1. The presentation discusses deriving group profiles from social media data to help design simulated learning environments.
2. An experimental study combined semantics and machine learning to profile groups based on their digital traces from a job interview domain.
3. Preliminary results found the group profiles could help training professionals identify learning needs, and domain concepts could augment learner models. However, improving profile quality and demographic data accuracy requires further work.
Zero shot learning through cross-modal transferRoelof Pieters
review of the paper "Zero-Shot Learning Through Cross-Modal Transfer" by Richard Socher, Milind Ganjoo, Hamsa Sridhar, Osbert Bastani, Christopher D. Manning, Andrew Y. Ng.
at KTH's Deep Learning reading group:
www.csc.kth.se/cvap/cvg/rg/
Distracted Employees? Distract Right Back with Bite-Sized Learning and Talent...Saba Software
Is your workforce distracted or overwhelmed? Not finding the time to complete their learning or fill out evaluations? No problem — you just need to distract them with your learning and HR programs!
Today's reality is that everyone — employees, managers and even your coworkers in learning and HR — are pressed for time. Lack of time will negatively impact any program, but talent and learning can still thrive. The key is shifting focus to bite-sized tasks suited for today's work habits (i.e., mobile) so that development, evaluations and coaching become “snackable” — taking only a few minutes of valuable time!
Join us for this 30-minute TIM talk, where Charles DeNault, Senior Director of Product Marketing at Saba, will discuss which processes are best suited for bite-sized learning as well as provide some suggestions on how to transition your programs to be more snackable.
Consider these statistics:
On average we check our phones 150 times per day.
We typically work on a task for 7 minutes before switching to another.
Zero shot learning through cross-modal transferRoelof Pieters
review of the paper "Zero-Shot Learning Through Cross-Modal Transfer" by Richard Socher, Milind Ganjoo, Hamsa Sridhar, Osbert Bastani, Christopher D. Manning, Andrew Y. Ng.
at KTH's Deep Learning reading group:
www.csc.kth.se/cvap/cvg/rg/
Distracted Employees? Distract Right Back with Bite-Sized Learning and Talent...Saba Software
Is your workforce distracted or overwhelmed? Not finding the time to complete their learning or fill out evaluations? No problem — you just need to distract them with your learning and HR programs!
Today's reality is that everyone — employees, managers and even your coworkers in learning and HR — are pressed for time. Lack of time will negatively impact any program, but talent and learning can still thrive. The key is shifting focus to bite-sized tasks suited for today's work habits (i.e., mobile) so that development, evaluations and coaching become “snackable” — taking only a few minutes of valuable time!
Join us for this 30-minute TIM talk, where Charles DeNault, Senior Director of Product Marketing at Saba, will discuss which processes are best suited for bite-sized learning as well as provide some suggestions on how to transition your programs to be more snackable.
Consider these statistics:
On average we check our phones 150 times per day.
We typically work on a task for 7 minutes before switching to another.
Presentation given on the 26th July 2012 to Avon University Libraries in Cooperation exploring MSc research into the use of ebooks in Public Libraries in 2010.
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Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
Webinar for LearningAnalytics.net Open Course, Feb. 2011, (Athabasca U)
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
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Presentation given on the 26th July 2012 to Avon University Libraries in Cooperation exploring MSc research into the use of ebooks in Public Libraries in 2010.
6197 Sayılı Eczacılar ve Eczaneler Hakkında Kanun İle 2313 Sayılı Uyuşturucu Maddelerin Murakabesi Hakkında Kanunda Değişiklik Yapılmasına Dair Kanun Teklifinin 03.05.2012 tarihinde TBMM Sağlık, Aile, Çalışma ve Sosyal İşler Komisyonunda kabul edilerek TBMM Genel Kurulunda görüşülecek olan son hali
Plan, Adapt, Emerge: Unthinkable keynote to the Arts Marketing Associationlifestooshorter
Justin Spooner & Matthew Shorter from Unthinkable were invited to give the keynote speech to the Arts Marketing Association's Digital Day on 22 November 2012. They invited us to speak about content strategy, and we took the opportunity to outline our thoughts about the balance between planning, adaptation and allowing room for emergence in the creation of digital strategies. These slides will make sense as an aide-memoire to those who were present, and we hope to supplement them in the near future with notes that will make sense of them to everyone else.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
Webinar for LearningAnalytics.net Open Course, Feb. 2011, (Athabasca U)
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
Midwest km pugh conversational ai and ai for conversation 190809Katrina (Kate) Pugh
Conversational AI (chat bots) is here to stay, and it's teaching us a lot about transactions, human language patterns, and the limits of computer-human interaction. But what about AI for Conversation? Can we learn from the Conversational AI research and improve how human-to-human conversation works? Where can we use pattern recognition and predictive analytics to improve how we are present as managers, coaches, analysts, family members or diplomats?
Conversation and Conversational AI are both changing the modern organization. We discuss parallel tracks in transformational conversation (e.g., the "conversational firm"), and commercial intelligent agents, and ask how they can cross-pollinate for better learning, better understanding, and better innovation.
What is the potential for the use of social media and mobile devices in informal, professional, work-based learning?
John Cook, LTRI, London Metropolitan University
Norbert Pachler, Institute of Education, University of London
CTLT, University of British Columbia,
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Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
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[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
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Company Valuation webinar series - Tuesday, 4 June 2024
Lak12 - Leeds - Deriving Group Profiles from Social Media
1. Deriving Group Profiles from Social Media to
Facilitate the Design of Simulated Environments
for Learning
Ahmad Ammari, Lydia Lau, Vania Dimitrova
The University of Leeds, UK
at
Learning Analytics and Knowledge 2012, Vancouver, Canada
1
2. In this presentation …
• Vision of ImREAL as motivation
• Potential of semantics in smart social
spaces for learning applications
• Experimental study on combining
semantics and machine learning for group
profiling of digital traces
• Lessons learned
• Future challenges
2
3. Immersive Reflective Experience
based Adaptive Learning Vision
In a simulator for
learning
Forethought Reflection
In the real world
3
4. Consortium (2010-13)
University of Leeds, UK
- Project Coordinator/Scientific Coordinator
Trinity College Dublin, Ireland
Graz University of Technology, Austria
University of Erlangen-Nuremberg, Germany
Delft University of Technology, The
Netherlands
Imaginary Srl, Italy
EmpowerTheUser Ltd, Ireland
4
5. Smart Social Spaces
– semantic underpinning
Sensors
& collectors
Noise
filtration Semantic
augmentation
Group Ontologies
service
profiling
Viewpoint Semantic
Semantic query
Semantic service
service
data browsers
Smart social spaces
5
6. This talk …
1. Sensors
& collectors
2. Noise
filtration + supervised
Ontologies machine learning
3. Group + unsupervised
profiling machine learning
Smart social spaces
Interpersonal skills for
Job interview 6
7. Noise Filtration Service
• Input: social media content (e.g. YouTube
comments)
• Filters the noise from social media content by
removing the content that are not useful to
generate social profiles
• Output: clean social media content, author
IDs
Support service to social profiling services.
Clean content reflects awareness of
authors in domain aspects (e.g. Job Interview7
8. The Social Noise Filtration Service:
Methodology
Semantically Enriched
Experimentally Bag of Words (BoW)
Controlled Ground Truth Corpus
Analyze
Comments
SCORE
Term – Comment
Matrix
(Training Corpus)
S
C
Public Pre- O
R
Comments Process E
On YouTube S 8
9. Example Comments
Comment score
I think trying to decipher gestures as to have a general 8.0
meaning is a bit too vague. You have to put the
background, education, personality, and the culture of
the individual into consideration. Gestures are often
misunderstood and not the clearest form of
communication. For example…
…I will comment that most of us have grown up with 7.7
being told that strong eye contact (without looking
psychotic) is good … However, I agree that you notice if
someone is not used to it and seems intimidated. At this
point it is a good to look away periodically.
Interview on Wednesday, hope it goes well 0.68
9
10. Group Profiling
… …
Relevant Noise
P1
Clustering
– based
Group
P2 Profiles
Demographic
– based
Group
Profiles
Adult Female
10
USA UK
11. Exploration experiment
Purpose is to answer the following:
Q1: Can we generate useful group profiles
to aid training professionals in identifying
learning needs?
Q2: Can we derive learning domain
concepts to augment learner models?
11
12. Dataset used
Data Property Value
Number of Job Interview-related YouTube Videos 17
Number of Comments Retrieved 1465
Number of Remaining Comments after Noise Filtration 471 (32%)
Number of Unique Comment Authors 393
Comment to Author Ratio 1.20
12
13. Sample Output
Clustering–based Group Profiles
Third largest group – Size: 36 Authors, 9% of
population
13
14. Sample Output
Demographic–based Group Profiles
Location: GB – Age: From 20 To 40 years
Frequent Job
Interview_good, eye_contact,
Interview
eyes, interviewer, hope, helpful
Concepts
Location: US – Age: From 20 To 40 years
Frequent Job Good_Interview, people, company, interviewer,
Interview time, girl, experience, answer, money,
Concepts questions, nervous, education, fingers, hands
Location: Asia– Age: From 20 To 40 years
Frequent Job questions, answers, candidate,
Interview interview_guide, money, pay, job_guide, watch
Concepts
14
15. Lessons Learned
• On noise filtration
– Choice of threshold for noise filtration?
– What is “inappropriate” content?
– Can “promotional” content be detected?
• On potential of group profiles to aid
training professionals and learner model
augmentation
– Authentic comments were liked
– Would be useful to know more about the
viewpoints within a group
15
16. Future work
• Increase use of semantics (e.g. For
viewpoints extraction)
• Improve quality of group profiling (e.g. By
understanding the impact of clusters
sorted by age)
• How to get more accurate demographic
data (e.g. „Place‟ from YouTube was not
reliable)
16
17. Deriving Group Profiles from Social Media to
Facilitate the Design of Simulated Environments
for Learning
http://www.imreal-project.eu/
Ahmad Ammari, Lydia Lau, Vania Dimitrova
The University of Leeds, UK
17
Editor's Notes
(2) explain the background and provide the context to understand why we tackled the problem in the way we did.(3) Details of the work for this paper
ImREAL stands for (1) with ‘interpersonal communications’ as the learning domain.(2) Our stakeholders are adult learners, trainers, and developers of the simulated learning environments.Two main problems: (i) what learners learned in the simulated environment could be disconnected from the real world; (ii) simulator developer has limited resources to cater for a wide range of learning experiences.Adult learners learn particular well through exchanging experiences with others...hence ImREAL’s solution adopts a three prong approach:(4) (5) Pedagogy (SRL)(6) Technology (making use of social media as the rich source of experiences)(7) A socio-technical approach to narrow the gap between simulator and real world experiences
In Leeds, we are exciting by the potential of Digital traces in social spaces as additional sources of experience. We need to work out a pipeline from getting raw content from social spaces to providing useful experiences for learning.(1) (2) needing sensors to collect content… (currently guided by users) (2).(3) We acknowledge the noisiness of these spaces, hence noise filtration (guided by semantics)(4) We also use ontologies to augment or enrich the content with semantics (for further processing – e.g. query)A range of intelligent services are then built on these.. (5, 6, 7)All the components require some level of human and machine working together to help each other smarter – synergy.
First objectiveHow to mine the digital traces in social spaces to derive profiles of user groups?(mainly deal with comments)
The top 2 comments – high scores due to the presence of body language and emotions concepts.The bottom comment is clearly no use.(our experiments showed a threshold of 4 is enough)
(0) link relevant comments to individuals (YouTube API for user profiles)Cluster these comments using text-based similarity (to show awareness of domain concepts)Using demographic data to profile groups so we can spot trends (e.g. What are the common concepts amongst 40-50 female in US/UK when discussing job interviews)
Q2 to solve classic ‘cold start’ problem for learner modelling
Example Learning Need could be identified: Applicants in this group need to learn how to well answer interviewer questions related to little or no previous job experience
GB – no money being mentioned!
(0) we have developed a pipeline which seemed to work, however(1) e.g. Swear word may give emotion..is that inappropriate?
(3) May use a range of sources to get more accurate ‘location’ data.