Anne-Lotte Masson: The Junior Thesis as a way to reduce the gap between secondary and tertiary education
Scientix European Conference, 6-8 May 2011, Brussels
Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
January 16, 2014 - A SAMPLE of MICRO LESSON Higher Thinking Skills through ...Jennifer Nini
A SAMPLE of MICRO LESSON Higher Thinking Skills through IT-Based Projects LET'S TAKE THE JOURNEY TO HIGHER/COMPLEX THINKING SKILLS AND CREATIVITY for teaching-and-learning in an information age.((EDUC_TECH 2, Lesson 7 & 8), Paz I. Lucido,Ph.D. )
Anne-Lotte Masson: The Junior Thesis as a way to reduce the gap between secondary and tertiary education
Scientix European Conference, 6-8 May 2011, Brussels
Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
January 16, 2014 - A SAMPLE of MICRO LESSON Higher Thinking Skills through ...Jennifer Nini
A SAMPLE of MICRO LESSON Higher Thinking Skills through IT-Based Projects LET'S TAKE THE JOURNEY TO HIGHER/COMPLEX THINKING SKILLS AND CREATIVITY for teaching-and-learning in an information age.((EDUC_TECH 2, Lesson 7 & 8), Paz I. Lucido,Ph.D. )
Learning Just in Time: Project Based Learning at SAE AustraliaLearningandTeaching
SAE Australia implemented collaborative Project Based Learning (PBL) into its creative media degrees in 2014. Designed as an effective and engaging approach which would take students from foundation skills to the threshold of professional entry level, Project Based Learning looked to integrate knowledge and skill development, individualised and group learning, mentorship, attitudinal and communication skills.
Three years on, Dr Colin Webber reports on the impact of Project Based Learning in a number of areas, including the quality of student work, pass and retention rates, faculty training and development, and the benefits and pitfalls of PBL in their context.
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015 Claudia Adams
An overview of collaborative information and academic literacy integration projects within postgraduate and undergraduate research methods courses in higher education
Creating an online course without a template can seem like a daunting task. With a Quality Matters aligned template your course development process can be much easier and faster.
Learning Just in Time: Project Based Learning at SAE AustraliaLearningandTeaching
SAE Australia implemented collaborative Project Based Learning (PBL) into its creative media degrees in 2014. Designed as an effective and engaging approach which would take students from foundation skills to the threshold of professional entry level, Project Based Learning looked to integrate knowledge and skill development, individualised and group learning, mentorship, attitudinal and communication skills.
Three years on, Dr Colin Webber reports on the impact of Project Based Learning in a number of areas, including the quality of student work, pass and retention rates, faculty training and development, and the benefits and pitfalls of PBL in their context.
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015 Claudia Adams
An overview of collaborative information and academic literacy integration projects within postgraduate and undergraduate research methods courses in higher education
Creating an online course without a template can seem like a daunting task. With a Quality Matters aligned template your course development process can be much easier and faster.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
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.
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
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
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.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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/
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
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.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
22. Future Research
TPaCK is dominant, but problematic.
Focus is on teachers, students, and environment
Usability and Design issues
Editor's Notes
Hi I’m Rob Scordino and I am a doc student at UT Austin in the Learning Technologies program. I’m actually from Florida, about and hour southeast of here. My background is in History and social studies ed, both of those degrees I earned at UF up in Gainesville. So even though I am now in instructional technology, I still have an interest in social studies ed, which hopefully gives me enough cred to hang out here. i am going to talk about some research I recently conducted. This is sorta in progress work, because this study served as a pilot for my dissertation. I haven’t nailed down the whole dissertation thing yet, though.
The benefit of being in instuctional technology is that we are able work in the context of any subject area, anbd because I am still interested in social studies education and love history, I have involved myself in the intersection of technology and social studies education research. Easily the most discussed topic in this little niche is the promotion of historical inquiry aided by technology. Because there is nothing I enjoy more than beating a dead horse, The title of the presentation is “factors influencing teachers’ successful use of online primary sources to promote historical thinking.” That title is kind of long, but I have heard much much longer, so I don’t feel too badly. The purpose of this research is to learn from history teachers who are following best practices when teaching with online primary source documents.
I know that this audience is more aware of the theory and research behind historical thinking, however I think it is necessary to first talk about historical thinking in order to place my study in context. So I am going highlight a couple of benefits of historical inquiry. Next, I will briefly note the theorized impact of the web on historical thinking in the classroom. I will then give a brief overview of the study itself and my findings and finish with some potential next steps.
This is a visual representation a common experience in high school history . Essentially, the hope for promoting historical thinking is to move away from the passive teaching of history which amounts to little more than rote memorization of names and dates.
The purpose of thinking like a historian is not to prepare students to become historians. I ’m sorry, but not all kids are going to be interested in history. Historical thinking involves not only learning historical content, but also developing the skills used by those who study history. These skills include: critical thinking, identifying bias, research, negotiating multiple perspectives, among others. These skills are important in other academic disciplines, but also important for being a citizen. By “Thinking like a historian,” it is thought that through historical content, students will develop skills that will be helpful no matter what path they choose after they leave secondary school.
Moving from a passive to active learning of history, it is hoped that students will also be more engaged. By having to actively investigate primary sources, students are hopefully creating their own understanding through critical analysis. Students might be able to make personal connections to the content or to the people whose stories are represented, or see that issues of hundreds of years ago can still be seen today.
A final potential benefit to historical inquiry is that it broadens the over simplified heroic march towards progress narrative of our collective understanding of history. IT helps diversify the often dichotomous portrayal of historic events. By adding multiple contemporary voices, the complexities of history become a little more apparent.
I know we all hate standards, but to their credit, some mention of historical inquiry is addressed in state standards. Of course, the description of these standards is vague, and state tests don’t do a very good job at assessing this, but regardless, the idea is that teachers are supposed to be using document analysis in their classes.
Despite all of the reasons and requirements, promotion of historical thinking remains far from ubiquitous in our classrooms. Textbooks remain the dominant way through which history is taught. To address standards, textbooks often now come with supplemental primary sources, but these tend to enforce what is taught in the main text, rather than be the focus of learning.
Almost since the beginning of what we know as the world wide web, there have been Cheerleaders of the Internet who have talked about the potential of the web to revolutionize K12 education. It has been said that the social studies is the most suited subject area for the internet’s impact. Recent digitization and high speed has made access to documents to support historical thinking more available than ever. However, investigation has found that the Web is still primarily used for information gathering and has in some ways solidified the ways of the old, rather than contributed to student-centered inquiry.
Technology use in social studies, although most often attributed to the use for online primary sources, has not lived up to the potential. Although access to content has greatly improved, simply providing primary sources can ’t guarantee the promotion of historical thinking. Research investigating teachers use, or lack of use, of historical inquiry has found a number of barriers that teachers face when trying to use primary sources. Barriers include external issues, such as time restraints, technology issues, and pressure to teach to standards, as well as internal issues, such as teachers pedagogical misconceptions of historical inquiry. As usual, researchers have to be a buzz kill.
Research on the subject is pretty negative. In hopes to be a more optimistic, my study is atakes another approach research on the same topic. I selected my participants through purposeful sampling, targeting teachers who were actively using online primary sources to promote historical thinking. I think it is well documented why these best practices don ’t work-- I would like to focus on when they do work.
For this study, I had four participants- three who teach at the high school level, and one who teaches upper elementary. They were of varying educational background and teaching experience. They also represent different educational settings in terms of demographics and socio-economic status of their student populations.
This was a qualitative study. Specifically, I conducted in-depth interviews with the participant teachers to better understand their experience with using primary sources. The barriers to successful use of OPS found in previous research- such as time restraints, pressure to teach to standards, technology problems and pedagogical misunderstandings- were the basis for my interview questions. To support the data collected through the interviews, I also collected lesson plans and materials the teachers use for their lesson with primary sources.
The questions targeted the domains of knowledge within the Technological Pedagogical Content Model, which is an extension of Schulman ’s Pedagogical Content knowledge framework. The purpose of TPACK is to identify the complex interplay of tech knowledge, pedagogical knowledge, and content knowledge needed by teachers to use technology in their classrooms.
The first of my findings was that is that in each case, the teacher was aware of the pedagogical importance of historical thinking. In one extreme case, the participant was more versed than I in the theory and research on historical thinking. At the other end of the spectrum was a participant who was not versed in literature, but knew from experience that students are more engaged and develop important skills when learning through documents.
Another finding is that technology is important, but teachers tend to make the best use of their technology. One teacher was skilled with technology and had 1-to-1 laptops available to her, while another only had his computer, a document camera and projector, and a couple of old Dells for student use. In all cases, though, teachers made due with what they had, making necessary modifications to teach with documents.
Finally, teachers all gave control to students over their own learning. This was also done at varying degrees, depending on what the teacher could expect with his or her students. While one teacher was able to front load the students and let them on their own, other teachers needed to provide continuing support and scaffolding. In each case, students were actively learning and making discoveries, rather than having the teacher or other entity tell them the answer.
To summarize, there is not a silver bullet implementation to teaching through historical thinking. Teachers will approach this differently, addressing the limitations that they face based on their expertise and knowledge of their students. This type of teaching is possible in a number of settings, but teachers must be aware of the importance of historical thinking as well as aware of resources that can use.
That is my research so far. I hope that from my research, we can learn ways to improve teachers abilities to promote historical thinking skills in their students. Improving history education has the potential to help kids become civically engaged critical thinkers and provide them with skills that will serve them throughout their lives. IT IS possible to do enhance historical thinking in classrooms through technology, it does happen.
This study served as a sort of pilot for my dissertation. This is a topic that has been investigated from a variety of different angles, so in thinking about what gaps might need to be filled I came up with a more specific direction. Instead of a Social Studies guy looking at technology, I guess I involved into a technology guy looking at Social studies as my context. So, while TPaCK is a useful framework, I think it focuses too specifically on the user and not the technology itself. OR at least it looks at technology too generally. I think another appropriate model is the Technology Acceptance Model, which looks at perceived usefulness of a technology. This model might be too technology-focused so perhaps a mediation between the two (TPaCK and TAM) is appropriate. I think it is important to look at the resources that teachers are using to investigate designs issues that contribute to successful integration of online primary sources in the classroom. Perhaps finding a model based on highly usable sites could help designers when creating these resources.