703
5 Canada 39,063 15 Australia 11,369
6 United Kingdom 35,506 16 Spain 10,896
7 Iran 29,685 17 Egypt 10,079
8 Brazil 24,341 18 Mexico 9,764
9 Germany 21,851 19 Singapore 9,045
10 Pakistan 17,755 20 Romania 9,040
15 Unlocking Knowledge, Empowering Minds
16. Empowering Minds
Visitors by Role
Other
Educators 5%
15%
Self learners
50%
Students
30%
16 Unlocking Knowledge, Empowering Minds
20. Afghanistan Korea, Republic Of Universidade de Santiago de Compostela Venezuela
Kabul Polytechnic University Handong Global University Universitat Autnoma de Barcelona Universidad Central de Venezuela
Australia Inha University Universitat de Girona Universidad de Los Andes
University of Southern Queensland Korea University Universitat de Valncia Universidad Fermn Toro
Austria Kyung Hee Cyber University Universitat Jaume I Universidad Metropolitana
Klagenfurt University Kyung Hee University Universitat Oberta de Catalunya Universidad Montevila
Brazil Pukyong National University Universitat Rovira i Virgili Universidad Nacional Experimental del Tchira
Fundação Getulio Vargas - FGV Online Pusan University University of Deusto Universidad Rafael Belloso Chacin
Uniso- Universidade de Sorocaba Seoul National University of Technology UPV/EHU Viet Nam
Universidade Federal de Juiz de Fora Lebanon Switzerland EduNet Vietnam
Canada Global University University of Lausanne
Athabasca University Mexico Taiwan
Capilano University Tecnologico de Monterrey Aletheia University Matou Campus Affiliate Organizations
Chile Universidad de Monterre Chang Jung Christian University California Psychological Association
Pontificia Universidad Catolica de Chile Netherlands Chung Hwa University of Medical Technology Center for Open and Sustainable Learning
Universidad de Chile Open University Netherlands Diwan University Chia Nan University of Pharmacy & Science
China TU Delft National Cheng Kung University Chulalongkorn University
China Open Resources for Education Peru National Chengchi University Commonwealth of Learning (COL)
Colombia Universidad Nacional de Ingenier National Chiao Tung University Connexions
Universidad de Manizales Puerto Rico National Tsing Hua University Creative Commons
Universidad Icesi Universidad Interamericana de Puerto Rico Tainan National University of The Arts enPraxis
Universidad Nacional de Colombia University of Puerto Rico Taipei Medical University European Association of Distance Teaching Universities (EADTU)
Dominican Republic Russian Federation Thailand Fahamu - Networks for Social Justice
Las Americas Institute of Technology Institute for Social Sciences and Humanities Thailand Cyber University FinalsClub.org
France Saudi Arabia Turkey GEM4
Grenoble Ecole de Management Alfaisal University Middle East Technical University HETS
Paris Tech King Fahd University of Petroleum & Minerals Turkish OpenCourseWare Consortium iBerry
Iran, Islamic Republic Of Saudi Aramco United Kingdom Institute for Electronic Governance
Baha'i Institute for Higher Education South Africa Mathematical Institute, Oxford University Intelligent Television
International University of Iran University of the Western Cape Peoples-uni.org Korea Education & Research Information Service
Israel Spain The Open University MERLOT - Multimedia Educational Resource for Learning and
The Open University of Israel IE University The University of Nottingham Online Teaching
Japan OpenCourseWare Universia United States Monterey Institute for Technology and Education
Doshisha University Universidad Autónoma de Madrid Arizona State University National Institute of Multimedia Education
Hokkaido University Universidad Cadiz College of Eastern Utah Novell, Inc.
Japan OCW Consortium Universidad Carlos III de Madrid Dixie State College of Utah OCW Translations Inc.
Kagawa Nutrition University Universidad de Alicante Johns Hopkins OER Africa
Kansai University Universidad de Cantabria Kaplan Higher Education OOPS
Keio University Universidad de Castilla-La Mancha Massachusetts Institute of Technology Open Courseware Iran
Kyoto Seika University Universidad de Granada Michigan State University Open High School of Utah
Kyoto University Universidad de Huelva Open Institute of Law, Int. Open Learning Exchange
Kyushu University Universidad de Malaga Tufts University Scribd
Meiji University Universidad de Murcia UC Berkeley Vietnam Education Foundation
Nagoya University Universidad de Navarra University of Alaska Fairbanks Vietnamese Ministry of Education and Training (MOET)
Osaka University Universidad de Oviedo University of California, Irvine
Ritsumeikan Asia Pacific University Universidad de Salamanca University of Massachusetts Boston
Ritsumeikan University Universidad de Sevilla University of Michigan
Tokyo Institute of Technology Universidad de Valladolid University of Notre Dame
United Nations University Universidad de Zaragoza University of Utah
University of Tokyo Universidad Extremadura University of Wisconsin- Eau Claire
University of Tsukuba Universidad Internacional de Andaluca Utah State University
Waseda University Universidad Nacional de Educacion Utah Valley State College
UNIVERSIDAD POLITCNICA DE CARTAGENA Weber State University
Universidad Politecnica de Valencia
Universidad Politecnica Madrid
Western Governors University
Wheelock College
http: ocwconsortium.org
21. OCWC — U.S. Member Institutions
Arizona State University University of California, Irvine
College of Eastern Utah University of Massachusetts Boston
Dixie State College of Utah University of Michigan
Johns Hopkins Bloomberg School University of Notre Dame
of Public Health University of Utah
Kaplan Higher Education University of Wisconsin- Eau Claire
Massachusetts Institute of Utah State University
Technology
Utah Valley State College
Michigan State University
Weber State University
Open Institute of Law, Int.
Western Governors University
Tufts University
Wheelock College
University of California, Berkeley
University of Alaska Fairbanks
31. The OCW Value Proposition to HET’s
Member Institutions
1. To meet your organization’s desire to play a significant
role in the contribution to the social welfare of the world
2. To showcase your college or university’s top instructional
efforts and make course materials free on a global scale to
educators, students, and self-learners
3. To Provide high quality, high visibility examples to the
public, prospective students, and parents
4. To create a repository where faculty and researchers can
have their work seen by the world
5. To provide potential funding agencies with attractive and
useful opportunities for disseminating research results
32. The OCW Institutional Value Proposition
6. To attract independent funding for public service projects
7. To attract traffic to the institution’s OCW site
8. To provide a cost and time efficient vehicle for training
incumbent staff and faculty
9. To more fully and legitimately take advantage of high
quality educational materials produced elsewhere
10. To provide entree to a world wide community of
dedicated educators
33. The Case for Joining the OCWC
Provides an opportunity to fully participate in an
international movement to increase access to education
and knowledge, and to attract potential students to
member institutions.
Helps OCW proponents at member institutions in making
a case for OpenCourseWare investment to university
decision makers, funders and faculty
Brings down the cost of creating and maintaining an OCW
site
Helps people all over the world learn about and find
member institutions’ OCW websites courses
Provides an opportunity to fully participate in the
development of, and gain early knowledge of, toolkit
innovations
34. The Case for Joining the OCWC
Provides the ability to participate in, and gain economies of
scale in, the collaborative development of OCW Software
Provides favorable publicity about member institutions’
role in the OCW movement and in the OCWC
Provides a facilitated opportunity to learn best practices
from other member institutions
Provides first access to strategic alliances and
collaborations with other member institutions
Reduces the cost of participation in OCWC conferences for
members
35. OCWC membership could…
Support the generation of research funding at
member institutions
Support the rational management of course-
related intellectual property at member
institutions
Attract funding for Open Courseware-related
projects at member institutions with OCW sites
Provide OCW-related technical infrastructure and
support to member institutions
36. OCWC Membership Options
“Developed World” Institutional Membership
$500 (full voting rights)
$350 for an institution that is also a member of a
Consortium which is a member of the OCWC (full
voting rights)
$50 for institutions that are members of a member
consortium but do not wish independent member
status (consortium gets one vote for every 10
members)
37. OCWC Membership Options
“Developing World” Institutional Membership
$250 (full voting rights)
$150 for an institution that is also a member of a
member consortium (full voting rights)
$50 for an institution not wishing to be an
independent member (consortium gets one vote for
every 10 members)
39. Gary W. Matkin, Ph.D.
Dean, Continuing Education
University of California, Irvine
http://unex.uci.edu/garymatkin/
http://ocw.uci.edu/
Download this presentation at
http://www.slideshare.net/garymatkin
Editor's Notes
The purpose of this presentation is to describe the progress and current state of the Open Educational Resources movement as it faces the last crucial and important step, from OpenCourseWare to Open Degrees.
On this slide we see the names of the various movements related to openness in education. We start with open source which is generally applied to the software industry and usually refers to publically available and free software code which has been developed and is maintained by a community of users. The remaining open movements were inspired by this early open source movement, but differ in some respects, primarily in that there are only very rudimentary communities established to date around the other open movements. But, the remaining open movements often utilize open source software in what they do (Moodle, for instance). I have already talked about OER, OCW, open degrees and open knowledge. The open text book movement has a life of its own and can be viewed as an offshoot of the OER movement. But as open textbooks are developed and as they begin to take advantage of the technology that hosts them, they begin to take on the aspects of an open course.
One of the barriers to open educational movements has to do with intellectual property rights and digital rights management. Without going into the details, this barrier has been addressed by the Creative Commons license upon which most of the OER and OCW is now based. The increase in the use of CC licenses has seen geometrical increases.
Another barrier has been what is called “discoverability”—the ability for users to find the appropriate open material they want. Currently this barrier is being addressed in three ways. First we have the general search through web browsers such as Google. One can refine one’s search by adding in the CC license as part of the search parameters. There are also searches now available and being developed which search in a more focused way on parts of the open spectrum such as OCW. You see a list of these on the screen.Specialized search engines are making open resources easier to find. There are two types: those that actually crawl the internet looking for CC licensed materials. (Google Advanced Search); and those that search for RDF descriptions of OCW content or aggregate RSS feeds. OCWC, OERCommons, Creative Commons search, and OCWC Course Finder are all doing this.
Open content is increasing rapidly. Specific collections of open material that have been developed. This slide presents a large, but by no means exhaustive list. For instance, the CSU Center for Distributed Learning developed MERLOT and it has now expanded. The University of Georgia System, Oklahoma State Regents for Higher Education, University of North Carolina System, and the California State University System created an informal consortium representing almost one hundred campuses serving over 900,000 students and over 47,000 faculty.Connexions is a learning object repository of over 6,314 reusable items sponsored by The William and Flora Hewlett Foundation, The Maxfield Foundation, and individual sponsors.Research and Corporate Support includes: The National Science Foundation Partnership for Innovation Program, National Instruments, and the Hewlett-Packard Corporation, George R. Brown Endowment for Undergraduate Education, The CLASS Foundation with university support from Rice University.
Finally we have university websites with significant collections. I have listed UCI on this page just for your reference—compared with the others we have a relatively small collection of about 20 open courses now.
MIT was really the first and the initiator of the OER and OCW movements beginning in about 2001 with its first postings. It has consistently tracked its progress; the next few slides show some interesting statistics about the volume and patterns of use of the MIT material.
Here you see the MIT OCW web site.OpenCourseWare really got started at MIT in 2001. MIT now has 1,800 courses openly available.
By the end of 2009, MIT had experienced 50 million visits.
Around 2005/06 MIT’s example was attracting the interest of other universities around the world and MIT began convening meetings of those interested in emulating its example. These meetings eventually led to the formation of the OpenCourseWare Consortium (OCWC) which has gained separate legal status as a non-profit corporation chartered in the State of Massachusetts. The mission of the OpenCourseWare Consortium is to advance formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
Here you see the OCWC home page.
This membership includes 22 U.S. institutions including of course, MIT, but also including UC Berkeley, Notre Dame, Johns Hopkins, Tufts, Utah State, and UCI—the first UC and first west coast university to join the OCWC.
But, of course, the OCWC is not the only game in town. There are many other sources of open courses, including most prominently iTunes U which focuses on the video capture of classroom activity.
The list of universities adding to the iTunes inventory is growing rapidly as well.
Now the general public is taking notice of OCW and is posting ratings of open offerings.Examples: The University of California, Berkeley and MIT began posting recorded video versions of courses to various publically available sites including Google, YouTube, and iTunes.Other UC campuses are considering doing this as well.
Video capture is becoming easier and easier—we now have ratings of pod casts.
The growing supply of open courses has clearly stirred attention about how this wonderful set of learning assets might be used to best benefit the world. Certainly the need for such material is very great.
I hope I have made the case for OCW and the progression to open degrees. This holds the promise for a positive world-wide impact, which in itself should spark interests in institutions for joining the movement.I have enough of a practical understanding of how institutions work, that I know something more is needed to prod institutions into making public service contributions. I firmly believe that there is clearly a self interest involved in getting institutions to join the OCW movement and the OCWC in particular.
Why Should Your Institution Join and Support the OER Movement?From the experience of the current member of the OCWC, becoming active in the OER movement, particularly with OCW have the following advantages:Fosters the common institutional goal of making a contribution to the social welfare of the worldShowcases the institution’s top instructional efforts and makes course materials free on a global scale to educators, students, and self-learnersProvides a high quality and high visibility example of the educational offerings of the institution to the general public, prospective students, and parentsCreates a repository where faculty and researchers can deposit their work and have is seen by the worldProvides potential funding agencies with attractive and useful opportunities for disseminating research results
Attracts funding for public service projectsAttracts traffic to the institution’s OCW Web site, and through that site to other institutional sitesProvides a channel for the training of institution staffIncreases the legitimacy of the use of high quality material from other sources by the institution’s own facultyProvides entree to a world wide community of dedicated educators