What are intelligent systems for enhancing learning? How do we design them so as to enhance a certain learner's experience? This talk starts with pedagogy theories focusing on designing learning experiences according to learner characteristics. Then it boldly connects them to specific design methodologies, which aims at producing usable and pedagogically effective intelligent systems for delivering enhanced learning material and experiences. Then the real pulp starts: how we designed the intelligent system of the TERENCE FP7 EU project for designing adequate learning material, specifically, smart games for reasoning about stories and adequate to the needs of poor comprehenders. The talk concludes reflecting upon the speaker's change in research areas possibly due to several factors, such as personal reasons, interests and project-dependent requirements. The on-going work is also briefly illustrated, that is, how to design smart games not only for learners but also with learners, engaging and including all.
This presentation was delivered at the first international conference on teaching deaf learners, held in Amsterdam, 19-21 March 2014.
The first part is by Caselli and Rinaldi and is concerned with language development of deaf children in the era of cochlear implants.
The second part is by Gennari with contributions by Melonio and is concerned with technology enhanced learning for deaf learners.
The TERENCE FP7 project S&T Goals and Results for Schools and BeyondRosella Gennari
The presentation of how the TERENCE FP7 EU project met its scientific and technological goals, and worked for its beneficiaries, e.g., schools, at the final review meeting of TERENCE
Presentation of eQNet to LRE subcommittee october 11, 2011Elena Shulman
The document provides an update on recent tasks and results from the eQNet project. Teachers evaluated learning resources using Travel Well criteria and recommended high quality collections for inclusion in the LRE. New collections were added to the LRE covering various subjects. Criteria for resources that Travel Well and for digital learning object quality are described. Feedback from teachers identified that 41% of resources evaluated Travel Well, while 59% did not. Data from the evaluations will be reported back to resource providers.
The lesson teaches students how to import images and sounds into Scratch projects to create different effects, with the learning objectives being to look at controls to change sprite appearances and add sound, import different images and sounds, and complete a tutorial project adding images and sounds while changing the background. The lesson involves students matching pictures to words, reviewing a teacher project, working through a PowerPoint tutorial, and providing feedback on an improperly designed project.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
This document provides a planning and development timeline for an interactive storybook application called "The thief and Felfeli's chicken" aimed at teaching English vocabulary to Iranian children ages 7-9. It outlines objectives to help users learn vocabulary, comprehend sentences, and enjoy the story. The 12-week project timeline is divided into segments for analysis, proposal, storyline, character design, and other phases. The application will have a fun, colorful interface to engage kids in learning while reading along. It aims to be accessible for average English comprehension levels.
This document discusses bridging the gap between brain, mind and behavior through cognitive models. It summarizes that analyzing behavior at different levels allows understanding of the underlying mental processes and neural implementation. Taking arithmetic as an example, cognitive models of skills can identify learning problems and related brain structures. Studies of bilinguals show the importance of proficiency over age of language learning for brain organization. Future challenges involve deeper understanding of mental operations from brain imaging data.
TERENCE automated reasoning and natural language processing for generating ed...Rosella Gennari
This presentation, held a the final review meeting of the FP7 European TERENCE project, recaps the results of work package 4 (WP4) for generating textual components of educational games, designed according to learner requirements and developed starting from pre-defined frameworks.
This presentation was delivered at the first international conference on teaching deaf learners, held in Amsterdam, 19-21 March 2014.
The first part is by Caselli and Rinaldi and is concerned with language development of deaf children in the era of cochlear implants.
The second part is by Gennari with contributions by Melonio and is concerned with technology enhanced learning for deaf learners.
The TERENCE FP7 project S&T Goals and Results for Schools and BeyondRosella Gennari
The presentation of how the TERENCE FP7 EU project met its scientific and technological goals, and worked for its beneficiaries, e.g., schools, at the final review meeting of TERENCE
Presentation of eQNet to LRE subcommittee october 11, 2011Elena Shulman
The document provides an update on recent tasks and results from the eQNet project. Teachers evaluated learning resources using Travel Well criteria and recommended high quality collections for inclusion in the LRE. New collections were added to the LRE covering various subjects. Criteria for resources that Travel Well and for digital learning object quality are described. Feedback from teachers identified that 41% of resources evaluated Travel Well, while 59% did not. Data from the evaluations will be reported back to resource providers.
The lesson teaches students how to import images and sounds into Scratch projects to create different effects, with the learning objectives being to look at controls to change sprite appearances and add sound, import different images and sounds, and complete a tutorial project adding images and sounds while changing the background. The lesson involves students matching pictures to words, reviewing a teacher project, working through a PowerPoint tutorial, and providing feedback on an improperly designed project.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
This document provides a planning and development timeline for an interactive storybook application called "The thief and Felfeli's chicken" aimed at teaching English vocabulary to Iranian children ages 7-9. It outlines objectives to help users learn vocabulary, comprehend sentences, and enjoy the story. The 12-week project timeline is divided into segments for analysis, proposal, storyline, character design, and other phases. The application will have a fun, colorful interface to engage kids in learning while reading along. It aims to be accessible for average English comprehension levels.
This document discusses bridging the gap between brain, mind and behavior through cognitive models. It summarizes that analyzing behavior at different levels allows understanding of the underlying mental processes and neural implementation. Taking arithmetic as an example, cognitive models of skills can identify learning problems and related brain structures. Studies of bilinguals show the importance of proficiency over age of language learning for brain organization. Future challenges involve deeper understanding of mental operations from brain imaging data.
TERENCE automated reasoning and natural language processing for generating ed...Rosella Gennari
This presentation, held a the final review meeting of the FP7 European TERENCE project, recaps the results of work package 4 (WP4) for generating textual components of educational games, designed according to learner requirements and developed starting from pre-defined frameworks.
The Norman Howard School uses various technologies to support and engage their students with learning disabilities. They have a wide array of resources available including classroom computers, computer labs, mobile laptop carts, and interactive whiteboards. Assistive technologies like text-to-speech, word prediction, and reading software help circumvent students' weaknesses. Technology is integrated throughout the curriculum, and students use tools like iPads, podcasting, and online games to research, create projects, and demonstrate their knowledge in a hands-on way. The goal is to capitalize on students' strengths and facilitate their learning and expression.
Math staff development techn integration presentationKari
This document outlines an agenda for a teacher training on technology integration. It includes instructions for warm-up activities, introductions, a presentation on effective technology integration, and examples of technology tools. The presentation discusses preparing students for the future by developing 21st century skills like visual learning, collaboration, and digital literacy. It emphasizes using technology to engage students and make learning authentic and challenging. Teachers practice using tools like Echalk, Diigo, Google Docs, and wikis. The document concludes by having teachers design a lesson plan integrating technology and real-world problems.
1) The document discusses how different teachers were able to capture students' attention through different methods like storytelling or fear of being called out.
2) Technologies like Neurosky devices can now measure brainwaves associated with attention and meditation levels, opening possibilities for personalized learning.
3) The Serious Games Institute is exploring using Neurosky devices to develop games that reward attention and relaxation, with potential to create self-directed learning tailored to individual attention levels.
No child left untableted - a snapshot of mobile education technology for K-12Erin Daniels
Schools are finally catching on to the amazing opportunity that tablets bring to engage students to promote learning and skill building. With the expansive efforts to bring iPads to the classroom, students are tapping in to the opportunity to learn using the most natural and easy to use platform for delivering learning. Teachers are also discovering new tools to use in curriculum design and lesson planning to engage students while meeting Common Core State Standards (CCSS). From learning “games” to gesture-based exercises to content delivery, students are learning from the most easy-to-use device available on the market today.
1. The document discusses the differences between digital immigrants, who are teachers that grew up without digital technologies, and digital natives, who are students that have grown up with digital technologies.
2. It argues that teachers cannot provide students with 21st century skills because most teachers are digital immigrants who do not fully understand or use new technologies.
3. The document proposes empowering students by giving them tools like cell phones and game-based learning programs to help them develop 21st century skills and stay engaged in learning.
This document discusses using a cognitive walkthrough approach to evaluate game-based learning designs. It provides context on learning theories including constructivism and outlines the cognitive walkthrough method. It then proposes a way to contextualize and extend the cognitive walkthrough specifically for game-based learning (CWLTGM). The method involves analyzing each logical step or connection a player must make to learn through playing and identifying if the connection is reasonable to expect. This allows designers to identify flaws before implementation. The document concludes by discussing next steps of applying CWLTGM to evaluate a part of the CareerQuest game in an upcoming lab session.
The document discusses technological innovations and their impact on learning and training. It explores how different generations interact with technology, from Baby Boomers to Millennials. It suggests that modern learners are more engaged by challenges, stories, feedback, games and leveraging devices. Various solutions are proposed to incorporate these elements into training, such as providing challenges, narratives, communities, mixing up activities and considering learning as a process involving different media.
AnnMaria De Mars - Making Educational Games That Add UpSeriousGamesAssoc
Educational games share certain challenges with all serious games. A successful educational game needs to be both a good game and educational. Obvious, but many teams focus on one aspect and include either the game developer or educator as an after-thought. The result is either games that don’t teach or games that children won’t play. How do you determine at what level of mathematics (or any subject) a student should begin? How do you know if students learned something and how do you prove that your game was the cause? The educational component must target, teach, test and track. Is a game where the novelty effect never wears off an oxymoron? These questions will be answered, based on both the research literature, as well as our own data, from the first two years of research on using games to raise mathematics scores of students attending schools on American Indian reservations.
This document provides guidance for using business simulations in the classroom. It outlines a step-by-step process for introducing and playing a simulation over multiple class periods. The process includes introducing the simulation, having students play the first round, reviewing results, and assigning further play for homework. In subsequent classes, instructors should review previous rounds, have students play in groups, and provide guidance as they play. By the fourth class, the learning curve should be overcome and students will be analyzing and synthesizing the simulation at higher levels. The document concludes by recommending celebrating the winning students and assessing the simulation experience.
Spnd 456 second weekend simmons december 2010KarenJan
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
Inspiring girls through games and coding: A hands-on exploration Julie Evans
Inspiring girls through games and coding: A hands-on exploration
Kari Stubbs, BrainPOP and Julie Evans, Project Tomorrow
UNESCO Mobile Learning Week 2015
Paris, France
February 23, 2015
The document discusses the benefits of using computer games in education. Computer games can improve student achievement through interactive learning, feedback, and dividing content into smaller pieces. They also promote problem solving, decision making, memory, imagination, and cooperative/competitive behaviors. The document provides examples of how games can be used in classrooms for motivation, summarization, personalized learning, and cross-curricular links. It also discusses students creating their own games using tools like Alice and Millionaire templates.
The document discusses the curriculum for teaching English to year 1 students in Malaysian primary schools. It covers several areas including creativity, entrepreneurship, information and communication technology, and multiple intelligences. Some example activities are given such as making masks and puppets, role playing stories, and using computers for songs and typing practice. It also discusses learning strategies, contextual learning, constructivism, mastery learning, and developing students' thinking skills such as creative and critical thinking.
Eurocall 2010 panel on call and the learnerhayoreinders
This document summarizes a presentation on the changing role of the language learner in computer-assisted language learning (CALL) environments. It discusses emerging technologies that are blurring the lines between in-class and out-of-class language learning, such as social networking, mobile technologies, and digital games. Several presenters discussed topics including how these technologies can provide more opportunities for language practice outside the classroom, the need to train learners to be autonomous and self-regulated in their language learning, and the importance of incorporating learners' personal goals and motivations into CALL design.
The document provides instructions for playing an old card game called "Old Maid". It begins by having the player shuffle the cards and remove one to be placed face up in the middle as the "odd card". The rest of the cards are then dealt out evenly among players. Players then try to make pairs by matching cards in their hand. If a pair cannot be made, the player must wait until their next turn to try and find a match. The game continues with players holding their cards face down for the next player to choose from until there is only one player left without a matching card, who becomes the "ugly, old maid".
The document provides examples of techniques for formative assessment in the classroom. It includes examples of using precision teaching to help students learn key facts and skills through short, focused daily sessions. Other examples mentioned include using multiple choice questions to encourage students to consider misconceptions, learning walls to show the stages of learning objectives, and 6 question homeworks to assess prior knowledge and problem solving skills.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
How can we use Artificial Intelligence (AI) for improving reading comprehension of poor comprehenders? This presentation, delivered at AI*IA 2014 for Society in Pisa (Italy), explain how natural language processing and constraint-based reasoning technologies can help in automating the generation of serious games for improving the reading comprehension of poor comprehenders. The slides also analyse the results in terms of pedagogical effectiveness of the system for improving reading comprehension and quality of the automated generation process for delivering games.
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The Norman Howard School uses various technologies to support and engage their students with learning disabilities. They have a wide array of resources available including classroom computers, computer labs, mobile laptop carts, and interactive whiteboards. Assistive technologies like text-to-speech, word prediction, and reading software help circumvent students' weaknesses. Technology is integrated throughout the curriculum, and students use tools like iPads, podcasting, and online games to research, create projects, and demonstrate their knowledge in a hands-on way. The goal is to capitalize on students' strengths and facilitate their learning and expression.
Math staff development techn integration presentationKari
This document outlines an agenda for a teacher training on technology integration. It includes instructions for warm-up activities, introductions, a presentation on effective technology integration, and examples of technology tools. The presentation discusses preparing students for the future by developing 21st century skills like visual learning, collaboration, and digital literacy. It emphasizes using technology to engage students and make learning authentic and challenging. Teachers practice using tools like Echalk, Diigo, Google Docs, and wikis. The document concludes by having teachers design a lesson plan integrating technology and real-world problems.
1) The document discusses how different teachers were able to capture students' attention through different methods like storytelling or fear of being called out.
2) Technologies like Neurosky devices can now measure brainwaves associated with attention and meditation levels, opening possibilities for personalized learning.
3) The Serious Games Institute is exploring using Neurosky devices to develop games that reward attention and relaxation, with potential to create self-directed learning tailored to individual attention levels.
No child left untableted - a snapshot of mobile education technology for K-12Erin Daniels
Schools are finally catching on to the amazing opportunity that tablets bring to engage students to promote learning and skill building. With the expansive efforts to bring iPads to the classroom, students are tapping in to the opportunity to learn using the most natural and easy to use platform for delivering learning. Teachers are also discovering new tools to use in curriculum design and lesson planning to engage students while meeting Common Core State Standards (CCSS). From learning “games” to gesture-based exercises to content delivery, students are learning from the most easy-to-use device available on the market today.
1. The document discusses the differences between digital immigrants, who are teachers that grew up without digital technologies, and digital natives, who are students that have grown up with digital technologies.
2. It argues that teachers cannot provide students with 21st century skills because most teachers are digital immigrants who do not fully understand or use new technologies.
3. The document proposes empowering students by giving them tools like cell phones and game-based learning programs to help them develop 21st century skills and stay engaged in learning.
This document discusses using a cognitive walkthrough approach to evaluate game-based learning designs. It provides context on learning theories including constructivism and outlines the cognitive walkthrough method. It then proposes a way to contextualize and extend the cognitive walkthrough specifically for game-based learning (CWLTGM). The method involves analyzing each logical step or connection a player must make to learn through playing and identifying if the connection is reasonable to expect. This allows designers to identify flaws before implementation. The document concludes by discussing next steps of applying CWLTGM to evaluate a part of the CareerQuest game in an upcoming lab session.
The document discusses technological innovations and their impact on learning and training. It explores how different generations interact with technology, from Baby Boomers to Millennials. It suggests that modern learners are more engaged by challenges, stories, feedback, games and leveraging devices. Various solutions are proposed to incorporate these elements into training, such as providing challenges, narratives, communities, mixing up activities and considering learning as a process involving different media.
AnnMaria De Mars - Making Educational Games That Add UpSeriousGamesAssoc
Educational games share certain challenges with all serious games. A successful educational game needs to be both a good game and educational. Obvious, but many teams focus on one aspect and include either the game developer or educator as an after-thought. The result is either games that don’t teach or games that children won’t play. How do you determine at what level of mathematics (or any subject) a student should begin? How do you know if students learned something and how do you prove that your game was the cause? The educational component must target, teach, test and track. Is a game where the novelty effect never wears off an oxymoron? These questions will be answered, based on both the research literature, as well as our own data, from the first two years of research on using games to raise mathematics scores of students attending schools on American Indian reservations.
This document provides guidance for using business simulations in the classroom. It outlines a step-by-step process for introducing and playing a simulation over multiple class periods. The process includes introducing the simulation, having students play the first round, reviewing results, and assigning further play for homework. In subsequent classes, instructors should review previous rounds, have students play in groups, and provide guidance as they play. By the fourth class, the learning curve should be overcome and students will be analyzing and synthesizing the simulation at higher levels. The document concludes by recommending celebrating the winning students and assessing the simulation experience.
Spnd 456 second weekend simmons december 2010KarenJan
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
Inspiring girls through games and coding: A hands-on exploration Julie Evans
Inspiring girls through games and coding: A hands-on exploration
Kari Stubbs, BrainPOP and Julie Evans, Project Tomorrow
UNESCO Mobile Learning Week 2015
Paris, France
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The document discusses the benefits of using computer games in education. Computer games can improve student achievement through interactive learning, feedback, and dividing content into smaller pieces. They also promote problem solving, decision making, memory, imagination, and cooperative/competitive behaviors. The document provides examples of how games can be used in classrooms for motivation, summarization, personalized learning, and cross-curricular links. It also discusses students creating their own games using tools like Alice and Millionaire templates.
The document discusses the curriculum for teaching English to year 1 students in Malaysian primary schools. It covers several areas including creativity, entrepreneurship, information and communication technology, and multiple intelligences. Some example activities are given such as making masks and puppets, role playing stories, and using computers for songs and typing practice. It also discusses learning strategies, contextual learning, constructivism, mastery learning, and developing students' thinking skills such as creative and critical thinking.
Eurocall 2010 panel on call and the learnerhayoreinders
This document summarizes a presentation on the changing role of the language learner in computer-assisted language learning (CALL) environments. It discusses emerging technologies that are blurring the lines between in-class and out-of-class language learning, such as social networking, mobile technologies, and digital games. Several presenters discussed topics including how these technologies can provide more opportunities for language practice outside the classroom, the need to train learners to be autonomous and self-regulated in their language learning, and the importance of incorporating learners' personal goals and motivations into CALL design.
The document provides instructions for playing an old card game called "Old Maid". It begins by having the player shuffle the cards and remove one to be placed face up in the middle as the "odd card". The rest of the cards are then dealt out evenly among players. Players then try to make pairs by matching cards in their hand. If a pair cannot be made, the player must wait until their next turn to try and find a match. The game continues with players holding their cards face down for the next player to choose from until there is only one player left without a matching card, who becomes the "ugly, old maid".
The document provides examples of techniques for formative assessment in the classroom. It includes examples of using precision teaching to help students learn key facts and skills through short, focused daily sessions. Other examples mentioned include using multiple choice questions to encourage students to consider misconceptions, learning walls to show the stages of learning objectives, and 6 question homeworks to assess prior knowledge and problem solving skills.
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2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
How can we use Artificial Intelligence (AI) for improving reading comprehension of poor comprehenders? This presentation, delivered at AI*IA 2014 for Society in Pisa (Italy), explain how natural language processing and constraint-based reasoning technologies can help in automating the generation of serious games for improving the reading comprehension of poor comprehenders. The slides also analyse the results in terms of pedagogical effectiveness of the system for improving reading comprehension and quality of the automated generation process for delivering games.
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The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
This presentation provides valuable insights into effective cost-saving techniques on AWS. Learn how to optimize your AWS resources by rightsizing, increasing elasticity, picking the right storage class, and choosing the best pricing model. Additionally, discover essential governance mechanisms to ensure continuous cost efficiency. Whether you are new to AWS or an experienced user, this presentation provides clear and practical tips to help you reduce your cloud costs and get the most out of your budget.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
4. TECHNOLOGY ENHANCED LEARNING
Technology Enhanced Learning
(TEL) is the usage of technology
for supporting a learning
experience
Herby we take a narrow view:
intelligent TEL =
Artificial Intelligence (AI)
technology based products
for supporting a learning
experience
5. TEL 4 LEARNING EXPERIENCE
How can we design
technological products
that supports their users’
learning experience?
6. LET'S SEE EDUCATORS' VIEWPOINT...
Maria Montessori (1870-1952)
Paraphrasing her words, adequate
tasks that come in a prepared
environment, designed on top of the
learner characteristics can
effectively support the learner’s
learning
was the first Italian woman physician
and educator, best known for
Montessori pedagogy
7. ousability of technology
learning products
opedagogical effectiveness
of technology
learning products
TEL 4 LEARNING EXPERIENCE
Adequate tasks that come in a prepared
environment designed on top of the learner
characteristics can effectively support learning
12. THE PROBLEM
‣ TERENCE developed an adaptive learning system (ALS) that,
via a learner GUI, recommends poor comprehenders
- its learning material, i.e., books of stories and games
- its learning tasks, i.e., reading and playing
‣ so as to stimulate their reading comprehension
‣ More than 10% of primary school children, older than 8,
are diagnosed with deep text comprehension problems
‣ They are referred to as poor comprehenders
13. THE TERENCE WORLD
a d e q u a t e
b o o k o f
s t o r i e s
s i g n i n
a d e q u a t e
s m a r t
g a m e s
r e w a r d
14. TERENCE INTELLIGENT TEL
PRODUCTS
ALS LayerGUI Layer
Learner
Educator
Expert
Learner GUI
Expert GUI
Persistence Layer
OpenRDF
User
Manager
OpenRDF
Story
Manager
OpenRDF
Game
Manager
OpenRDF
Visualisation
Manager
illustrations
NPL
Reasoner
Adaptive
Engine
Visualisation
Reasoning
Module
Annotation
Module
Visualisation
Module
game
generation
adaptation to
learners
17. DATA GATHERING METHODS
‣ Data for designing the learning
material and tasks were from
- contextual inquiries with
‣ IT & UK diagnosis
‣ as well as IT & USA evidence-
based medicine therapy experts
- field studies with educators and
primary school children
4510
~ 500
18. C
H
A
R
A
C
T
E
R
I
S
T
I
C
S
Persona Name: Carol
Age: 8
Classroom: year 4
RC levels: low reading levels
Rural/Urban: urban
Deaf/hearing: deaf
First Language: Italian Sign Language
Cochlear Implantation (if deaf): yes
Degree of hearing loss (if deaf): profound
Motor skills (if deaf): average
Summary of the class
represented by this
persona
A younger deaf girl who is very enthusiastic about using new
technology (such as iPhone and IPad) and who adores her
Nintendo DS. Her reading RC levels are very low, but she reads
together with her parents to learn new words and spelling. She
also likes to do many other things such as drawing, taking care of
her pets and going to the park.
Quote “I really love Mario and Luigi. And I would love to have an iPhone
and an IPad, like my dad.”
Personality Open
Role in classroom Active
Role out of the
classroom
Active
Console/Technology Carol and her sister watch TV after school. They like Tom & Jerry,
Ben 10, Hello Kitty and Mickey Mouse Clubhouse.
Carol sometimes uses the computer, but only to play minilab
games. Her computer is in her bedroom, but her parents don’t
allow her to use it all of the time. She can use it only one hour per
day. Carol’s dad has an iPhone and an IPad, and Carol would
really like to use those as well, but her dad tells her she is a bit
too young. Carol likes watching him with his IPad and iPhone
though.
Carol doesn’t use a mobile phone.
Carol plays games on the computer and on her Nintendo DS.
She plays by herself. She likes the mini-clip games on the
computer, and Mario Kart and brain training games on her DS.
She likes games with non-photorealistic human avatars, and
prefers fantasy avatars to animal avatars.
Socio-Cultural Level of
his/her own family
Medium
School performance Carol has sever reading problems. In her class she is below
average in all activities but drawing, where she feels she can truly
express her intimate feelings.
Homework After school, Carol does her homework together with her mum.
L
I
F
E
S
T
Y
L
E
Outdoors Activities Carol often goes to the park with her mum.
Indoors Activities Games on the DS
Carol reads sometimes. Her mum and dad help her reading in the
evening. She likes some of the stories they read together, but
mostly, she wants to read because she has to learn new words
and spelling.
Carol likes drawing and taking care of her pets.
Her mum often plays with her.
Home activities Carol also likes to help her mum in the kitchen or in the garden.
Sport activities Carol practices no specific sport.
.
19. SMART GAME REQUIREMENTS
What for Description
Difficulty levels Macro levels for learners:
- entry: character games;
- intermediate: time games;
- top: causality games.
Scheduling of reading
and playing
1st silent reading; 2nd playing smart games; 3rd playing
relaxing games
Constraints on actions Learners should get faster, hence a game has a maximal
resolution time
Progress and feedback Monitor and give learners (1) visible idea of progress, (2)
explanatory feedback, (3) recall their attention and solicit
them to give a resolution (in time)
Representation Production can be impaired hence promote resolution via
visual representation and reasoning
21. SMART GAME REQUIREMENTS
What for Description
Difficulty levels Macro levels for learners:
- entry: character games;
- intermediate: time games;
- top: causality games.
Scheduling of reading
and playing
1st silent reading; 2nd playing smart games; 3rd playing
relaxing games
Constraints on actions Learners should get faster, hence a game has a maximal
resolution time
Progress and feedback Monitor and give learners (1) visible idea of progress, (2)
explanatory feedback, (3) recall their attention and solicit
them to give a resolution (in time)
Representation Production can be impaired hence promote resolution via
visual representation and reasoning
22. who is the actor of … ? what does (a main) character do?
when does … happen in relation to a central
event?
why does the central event happen?
23. SMART GAME REQUIREMENTS
What for Description
Difficulty levels Macro levels for learners:
- entry: character games;
- intermediate: time games;
- top: causality games.
Scheduling of reading
and playing
1st silent reading; 2nd playing smart games; 3rd playing
relaxing games
Constraints on actions Learners should get faster, hence a game has a maximal
resolution time
Progress and feedback Monitor and give learners (1) visible idea of progress, (2)
explanatory feedback, (3) recall their attention and solicit
them to give a resolution (in time)
Representation Production can be impaired hence promote resolution via
visual representation and reasoning
24. points for each smart
coins for all smartunlocked if read+play
visual feedback
25. Instructions Questions Motivational Interaction
Choices Choices for learner Fixed event
Solutions Choices that are either correct (c) or wrong (w)
Feedback Interaction Consistency Explanatory Solution
Smart points Proportional to the learner’s ability in the game level
Relaxing
points
Constant
Avatar Happy/sad states
Time solution constant interaction constant
Rules States of the system, actions of the learner, constraints
What for Description
Difficulty levels Macro levels for learners:
- entry: character games;
- intermediate: time games;
- top: causality games.
Scheduling of
reading and
playing
1st silent reading; 2nd playing smart games; 3rd
playing relaxing games
Constraints on
actions
Learners should get faster, hence a game has a
maximal resolution time
Progress and
feedback
Monitor and give learners (1) idea of progress, (2)
explanatory feedback, (3) recall their attention and
solicit them to give a resolution (in time)
Representation Production can be impaired hence promote resolution
via visual representation and reasoning
27. EXAMPLE METHODS IN TERENCE
APPROACH WITH WHOM EXAMPLE METHODS WHEN
analytical
HMI experts or
domain experts
heuristic evaluation
formative,
summative
expert evaluation
cognitive walk-through
small-scale learners
observations
formative
think aloud
large-scale learners field studies summative
28. EXAMPLE METHODS IN TERENCE
APPROACH WITH WHOM EXAMPLE METHODS HOW
analytical
HMI experts or
domain experts
heuristic evaluation
formative,
summative
expert evaluation
cognitive walk-through
small-scale learners
observations
formative
think aloud
large-scale learners field studies summative
29. G1. interfaces
follow general
design
guidelines
G2. interfaces
support the
user’s next step
to achieve a
task
G3. interfaces
provide users
with timely
feedback
Instructions are not
under focus and
cannot be easily read
Game question and
possible resolutions should
be proximally close
Game question and
possible resolutions should
be proximally close
Evaluation of interfaces
39. APPROACH WITH WHOM EXAMPLE METHODS WHEN
analytical
HMI experts or
domain experts
heuristic evaluation
formative,
summative
expert evaluation
cognitive walk-through
small-scale learners
observations
formative
think aloud
large-scale learners field studies summative
EXAMPLE METHODS IN TERENCE
40. APPROACH WITH WHOM EXAMPLE METHODS WHEN
analytical
HMI experts or
domain experts
heuristic evaluation
formative,
summative
expert evaluation
cognitive walk-through
small-scale learners
observations
formative
think aloud
large-scale learners field studies summative
EXAMPLE METHODS IN TERENCE
41. LARGE-SCALE STUDY DESIGN
Common design of the intervention with TERENCE:
‣how: pretest/posttest design, with experimental and control groups
‣hypothesis: TERENCE improves reading comprehension measured
with standardized text comprehension tests
ControlExperimental
43. A 3-PHASE INTERVENTION
‣ Pre-test for (1) assessing txt comprehension, (2) initialising TERENCE
‣ Stimulation phase for experimental group with usage sessions so that each
-lasts < 45 minutes for attention needs
44. A 3-PHASE INTERVENTION
‣ Pre-test for (1) assessing txt comprehension, (2) initialising TERENCE
‣ Stimulation phase for experimental group with usage sessions so that each
-lasts < 45 minutes for attention needs
-and requires (1) reading
45. A 3-PHASE INTERVENTION
‣ Pre-test for (1) assessing txt comprehension, (2) initialising TERENCE
‣ Stimulation phase for experimental group with usage sessions so that each
-lasts < 45 minutes for attention needs
-and requires (1) reading (2) playing smart
46. ‣ Pre-test for (1) assessing txt comprehension, (2) initialising TERENCE
‣ Stimulation phase for experimental group with usage sessions so that each
-lasts < 45 minutes for attention needs
-and requires (1) reading (3) playing relaxing(2) playing smart
A 3-PHASE INTERVENTION
47. ‣ Post-test (pedagogical only) for re-assessing text comprehension
‣ Pre-test for (1) assessing txt comprehension, (2) initialising TERENCE
‣ Stimulation phase for experimental group with usage sessions so that each
-lasts < 45 minutes for attention needs
-and requires (1) reading (3) playing relaxing(2) playing smart
A 3-PHASE INTERVENTION
48. The experimental group is of 344 learners:
‣ Avezzano: 270 learners:
- 7-9 years old: 118
- 9-11 years old: 152
‣ Pescina: 74 learners:
- 7-9 years old: 37
- 9-11 years old: 37
‣ They were tested (January-February), stimulated (March-May),
and re-tested (may-June)
EXPERIMENTAL GROUP IN IT
49. Pre-post performances for text comprehension
(dependent variable) were as follows:
‣ Pescina:
- pre: 14 poor comprehenders (20.59%)
- post: 6 poor comprehenders (8.82%)
‣ Avezzano:
- pre: 15 poor comprehenders (5.95%)
- post: 2 poor comprehenders (0.79%)
MAIN RESULTS IN IT
Pre
Pescina Avezzano
5,95%
20,59%
‣ Wilcoxon signed-rank test supports that differences
are statistically significant
- Pescina: z=-4.904, p<0.0001
- Avezzano: z=-2.266, p=0.0234
50. EXAMPLE METHODS IN TERENCE
APPROACH WITH WHOM EXAMPLE METHODS HOW
analytical
HMI experts or
domain experts
heuristic evaluation
formative,
summative
expert evaluation
cognitive walk-through
small-scale learners
observations
formative
think aloud
large-scale learners field studies summative
51. EXPERT EVALUATION
Experts of pedagogy: 1 coordinator; 9
evaluators
Sophie'comes'down'the'steps
He had never been beaten before, since he
only ever raced with kids who were
smaller and slower than him.
He wanted a rematch, so the two boys set
off again. Ben was paddling as fast as he
could, still he didn’t make it to the wall
before Luke. It was completely unfair, he
thought. Luke was so much faster. No
sooner had they climbed out of the water,
than he saw his sister coming down the
steps. She was smiling at Ben and gave
him a playful pat on the shoulder. She also
gave Ben a friendly speech about winners
and losers.
revise selection of
solutions
revise selection of
central event
How-to:
1. each pair of evaluators read a story,
and edited its games
2. the coordinator revised their work
3. a pair of evaluators was blindly
assigned revised games, and another
the manually created games
Main edit tasks:
(1) creation of missing games (~recall)
(2) revision of games (~precision)
52. From D4.2 and D4.3 technical annex
overall assessment of
generation
text
story
text + visual
games
revision of Automated
Reasoning (AR) selection
of central events and
solutions
revision of Natural
Language
Processing (NLP) of
text
text
text text text
Edit tasks in details
54. From D4.2 and D4.3 technical annex
overall generation
text
story
text + visual
games
AR selection of central
events and solutions
revision of NLP text
text
text text text
Analyses of evaluation results
55. AR selection of central events for games:
>Results: only in 15 out of 250 cases (6%), it was necessary
to select a different central event than the automatically
generated one
From D4.2 and D4.3 technical annex
>Implications for AR:
none picked up
Automated part evaluation-based re-design
56. AR selection of plausible solutions:
>Results: out of 140 changes of selection of solutions, the majority
was for wrong solutions
- generate a wrong solution from
correct one by changing participants,
e.g.,
<correct_sentence id="2">
The man ran and fell on the ground.
</correct_sentence>
<wrong_sentence id="2wh1">
Peter ran and fell on the ground.
</wrong_sentence>
>Implications for WP4: new heuristics for wrong plausible solutions in
the last part of Y3,
From D4.2 and D4.3 technical annex
Automated part evaluation-based re-design
57. Overall generation: development
times:
>Results for revision time:
- 12’6” per game instance:
↑ 12’8” for time games
↓ 10’6” for who games
>Results for creation time:
- avg. 23” per game instance
text
story
text + visual
games
From D4.2 and D4.3 technical annex
>Implications for AR: the semi-automated development process seems to
be promising for optimising development times
Automated part evaluation-based re-design
58. Game over
1st 2nd 3
Sep. 2011 December 2012 September 2013
Sophie'comes'down'the'steps
He had never been beaten before, since he
only ever raced with kids who were
smaller and slower than him.
He wanted a rematch, so the two boys set
off again. Ben was paddling as fast as he
could, still he didn’t make it to the wall
before Luke. It was completely unfair, he
thought. Luke was so much faster. No
sooner had they climbed out of the water,
than he saw his sister coming down the
steps. She was smiling at Ben and gave
him a playful pat on the shoulder. She also
gave Ben a friendly speech about winners
and losers.
revise selection of
solutions
revise selection of
central event
Requirements+for Description
Dif$iculty*levels Macro*levels*for*learners:
4*entry:*character*games;
4*intermediate:*time*games;
4*top:*causality*games.*
Scheduling*of*
reading*and*playing
1st*silent*reading;* 2nd* playing* smart*games;*3rd*playing*
relaxing*games
Constraints*on*
actions
Learners* should* get*faster,* hence* a* game* has* a* maximal*
resolution+time
Progress*and*
feedback
Monitor* and* give* learners* (1)* idea* of* progress,* (2)*
explanatory*feedback,*(3)*recall*their*attention*and*solicit+
them*to*give*a*resolution*(in*time)
Representation Production*can*be* impaired*hence*promote*resolution*via*
visual*representation+and+reasoning
Instruc(ons Ques%onsQues%ons Mo%va%onalMo%va%onalMo%va%onalMo%va%onal Interac%onInterac%on
Choices Choices3for3learnerChoices3for3learnerChoices3for3learnerChoices3for3learnerChoices3for3learner 3Fixed3event3Fixed3event3Fixed3event
Solu(ons Choices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%onsChoices3or3their3combina%ons3that3are3correct/wrong3(c/w)3solu%ons
Feedback Interac%on Consistency3(c/w)Consistency3(c/w)Consistency3(c/w) ExplanatoryExplanatoryExplanatory Solu%on
Smart6points Propor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3levelPropor%onal3to3the3learner’s3ability3in3the3game3level
Relaxing6points ConstantConstantConstantConstantConstantConstantConstantConstant
Avatar Happy/sad3statesHappy/sad3statesHappy/sad3statesHappy/sad3statesHappy/sad3statesHappy/sad3statesHappy/sad3statesHappy/sad3states
Time solu%on3constantsolu%on3constantsolu%on3constant interac%on3constantinterac%on3constantinterac%on3constantinterac%on3constantinterac%on3constant
Rules States3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraintsStates3of3the3system,3ac'ons3of3the3learner,3constraints
data structures
NLP+ AR1 for
stories
AR1 for txt games
framework
AR2 + NLP1 for
txt games
AR2 for stories
AR3 + NLP2 for
txt games
requirements