1. The document discusses using videos to engage students in the classroom. It provides examples of videos created with Animoto, Xtranormal, and Masher that can be embedded in announcements or emailed to students.
2. Tips are given on making videos with Animoto, Xtranormal, and Masher, including welcome videos, exam advice videos, and study tips videos.
3. Links and instructions are provided for creating and sharing videos from various platforms as well as image credits.
The document outlines resources for learning web design, including YouTube video tutorials on integrating template layouts in HTML and CSS, developing page content through planning forms and color schemes, and creating divisions and navigation bars. It also lists additional references on CSS styling, text formatting, layouts, and tools for web development.
The document outlines a web design video lesson plan consisting of several parts: 1) integrating template layouts and adding navigation bars using HTML and CSS, 2) developing page content like forms and color schemes, 3) creating a web banner in Photoshop, 4) lessons on adding and styling divs, and 5) tutorials on navigation bars and CSS text tools. It also includes additional resources on fonts, layouts, code checkers, HTML5 tools, and mobile development.
This document provides an overview and instructions for a Cutting Edge PowerPoint tutorial. The tutorial contains two modules that teach basic and advanced PowerPoint features through short video lessons. Students will learn to effectively design and create PowerPoint presentations. The assessment requires students to apply 80% of the taught features in a final presentation. Additional resources are available to support learning.
This document provides instructions for students on the technology they will use in an IECP course. Students are instructed to use the course blog for course materials, PSU Box for uploading assignments, and Voicethread for commenting on course videos. Students are given step-by-step instructions on how to access their PSU Box folder, upload an introductory audio recording with their group, and leave a comment on the course blog. They are also encouraged to practice using the technologies outside of class.
The document provides information and links for online teaching tools and resources, including Kahoot, Today's Meet, SnagIT, Socrative, and YouTube videos. Website links are given to sign up for accounts, access student views, and watch instructional videos on using the tools for teaching. Specific YouTube videos are also listed that could be used for language lessons.
The document compares overhead projectors to document cameras, discussing how document cameras can be used in the classroom to magnify, focus on, and interact with materials for demonstrations in subjects like math, art, and science. It lists potential features of document cameras like automatic focus, zoom, memory functions, and attachments. The document also addresses challenges of using document cameras and provides URLs for videos demonstrating how document cameras can integrate with interactive whiteboards.
Quickmail allows instructors to email all students in a course or individuals. To add the Quickmail block, instructors must log into Moodle, select a course, turn on editing, add the Quickmail block from the blocks menu, and it will be displayed in the right column of the course page. The Quickmail block enables bulk and individual emailing within a Moodle course.
The document outlines resources for learning web design, including YouTube video tutorials on integrating template layouts in HTML and CSS, developing page content through planning forms and color schemes, and creating divisions and navigation bars. It also lists additional references on CSS styling, text formatting, layouts, and tools for web development.
The document outlines a web design video lesson plan consisting of several parts: 1) integrating template layouts and adding navigation bars using HTML and CSS, 2) developing page content like forms and color schemes, 3) creating a web banner in Photoshop, 4) lessons on adding and styling divs, and 5) tutorials on navigation bars and CSS text tools. It also includes additional resources on fonts, layouts, code checkers, HTML5 tools, and mobile development.
This document provides an overview and instructions for a Cutting Edge PowerPoint tutorial. The tutorial contains two modules that teach basic and advanced PowerPoint features through short video lessons. Students will learn to effectively design and create PowerPoint presentations. The assessment requires students to apply 80% of the taught features in a final presentation. Additional resources are available to support learning.
This document provides instructions for students on the technology they will use in an IECP course. Students are instructed to use the course blog for course materials, PSU Box for uploading assignments, and Voicethread for commenting on course videos. Students are given step-by-step instructions on how to access their PSU Box folder, upload an introductory audio recording with their group, and leave a comment on the course blog. They are also encouraged to practice using the technologies outside of class.
The document provides information and links for online teaching tools and resources, including Kahoot, Today's Meet, SnagIT, Socrative, and YouTube videos. Website links are given to sign up for accounts, access student views, and watch instructional videos on using the tools for teaching. Specific YouTube videos are also listed that could be used for language lessons.
The document compares overhead projectors to document cameras, discussing how document cameras can be used in the classroom to magnify, focus on, and interact with materials for demonstrations in subjects like math, art, and science. It lists potential features of document cameras like automatic focus, zoom, memory functions, and attachments. The document also addresses challenges of using document cameras and provides URLs for videos demonstrating how document cameras can integrate with interactive whiteboards.
Quickmail allows instructors to email all students in a course or individuals. To add the Quickmail block, instructors must log into Moodle, select a course, turn on editing, add the Quickmail block from the blocks menu, and it will be displayed in the right column of the course page. The Quickmail block enables bulk and individual emailing within a Moodle course.
This document provides tips for personalizing an online course by adding images, audio, video and virtual office hours. It recommends including a welcoming letter, images of yourself and interests, short introductory videos, and using free applications for virtual office hours and screen recordings. It also discusses using HTML to embed or link these personalization elements into the online learning management system to reduce file size.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
Unit 3 skills development task 3 luc john raubenheimerCeliaHuang5
The document discusses skills development for movie making. It provides a checklist and outlines tasks and assessment criteria for developing skills in areas like moving image, camera shots and angles, experimenting with techniques, and reviewing progress. It includes level descriptions for assessing skills monitoring, development of skills to meet success criteria, and evidence of experimentation. There are also examples provided of self-assessments of growing skills and monitoring of progress over time in these areas.
This document summarizes 8 common technology recommendations for assisting students:
1. Using high-contrast settings in Windows.
2. Utilizing the photo album feature in PowerPoint.
3. Creating linear and amorphous visual schedules.
4. Incorporating keyboarding tutorials.
5. Developing social situation stories.
6. Leveraging the sound record feature in Microsoft Word.
7. Employing graphic organizers from online sources.
8. Implementing pacing boards as a communication strategy.
Applying Web 2.0 Part II into the Classroommarottam
This document summarizes a professional development class on applying Web 2.0 tools in the classroom. It discusses using blogs, wikis, clickers, Google docs, and Skype to promote critical thinking, collaboration, and lifelong learning. Additional tools mentioned include social networking sites, video creation with Flip cameras and publishing on YouTube and SchoolTube. The document recommends conferences to extend teachers' personal learning networks, including MassCUE and the Christa McAuliffe Technology Conference.
Enhancing language learning through ict matefl november 2013Caroline Campbell
This document provides an overview of various ICT tools that can be used to enhance language learning, both inside and outside the classroom. It describes tools such as cameras, mobile phones, interactive whiteboards, computers, websites and apps that allow students to use language in interactive ways. The document also discusses how ICT tools can be used to address different levels of Bloom's Taxonomy and provides specific examples of digital storytelling, photo editing, and classroom management apps and websites that teachers can use with students.
This document announces a workshop that will showcase three web-based technology tools - Animoto videos, VoiceThread, and Voki - that instructors can use to empower students and engage them in classroom assignments. The workshop will demonstrate how these tools can be used in blended, face-to-face, and online learning environments to achieve the nine events of instruction. Sample projects created with each tool will be provided so participants can get hands-on experience with Animoto, VoiceThread, and Voki.
This document provides tips for getting the most out of the Blackboard learning management system, including using test pools and question sets to create varied tests for students. It also discusses using the Respondus LockDown browser for more secure online exams. Additional tips include using Blackboard Collaborate for online meetings and lectures. The document then covers options for video chatting, including Skype, Google Hangouts, and tips for good video quality. It concludes by mentioning other teaching tools and resources like the ShowMe app, Nepris for guest speakers, EdPuzzle for adding questions to videos, and Nearpod for interactive lessons.
Accessibility Strategies for Educational Online Video3Play Media
For many campuses, online video has become an essential part of teaching and learning. While online video has opened up the classroom to many more students, educational institutions have had to face legal, functional, and ethical pressures to provide accessible video accommodations to their students and staff. Closed captions are also being demanded by ESL students who benefit from the ability to review course content at their own pace. This session spotlights Portland Community College and University of Wisconsin. While both institutions have been progressive about accessibility, they have taken different approaches. This webinar will explore solutions that can be translated into actionable plans for your campus. Topics covered include:
Strategies and resources
Costs and benefits derived
Implementation best practices
Specific examples that will help you gain a deeper understanding of how to create an accessible campus
The document discusses using video cameras to analyze athletic movements and exercises. It describes how video cameras have evolved from large wired devices to handheld camcorders with cassettes and now digital formats. The document then outlines how students in a kinesiology course would use video cameras to record themselves performing athletic movements, and then analyze the biomechanics of their movements to better understand anatomy and biomechanics. Students would choose a movement, record it from different angles, review the video, and present their biomechanical analysis to the class.
Using iPads to Create Video Content in the Classroom - TCEA 2015Diana Benner
Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
Improving Nuclear Training with Engaging Presentationsjljensenjr
Description of a 90-minute course designed to help instructors in the nuclear power industry create and deliver better training presentations while saving time and effort.
Using Videos in Online Learning - Take 2Stella Porto
This document summarizes a workshop about using instructor-created videos to build social and teaching presence in online courses. It recaps best practices from a previous presentation and explores practical tips for developing, selecting, and delivering videos. These include using videos for administration, instruction, and assessment as well as building community. Free screencasting and video editing tools that could be useful for instructors are presented. Challenges of using videos like time consumption and quality versus length are also discussed.
This document provides information and guidance for students completing their final exam project. It outlines that students can choose to create either a movie or presentation on their topic, with time limits of 30 seconds to 3 minutes. Rubrics are provided for evaluating both movie and presentation projects. Instructions also detail how to edit videos in YouTube, such as dragging and dropping titles, background music, effects and pictures. References are included for blog posts and guides on rubrics, editing videos and selecting useful websites.
This document provides an overview of the unitedstreaming video streaming service for teachers. It highlights how the service can be used to increase student engagement and test scores. It demonstrates how to create an account, search for and download videos, and embed or link videos in PowerPoint presentations. Additional features for teachers like assignment builders, quizzes, and curriculum resources are also described.
This document provides the assignment brief for a BTEC National Diploma in editing techniques. The assignment involves 3 tasks to demonstrate understanding and application of editing principles and techniques. Task 1 focuses on exploring editing fundamentals and pioneers through blog activities. Task 2 teaches preparation of footage through setting up a project in editing software. Task 3 requires choosing 3 exercises to edit footage and demonstrate techniques like shot reverse shot, parallel editing, and chroma keying. The assignment aims to develop technical and theoretical editing skills to a professional standard.
This document contains a slide deck showing various coursework projects completed by Christopher Michel using software like Unity 3D, Blender, and Microsoft Visual Studio. It includes screenshots from several Unity and CGI projects along with links to tutorial videos created by Christopher demonstrating how to complete the projects. The video playlist contains over a dozen tutorials across Christopher's work in game development, 3D modeling, and programming.
Using screencasts to teach undergraduate programmingMartin Chapman
Screencast recordings allow instructors to provide assignment feedback by recording their screen while completing a task and discussing their thought process. This makes the feedback more personal and useful for students compared to just seeing a completed assignment. The videos are mostly unedited and mistakes become learning points for students. Instructors can release the videos on YouTube where students can view engagement statistics and ask additional questions in the comments. This format also allows for bookmarks and other annotations to help students navigate longer videos. Screencasts can also be used to provide assignment hints, supplement lectures, and specify assignment requirements.
The report analyzes the tutorial "Transcripts Online", which was created on the software Powerpoint. The purpose of this report is to show memorability and satisfaction of the tutorial, and of course to state any problems, errors and recommendations. The designer of the tutorial can revise their tutorial after I have critiqued it.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...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 integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
This document provides tips for personalizing an online course by adding images, audio, video and virtual office hours. It recommends including a welcoming letter, images of yourself and interests, short introductory videos, and using free applications for virtual office hours and screen recordings. It also discusses using HTML to embed or link these personalization elements into the online learning management system to reduce file size.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
Unit 3 skills development task 3 luc john raubenheimerCeliaHuang5
The document discusses skills development for movie making. It provides a checklist and outlines tasks and assessment criteria for developing skills in areas like moving image, camera shots and angles, experimenting with techniques, and reviewing progress. It includes level descriptions for assessing skills monitoring, development of skills to meet success criteria, and evidence of experimentation. There are also examples provided of self-assessments of growing skills and monitoring of progress over time in these areas.
This document summarizes 8 common technology recommendations for assisting students:
1. Using high-contrast settings in Windows.
2. Utilizing the photo album feature in PowerPoint.
3. Creating linear and amorphous visual schedules.
4. Incorporating keyboarding tutorials.
5. Developing social situation stories.
6. Leveraging the sound record feature in Microsoft Word.
7. Employing graphic organizers from online sources.
8. Implementing pacing boards as a communication strategy.
Applying Web 2.0 Part II into the Classroommarottam
This document summarizes a professional development class on applying Web 2.0 tools in the classroom. It discusses using blogs, wikis, clickers, Google docs, and Skype to promote critical thinking, collaboration, and lifelong learning. Additional tools mentioned include social networking sites, video creation with Flip cameras and publishing on YouTube and SchoolTube. The document recommends conferences to extend teachers' personal learning networks, including MassCUE and the Christa McAuliffe Technology Conference.
Enhancing language learning through ict matefl november 2013Caroline Campbell
This document provides an overview of various ICT tools that can be used to enhance language learning, both inside and outside the classroom. It describes tools such as cameras, mobile phones, interactive whiteboards, computers, websites and apps that allow students to use language in interactive ways. The document also discusses how ICT tools can be used to address different levels of Bloom's Taxonomy and provides specific examples of digital storytelling, photo editing, and classroom management apps and websites that teachers can use with students.
This document announces a workshop that will showcase three web-based technology tools - Animoto videos, VoiceThread, and Voki - that instructors can use to empower students and engage them in classroom assignments. The workshop will demonstrate how these tools can be used in blended, face-to-face, and online learning environments to achieve the nine events of instruction. Sample projects created with each tool will be provided so participants can get hands-on experience with Animoto, VoiceThread, and Voki.
This document provides tips for getting the most out of the Blackboard learning management system, including using test pools and question sets to create varied tests for students. It also discusses using the Respondus LockDown browser for more secure online exams. Additional tips include using Blackboard Collaborate for online meetings and lectures. The document then covers options for video chatting, including Skype, Google Hangouts, and tips for good video quality. It concludes by mentioning other teaching tools and resources like the ShowMe app, Nepris for guest speakers, EdPuzzle for adding questions to videos, and Nearpod for interactive lessons.
Accessibility Strategies for Educational Online Video3Play Media
For many campuses, online video has become an essential part of teaching and learning. While online video has opened up the classroom to many more students, educational institutions have had to face legal, functional, and ethical pressures to provide accessible video accommodations to their students and staff. Closed captions are also being demanded by ESL students who benefit from the ability to review course content at their own pace. This session spotlights Portland Community College and University of Wisconsin. While both institutions have been progressive about accessibility, they have taken different approaches. This webinar will explore solutions that can be translated into actionable plans for your campus. Topics covered include:
Strategies and resources
Costs and benefits derived
Implementation best practices
Specific examples that will help you gain a deeper understanding of how to create an accessible campus
The document discusses using video cameras to analyze athletic movements and exercises. It describes how video cameras have evolved from large wired devices to handheld camcorders with cassettes and now digital formats. The document then outlines how students in a kinesiology course would use video cameras to record themselves performing athletic movements, and then analyze the biomechanics of their movements to better understand anatomy and biomechanics. Students would choose a movement, record it from different angles, review the video, and present their biomechanical analysis to the class.
Using iPads to Create Video Content in the Classroom - TCEA 2015Diana Benner
Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
Improving Nuclear Training with Engaging Presentationsjljensenjr
Description of a 90-minute course designed to help instructors in the nuclear power industry create and deliver better training presentations while saving time and effort.
Using Videos in Online Learning - Take 2Stella Porto
This document summarizes a workshop about using instructor-created videos to build social and teaching presence in online courses. It recaps best practices from a previous presentation and explores practical tips for developing, selecting, and delivering videos. These include using videos for administration, instruction, and assessment as well as building community. Free screencasting and video editing tools that could be useful for instructors are presented. Challenges of using videos like time consumption and quality versus length are also discussed.
This document provides information and guidance for students completing their final exam project. It outlines that students can choose to create either a movie or presentation on their topic, with time limits of 30 seconds to 3 minutes. Rubrics are provided for evaluating both movie and presentation projects. Instructions also detail how to edit videos in YouTube, such as dragging and dropping titles, background music, effects and pictures. References are included for blog posts and guides on rubrics, editing videos and selecting useful websites.
This document provides an overview of the unitedstreaming video streaming service for teachers. It highlights how the service can be used to increase student engagement and test scores. It demonstrates how to create an account, search for and download videos, and embed or link videos in PowerPoint presentations. Additional features for teachers like assignment builders, quizzes, and curriculum resources are also described.
This document provides the assignment brief for a BTEC National Diploma in editing techniques. The assignment involves 3 tasks to demonstrate understanding and application of editing principles and techniques. Task 1 focuses on exploring editing fundamentals and pioneers through blog activities. Task 2 teaches preparation of footage through setting up a project in editing software. Task 3 requires choosing 3 exercises to edit footage and demonstrate techniques like shot reverse shot, parallel editing, and chroma keying. The assignment aims to develop technical and theoretical editing skills to a professional standard.
This document contains a slide deck showing various coursework projects completed by Christopher Michel using software like Unity 3D, Blender, and Microsoft Visual Studio. It includes screenshots from several Unity and CGI projects along with links to tutorial videos created by Christopher demonstrating how to complete the projects. The video playlist contains over a dozen tutorials across Christopher's work in game development, 3D modeling, and programming.
Using screencasts to teach undergraduate programmingMartin Chapman
Screencast recordings allow instructors to provide assignment feedback by recording their screen while completing a task and discussing their thought process. This makes the feedback more personal and useful for students compared to just seeing a completed assignment. The videos are mostly unedited and mistakes become learning points for students. Instructors can release the videos on YouTube where students can view engagement statistics and ask additional questions in the comments. This format also allows for bookmarks and other annotations to help students navigate longer videos. Screencasts can also be used to provide assignment hints, supplement lectures, and specify assignment requirements.
The report analyzes the tutorial "Transcripts Online", which was created on the software Powerpoint. The purpose of this report is to show memorability and satisfaction of the tutorial, and of course to state any problems, errors and recommendations. The designer of the tutorial can revise their tutorial after I have critiqued it.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...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 integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Webinar: Designing a schema for a Data WarehouseFederico Razzoli
Are you new to data warehouses (DWH)? Do you need to check whether your data warehouse follows the best practices for a good design? In both cases, this webinar is for you.
A data warehouse is a central relational database that contains all measurements about a business or an organisation. This data comes from a variety of heterogeneous data sources, which includes databases of any type that back the applications used by the company, data files exported by some applications, or APIs provided by internal or external services.
But designing a data warehouse correctly is a hard task, which requires gathering information about the business processes that need to be analysed in the first place. These processes must be translated into so-called star schemas, which means, denormalised databases where each table represents a dimension or facts.
We will discuss these topics:
- How to gather information about a business;
- Understanding dictionaries and how to identify business entities;
- Dimensions and facts;
- Setting a table granularity;
- Types of facts;
- Types of dimensions;
- Snowflakes and how to avoid them;
- Expanding existing dimensions and facts.
Project Management Semester Long Project - Acuityjpupo2018
Acuity is an innovative learning app designed to transform the way you engage with knowledge. Powered by AI technology, Acuity takes complex topics and distills them into concise, interactive summaries that are easy to read & understand. Whether you're exploring the depths of quantum mechanics or seeking insight into historical events, Acuity provides the key information you need without the burden of lengthy texts.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
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.
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.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Building Production Ready Search Pipelines with Spark and Milvus
Ku powerpoint videos v2
1. Working with videos to enliven your classroom! Thea S. Leonard, MS, REM, CHS-III Faculty | Kaplan University Email: [email_address] AIM: thealeonard Second Life: Thea Scribe Twitter: Prof_Thea
I wanted to work with a variety of teaching methods to encompasses more of the visual, auditory, and even the kinesthetic learners, while adding value to their classroom experience. I needed a method that utilized technology that was readily accessible by my students. Video was the answer.
When I create my own video material, I try to keep the content short and sweet, as in less than a minute. When I link to borrowed material, I try to keep the duration to less than three minutes. There are, of course, exceptions. ( o= For each item on the agenda, I’m going to give you a few examples, then a more detailed how-to on creating videos. The Animoto example is longest because it’s first. Xtranormal and Masher all have lots in common with Animoto, so once you get a hang of creating videos in one format, the others are much easier to learn. Are there any questions before I begin? Alright, let’s play with Animoto.
Animoto is probably the most popular video-making software at Kaplan University. You’ve probably seen an Animoto video, but may not have known what it was. Animoto 30-second videos are free for everyone. Longer videos are free for educators if you apply. The first step is to log into Animoto at http://animoto.com and click get started. I recommend setting up a free account, then applying for the unlimited education code. The education code lasts for six-months at a time, then you’ll receive an email telling you it’s time to renew. Renewing is a one-click process. Once you have an Animoto account, you can begin.
Now I’m a “keep it simple” kind of gal, so I stick with what I know. There are umpteen Animoto styles to choose from, but I primarily use the original. Don’t be a stick-in-the mud like me; branch out and try the different styles to find what works best for you.
Here are a couple of examples of Animoto videos that I’ve put together. Now that you’ve seen some examples, let’s discuss creating your own Animoto videos!
Step one is to collect your images. Because the Fair Use exemption does not apply to us at Kaplan University, I mostly use screenshots, images I have created myself, or images from .gov resources to avoid the domain, copyright, and royalty issues. For example, each military branch maintains a photo repository, and all the images in the military repositories are in the public domain. I have included the links to two other “safe” image resources on the last “Webliography” slide. The easiest way to capture screenshots is by using your computer’s print screen button. Some computers need you to click Ctrl + or Alt + or Fn + “PRT SC” Once you’ve captured the screen, I use Ctrl + V to paste the screenshot into MS Paint, which is under Accessories on most computers. In paint, I can resize the image, draw on or add text to the image, cut out a portion of the image, or edit or alter the image in many other ways. Save all the images you want to use in your movie to your computer. I usually put mine temporarily on the desktop where they’re easy to get to.
Step two is to upload your images.
Once you have uploaded your images, you can drag and drop them into whatever order you choose, add text, and spotlight the most important slides. The “Spotlight” slides are indicated by a yellow border.
Step three is to choose music! Again, to avoid domain, copyright, and royalty issues—and in the spirit of keeping it simple--I generally choose music from the Animoto collection. However, I have also recorded my own voice using Audacity to narrate a presentation. (But voice recordings are another topic altogether.) When choosing music, I also avoid songs (music with words) that might distract from the content of the presentation, rather than adding to it.
The Animoto collection has music subdivided into genres, and you can spend all day clicking through and listening to samples. I try to mix up the genres I use, as different types of music appeal to different students.
After you have chosen your music, save it and continue to step four.
Step four is to customize your video. I’ve been quite happy with the default settings, but again, don’t be afraid to explore.
Lastly, you have the option to name and describe your video.
And Animoto does the rest. After a few minutes (usually less than five) the screen will refresh and you will receive an email that your video is ready for viewing.
If you aren’t happy with how the video turned out, editing is a breeze. Click the “Video Toolbox “ (indicate button).
From the toolbox, you can choose what to do next with your video. If I am not satisfied with the video, I’ll generally edit or remix it. If I am satisfied with the video, I’ll generally share it by email and embed the video in an announcement.
There are two ways to email a video. You can enter all the email addresses at the Animoto website, or you can enter your KU email address. When the video arrives in your KU inbox, you can forward it to anyone.
At the beginning of each term, I create a MS Word file with all my students’ email addresses in it. Students’ alternate emails are available in Instructor Concerns through the class roster (indicate icons). This way all I have to do is cut and paste all the addresses into the BCC line. I usually embed the video somewhere PLUS email the video to students’ email addresses.
An embed code is like a glorified URL or link. The only approved place to embed video in the KU course platform is in an announcement. To embed an Animoto video, simply choose your size (indicate the drawdown menu) then copy and paste the code from Animoto into an announcement.
This is an example of what students see when they open my welcome message. The video (in small size) is at the top.
What questions do you have about Animoto, before I move on to Xtranormal?
Xtranormal is free, just like Animoto. Sign up is a snap, too.
To make an Xtranormal movie, start by choosing the theme, called a Showpak, and one or two actors. I consistently use Robotz as my theme, having created a robot named Wiley as my research assistant. If you want to present the video as a conversation (between faculty and student, between student and student, etc.), then choose 2 Actors. If you want to present the video as a host speaking directly to an audience, then choose 1 Actor.
I usually type my script in MS Word to get an idea of how I want the video to go before I start. To begin, enter the script for each speaker (indicate the speaker icons). After you’ve finished entering the script, you have two options. Option one is MAGICAM (indicate icon). MAGICAM will create the action for you, and it usually turns out quite nice. In this example, you can see where I directed the action myself (indicate action icons).
The camera icon allows you to preview and select points of view. The walking man icon allows you to preview and select gestures.
The winking icon allows you to alter the characters’ expressions. The googly-eyed icon causes the characters to look directly into the camera. The pointing hand icon causes the characters to gesture in a certain direction.
The pause icon allows you to stop the action for two periods (short and medium). The sound icon allows you to insert special-effects type sounds.
Once you’ve completed the scene, the script, and the action, you can preview your video (indicate Action button).
Just like Animoto (but in my experience Xtranormal takes a little longer—up to 15 minutes), your video will render. When finished, you can review and revise as many times as necessary. (Indicate play button and drag bar.) When you are satisfied with the video, click “It’s a Wrap!” (Indicate lower right corner.)
Lastly, name and describe your video. You can sort your videos into series, and you can even give them ratings.
Once published, you will have to option to email (indicate share button) or embed (indicate code) the same as Animoto. Again, I try to cover all my bases by embedding the video PLUS emailing it to students’ email addresses.
What questions do you have about Xtranormal, before I move on to Masher?
Masher is free, just like Animoto and Xtranormal. Sign up is a snap, too.
Step one should be familiar by now: upload your photos, videos, and music (or sound recording).
Step two is to head to the studio (indicate icon). In the studio, you can see your uploads, as well as the videos, music, etc. provided by Masher. The Masher interface is just drag and drop. Drag your pictures effects, text, etc. into the order you want them. When you’re finished, click Save then View or Share. You will have the to option to email or embed (indicate code) the same as Animoto and Xtranormal.
What questions do you have about Masher, before I move on to Google Videos?
Google videos (indicate icon) allows users to search all online videos, including You Tube.
Here are the results of a basic search on renewable vs. non renewable energy. On the left, you can use the menu to further narrow the options.
Once you’ve found a video to meet your needs, click the embed icon to see if you can use it in your online classroom. If the person or organization who uploaded the video has given permission for folks to use the video, you will find the embed icon works. If permission has NOT been given, then the embed link will not work. This example is from You Tube. The embed code is easy to find (indicate icon), but sometimes one has to hunt for it. Enable the privacy-enhanced mode, if it’s available to prevent You Tube from placing cookies on your and your students’ computers. And make sure you uncheck “include related videos”. Every video service has different features, so you’ll want to explore them before embedding your video. You also have the option to email the video, just like Animoto, Xtranormal, and Masher. I usually email the videos to student’s personal and KU emaill address AND post them in announcements because some students never check their KU email or never read the announcements.
What questions do you have about searching videos? Any other questions?