Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
Unpacking Steps 3 to5 of The Big Six Research Processekhoogestraat
This is a highly hyperlinked guide for teachers trying to get a handle on what the Big Six Research Process is and how it could be used as a teaching tool.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Purpose:
- To introduce you to the need to properly research topics using online resources (although ‘Google’ is now a verb, it isn’t research)
- To equip you with the tools to critically evaluate research found online
- To enable your professional growth as a lifelong learner
Learning Objectives
At the end of this lecture the student should be able to:
- Perform complex searches using Google, Yahoo, Wikipedia and other tools
- Outline the benefits of bookmarking and research tools such as Delicio.us, Digg, and Stumbleupon, and use these tools
- Evaluate research found online for quality
- Properly cite and record online research when you find it using tools such as Evernote or OneNote
Unpacking Steps 3 to5 of The Big Six Research Processekhoogestraat
This is a highly hyperlinked guide for teachers trying to get a handle on what the Big Six Research Process is and how it could be used as a teaching tool.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Purpose:
- To introduce you to the need to properly research topics using online resources (although ‘Google’ is now a verb, it isn’t research)
- To equip you with the tools to critically evaluate research found online
- To enable your professional growth as a lifelong learner
Learning Objectives
At the end of this lecture the student should be able to:
- Perform complex searches using Google, Yahoo, Wikipedia and other tools
- Outline the benefits of bookmarking and research tools such as Delicio.us, Digg, and Stumbleupon, and use these tools
- Evaluate research found online for quality
- Properly cite and record online research when you find it using tools such as Evernote or OneNote
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Reading Online Persuasive Texts to Write Online Persuasive Texts: Secondary and College Students’ Reading Practices in Online Role-play Activities
Richard Beach, University of Minnesota
Paper presented at the National Reading Conference, 2009
Study results from Dulcinea Media showed that middle and high school students were not adequately prepared to effectively do research online. This covers the study results as well as steps through the process of teaching students proper online research techniques.
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
Presentation at the NCState New Literacies Workshop on the use of online role-play to teach argumentative writing--a key focus of the ELA Common Core Standards
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
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.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
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/
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
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
To Graph or Not to Graph Knowledge Graph Architectures and LLMs
Inquiry Project 1
1. Inquiry Project: Finding and Using Internet Information Jamie A. Klausing CEP 806 Professor Wong September 23, 2007 What steps do scientists use to help them solve problems?
2. Ideas, Predictions, and Explanations By uncovering what knowledge and experiences the student comes to us with, we can begin to provide learning activities that allow students to work toward becoming literate citizens. According to Bertram Bruce, in his article, “Digital Content: The Babel of Cyberspace,” we need to incorporate the opportunities and challenges of new technologies into our discourse about teaching and learning. Students need to be able to have participation, engagement, skills, availability, and accessibility if we are to meet these learner’s needs as literate citizen’s. www.readingonline.org/electronic/JAAL/Apri l_Column.html Students come to our classrooms with diverse learning experiences. It is important for us to find out what experiences students have had, what understandings or misunderstandings they have about a topic, and then tailor our instruction to build on those experiences and understandings and to provide them with new learning opportunities.
3. Ideas, Predictions, and Explanations What is a literate citizen? What skills do they need to function in today’s world? According to Bertram Bruce, “Literacy means control over discourses that use and communicate complex forms of knowledge…that is embedded in our daily practices.” (Bertram Bruce, “Twenty-First Century Literacy.”) The Encyclopedia Americana refers to literacy as the ability to read and write. Because each student is a citizen within our classrooms and will eventually become a citizen within his/her broader community, state, and world, it is important that students not only be able to read and write, but also are able to find information, read the information, write about what they find, and then communicate and collaborate with others.
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5. Ideas, Predictions, and Explanations Within my classroom, I believed most students would have had some prior experience using the Internet. I thought some students probably had very limited experience, where as, others a great deal more. I was unsure as to how much research they had actually done using the Internet and wasn’t quite sure they understood how to use different search engines and search directories. I wasn’t comfortable, however, letting students do an open ended search especially, not knowing for sure what advertisements and inappropriate content might emerge as they began researching. I decided to focus on more of a guided inquiry. Students had been brainstorming steps that scientists use to help them solve problems. They generated a list of steps and presented them in class. I decided to have students use the Internet to find out what steps other people in our world thought scientists used to help them solve problems and compare them to the list they had generated.
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37. Interesting Patterns in Data http://school.discoveryeducation.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html Students would also recommend this site to someone else.
38. Emergent Ideas, Questions, Lessons In providing the 8 sites to students, it was interesting to see what sites they chose to go to and why they selected those sites. Most students just randomly clicked on a site and recorded information about that site while they were there. Others looked through the sites to see which sites had the steps visible so that it was easier to complete the worksheet for each site they visited. Most students liked the sites that had the steps listed clearly when they arrived to the site. It made the task of finding the information easier for them. The sites that had vocabulary that was easy to read and understand were also sites the students liked.
39. Emergent Ideas, Questions, Lessons I was very surprised to find that many of the students did not like the interactive components of a few of the sites. Some felt they were distracting and took too long to find the information. They preferred sites where the information was clearly visible. Many students did not care for the advertisements on some of the sites. They felt they didn’t need to be there when they were just trying to get information. I was very surprised how focused and on task all of the students were. Each pair of students took turns and worked together to visit the sites, discuss the steps they felt were important to list, and took turns completing the worksheets.
40. Emergent Ideas, Questions, Lessons I was very curious to see if the students who used the word document on the computer would copy and paste information from the site. We had talked about borrowing information prior to going to the computer lab, however, I wanted to see if some students would still just take the text instead of putting it into their own words. I was pleasantly surprised to see only one or two groups did and the others did not. Only small portions of texts were taken, not entire selections.
41. Emergent Ideas, Questions, Lessons Allowing the students to work in pairs, provided an opportunity among them for dialogue, analysis of the site and a partnership in in the task. Even though students were working, they enjoyed the opportunity to work with others, to work at the computer, and to find and discuss the information. They also liked evaluating the site. It would have been interesting to see if the task wasn’t specifically asking for steps of the scientific method, if students would have evaluated the sites differently. Possibly they would have enjoyed the interactive components more for some of the sites if they would not have been focused on finding information.
42. Emergent Ideas, Questions, Lessons Bertram Bruce, in all of his articles, provided some helpful guidelines and strategies for using the Internet effectively. It was important that I took the time to think about what I wanted students to do, researched the sites that I wanted students to visit, and prepared a lesson in which students were able to work together to find information, read and write about the information and then discuss it and collaborate. It was also important that the task was done within the context of what we were studying. Students could then use the information they collected to see what steps other people within our world thought were important in helping them solve problems in science and comparing those steps to the list they generated before researching. Hopefully, through activities like these, we can help students develop skills that allow them to become literate citizens.