Ritzhaupt was teaching an online computer programming course and was facing challenges with increasing student confusion and questions. He designed the course to have students develop an ePortfolio demonstrating their skills over the semester. However, as the course reached the more challenging web programming module, students were struggling significantly more than expected. Ritzhaupt would need to address this rising difficulty to prevent failing the course and damaging his career.
Minding the gap: Bridging Computing Science and Business Studies with an Inte...Simon Fraser University
For today’s information technology organization, working in teams across functional and even organizational boundaries has become an integral part of every project. When asked about these projects, practitioners regularly report on how grave differences between business professionals and tech- nology teams have negatively affected project performance. The serious gap between how the two sides think, talk and work is systemic already in the training and education of both Business and Computer Science students at the univer- sity level. This paper describes the design of a competitive SFU Innovation Challenge which aims to bridge that gap by tasking interdisciplinary groups to create iPhone application prototypes and related business innovation roadmaps. This document then summarizes the objectives of the SFU Inno- vation Challenge, and reports on the difficulties and posi- tive results that materialized when students combined their technological problem- solving techniques and managerial strategies for effectively confronting real-world problems.
Futureshift Consulting has a social mission to bridge digital divide in communities, schools and governments that we participate in.
Towards realizing this mission, we has compiled a consolidated link to web resources that provide downloadable training programs on computer literacy and popular desktop applications.
We encourage individuals and social organizations to leverage the links and contents to help benefit the community.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
E-LEARNING FOR ALL WITH INTERFACE INCORPORATING KNOWLEDGE ABOUT USER acijjournal
The rapid development of Information and Communication Technologies (ICT) is an asset for e-learning.This is a new form of distance education that relies on the Internet and the Web. This new pedagogical approach promote that the learner is the protagonist of his/her own training and thereby put in range that he/she needs to complete his/her apprenticeship. These resources are made available on the platform by
the trainers. Unfortunately, in the majority of e-learning platforms, the course is offered, regardless of the
state of the learner (disability, level of education, age, etc ...). Many people thus excluded from e-learning. This somewhat mitigates e-learning possibilities. According to world statistics, 10% of the world population, about 650 million people, lives with disability [1]. The promotion of employment for all,
advocated by human rights, will dwell on this mode of learning to train all young people who for many reasons do not always have the opportunity to attend a campus training center. E-learning should also be available to disable persons such as blinds, deafs, mutes,… This work develops new interfaces that adapt according to knowledges of the learner to facilitate e-learning. The illiteracy rate is therefore reduce in its
simplest form.
EDU 508 Course Title: 21 Things Every 21st Century Educator Should ...butest
This course provides online training for K-12 educators based on technology standards. Over the course of 4 credit hours, educators will learn basic technology skills through 21 online lessons called "Things" that each cover a different tool. The lessons include videos, activities, and assignments to demonstrate skills. The goals are to help educators develop technology skills, obtain professional development credits, and learn how to integrate technology into the classroom effectively based on state and national standards.
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
Minding the gap: Bridging Computing Science and Business Studies with an Inte...Simon Fraser University
For today’s information technology organization, working in teams across functional and even organizational boundaries has become an integral part of every project. When asked about these projects, practitioners regularly report on how grave differences between business professionals and tech- nology teams have negatively affected project performance. The serious gap between how the two sides think, talk and work is systemic already in the training and education of both Business and Computer Science students at the univer- sity level. This paper describes the design of a competitive SFU Innovation Challenge which aims to bridge that gap by tasking interdisciplinary groups to create iPhone application prototypes and related business innovation roadmaps. This document then summarizes the objectives of the SFU Inno- vation Challenge, and reports on the difficulties and posi- tive results that materialized when students combined their technological problem- solving techniques and managerial strategies for effectively confronting real-world problems.
Futureshift Consulting has a social mission to bridge digital divide in communities, schools and governments that we participate in.
Towards realizing this mission, we has compiled a consolidated link to web resources that provide downloadable training programs on computer literacy and popular desktop applications.
We encourage individuals and social organizations to leverage the links and contents to help benefit the community.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
E-LEARNING FOR ALL WITH INTERFACE INCORPORATING KNOWLEDGE ABOUT USER acijjournal
The rapid development of Information and Communication Technologies (ICT) is an asset for e-learning.This is a new form of distance education that relies on the Internet and the Web. This new pedagogical approach promote that the learner is the protagonist of his/her own training and thereby put in range that he/she needs to complete his/her apprenticeship. These resources are made available on the platform by
the trainers. Unfortunately, in the majority of e-learning platforms, the course is offered, regardless of the
state of the learner (disability, level of education, age, etc ...). Many people thus excluded from e-learning. This somewhat mitigates e-learning possibilities. According to world statistics, 10% of the world population, about 650 million people, lives with disability [1]. The promotion of employment for all,
advocated by human rights, will dwell on this mode of learning to train all young people who for many reasons do not always have the opportunity to attend a campus training center. E-learning should also be available to disable persons such as blinds, deafs, mutes,… This work develops new interfaces that adapt according to knowledges of the learner to facilitate e-learning. The illiteracy rate is therefore reduce in its
simplest form.
EDU 508 Course Title: 21 Things Every 21st Century Educator Should ...butest
This course provides online training for K-12 educators based on technology standards. Over the course of 4 credit hours, educators will learn basic technology skills through 21 online lessons called "Things" that each cover a different tool. The lessons include videos, activities, and assignments to demonstrate skills. The goals are to help educators develop technology skills, obtain professional development credits, and learn how to integrate technology into the classroom effectively based on state and national standards.
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
This document provides a tutor guide for using technology to support adult literacy learning. It discusses strategies for introducing ICT, including available hardware such as computers, keyboards and printers in the learning centers. It also outlines the software available, such as literacy learning programs, practice tests and multimedia resources. Checklists are provided to help tutors integrate appropriate technologies into their lessons while considering the needs of both students and tutors.
This document discusses training for novice telecollaborators. It summarizes interviews with teachers new to telecollaboration who reported challenges with understanding partner country contexts, scheduling exchanges, and technology use. It advocates for sociocultural approaches to training, including engaging trainees in simulations and case studies. Novice teachers would benefit from experienced mentors to share insights and address unexpected issues. The training should focus on experiential learning and participation in online exchange projects to develop competencies in tasks, assessment, and addressing inherent issues of telecollaboration.
E learning&engineering education -h. anis- session 7husanis
The document discusses the challenges of e-learning in engineering education, particularly in Egypt. It outlines two engineering grand challenges related to e-learning enhancement of virtual reality and advancement of personalized learning. It then discusses challenges including identifying student skills, evaluating progress, choosing teaching strategies, and accrediting e-learning programs. It also describes efforts in Egypt to establish an e-learning infrastructure and develop online courses, noting impediments such as high development costs, technical infrastructure limitations, and lack of readiness.
E learning&engineering education -h. anis- session 7husanis
The document discusses the challenges of e-learning in engineering education, particularly in Egypt. It outlines two engineering grand challenges related to e-learning enhancement of virtual reality and advancement of personalized learning. It then discusses challenges including identifying student skills, evaluating progress, choosing teaching strategies, and accrediting e-learning programs. It also describes efforts in Egypt to establish an e-learning infrastructure and develop online courses, noting impediments such as high development costs, technical infrastructure limitations, and social/cultural resistance.
The 21st Century Campus: Are We There Yet? Challenges and Opportunities for ...Joshua Kim
The document examines the current and future role of technology in higher education based on a survey of over 1,000 students, faculty, and IT staff. It finds that while students believe technology is critical to their education, only 33% of faculty say it is fully integrated. There are also gaps between the collaborative technologies used on campus and those needed in the workplace. The document establishes a 21st Century Campus Index to rate schools' technology integration and identifies opportunities for institutions to better prepare students and faculty.
The document discusses streaming media and multimedia in education. It begins by discussing how Confucius and educational theorists since have found that students remember and understand information better when they are more actively involved in the learning process. It then discusses different levels of multimedia, formats for multimedia content, and methods of delivering multimedia like downloading, streaming, and progressive downloading. The document advocates for the use of screencasts, slidecasts, webcasting, and flipping the classroom to make lectures and classes more interactive and improve student learning outcomes.
Final draft csci 1070 crn__60348 1230 tt syllabus_spring 2014Isa Wilson
This document provides information about a hybrid computer literacy course offered at ULM College of Business in spring 2014. The course will cover computer concepts and practical use of Microsoft Office programs including Word, Excel, PowerPoint and Access. It will be taught hybrid style with some online and some in-person components. Students will complete graded assignments and exams in MyITLab, an online training and assessment platform. The course aims to help students develop fundamental computer skills and understand the importance of technology in personal and professional life. Upon completing the course, students will be able to utilize key Microsoft Office and Windows features at an intermediate level.
This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.
The document describes a study on using Twitter for academic writing instruction. Over 3 semesters, the researcher implemented Twitter in advanced writing courses and collected student feedback and data. Based on the findings, the researcher refined the instructional design to better support constructivist and experiential learning principles. Key revisions included providing more training on using Twitter, implementing structured assignment types that required higher-order thinking, and facilitating greater interaction and resource sharing within student networks on Twitter. The researcher concluded that Twitter has potential to enhance writing instruction by enabling authentic practice and feedback within large online communities.
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
This document discusses computer-assisted language learning (CALL) and trends in its use. It summarizes discussions from an online forum about what is needed for CALL to become normalized in classrooms. Key points included that normalization requires appropriate technology resources, easy access to technology, teacher training, and support for integrating CALL into regular lessons. It also outlines shifting trends in CALL, from a classic focus on drills to a more integrated paradigm using customized resources and web 2.0 technologies.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
The document summarizes projects using cloud computing applications to improve access to learning tools for further education colleges. It discusses projects that used Google Apps, SharePoint, virtual desktops, and video platforms to provide learners access to software from any device both on and off campus. The projects aimed to increase engagement and support access for those with disabilities. Delivery methods varied but commonly provided single sign-on access to applications across different locations through public or private clouds.
This presentation discusses how emerging technologies are transforming education and training. It outlines key technology developments like mobile devices, broadband access, and apps. It then proposes 10 ways that technologies can be leveraged for learning, such as advanced blended learning combining online and in-class work, mobile learning, self-paced study, and simulation-based learning. The presentation also discusses barriers to technological change in education and provides examples of innovative technology uses from the EU, US, and UK. It envisions the "New college or university" of the future that focuses on outcomes over time and leverages technologies to enhance learning.
This document provides an overview and introduction to an organizational leadership course. It outlines the course goals of explaining leadership principles and applying concepts like process improvement and metrics. It describes the major study units that will be covered throughout the term. It also details the assessments that will be assigned, including weekly quizzes, discussion boards, a midterm exam, case study, and final project. Contact information is provided for the instructor to answer any student questions.
This document discusses emerging business ethics issues, including recognizing ethical issues, specific types of observed misconduct like honesty, fairness, integrity, and ethical dilemmas. It covers shareholder issues, misuse of company resources, abusive behavior, lying, conflicts of interest, bribery, corporate intelligence, discrimination, and more. The document is from a chapter that examines ethical issues and how businesses are addressing ethics.
The document discusses the institutionalization of business ethics through three dimensions: voluntary practices like philanthropy, core practices that are often legally encouraged like best practices, and mandated boundaries like laws and regulations. It covers topics like the categories of laws governing businesses, incentives for organizations to implement compliance programs, and the importance of institutionalizing ethics through appropriate core practices.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
This document provides a tutor guide for using technology to support adult literacy learning. It discusses strategies for introducing ICT, including available hardware such as computers, keyboards and printers in the learning centers. It also outlines the software available, such as literacy learning programs, practice tests and multimedia resources. Checklists are provided to help tutors integrate appropriate technologies into their lessons while considering the needs of both students and tutors.
This document discusses training for novice telecollaborators. It summarizes interviews with teachers new to telecollaboration who reported challenges with understanding partner country contexts, scheduling exchanges, and technology use. It advocates for sociocultural approaches to training, including engaging trainees in simulations and case studies. Novice teachers would benefit from experienced mentors to share insights and address unexpected issues. The training should focus on experiential learning and participation in online exchange projects to develop competencies in tasks, assessment, and addressing inherent issues of telecollaboration.
E learning&engineering education -h. anis- session 7husanis
The document discusses the challenges of e-learning in engineering education, particularly in Egypt. It outlines two engineering grand challenges related to e-learning enhancement of virtual reality and advancement of personalized learning. It then discusses challenges including identifying student skills, evaluating progress, choosing teaching strategies, and accrediting e-learning programs. It also describes efforts in Egypt to establish an e-learning infrastructure and develop online courses, noting impediments such as high development costs, technical infrastructure limitations, and lack of readiness.
E learning&engineering education -h. anis- session 7husanis
The document discusses the challenges of e-learning in engineering education, particularly in Egypt. It outlines two engineering grand challenges related to e-learning enhancement of virtual reality and advancement of personalized learning. It then discusses challenges including identifying student skills, evaluating progress, choosing teaching strategies, and accrediting e-learning programs. It also describes efforts in Egypt to establish an e-learning infrastructure and develop online courses, noting impediments such as high development costs, technical infrastructure limitations, and social/cultural resistance.
The 21st Century Campus: Are We There Yet? Challenges and Opportunities for ...Joshua Kim
The document examines the current and future role of technology in higher education based on a survey of over 1,000 students, faculty, and IT staff. It finds that while students believe technology is critical to their education, only 33% of faculty say it is fully integrated. There are also gaps between the collaborative technologies used on campus and those needed in the workplace. The document establishes a 21st Century Campus Index to rate schools' technology integration and identifies opportunities for institutions to better prepare students and faculty.
The document discusses streaming media and multimedia in education. It begins by discussing how Confucius and educational theorists since have found that students remember and understand information better when they are more actively involved in the learning process. It then discusses different levels of multimedia, formats for multimedia content, and methods of delivering multimedia like downloading, streaming, and progressive downloading. The document advocates for the use of screencasts, slidecasts, webcasting, and flipping the classroom to make lectures and classes more interactive and improve student learning outcomes.
Final draft csci 1070 crn__60348 1230 tt syllabus_spring 2014Isa Wilson
This document provides information about a hybrid computer literacy course offered at ULM College of Business in spring 2014. The course will cover computer concepts and practical use of Microsoft Office programs including Word, Excel, PowerPoint and Access. It will be taught hybrid style with some online and some in-person components. Students will complete graded assignments and exams in MyITLab, an online training and assessment platform. The course aims to help students develop fundamental computer skills and understand the importance of technology in personal and professional life. Upon completing the course, students will be able to utilize key Microsoft Office and Windows features at an intermediate level.
This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.
The document describes a study on using Twitter for academic writing instruction. Over 3 semesters, the researcher implemented Twitter in advanced writing courses and collected student feedback and data. Based on the findings, the researcher refined the instructional design to better support constructivist and experiential learning principles. Key revisions included providing more training on using Twitter, implementing structured assignment types that required higher-order thinking, and facilitating greater interaction and resource sharing within student networks on Twitter. The researcher concluded that Twitter has potential to enhance writing instruction by enabling authentic practice and feedback within large online communities.
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
This document discusses computer-assisted language learning (CALL) and trends in its use. It summarizes discussions from an online forum about what is needed for CALL to become normalized in classrooms. Key points included that normalization requires appropriate technology resources, easy access to technology, teacher training, and support for integrating CALL into regular lessons. It also outlines shifting trends in CALL, from a classic focus on drills to a more integrated paradigm using customized resources and web 2.0 technologies.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
The document summarizes projects using cloud computing applications to improve access to learning tools for further education colleges. It discusses projects that used Google Apps, SharePoint, virtual desktops, and video platforms to provide learners access to software from any device both on and off campus. The projects aimed to increase engagement and support access for those with disabilities. Delivery methods varied but commonly provided single sign-on access to applications across different locations through public or private clouds.
This presentation discusses how emerging technologies are transforming education and training. It outlines key technology developments like mobile devices, broadband access, and apps. It then proposes 10 ways that technologies can be leveraged for learning, such as advanced blended learning combining online and in-class work, mobile learning, self-paced study, and simulation-based learning. The presentation also discusses barriers to technological change in education and provides examples of innovative technology uses from the EU, US, and UK. It envisions the "New college or university" of the future that focuses on outcomes over time and leverages technologies to enhance learning.
This document provides an overview and introduction to an organizational leadership course. It outlines the course goals of explaining leadership principles and applying concepts like process improvement and metrics. It describes the major study units that will be covered throughout the term. It also details the assessments that will be assigned, including weekly quizzes, discussion boards, a midterm exam, case study, and final project. Contact information is provided for the instructor to answer any student questions.
This document discusses emerging business ethics issues, including recognizing ethical issues, specific types of observed misconduct like honesty, fairness, integrity, and ethical dilemmas. It covers shareholder issues, misuse of company resources, abusive behavior, lying, conflicts of interest, bribery, corporate intelligence, discrimination, and more. The document is from a chapter that examines ethical issues and how businesses are addressing ethics.
The document discusses the institutionalization of business ethics through three dimensions: voluntary practices like philanthropy, core practices that are often legally encouraged like best practices, and mandated boundaries like laws and regulations. It covers topics like the categories of laws governing businesses, incentives for organizations to implement compliance programs, and the importance of institutionalizing ethics through appropriate core practices.
Ethics is the philosophical study of morality and seeks to systematize, defend and recommend concepts of right and wrong conduct. It has three main branches - metaethics examines the nature of moral judgments; normative ethics investigates how one ought to act; and applied ethics examines specific issues. Professional ethics establishes standards for professionals and encompasses honesty, integrity, transparency, accountability, confidentiality, objectivity and respectfulness. Codes of ethics provide guidance to help professionals resolve ethical issues and deter unethical conduct while also educating and building understanding between professionals.
The document discusses the concepts of ethics and ethical dilemmas, particularly as they relate to various professions such as nursing, social work, business, and medicine. It provides definitions of ethics as moral principles governing behavior, and ethical dilemmas as difficult situations involving conflicting obligations. Several examples are given of common ethical dilemmas that arise in different fields, such as truth-telling to patients, patient competence, conflicts between patient and family wishes, and using extraordinary measures to prolong life. Nursing students' experiences with resolving ethical conflicts are also briefly mentioned.
This document discusses ethics, morality, and professional ethics. It defines ethics as moral principles that govern a person's behavior or conduct, morality as distinguishing between right and wrong actions, and etiquette as governing social behavior within a group. Professional ethics refer to one's conduct while performing professional work. Legal ethics establish standards for behavior within the legal profession. The document also discusses various theories of ethics, including meta-ethics concerning the origins of ethical principles, and applied ethics examining controversial issues. It emphasizes the importance of ethics for professions in establishing duties and minimum standards of practice.
Ethics involves moral standards that govern behavior and determine what is good versus bad. Ethical behavior follows principles of moral reasoning and can vary across cultures. Upholding ethics in business requires balancing universal moral standards with local cultural norms. Many factors influence individual and organizational ethics, including moral development, values, leadership, and structural influences within a company.
- Oakland University is developing a Product Lifecycle Management (PLM) IT infrastructure to support PLM education. The infrastructure aims to address challenges like complex IT setup and lack of IT skills in educational institutions.
- In 2013, Oakland University offered its first PLM course using this infrastructure. Lessons learned led to infrastructure improvements now used in a second PLM course.
- The goal is for Oakland University's PLM IT model to be replicated by other educational institutions seeking to provide PLM education. The paper details issues addressed in developing the infrastructure.
The Griffith InfoTech program is a school pathway program offered through Griffith University that allows Year 11 and 12 students to study two core first-year university ICT courses. Students complete the coursework and assessments within their regular IPT classes, and those who pass will receive university credit upon enrollment at Griffith. The program aims to give students early exposure to university-level courses and the environment. Key aspects include guaranteed admission to related Griffith degrees for high-achieving students, administration through a formal agreement between the school and university, and use of the Java Programming Laboratory online learning system.
The document discusses ICT strategies and training programs in Jordanian schools. It outlines that over 1650 schools have basic computer equipment and internet connectivity with the goal of connecting all public schools by 2003. The Ministry of Education aims to incorporate ICT and develop 21st century skills through its training programs. A strategic training pyramid was designed to identify priorities and position various ICT training projects based on target sectors and course levels. The summary highlights key ICT training programs mentioned including ICDL literacy certification, Cisco CCNA certification, and Microsoft and Intel teacher training initiatives.
Computer Assisted Instruction (CAI) has been used in education since the 1950s. It involves using computers to deliver instructional content through interactive programs. CAI allows for individualized instruction and immediate feedback. Key features of CAI include interactive multimedia lessons, ability to progress at one's own pace, and providing feedback to students. While CAI has advantages like motivating students and allowing self-paced learning, it also has limitations such as needing experts to develop lessons and not being able to appreciate students' emotions.
This document discusses computing programs offered by public tertiary institutions in Ghana. It provides an overview of common computing programs including Computer Science, Computer Engineering, Information and Communication Technology, and Information Technology. It outlines the key similarities and differences between these programs. The document also includes a table listing specific public tertiary institutions in Ghana and which computing programs they offer at both the undergraduate and postgraduate levels.
Ict policy planning and implementation issuesEric Kluijfhout
ICT planning levels; Planning lifecycle; ICT maturity & plan characteristics; LAN installation vs internet access?; Cooperation models?; What should be in an IPP?; ICT budget; Efficient ICT use
The document discusses a study that investigated the difficulties faced by 105 polytechnic students in Malaysia in learning fundamental programming courses. The study found that students had moderate understanding of topics like multidimensional arrays, loops, and functions. Students struggled most with understanding the abstract concepts of variable positions in memory during program execution. They also faced difficulties in understanding basic programming structures and designing programs to solve tasks. While practical lab activities helped students learn programming, a major challenge was lecturers not providing enough examples. Most students agreed that visualization tools could help facilitate learning programming by helping them understand program execution.
ComEd101 - Introduction to Computer Education NEW.docxJohnPaulNavarro7
This document is a course syllabus for an Introduction to Computer Education class. It outlines the course vision, mission, learning outcomes, topics, schedule, assessments, grading system, and policies. The course aims to impart basic computer literacy and skills. Over 15 weeks, topics will include computer hardware and software, the internet, issues like privacy and security, and applications like Excel, PowerPoint, Word and Google equivalents. Assessment methods include quizzes, activities, group projects and exams. The grading system weights exams at 40%, performance tasks at 40%, and written works at 20%. Course requirements include module tests, submissions, and passing the major exams. Policies address class engagement, test-taking, communications with the instructor,
IRJET- Introduction of Programming Skills in Peer Tutoring Programme for ...IRJET Journal
The document discusses the introduction of programming skills sessions into the peer tutoring program at the Faculty of Engineering & Technology at Multimedia University in Malaysia. Specifically:
- Programming skills classes in MATLAB and PSpice were recently added to supplement regular subjects tutored in the peer program.
- Feedback from students who attended the programming sessions was positive, with most rating the sessions as good or very good. Students found the peer tutors knowledgeable and topics like image processing interesting.
- The addition of programming skills sessions was found to benefit students by helping improve their foundational programming knowledge and skills needed for engineering projects and courses.
An Integrated Approach To Teaching Introductory ProgrammingRichard Hogue
This document describes an integrated learning environment called the Java Programming Laboratory (JPL) used to teach introductory Java programming. JPL incorporates problem-based learning, scaffolded exercises, and real-time tracking of student progress. It provides immediate feedback and assistance to help students learn programming concepts and problem-solving skills. Analysis of student data in JPL allows instructors to monitor performance and tune the course as needed to better support student learning and engagement. Evaluation of JPL across 150 first-year students found that it improved pass rates and reduced failure and dropout rates compared to traditional teaching methods.
The document discusses the ICT Profile, which is a framework that colleges can use to help students develop information, methodological, and technological skills. The ICT Profile consists of 5 skills: searching for information, processing information, presenting information, working in a network, and using ICTs efficiently and responsibly. It is a universal framework that can be adapted to any college program. Implementing the ICT Profile involves teachers integrating it into the curriculum with help from an ICT pedagogical advisor and ICT subcommittee.
The document provides an overview of the School of Computing and Design (SCD) at CSUMB. It introduces the chair, Bude Su, and discusses that SCD serves 550 residential and 150 online students across undergraduate and graduate programs in computer science, communication design, and instructional science & technology. It also mentions that SCD is committed to keeping its course offerings and technology up-to-date with industry standards through innovative faculty research. SCD recently moved to the new Business and Information Technology building. However, some labs remain unequipped and the chair requests donations to help establish a contemporary learning environment for students.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
Specialization Track Preference of BSIT Students in HCDC jeeyii2
This study aimed to determine the preferred specialization track of BSIT students at Holy Cross of Davao College. The researchers administered a questionnaire to BSIT students to gather data on their preferences between the multimedia, software development, and networking tracks. The results showed that each track was moderately preferred, but software development was the most directed track. Both male and female students had similar levels of preference across tracks, as did students from different year levels. It was recommended that students remain versatile rather than focusing on just one track.
Information Technology Program: JCU SingaporeJcu Singapore
Modern business and society is increasingly computer reliant. In recent years the Internet and local computer networks have become essential everyday business tools. Not surprisingly, the IT industry is one of the world’s fastest-growing industries, and IT graduates can expect exciting and rewarding careers, anywhere in the world.
This document provides information about computer information systems technology programs at Moultrie Technical College. It describes three programs: Networking Specialist, Internet Specialist - Web Site Design, and Computer Support Specialist. For each it provides expected program outcomes, course timelines, and information on admission requirements, costs, and faculty. The document aims to help potential students determine if these programs are a good fit for their career goals in information technology fields.
[DSC Europe 22] The Future of Data Science Education - Jose PortillaDataScienceConferenc1
In this talk, we'll discuss the current state of Data Science and Machine Learning education and what is needed to build a future educational model that works for everyone, including new students and enterprise clients who need to upskill their modern workforce. Topics discussed will include an overview of the current landscape in data science education and how modern technologies allow true scalability in the education space.
An approach to designing and developing an LMS framework appropriate for youn...IJECEIAES
This document discusses the development of an LMS (learning management system) framework appropriate for young pupils. It begins by reviewing common LMS standards and trends, as well as advantages and disadvantages of existing LMS platforms. The document then proposes a strategy for developing a web-based LMS according to the abilities of young pupils, describing a software architecture based on SCORM specifications. A prototype LMS was developed using a user-centered design methodology tailored specifically for young students.
This document provides a help and tutorial for TopStyle Pro version 3.11. It covers getting started with TopStyle, editing style sheets and HTML/XHTML, working with colors, previews, validation, site management, reports, mappings, customization, and third-party integration. It also includes appendices on CSS basics and tips, TopStyle tips and tricks, style sheet resources, keyboard shortcuts, and regular expressions.
TopStyle Help & <b>Tutorial</b>tutorialsruby
This document provides a table of contents for the TopStyle Pro Help & Tutorial, which teaches how to use the TopStyle software for editing style sheets and HTML/XHTML documents. It lists over 50 sections that provide explanations and instructions for features like creating and opening files, editing styles, working with colors, previews, validation, site management, reports and customizing the software. The document was created by Giampaolo Bellavite from the online help provided with TopStyle version 3.11.
The Art Institute of Atlanta IMD 210 Fundamentals of Scripting <b>...</b>tutorialsruby
This document provides the course outline for IMD 210 Fundamentals of Scripting Languages at The Art Institute of Atlanta during the Spring 2005 quarter. The course focuses on integrating programming concepts with interface design using scripting languages like JavaScript and CSS. It will cover topics like DOM, CSS layout, JavaScript variables, conditionals, and events. Students will complete 4 assignments including redesigning existing websites, and there will be weekly quizzes, a midterm, and final exam. The course is worth 4 credits and meets once a week for class and lab.
This document provides the course outline for IMD 210 Fundamentals of Scripting Languages at The Art Institute of Atlanta during the Spring 2005 quarter. The course focuses on integrating programming concepts with interface design using scripting languages like JavaScript and CSS. It will cover topics like DOM, CSS layout, JavaScript variables, conditionals, and events. Students will complete 4 assignments including redesigning existing websites, and there will be weekly quizzes, a midterm, and final exam. The course is worth 4 credits and meets once a week for class and lab.
The group aims to bridge gaps between peer-to-peer database architectures and scaling multimedia information retrieval. They develop a probabilistic multimedia database system with abstraction layers for applications and researchers. They also research challenges of peer-to-peer networks for distributed data management. Both lines are supported by the MonetDB platform to exploit custom hardware and adaptive query optimization. The goal is a modular solution linking theoretical optimal solutions to application demands under resource limitations.
Standardization and Knowledge Transfer – INS0tutorialsruby
The group aims to bridge gaps between peer-to-peer database architectures and scaling multimedia information retrieval. They develop a probabilistic multimedia database system with abstraction layers and a flexible model. They also research challenges of peer-to-peer networks for distributed data management. Both lines are supported by the MonetDB platform to exploit custom hardware and adaptive query optimization. The goal is a modular solution linking theoretical optimal solutions to application demands under resource limitations.
This document provides an introduction to converting HTML documents to XHTML, including the basic syntax changes needed like making all tags lowercase and closing all tags. It provides examples of correct XHTML markup for different tags. It also explains the new DOCTYPE declaration and shows a sample well-formed XHTML document incorporating all the discussed changes. Resources for learning more about XHTML are listed at the end.
This document provides an introduction to converting HTML documents to XHTML, including the basic syntax changes needed like making all tags lowercase and closing all tags. It provides examples of correct XHTML markup for different tags. It also explains the new DOCTYPE declaration and shows a sample well-formed XHTML document incorporating all the discussed changes. Resources for learning more about XHTML are listed at the end.
XHTML is a markup language that provides structure and semantics to web pages. It is based on XML and is more strict than HTML. XHTML pages must have a document type definition, html and head tags, and a body where the visible content goes. Common XHTML tags include paragraphs, lists, links, images, and divisions to logically separate content. While XHTML provides structure, CSS is used to style pages and control visual presentation by defining rules for tags. CSS rules are defined in external style sheets to keep presentation separate from structure and content.
XHTML is a markup language that provides structure and semantics to web pages. It is based on XML and is more strict than HTML. XHTML pages must have a document type definition, html and head tags, and a body where the visible content goes. Common XHTML tags include paragraphs, lists, links, images, and divisions to logically separate content. While XHTML provides structure, CSS is used to style pages and control visual presentation through rules that target specific XHTML elements.
This document discusses how to create and use external cascading style sheets (CSS) in Dreamweaver. It provides steps to:
1. Open the CSS Styles tab in Dreamweaver and create a new external CSS stylesheet using a sample text style.
2. Save the stylesheet and link it to a new HTML page to style elements like headings, text sizes, and boxes.
3. Edit existing styles by selecting a tag in the CSS Styles panel and modifying properties directly, or by clicking the tag and using the pencil icon to edit in a window. This allows customizing styles globally across all linked pages.
This document provides an overview of how to create and use cascading style sheets (CSS) in Dreamweaver. It describes the different types of style sheets, including external and internal style sheets. It outlines the steps to create an external style sheet in Dreamweaver using the CSS Styles panel and provides instructions for linking the external style sheet to an HTML page. The document demonstrates how to experiment with predefined styles and how to edit, add, and delete styles in the CSS stylesheet.
This document appears to be a weekly update from an intro to computer science course. It includes summaries of classmates' demographics, comfort levels, and prior experience. It also discusses time spent on problem sets and recommends upcoming courses in CS51 and CS61. Finally, it recommends reading on TCP/IP, HTTP, XHTML, CSS, PHP, SQL and using the bulletin board for questions.
This document appears to be a weekly update from an intro to computer science course. It includes summaries of classmates' demographics, comfort levels, and prior experience. It also discusses time spent on problem sets and recommends upcoming courses in CS51 and CS61. Finally, it recommends reading on topics like TCP/IP, HTTP, XHTML, CSS, PHP, SQL and using bulletin boards, and includes images related to these topics.
The document discusses how to use Cascading Style Sheets (CSS) with Corvid Servlet Runtime templates to control formatting and layout. CSS allows separating design from content, making templates simpler and easier to maintain. It also enables adapting appearance for different devices. The document provides examples of using CSS classes to style template elements and explains how to set up a demo system using the included CSS and templates.
The document discusses how to use Cascading Style Sheets (CSS) with Corvid Servlet Runtime templates to control formatting and layout. CSS allows separating design from content, making templates simpler and easier to maintain. It also enables customization of appearance for different devices. The document provides examples of how to apply CSS classes and rules to Corvid template elements to control fonts, colors, positioning and more.
The document provides an introduction to CSS and how it works with HTML to control the presentation and styling of web page content. It explains basic CSS concepts like selectors, properties and values, and how CSS rules are used to target specific HTML elements and style them. Examples are given of common CSS properties and selectors and how they can be used to style elements and format the layout of web pages.
The document introduces CSS and how it works with HTML to separate content from presentation, allowing the styling of web pages through rules that target HTML elements. It explains CSS syntax and various selectors like type, class, ID, and descendant selectors. Examples are provided of how CSS can be used to style properties like color, font, padding, and layout of elements on a page.
Cascading Style Sheets (CSS) allow users to define how HTML elements are presented on a page. CSS enables changing the appearance and layout of an entire website by editing just one CSS file. CSS uses selectors to apply styles to HTML elements via properties and values. Styles can be defined internally in HTML or externally in CSS files. CSS can control text formatting, colors, spacing, positioning and more to achieve visual consistency across web pages.
Cascading Style Sheets (CSS) allow users to define how HTML elements are presented on a page. CSS enables changing the appearance and layout of an entire website by editing just one CSS file. CSS uses selectors to apply styles to HTML elements via properties and values. Styles can be defined internally in HTML or externally in CSS files. CSS can control text formatting, colors, spacing, positioning and more to achieve visual consistency across web pages.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Discover top-tier mobile app development services, offering innovative solutions for iOS and Android. Enhance your business with custom, user-friendly mobile applications.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/how-axelera-ai-uses-digital-compute-in-memory-to-deliver-fast-and-energy-efficient-computer-vision-a-presentation-from-axelera-ai/
Bram Verhoef, Head of Machine Learning at Axelera AI, presents the “How Axelera AI Uses Digital Compute-in-memory to Deliver Fast and Energy-efficient Computer Vision” tutorial at the May 2024 Embedded Vision Summit.
As artificial intelligence inference transitions from cloud environments to edge locations, computer vision applications achieve heightened responsiveness, reliability and privacy. This migration, however, introduces the challenge of operating within the stringent confines of resource constraints typical at the edge, including small form factors, low energy budgets and diminished memory and computational capacities. Axelera AI addresses these challenges through an innovative approach of performing digital computations within memory itself. This technique facilitates the realization of high-performance, energy-efficient and cost-effective computer vision capabilities at the thin and thick edge, extending the frontier of what is achievable with current technologies.
In this presentation, Verhoef unveils his company’s pioneering chip technology and demonstrates its capacity to deliver exceptional frames-per-second performance across a range of standard computer vision networks typical of applications in security, surveillance and the industrial sector. This shows that advanced computer vision can be accessible and efficient, even at the very edge of our technological ecosystem.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
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
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
Northern Engraving | Nameplate Manufacturing Process - 2024
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1. 2006-01-09-1
MAY 31, 2006
ALBERT DIETER RITZHAUPT
TEACHING COMPUTER TECHNOLOGY AT A DISTANCE (A)
Albert Ritzhaupt, Adjunct Instructor of Computer and Information Sciences at the University of North
Florida (UNF) faced a dilemma in the fall semester of 2005. He was teaching a computer programming
course online, CGS 3559 – Introduction to the Internet. For the first nine weeks of the course, his
perception had been that things were running smoothly. That perception had just come to a screeching
halt, as the course entered the web programming module. Suddenly, it had become very clear that
students were having problems. The number of questions posted to the discussion board tripled. Emails
with the subject line “I am confused” or “I am frustrated” began to fill his inbox. Of even greater concern,
students had not even reached their first really challenging web programming assignment.
In designing and teaching the course, Ritzhaupt had faced three major challenges. First, he was working
on his doctorate at the University of South Florida (USF) and living in Tampa, roughly 200 miles
southeast of UNF and approximately a 4 hour drive. Second, because the course allowed any
undergraduate with basic PC skills to enroll, he knew that the technical challenges related to the course
objectives could easily overwhelm students lacking the necessary prerequisite technical skills. Finally, the
course had not been offered in over four years at UNF. As a result, there had been little or no material to
reference in designing the course. In addition, when previously offered, the course had only been given in
a face-to-face format. The decision to deliver it in a distance learning format represented an experiment
for the department. Like many other information technology-aligned programs across the country, the
UNF Department of Computer and Information Sciences had experienced substantial enrollment drops as
a result of a decline in interest in computing. Gaining additional Full-Time-Enrollment (FTE), by
reaching out to the general university population, was a vital part of the department's strategy for
maintaining its position within the university. Not only was this course supposed to increase the
department’s FTE, it was also intended to serve as a prototype for the use of online delivery to generate
greater interest in computing.
This case was prepared for the purpose of class discussion, and
not to illustrate the effective or ineffective handling of an
Ritzhaupt recognized that if the online course
administrative or classroom situation and is copyrighted by the
Informing Science Institute. Permission to make digital or paper was not a success, he would probably not be
copy of part or all of these works for personal or classroom use is invited back to teach for UNF. That was a
granted without fee provided that the copies are not made or bridge that he did not intend to burn so early
distributed for profit or commercial advantage AND that copies in his academic career. But what could he do
1) bear this notice in full and 2) give the full citation on the first
page. It is permissible to abstract these works so long as credit is
to extricate himself from his current situation?
given. To copy in all other cases or to republish or to post on a
server or to redistribute to lists requires specific permission and
payment of a fee. Contact Publisher@InformingScience.org to
request redistribution permission.
2. 2006-01-09-1 RITZHAUPT
UNF Department of Computer and Information Sciences
The University of North Florida (UNF) was a regional institution nestled among 1,300 scenic acres of
wildlife in Jacksonville, Florida. UNF, opened in 1972, served approximately 15,000 students by
offering 50 undergraduate degrees in 155 specializations, and 27 graduate degrees with 65 concentrations.
UNF’s primary focus was on instruction, with scholarship and community involvement playing vital
roles.
Within UNF, the department of Computer and Information Sciences (CIS) was located in the College of
Computing, Engineering, and Construction. CIS offered bachelors degrees in computer science,
information systems, and information science. The department also offered master’s degrees in computer
science, information systems, and software engineering. The department had 21 full-time faculty and
many additional adjunct instructors and teaching assistants. Historically, the department had experienced
high enrollment. Recently, however, information technology-aligned degree programs nation-wide had
suffered declines in enrollment as high as 75%. These were generally attributed to a number of factors,
including the bursting of the stock market "Internet Bubble" during 2000-2001, sluggish IT hiring
following a rapid buildup of staff during the 1990s, and concerns relating to increased offshoring of IT
jobs to locations such as Bangalore, India. The CIS department at UNF had not been immune from this
phenomenon.
CIS students were exposed to an interdisciplinary curriculum in both business and computing. The
computing course work students took for this program was reflective of current computing practices,
whether legacy or state-of-art, as employed to implement solutions to business problems. This included
coursework in applications programming, data and file structures, object-oriented design, system design,
database design, systems implementation, systems maintenance, networks, and computer
communications. Graduates were prepared to embark on careers ranging from software development
specialists to information systems managers.
During the periods of high enrollment, the program flourished and had moved to escalate its status and
academic rigors by adopting a Satisfactory Progress Policy. This policy had received university-wide
attention while it was being integrated into the curriculum. Essentially, the policy had been established to
counter problems with students registering and withdrawing from courses in multiple instances to avoid
the “difficult” teachers. This weakest-link phenomenon created a problem for students trying to get into
courses that would often fill within hours of opening registration. The Satisfactory Progress Policy stated
that:
Students who do not successfully complete a CIS prerequisite or core requirement on the first
attempt (i.e., earn a grade of D, F, W, WP or WF) will be granted one chance to repeat the course.
Students who do not successfully complete a prerequisite or core requirement within two attempts
will not be permitted to register for CIS courses in future semesters. This stipulation applies
whether or not the student has declared a major in a CIS program.
Prior to Fall 2005, the CIS department regularly offered only one course online: CGS 1570
(Microcomputer Applications). CGS 1570 was a prerequisite to CGS 3559 and was one of the only
courses offered by the CIS department that was required by other degree programs.
Although a number of earlier attempts had been made to offer CIS courses online, these had not generally
met with great success. Faculty had found it complicated to teach rigorous software development and
programming skills at a distance, and students found it extremely difficult to learn. As a result, the
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decision to offer an online programming course was a risky one. Computer programming courses were
infamous for low retention rates. This fact, coupled with the Satisfactory Progress Policy and the need for
increased FTE outside the department, made for a delicate situation.
CGS 3559 was not a required course in any degree program and would maximally serve as an upper-level
free elective for any major. The CIS department was uncertain whether the course would meet its
enrollment targets and would potentially cancel the section if it did not reach at minimum 25 students.
Thus, Ritzhaupt had reached out to his colleagues in other colleges to advertise the offering as an upper
level free elective that would be fun, challenging, and provide some essential skills in the information
age. Three weeks after registration opened, the course reached its 30 student cap, with 10 additional
students on the waiting list. The course would definitely be offered.
CGS 3559 – Introduction to the Internet
CGS 3559 covered a diverse set of Internet technologies and was intended to serve a diverse body of
students. The course description was as follows:
Prerequisite: CGS 1570 or permission. Introduction to and use of browsers including helpers and
plug-ins; html programming, including forms, image maps, and CGI scripts; production of
graphics for the WEB; design of home pages.
Speaking to the department chair about the course, Ritzhaupt found that he would be given a great deal of
flexibility in selecting the course topics as long as the course required individual work in three specific
areas:
• Hyper-text Mark-Up Language (HTML): HTML is the language used to create and format web
pages. Learning HTML requires students to practice writing HTML in a standard text editor,
such as MS-Notepad. Since it is a mark-up language, students were expected to remember a
number of “tags” to create functional and visually appealing websites.
• Basic client-side and server-side scripting: HTML by itself is static, meaning that once an HTML
page is loaded into a web browser, is does not change or react to user activities. To learn how to
create dynamic, interactive websites, students had to be exposed to both a server-side scripting
language (PHP) and a client-side scripting language (Javascript). The primary difference
between these two is that Javascript executes in the client’s web browser, whereas PHP executes
on the server housing the web pages.
• Basic computer network communications skills: Students were expected to have the skills
necessary to set up a simple web server, meaning they should be able to configure a Linux
account, setting various permissions, and use File Transfer Protocol (FTP) services to move files
back and forth.
One of major goals of the course was to provide students with the skill sets necessary to create, manage,
and maintain robust web-sites independently for their future or current employers. Ritzhaupt and his
department chair felt that the course needed to serve as a vehicle for demonstrating a student’s skill set
upon completion. The outcome of the course needed to be a product that students could use to aid in the
employment process—making their skills more marketable.
Student enrollment for the Fall of 2005 semester was approximately 57% CIS students and 43% students
from other colleges. Even among the students coming from the department, exposure to programming
could not be assumed. Since the only prerequisite course was the basic computer applications (Word
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Processors, Spreadsheets, etc.) course, some CIS students might not have taken a programming course
prior to enrollment.
Albert Ritzhaupt
Albert Ritzhaupt had been teaching since the summer of 2003 at UNF, Florida Community College at
Jacksonville (FCCJ), and, subsequently, at the University of South Florida. Upon completing his BS in
Computer and Information Sciences (Honors in the Major, Magna Cum Laude) at UNF, he had enrolled
in the MBA program, concurrently working as an adjunct instructor at FCCJ and as a teaching assistant at
UNF. At the same time, Ritzhaupt worked part-time as a contract programmer for Blue Cross Blue
Shield Florida (BCBSFL). While completing his MBA with 18 graduate hours in computer science,
Ritzhaupt decided that teaching technology and pedagogical research were definitely going to be his long-
term career goals.
In late 2004, Ritzhaupt decided to leave BCBSFL and work as a full-time instructor, teaching courses
ranging from Object-Oriented programming to Microcomputer Applications. He kept abreast of the local
IT industry by taking small consulting projects and by attending professional organization meetings. This
facilitated finding his “best” students jobs in the local IT market. Upon completing his MBA, Ritzhaupt
joined the University of South Florida (USF) as a doctoral student in their College of Education, pursuing
his PhD in Instructional Technology and Educational Research and Measurement.
Ritzhaupt had an outcome-driven philosophy of teaching and learning. He believes that it was the
responsibility of teacher to provide students an environment that closely resembled what they should
expect in the real-world. He further believed that students should actively engage material, learning how
to solve problems and think critically—not simply remember facts without a complete understanding of
the material. He felt that instructional materials needed to be constructed with these objectives in mind.
Designing the Course
Prior to the fall of 2005, Ritzhaupt had taught only one course online (CGS-1570 at UNF), where he had
experienced some degree of success. For that course, however, Ritzhaupt had used materials created by
another teacher. Ritzhaupt knew the CGS-3559 course, needing to be constructed without a well defined
roadmap, would represent a very different type of challenge.
As a first task, Ritzhaupt searched for an appropriate textbook to cover all the course objectives.
Unsurprisingly, no such text existed. He texts he found were either too advanced or only covered some of
the course topics. Consequently, he was forced to select a text that only covered three of the four major
objectives. For the final objective (server-side scripting), he decided to write an e-book specifically for
the course, a time-consuming choice that—he suspected—would either work very well or crash and burn.
A portion of the e-book can be seen in Exhibit 1. He made this choice mainly because he felt that the
other available options—forcing the students to purchase another textbook or patching together a
collection of resources online—were decidedly inferior. He also had hoped that students would
appreciate the time and money he was saving them.
His next task involved developing a syllabus, and a set of deliverables that would demonstrate student
understanding of concepts. As part of the syllabus, Ritzhaupt required all students to send an enrollment
email detailing previous computer experience and their score on an online self-assessment intended to
help students decide whether a distance learning course suited their learning needs. The online
assessment can be seen in Exhibit 2.
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Ritzhaupt chose to have his students develop an ePortfolio over the duration of the semester. The
ePortfolio could be used to demonstrate skills to potential employers and would also meet the objectives
of the course. An ePortfolio, as defined by the National Learning Infrastructure Initiative, is “a collection
of authentic and diverse evidence drawn from a larger archive representing what a person or organization
has learned over time on which the person or organization has reflected, and designed for presentation to
one or more audiences for a particular rhetorical purpose.” An example of a student’s ePortfolio can be
seen in Exhibit 3.
In designing the course, two other major concerns needed to be addressed: (1) development of
instructions and tutorials to aid students in configuring their websites on a Linux server and in using
Secure Shell, a file transfer service, and (2) addressing how he would provide office hours to students
living in Jacksonville when he was living in Tampa, over 200 miles away.
With respect to the first concern, it was critical that students understand how they should upload their
assignments to a web server so they could be graded. Since Ritzhaupt had already invested a tremendous
amount of time in developing the course, he chose not to use any innovative media technologies to
demonstrate how to configure the student’s Linux account or how to use Secure Shell. Instead, he offered
students basic instructions with screen shots in Portable Document Formats (i.e., Adobe Acrobat™ PDF
files). He thought that students would already be familiar with these technologies coming from CGS
1570. An example of the tutorial can be seen in Exhibit 4.
Providing students office hours was especially perplexing. Ritzhaupt wanted to help the students as much
as he could but, at the same time, he did not want to receive cell phone calls throughout the day or fifty
emails the night before an assignment was due. To handle communications from students, he decided he
would post a discussion board thread for each week in the semester. He further required that all course-
related questions be posted to the discussion board—a requirement specifically stated in his syllabus. He
considered this to be a risky approach. Nonetheless, he believed the risk was justified because the
approach would enable students to answer each other’s questions and prevent him from having to answer
the same question multiple times. To provide the equivalent of office hours, he reserved four hours of his
Friday morning to entertain questions via cell phone, email and instant messenger. Key portions of the
course syllabus are provided in Exhibit 5.
The course was facilitated online using Blackboard, a well-known and widely used course management
system. The course was organized with minimal menu options to reduce ambiguities. Each week’s tasks
were structured as reading assignments and activities and were outlined in a folder under assignments.
External links to online resources were provided, and each assignment included very explicit instructions
regarding the tasks to be completed and the related course materials. Sample screen shots of the course
Blackboard site can be seen in Exhibit 6.
First Eight Weeks
The first week of class went by with the regular problems associated with an online course—nothing out
of the ordinary. During the second week, students were required to complete their first assignment, which
was contingent upon them correctly configuring their accounts in the previous week. All assignments
were due Sunday night by 11:55pm. By Thursday of the second week, only five questions had been
posted to the discussion board. This concerned Ritzhaupt because he thought students would have more
problems setting up their accounts as part of the previous week’s activities. By Saturday afternoon, the
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6. 2006-01-09-1 RITZHAUPT
discussion board had over 60 postings, most of which involved students having technical problems
correctly configuring their accounts or uploading their files to the server.
Spending the next 8-hours answering questions on the discussion board (and violating the course
communication policy by taking phone calls and emails related to student problems), Ritzhaupt finally
had assisted all his students over the first assignment hurdle. Ritzhaupt had been right in his estimation
that students would not have too many problems doing the assignment. Unfortunately, he had grossly
underestimated how many problems students would have configuring their accounts and uploading files
using Secure Shell. For any subsequent semester, Ritzhaupt knew that he would have to find a better way
to teach students how to upload files and configure their accounts—a very important lesson learned.
By the fourth week and second assignment, most of the students only had problems with the course
subject matter being covered, HTML, and no longer reported issues relating to the PDF tutorials. Also,
the communication policy was proving to be quite effective. Students began to answer each others
questions in a professional and cordial manner, and Ritzhaupt did not receive too many emails that
begged for help the day before the deadline of an assignment. It looked like the remainder of the course
would proceed smoothly.
One minor technical problem did surface during this period. Out of the seven quizzes required to be
completed online, four did not permit for multiple attempts. These quizzes were timed (20 minutes) so as
to make it difficult for student to search for answers in the textbook as they proceeded through the quiz.
Ritzhaupt had done this to ensure the students kept up with the reading. Students were warned on the
syllabus to use a reliable Internet connection, and if they were concerned, to complete the quizzes in the
computer lab where a lab assistant could document the incident and send Ritzhaupt an email. This policy
did not work. Students would be locked out of the quizzes while working on their machines, and would
need the instructor to unlock the quiz so they could be completed.
Ritzhaupt recognized that the Blackboard testing utility was not a perfect technology and neither was the
World Wide Web—it was a “best effort” service. To provide a solution for the quiz problem, he chose to
allow students to retake the quiz if they were locked out. However, he uploaded over 50 questions in
each quiz pool, to be chosen randomly for each test. He felt that this would help reduce the likelihood that
students would go through the quiz a first time in order to copy the questions for their next attempt. This
solution appeared to work fairly well, although Ritzhaupt could not be completely sure that students
weren't defeating the system in other ways—such as collaborating on the tests with another student or an
IS professional.
The Ninth Week
At the beginning of the ninth week, the course appeared to be running smoothly. Few problems were
being reported, assignments were being submitted on time, and most technical issues were easily resolved
through the discussion board entries. As the week progressed, students were to begin the next step in
their CGS 3559 journey: client-side scripting using Javascript. This activity was different from previous
course activities in a number of ways. These included: using logic to solve problems, the use of variables
in primary memory, and the implementation of a scripting language as oppose to a mark-up language.
By midweek, it was evident that many of the students were having problems completing the first
Javascript assignment, by far the easier of the two assigned. Through emails and discussion board posts,
Ritzhaupt determined that students were encountering a number of syntax errors related to their programs,
and more importantly, they lacked an understanding of the basic concepts necessary to complete the
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assignments successfully. Client-side scripting was thoroughly addressed in the textbook that the
students had purchased for the course, and students hadn’t even started server-side scripting component
(covered in the e-book written by Ritzhaupt). If students were having serious problems already, how
would they react to subsequent assignments that demanded a higher degree of programming skills? An
example of one of the client-side scripting assignments can be seen in Exhibit 7.
In light of the recent problems and questions, and drawing upon his prior experience in teaching face-to-
face computer programming courses, Ritzhaupt was reasonably sure that if he did not modify the
upcoming assignments or offer an alternative path for course completion, many students would not be
able to complete the assignments. He had overestimated the technical skills of the students entering the
course. What bothered Ritzhaupt more was that the students would soon begin using the e-book he had
written. He thought to himself: “What if I did not do a good job writing the text?” At this point in the
semester, it was going to be very difficult to redesign the course. Furthermore, the goal of the course was
to cover both client- and server-side scripting. If he removed the server-side scripting component, he was
concerned that he would not be meeting the departmentally-specified objectives.
Time was of the essence. Ritzhaupt knew he had to find a quick and feasible alternative plan. If he chose
to modify the upcoming assignments, it was still likely that students would encounter many challenging
technical problems that would be extremely difficult to support in a true distance learning environment.
He was also concerned that student dissatisfaction with their client-side activity might color their
perception of his e-book, or that the book itself might not meet the instructional needs of his students. In a
sense, he had painted a target on himself. All these concerns were compounded by the Satisfactory
Progress Policy, which made problems in a CIS course much more serious—from the student's
perspective—than they might be in other courses. What type of administrative complaints might arise
from this situation?
If Ritzhaupt chose to ignore the problem, he knew that doing so would likely place the less technically
astute students in the course at a severe disadvantage, leading to endless phone and email complaints and
a non-normal course grade distribution that might be viewed as unfair. Furthermore, doing so could
undermine the department's initiative to reach out to other students at the university before it even got
started. On the other hand, if Ritzhaupt chose to reduce the difficulty of the upcoming assignments, it
could potentially upset the department chair or more technically inclined students because it would
diminish the rigor of this junior-level course.
Finally, it was late in the semester and a complete course redesign was impractical. Not only would it be
difficult to communicate at a distance, but it could potentially alienate his department chair. Ritzhaupt
did not want lose his opportunity to teach the course in forthcoming semesters—especially after placing
so much time into the design of the course. What Ritzhaupt needed was a plan of action…
Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22 7
8. 2006-01-09-1 RITZHAUPT
Exhibit 1: Screen Shot from PHP for the Novice Programmer
Below is a screen shot from the e-book created for CGS 3559. The full text is available at:
http://www.unf.edu/~rita0001/eresources/php_tutorials.
8 Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22
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Exhibit 2: Online Distance Learning Student Assessment
This online self-assessment was used to help students make the right decision about whether or
not to enroll in the course. In the event that a student received a low score, they were provided a
warning by the instructor that distance learning courses require a great deal of self-motivation
and time-management skills. The assessment is available at:
http://www.ccis.edu/online/admissions/selfassessment.asp
Self Assessment Quiz
How well would Web-based courses fit your needs and lifestyle?
Pick one answer for each question and click the "Score Survey" button. You may change your
answers and re-score the survey as many times as you like.
1. My need to take this course now is
high - I need it immediately for degree, job, or other important reason.
moderate - I could take it on campus later or substitute another course.
low - It's a personal interest that could be postponed.
2. Feeling that I am part of a class is
not particularly necessary to me.
somewhat important to me.
very important to me.
3. I would classify myself as someone who
often gets things done ahead of time.
needs reminding to get things done on time.
put things off until the last minute.
4. Classroom discussion is
rarely helpful to me.
sometimes helpful to me.
almost always helpful to me.
5. When an instructor hands out directions for an assignment, I prefer
figuring out the instructions myself.
Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22 9
10. 2006-01-09-1 RITZHAUPT
trying to follow the directions on my own, then asking for help as needed.
having the instructions explained to me.
6. I need faculty comments on my assignments
within a few weeks, so I can review what I did.
within a few days, or I forget what I did.
right away, or I get very frustrated.
7. Considering my professional and personal schedule,
the amount of time I have to work on Web-based courses is
more than enough for a campus class or Web-based course.
the same as for a class on campus.
less than for a class on campus.
8. When I am asked to use VCRs, computers, voice mail,
or other technologies new to me
I look forward to learning new skills.
I feel apprehensive, but try it anyway.
I put it off and try to avoid it.
9. As a reader, I would classify myself as
good - I usually understand the text without help.
average - I sometimes need help to understand the text.
slower than average.
10. If I have to go to the campus to take exams or complete work
I can go to campus anytime.
I may miss some lab assignments or exam deadlines if campus labs are not open
evenings and weekends.
I will have difficulty going to the campus, even in the evenings and on weekends.
10 Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22
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Exhibit 3: Student Course ePortfolio Example
This is an example of a student’s ePortfolio. Each assignment required students to provide a
brief description in their words, a list of learning objectives, and a link to and from the
assignment and ePortfolio.
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Exhibit 4: Portion of PDF Tutorial
This is a portion of one of the tutorials used to aide students in configuring their Linux accounts.
Each task provided a screen shot and simple instructions.
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Exhibit 5: Important Portions of the Syllabus
This exhibit includes the elements of the syllabus that are germane to the development of the
case. Some superfluous elements have been omitted.
COURSE SYLLABUS
CGS 3559 – Introduction to the Internet
Distance Learning Course
COURSE DESCRIPTION
Introduction to and use of browsers including helpers and plug-ins; html programming, including
forms, image maps, and CGI scripts; production of graphics for the WEB; design of home pages.
INSTRUCTOR INFORMATION
Name: Albert Ritzhaupt, MBA, CCP
Email: rita0001@unf.edu
Website: http://www.unf.edu/~rita0001
VIRTUAL OFFICE HOURS
I will have virtual office hours on Friday, from 10:00am to 2:00pm. You may contact me via
phone, instant messenger (aritzhaupt80, aol), or email (rita0001@unf.edu) during the specified
time. All other questions should be directed to Black Board.
ENROLLMENT PROCEDURES
After registering, email the instructor (rita0001@unf.edu) before the start of class for a detailed
syllabus and instructions regarding logging into Black Board, the application that will be used to
deliver the course.
In your email, include the following:
• your full name
• your intended or declared major
• statement of previous computer experience
• statement that you have read and understand the all the information contained within this
document
• your score on the online learning self-assessment quiz
SCHEDULE
All assignments, quizzes, and discussion questions are due on Sunday night at 11:55pm – no
exceptions. There will be no late submissions accepted in this course unless medical
documentation is provided. My advice is to consider Friday of each week to be the deadline for
all submission and save your weekends for pleasure or studying for other classes.
This course is largely deadline-oriented and requires a great deal of self-motivation and self-
confidence. Each week is divided into two parts: weekly reading assignment and weekly
activities. The weekly reading assignment means that you should read and complete the project
material in each chapter of the HTML: Comprehensive Concepts and Techniques and PHP for
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14. 2006-01-09-1 RITZHAUPT
the Novice Programmer book. You are to complete the reading before you begin the activities.
At any given point in time after the project chapter is completed, the instructor reserves the right
to request to see your homework assignment (project in chapter). If you cannot produce this
with in 48 hours of the request, points will be deducted from your final grade in the course.
TENTATIVE SCHEDULE
Week 1 Weekly Reading Assignment:
Project 1: Introduction to HTML
Project 2: Creating and Editing Web Pages
Secure Shell Instructions
Weekly Activities:
Project 1 and Project 2 Quiz (quiz 1, multiple attempts)
Download and Install Secure Shell
Week 2 Weekly Reading Assignment:
Project 3: Creating Web Pages with Links, Images, and Formatted
Text
Linux account creation, creating directories, and setting
permissions using Secure Shell Tutorial
Weekly Activities:
Configure Osprey Account
Assignment 1
Week 3 Weekly Reading Assignment:
Project 4: Creating Tables in a Web Site
Weekly Activities:
Project 3 and 4 Quiz (quiz 2, one attempt only)
Week 4 Weekly Reading Assignment:
Project 5: Creating an Image Map
Weekly Activities:
Assignment 2
Week 5 Weekly Reading Assignment:
Project 6: Using Frames in a Web Site
Weekly Activities:
Project 5 and 6 Quiz (quiz 3, multiple attempts)
Week 6 Weekly Reading Assignment:
Project 7: Creating a Form on a Web Page
Weekly Activities:
Assignment 3
Week 7 Weekly Reading Assignment:
Project 8: Creating Style Sheets
Weekly Activities:
Project 7 and 8 Quiz (quiz 4, one attempt only)
Week 8 Weekly Reading Assignment:
Project 9: Integrating Java Script and HTML
Weekly Activities:
Assignment 4
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Week 9 Weekly Reading Assignment:
Project 10: Creating Pop-up Windows, Adding Scrolling
Messages, and Validating Forms
Weekly Activities:
Project 9 and 10 Quiz (quiz 5, one attempt only)
Week 10 Weekly Reading Assignment:
Project 11: Using DHTML to Enhance Web Pages
Weekly Activities:
Assignment 5
Week 11 Weekly Reading Assignment:
PHP Chapter 1
PHP Chapter 2
Weekly Activities:
PHP Tutorial Quiz 1 and 2 (quiz 6, multiple attempts)
Week 12 Weekly Reading Assignment:
PHP Chapter 3
PHP Chapter 4
Weekly Activities:
Assignment 6
Final Project Assigned
Week 13 Weekly Reading Assignment:
PHP Chapter 5
PHP Chapter 6
Weekly Activities:
PHP Tutorial Quiz 5 and 6 (quiz 7, one attempt only)
Week 14 Weekly Reading Assignment:
PHP Chapter 7
PHP Chapter 8
Weekly Activities:
Assignment 7
Week 15 Weekly Reading Assignment:
None
Weekly Activities:
Final Project Due
Week 16 Weekly Reading Assignment:
None
Weekly Activities:
Final Project Evaluation Due
ISQ Online
COURSE DELIVERABLES
Assignments
All the assignments will be due Sunday by 11:55pm. The assignments are designed to provide
practice using the software tools. The assignments prove both expertise and knowledge of the
tools you will be learning. The assignments will generally be based off of projects found within
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16. 2006-01-09-1 RITZHAUPT
the textbook. All assignments will be delivered to the digital drop box in Blackboard providing a
link to the designated location. The assignments will lead to the final projects, which is one of
the core themes of this course. Special Note: There are seven assignments provided. Only six
of the seven assignments are required in this course. If you complete all seven, you will receive
extra credit points. If you are not a computer information science student or do not have prior
programming experience, I advise you to complete the first six assignments.
Quizzes
All the quizzes will be due Sunday by 11:55pm. The quizzes are designed to ensure you are
reading and understand the material. The quizzes will be online and available under
Assignments in Black Board. Once you have taken the quiz, immediate feedback will be
provided. Three of the seven quizzes will permit multiple attempts, which will allow you to take
the quiz multiple times until you reach the desired score. My advice is to ensure you score a
100% on all the quizzes that allow multiple attempts. The other four quizzes will only allow one
attempt. Complete the online quizzes on a reliable Internet connection. If you are concerned
about taking the quiz on a reliable Internet connection, you should go to the third floor computer
lab in building 15, and take the quiz there. If you are locked out for some strange reason, either a
tutor or lab assistant in the lab must call me or send me an email in order for me to unlock quiz.
If you exceed the time limit, you will not be allowed to take the quiz over. One point will be
deducted for each minute over the time limit.
Final Project
The final project is the primary deliverable in this course. Requirements will be provided. The
final projects will include skills and knowledge gained throughout the semester. All the final
projects will be peer-reviewed by two anonymous reviewers. Their evaluation will be
considered as part of your final score.
INSTRUCTOR STUDENT CONTACT
This course will use Black Board as a means of communication. All questions related to the
course material should be submitted to Black Board. Emails will only be answered regarding
personal matters unless otherwise specified. When emailing the instructor, you must include
your full name, the course you are enrolled in (including the section number), and a clear
description of the matter.
ATTENDANCE POLICY
Students must log in to the class in Black Board during the first two days of the term in order to
fulfill the department's attendance policy of attending the first class meeting. Students not
logging in to the course during that period may be dropped from the class in order to permit
access to those on the waiting list.
GRADING SCALE Grade Scale
A 90-100
• +Assignments (7) – (30%) B 80-89
• Quizzes (7) – (35%) C 70-79
• Final Project (1) – (30%) D 60-69
• *Quality of Work – (5%) F 0-59
16 Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22
17. 2006-01-09-1 COMPUTER TECH DL
+There are seven assignments provided. Only six of the seven assignments are required in this
course. If you complete all seven, you will receive extra credit points. If you are not a computer
information science student or do not have prior programming experience, I advise you to
complete the first six assignments.
*The plus and minus grades can and will be assigned at the discretion of the instructor. This
assignment will be based on the quality of the work submitted throughout the semester. Students
in this course are expected to meet ALL deadlines and submit college-level work.
TEXTBOOK INFORMATION
Purchase the book before the class commences. All the texts listed here are required. Please do
not wait until later in the term to try to purchase the texts, as they will be sold out, and this will
not be accepted as an excuse for late work.
• Shelly, Cashman, Woods, Dorin, “HTML: Comprehensive Concepts and Techniques”,
Third Edition, ISBN: 0-619-25503-X, 2005.
• Ritzhaupt, Ritzhaupt “PHP for the Novice Programmer,” 1st edition, Available at:
http://www.unf.edu/~rita0001/eresources/php_tutorials/. This text was written by the
instructor to be a resource to students in this course and to save students money. Your
suggestions for improvement are welcome, but keep in mind, the book did not endure a
rigorous editing process.
Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22 17
18. 2006-01-09-1 RITZHAUPT
Exhibit 6: Screen Shots from Blackboard
This screenshot is what a student would typically see upon logging into the Blackboard system
and entering the course.
This screen shot visualizes how the course material is organized.
18 Informing Faculty, 2006, Vol. 1, No. 9, pp 1-22
19. 2006-01-09-1 COMPUTER TECH DL
This screen shot displays the typical weekly task a student would expect to complete.
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Exhibit 7: Sample Assignment
Assignment 5 – Form Validation and DHTML
October 30, 2005
Fall of 2005
Delivery Instructions
After completing the assignment, you are to submit a text file containing an active link to
the assignment to the digital drop box in Blackboard. Additionally, the text file should
contain links to any resources (backgrounds, images, graphics, etc) that you found on
the Internet that were used in this assignment. The assignment is due October 30, 2005
at 11:55pm – no exceptions.
Directory Structure
1. http://www.unf.edu/~username/cgs3559//index.html - Update the ePortfolio with
description of assignment in your own.
2. http://www.unf.edu/~username/cgs3559/assign5/index.html - Interactive Price
Analysis form built using Java Script with DHTML effects.
Assignment Description
This is your fifth web page assignment. In this assignment, you will be exercising your
skills in Java Script to validate forms and to perform simple calculations. Additionally,
you will implement basic DHTML effects in your web page.
Part 1
In the first part of the assignment, you are to create a Price Analysis calculator. This
calculator should be built using an HTML form and Java Script, similar to the Loan
Payment Calculator found in Project 10. The form should include the following fields:
• Projected Units – The anticipated number of units to be sold.
• Total Fixed Cost – A cost that does not vary with the number of units.
• Variable Unit Cost – A cost varies in direct proportion to the number of units.
• Target Profit – The residual after all costs are deducted from revenue.
• Unit Price – The target price derived from the following equation:
Unit Price = (Total Fixed Cost + Variable Cost * Projected Units + Target Profit) / Projected Units
The form should request the variables from the user as shown above. The form should
validate that all the fields are numeric and are greater than zero. If the criteria are not
met, the user should receive an error message instructing what must be fixed. The user
should only receive ONE error message that describes ALL the errors to be fixed.
Assuming the Java Script program is correct; the program should calculate the unit
price and show the Unit Price in a textbox. The Unit Price should be currency formatted.
Use a table to format the form layout.
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21. 2006-01-09-1 COMPUTER TECH DL
Part 2
In the second portion of the assignment, you are to create ScreenTips for each of the
textboxes. When the user hovers over the textbox, a description of the field should
appear as shown in Project 11. The ScreenTip should provide the definition of the field
using the definitions provided above or a similar accounting definition. The ScreenTip
can contain any combination of colors that is conducive to the look-and-feel of the form.
In addition to the ScreenTips, the form should also have a rotating banner of an image
that is of a business or financial nature, such as dollar signs. Place the rotating banner
in a location that does not distract the user. Use a Graphics program, such as Paint, to
create the set of images.
Finally, you should create an HTML file that provides instructions on How to Use the
Price Analysis Calculator. You are welcome to use a combination of images and text to
express your ideas. This page should have a Close Instructions link that closes the
browser window when clicked. Add a link to your Interactive Price Analysis Calculator
form links to this HTML file. It should open the window using a Java Script pop-up
window that does not contain any file menu or toolbar options. Make sure the windows
are large enough to accommodate the information on your How to Use page.
Note: Students found to have copied source code from the Internet will receive a
failing grade for this assignment – no exceptions.
Grading Rubric
This assignment will be evaluated using a 25 point scale. Each of the specifications will
be worth a varying number of points. If you do not understand any of the specifications,
post immediately to the discussion board on Blackboard. As long as you meet all the
specifications, you should receive full credit. Late assignments will not be accepted.
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Biography
Ritzhaupt D. Ritzhaupt is an adjunct instructor for the University of North
Florida. He has a B.S. in Computer and Information Sciences, Honors in
the Major, Magna Cum Laude and an M.B.A. from the University of North
Florida. He is currently a research assistant and software developer
conducting research in instructional courseware development for information
systems curriculum and is completing his Ph.D. in Instructional Technology,
and Meausrement and Research at the University of South Florida.
Ritzhaupt has published and presented at multiple regional, national, and
international conferences, such as the Association of Computing Machinery, the Journal of
Information Systems Education, and Association of Information Technology Professionals.
Ritzhaupt holds the Certified Computing Professional industry certification, and has taught in the
areas of UNIX and Linux, Object-oriented software development, Internet programming, Visual
Basic .NET, microcomputer applications, Java programming, geographic information systems,
and COBOL Programming.
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