This document outlines an introductory class on Spacebrew, an open-source tool for building interactive spaces. The class will include introductions, an overview of the syllabus, and a getting started workshop on Spacebrew. Students will learn the basics of Spacebrew and be encouraged to explore emerging technologies to expand their technical skills. The schedule outlines subsequent classes focused on collaboration, prototyping methodologies, and an open student project to design Spacebrew applications.
The kingdom of Bugundy is ruled by King Gunther and his sister Kriemhild. Siegfried of Xanten wants to meet Kriemhild and on his journey gains a magical sword and cloak that make him invulnerable. He helps Gunther win Brunhild for marriage in exchange for marrying Kriemhild. Years later a quarrel between the wives leads Hagen to seek revenge on Siegfried, who he tricks and kills. Kriemhild vows revenge and later invites her brothers to her new home, leading to a bloody massacre where she kills Gunther to learn where Hagen threw Siegfried's treasure.
An overview of Spacebrew, introducing the basic inner-workings, libraries involved, and its capabilities.
Usually accompanied by me, hence some of the "let's try..." language!
Flash cs4 intoduction class lecture notesFred Carbine
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
This document outlines the course objectives, schedule, assignments, and requirements for the course EDU 749 "Emerging Trends in Technology" at Touro University-California. The course will explore emerging technologies that are reshaping education, including online learning environments, Web 2.0 services, and mobile devices. Students will research and present on an emerging technology topic, build an online teaching presence, and complete their Masters portfolio website documenting their work. The course involves six sessions held at American Canyon High School between September and December, with student presentations, discussions of educational technologies, and workshops to complete assignments.
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
This document discusses testing in computer-assisted language learning (CALL) and outlines the final portfolio project for a class. It addresses issues like whether computer-based testing privileges particular learners and how to mitigate any effects. It provides instructions for the final portfolio, which involves creating a web-based portfolio demonstrating understanding of CALL and materials developed for language teaching. Students are asked to include an overview, philosophy statement, and 3 materials developed. A rubric is also provided to evaluate the portfolios. Homework involves signing up for LiveBinders and SecondLife to explore platforms for developing the portfolio.
The kingdom of Bugundy is ruled by King Gunther and his sister Kriemhild. Siegfried of Xanten wants to meet Kriemhild and on his journey gains a magical sword and cloak that make him invulnerable. He helps Gunther win Brunhild for marriage in exchange for marrying Kriemhild. Years later a quarrel between the wives leads Hagen to seek revenge on Siegfried, who he tricks and kills. Kriemhild vows revenge and later invites her brothers to her new home, leading to a bloody massacre where she kills Gunther to learn where Hagen threw Siegfried's treasure.
An overview of Spacebrew, introducing the basic inner-workings, libraries involved, and its capabilities.
Usually accompanied by me, hence some of the "let's try..." language!
Flash cs4 intoduction class lecture notesFred Carbine
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
This document outlines the course objectives, schedule, assignments, and requirements for the course EDU 749 "Emerging Trends in Technology" at Touro University-California. The course will explore emerging technologies that are reshaping education, including online learning environments, Web 2.0 services, and mobile devices. Students will research and present on an emerging technology topic, build an online teaching presence, and complete their Masters portfolio website documenting their work. The course involves six sessions held at American Canyon High School between September and December, with student presentations, discussions of educational technologies, and workshops to complete assignments.
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
This document discusses testing in computer-assisted language learning (CALL) and outlines the final portfolio project for a class. It addresses issues like whether computer-based testing privileges particular learners and how to mitigate any effects. It provides instructions for the final portfolio, which involves creating a web-based portfolio demonstrating understanding of CALL and materials developed for language teaching. Students are asked to include an overview, philosophy statement, and 3 materials developed. A rubric is also provided to evaluate the portfolios. Homework involves signing up for LiveBinders and SecondLife to explore platforms for developing the portfolio.
Run R on the Cloud - RStudio Cloud allows users to run R projects in the cloud using RStudio's web-based interface. It provides various options for storing and interacting with R code, including R scripts, R Markdown, R notebooks, and more. Projects can be run on personal computers, virtual machines, Docker containers, or cloud environments like AWS or GCP. RStudio Cloud also offers privateSpaces for collaborating with others and teaching/learning data science using R. While still in alpha, RStudio Cloud provides a good platform for teaching and self-guided learning of data science with R.
This document provides details for a stop motion animation project for 9th grade students. The project will take approximately 8 class periods and involve students working in small groups to brainstorm, design, create, film, and edit short stop motion animations using various computer software and digital cameras. The project aims to teach communication technology skills while addressing multiple state standards. Adaptations are provided for students with special needs.
The document discusses tools that can be used to take projects beyond PowerPoint, including blogs, vlogs, podcasts, screen casts, Second Life, and video conferencing. It explores collaborating tools like Skype and Oovoo, publishing platforms like websites and YouTube, and design software like Sweet Home 3D. Educators are encouraged to consider how these types of tools can be incorporated into projects for launching, collaboration, or final products. Reflection is requested on tools that could be used, challenges of enabling access, and next steps for adoption.
The success of the Google Summer of Code program within ASF demonstrates the interest and potential impact Apache projects could have on grooming next generation software developers. Many projects have benefited from the GSoC contributions and some have succeeded in retaining the students as active PMC members. While GSoC is a good vehicle for potential student committers, we could extend the impact and broaden the reach. Beyond GSoC, currently there is no compelling mechanism for interested students to venture into the 150+ Apache project issue trackers to find out an interesting topic to contribute. We propose to build on the GSoC success and create a common forum for PMC’s to propose topics and volunteer to mentor well defined and suitably scoped student research projects. These student projects create a win-win situation for both the Apache projects and the students.
As an exemplar, we will discuss the Apache Airavata project engagement with student academic projects. The globally distributed locations of PMC members of the Apache Airavata project has resulted in the successful launch of many student research projects in the US, Indian and Sri Lanka. Brief descriptions of the projects, their inclusion within existing university curricula and their successes and challenges will be presented. We will then elaborate on how these experiences can be generalized and modeled as a systematic mechanism to catalyze student research projects. While particularly sharing the experiences from developing countries, we discuss how these ideas are globally applicable in exposing students to the ASF model, enabling them to discuss their ideas and work with leading researchers and open source developers around the world, motivating them through virtual hackathons and eventually creating potential pathways to Apache Committership.
The proposed effort raises many open questions. However, initiated through this talk, we would like to hear feedback from Apache projects and the user community and take the idea further with the Apache Community Development PMC.
Jupyter: A Gateway for Scientific Collaboration and EducationCarol Willing
This document provides an overview and agenda for an upcoming webinar on Jupyter tools for scientific collaboration and education. It begins with introductions and then covers Jupyter Notebook for interactive and reproducible computing, JupyterHub for hosting and scaling notebooks, JupyterLab as the next evolution of the notebook interface, and next steps for the Jupyter community. Examples are given throughout of different uses of Jupyter in education, research, and industry. The document concludes by inviting participants to get involved in Jupyter through various means and announcing an upcoming Jupyter conference.
1) The document outlines the career journey of Cookie Lanfear from a software development bootcamp to becoming a junior DevOps engineer.
2) It discusses onboarding apprentices and mentoring them in DevOps culture from the start to avoid bad habits.
3) The document proposes a hypothetical 6 month lesson plan for a new DevOps engineer apprentice focusing on tool training, shadowing mentors, and completing projects to build skills and knowledge.
Fully Online Learning Community (FOLC) Model: FOLC Concepts and Process - Des...rolandv
Participants will explore the use of open digital technology tools for the initial creation and co-creation of the digital space within which learning will occur.
Concepts discussed will include:
● Open Educational Resources
● Principles of Digital Technology Comfort and Usage
● Digital Technology Affordances
● Small group scaffolding for emotional, cognitive and critical discourse
The document provides information and advice for speakers about presenting at conferences. It includes tips for selecting topics, writing proposals and bios, preparing presentations, and delivering talks. The document suggests rehearsing extensively, tailoring talks for the audience, and focusing on storytelling. Hands-on sections allow attendees to practice selecting topics, writing proposals and bios, and delivering short presentations for feedback. The next speaker academy session will be planned for September/October.
The document discusses an open source framework for teaching bioinformatics. It describes a bioinformatics course where students worked on the XMLPipeDB project, developing bioinformatics software using open source practices. Key lessons included the need for clear communication among students and increased accountability. The project took 6 months from conception to a functional product. The open source model helped improve both the software created and the students' computer science skills.
An Open Source Framework for Teaching BIoinformaticsbosc
The document discusses an open source framework for teaching bioinformatics. It describes a bioinformatics course where students worked on the XMLPipeDB project, developing bioinformatics software using open source practices. Key lessons included the need for clear communication among students and increased accountability. The project took 6 months from conception to a functional product. The open source model helped improve both the software created and the students' computer science skills.
A redesign of Rochester Institute of Technology's management system. myCourses allows students and professors to manage grades, course content, and assignment submissions. The current website presented numerous design problems. After conducting a user study, a new interface was designed focusing in their primary needs: dropbox due dates and class information.
Billy B. Saysavath is a computer science professional with skills in software and web development including object-oriented programming in languages such as C/C++, Python, Java, and JavaScript. He has a Bachelor's degree in Computer Science from California State University, Fullerton with a GPA of 3.66. His experience includes research projects involving distributed systems using Raspberry Pis and Docker, as well as tutoring and instructional assistance. He is detail-oriented, self-motivated, and has strong analytical skills.
How to engage students in real open source projectsscottw
The document provides 5 tips for engaging students in real open source projects without requiring coding skills. The tips are to start with soft skills like documentation and testing instead of code; let students choose their own projects; teach students how to navigate a project's resources; encourage students to interact directly with project communities, not just the lecturer; and assess students based on their public interactions like issue reports and mailing list conversations.
How To Engage Students In Real Open Source Projectshere_and_there
Scott Wilson shares his reasons to use Free and Open Source Technologies in computer science classes. His involvement in undergrad teaching has acquired him some experience that he voluntary shares. You can find THE 5 tips that will make your class succeed :)
The document provides best practices and guidelines for Discovery Night, an event where middle school students present their apprenticeship projects to guests. It outlines how students can prepare presentations with techniques like "teach back" and practicing answering questions. Students are encouraged to create tri-fold poster boards or displays to accompany physical projects, websites, or performances. The document also provides tips for booths at the science fair style event, including suggestions for decorations, printed materials, technology use, and addressing guest needs. The event will include a potluck, student speeches, booth presentations with projects, awards ceremony, and is organized by the Spark Program coordinator Megan Stariha.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
DataMind interactive learning: Dublin R User Group: September 2013DataMind-slides
Presentation explaining the motivation for building DataMind.org and the technical tools that were used. We also looked at how you can create your own interactive R tutorials with the beta version. More info on http://www.DataMind.org
This document provides an overview of a workshop that introduces teachers to various digital tools like Flip video cameras, Ning, Google Docs, and Delicious that can be used to develop project-based learning units aligned with Common Core standards and 21st century skills. It outlines the goals of integrating these tools to enhance teaching and learning while expanding the classroom. The workshop walks teachers through using each tool, provides resources, and has teachers collaborate to brainstorm a local problem their students could explore through research and a digital project. They are guided in outlining the start of such a unit to implement in the fall while continuing collaboration through an online learning community.
This document discusses lessons learned from teaching classes across multiple time zones and the benefits of asynchronous learning. It proposes developing an online classroom interface that incorporates live streaming, video archives, mobile delivery, and translations to facilitate global and multilingual education. Key aspects would include customizable modular designs, enhanced server bandwidth, and a business model to generate revenue from online course licensing.
This document provides an overview and introduction to a 3D modelling course. It outlines the course convenors, teaching team, schedule, expectations and assessments. The course aims to develop skills in 3D modelling software such as 3DS Max and Mudbox. Students will work individually and in groups to conceptualize, design and create an "asset pack" for a virtual environment. Assessments include a progress presentation, speed sculpt challenge, final project and reflective journal. Additional resources are also provided to support students' design work.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Run R on the Cloud - RStudio Cloud allows users to run R projects in the cloud using RStudio's web-based interface. It provides various options for storing and interacting with R code, including R scripts, R Markdown, R notebooks, and more. Projects can be run on personal computers, virtual machines, Docker containers, or cloud environments like AWS or GCP. RStudio Cloud also offers privateSpaces for collaborating with others and teaching/learning data science using R. While still in alpha, RStudio Cloud provides a good platform for teaching and self-guided learning of data science with R.
This document provides details for a stop motion animation project for 9th grade students. The project will take approximately 8 class periods and involve students working in small groups to brainstorm, design, create, film, and edit short stop motion animations using various computer software and digital cameras. The project aims to teach communication technology skills while addressing multiple state standards. Adaptations are provided for students with special needs.
The document discusses tools that can be used to take projects beyond PowerPoint, including blogs, vlogs, podcasts, screen casts, Second Life, and video conferencing. It explores collaborating tools like Skype and Oovoo, publishing platforms like websites and YouTube, and design software like Sweet Home 3D. Educators are encouraged to consider how these types of tools can be incorporated into projects for launching, collaboration, or final products. Reflection is requested on tools that could be used, challenges of enabling access, and next steps for adoption.
The success of the Google Summer of Code program within ASF demonstrates the interest and potential impact Apache projects could have on grooming next generation software developers. Many projects have benefited from the GSoC contributions and some have succeeded in retaining the students as active PMC members. While GSoC is a good vehicle for potential student committers, we could extend the impact and broaden the reach. Beyond GSoC, currently there is no compelling mechanism for interested students to venture into the 150+ Apache project issue trackers to find out an interesting topic to contribute. We propose to build on the GSoC success and create a common forum for PMC’s to propose topics and volunteer to mentor well defined and suitably scoped student research projects. These student projects create a win-win situation for both the Apache projects and the students.
As an exemplar, we will discuss the Apache Airavata project engagement with student academic projects. The globally distributed locations of PMC members of the Apache Airavata project has resulted in the successful launch of many student research projects in the US, Indian and Sri Lanka. Brief descriptions of the projects, their inclusion within existing university curricula and their successes and challenges will be presented. We will then elaborate on how these experiences can be generalized and modeled as a systematic mechanism to catalyze student research projects. While particularly sharing the experiences from developing countries, we discuss how these ideas are globally applicable in exposing students to the ASF model, enabling them to discuss their ideas and work with leading researchers and open source developers around the world, motivating them through virtual hackathons and eventually creating potential pathways to Apache Committership.
The proposed effort raises many open questions. However, initiated through this talk, we would like to hear feedback from Apache projects and the user community and take the idea further with the Apache Community Development PMC.
Jupyter: A Gateway for Scientific Collaboration and EducationCarol Willing
This document provides an overview and agenda for an upcoming webinar on Jupyter tools for scientific collaboration and education. It begins with introductions and then covers Jupyter Notebook for interactive and reproducible computing, JupyterHub for hosting and scaling notebooks, JupyterLab as the next evolution of the notebook interface, and next steps for the Jupyter community. Examples are given throughout of different uses of Jupyter in education, research, and industry. The document concludes by inviting participants to get involved in Jupyter through various means and announcing an upcoming Jupyter conference.
1) The document outlines the career journey of Cookie Lanfear from a software development bootcamp to becoming a junior DevOps engineer.
2) It discusses onboarding apprentices and mentoring them in DevOps culture from the start to avoid bad habits.
3) The document proposes a hypothetical 6 month lesson plan for a new DevOps engineer apprentice focusing on tool training, shadowing mentors, and completing projects to build skills and knowledge.
Fully Online Learning Community (FOLC) Model: FOLC Concepts and Process - Des...rolandv
Participants will explore the use of open digital technology tools for the initial creation and co-creation of the digital space within which learning will occur.
Concepts discussed will include:
● Open Educational Resources
● Principles of Digital Technology Comfort and Usage
● Digital Technology Affordances
● Small group scaffolding for emotional, cognitive and critical discourse
The document provides information and advice for speakers about presenting at conferences. It includes tips for selecting topics, writing proposals and bios, preparing presentations, and delivering talks. The document suggests rehearsing extensively, tailoring talks for the audience, and focusing on storytelling. Hands-on sections allow attendees to practice selecting topics, writing proposals and bios, and delivering short presentations for feedback. The next speaker academy session will be planned for September/October.
The document discusses an open source framework for teaching bioinformatics. It describes a bioinformatics course where students worked on the XMLPipeDB project, developing bioinformatics software using open source practices. Key lessons included the need for clear communication among students and increased accountability. The project took 6 months from conception to a functional product. The open source model helped improve both the software created and the students' computer science skills.
An Open Source Framework for Teaching BIoinformaticsbosc
The document discusses an open source framework for teaching bioinformatics. It describes a bioinformatics course where students worked on the XMLPipeDB project, developing bioinformatics software using open source practices. Key lessons included the need for clear communication among students and increased accountability. The project took 6 months from conception to a functional product. The open source model helped improve both the software created and the students' computer science skills.
A redesign of Rochester Institute of Technology's management system. myCourses allows students and professors to manage grades, course content, and assignment submissions. The current website presented numerous design problems. After conducting a user study, a new interface was designed focusing in their primary needs: dropbox due dates and class information.
Billy B. Saysavath is a computer science professional with skills in software and web development including object-oriented programming in languages such as C/C++, Python, Java, and JavaScript. He has a Bachelor's degree in Computer Science from California State University, Fullerton with a GPA of 3.66. His experience includes research projects involving distributed systems using Raspberry Pis and Docker, as well as tutoring and instructional assistance. He is detail-oriented, self-motivated, and has strong analytical skills.
How to engage students in real open source projectsscottw
The document provides 5 tips for engaging students in real open source projects without requiring coding skills. The tips are to start with soft skills like documentation and testing instead of code; let students choose their own projects; teach students how to navigate a project's resources; encourage students to interact directly with project communities, not just the lecturer; and assess students based on their public interactions like issue reports and mailing list conversations.
How To Engage Students In Real Open Source Projectshere_and_there
Scott Wilson shares his reasons to use Free and Open Source Technologies in computer science classes. His involvement in undergrad teaching has acquired him some experience that he voluntary shares. You can find THE 5 tips that will make your class succeed :)
The document provides best practices and guidelines for Discovery Night, an event where middle school students present their apprenticeship projects to guests. It outlines how students can prepare presentations with techniques like "teach back" and practicing answering questions. Students are encouraged to create tri-fold poster boards or displays to accompany physical projects, websites, or performances. The document also provides tips for booths at the science fair style event, including suggestions for decorations, printed materials, technology use, and addressing guest needs. The event will include a potluck, student speeches, booth presentations with projects, awards ceremony, and is organized by the Spark Program coordinator Megan Stariha.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
DataMind interactive learning: Dublin R User Group: September 2013DataMind-slides
Presentation explaining the motivation for building DataMind.org and the technical tools that were used. We also looked at how you can create your own interactive R tutorials with the beta version. More info on http://www.DataMind.org
This document provides an overview of a workshop that introduces teachers to various digital tools like Flip video cameras, Ning, Google Docs, and Delicious that can be used to develop project-based learning units aligned with Common Core standards and 21st century skills. It outlines the goals of integrating these tools to enhance teaching and learning while expanding the classroom. The workshop walks teachers through using each tool, provides resources, and has teachers collaborate to brainstorm a local problem their students could explore through research and a digital project. They are guided in outlining the start of such a unit to implement in the fall while continuing collaboration through an online learning community.
This document discusses lessons learned from teaching classes across multiple time zones and the benefits of asynchronous learning. It proposes developing an online classroom interface that incorporates live streaming, video archives, mobile delivery, and translations to facilitate global and multilingual education. Key aspects would include customizable modular designs, enhanced server bandwidth, and a business model to generate revenue from online course licensing.
This document provides an overview and introduction to a 3D modelling course. It outlines the course convenors, teaching team, schedule, expectations and assessments. The course aims to develop skills in 3D modelling software such as 3DS Max and Mudbox. Students will work individually and in groups to conceptualize, design and create an "asset pack" for a virtual environment. Assessments include a progress presentation, speed sculpt challenge, final project and reflective journal. Additional resources are also provided to support students' design work.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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10. Class Overview
•
•
•
This class is structured as an open studio
We will focus on learning through making, which
will include in class workshops and independent
work sessions
We will be teaching a basic set of skills to get
you started with Spacebrew, then molding the rest
of the class around shared and specific interests
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
11. Class Overview
•
This could include:
• Researching emerging hardware platforms
• Building interactive installations
• Contributing directly to Spacebrew
• Leading off-site workshops and seminars
• ?
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
13. Syllabus
Course Description
Skills Required
This course is an open studio dedicated to exploring the creation
of interactive spaces using the Spacebrew platform as a
foundation. Spacebrew is an open-source tool for building and
experimenting with interactive spaces. It facilitates rapid
prototyping of interactive and responsive environments by
enabling designers and developers to easily and quickly connect
real-time interactive applications across microcontrollers,
computers and the cloud. Students will be encouraged to work in
interdisciplinary teams to explore the use of emerging
technologies and expand their technical skills while contributing
to the Spacebrew open-source project.
• Willingness to learn: students are encouraged to step outside
whatever technologies (if any) they are comfortable with, and
will be taking a self-driven, practice-based process to learning
new technical skills
The class will have three main focus areas. The extent to which
each of these areas is explored will be largely driven by student
input and interest.
1. Expanding the use of Spacebrew outside the world of software
and hardware development. This will involve designing and
building best-in-class examples and use cases, creating
tutorials for non-technical users, and developing workshops for
interdisciplinary teams.
2. Developing Spacebrew on a technical level by creating new
libraries for different software frameworks, experimenting with
connecting Spacebrew to new hardware platforms, and adding
features to the existing toolkit.
3. Exploring the outer limits of Spacebrew, which may include
designing speculative near-future scenarios, creating expansion
strategies for the project, or creating entirely new tools that
expand into unforeseen territories.
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
• Students should have some level of competency in interaction
design, communication design, and/or software development
• Software Development: some combination of the following
• Experience or familiarity with any or all of the following
languages/frameworks: javascript, Processing/java,
openFrameworks, Cinder, Python, Ruby
• Experience or familiarity with any of the following hardware
platforms: Arduino, Raspberry Pi, Teensy, Beaglebone
• Design + Communication: some combination of the following
• Experience or familiarity with tools used for designing
content for web, mobile, or print applications.
• Experience or familiarity with designing graphic systems for
physical spaces and exhibits
• Experience or familiarity with 3D design software such as
SketchUp, Rhino, AutoCAD
14. Syllabus
Learning Objectives
Evaluation and Grading
Students will:
Criteria for Evaluation
• Learn what it takes to conceptualize, develop, and support
an open-ended, open source project
1. Design Process: students must approach the assignments
with conceptual and technical rigor, set and meet real
goals/deliverables, and demonstrate a high level of
investment in exploration and iteration
• Learn and practice of a range of high- and low-tech
prototyping strategies
• Build familiarity with and understanding of the current
landscape of software and hardware tools, libraries, and
frameworks
• Build strong collaboration skills, including technical
skills relating to shared code bases and version control
Attendance
Regular, on-time class attendance is required. Students with
repeated absences and/or lateness for any reason risk a
substantial negative impact to their grade, including
failure. Excessive or repeated instances of lateness may be
counted as absences. As per University policy, 3 absences
are grounds for failure. Two absences will result in an
automatic academic warning.
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
!
2. Collaboration and Community: students will need to engage
and support fellow students, show consideration for the
larger community of existing and potential Spacebrew
users, and clearly document and share their work
!
3. Participation: each student must be an active participant
in every aspect of the class, including workshops,
lectures, and helping determine the focus of the class,
Attendance and engagement level are considered as part of
this criteria.
!
4. Pushing boundaries: students must work to expand their
personal skill sets both technical and conceptually, and
demonstrate thorough exploration of the problem space
Spacebrew resides in
15. Schedule:
Spacebrew Intro
Class Schedule
The following is a “working schedule”. Classes are
subject to change based on interests of class and
direction in which class proceeds. Please make
yourself aware of all changes to schedule. If you miss
a class, it is your responsibility to learn of any
changes. Since you are an active member of this
learning community, please speak to us about course
direction.
!
Class 1 - 1/28 - Getting Started
Class 3 - 2/11 - Where We Came From, What’s Next
Lecture: Introduction to class, goals, syllabus
Workshop: Getting started with Spacebrew
Assignment: Tell a story through a sketch
Lecture: History of Spacebrew, Outliers - what we
can’t do yet
Assignment: Custom types, written tutorial
Class 2 - 2/4 - Collaboration
Lecture: Intro to version control
Workshop: the Spacebrew server
Assignment: Small group project: exquisite
corpse
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
!
Class 4 - 2/18 - Prototyping
Lecture: Prototyping Methodologies
Assignment: Video prototyping
16. Schedule:
Open Project(s)
Class 5 - 2/25 - Project Kickoff
Lecture: Open Project, course options
Assignment: Pitch presentation
!
Class 6 - 3/4/13 - Pitching + Development
Small group presentation of pitches
Assignment: Developing pitches
!
Class 7 - 3/11 - Workshop
Guest workshop
Assignment: Pitch development, deliverable plan
!
Class 8 - 3/18 - Midterms
In-class work session
!
3/25 - Spring Break - NO CLASS
!
Class 9 - 4/1 - Fight or Flight!
First deliverable presentation(s), end of 2 part track
Assignment: Final (refined) concept presentation OR new pitch
presentation
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
17. Schedule:
Open Project(s), con’t
Class 10 - 4/8 - Project Development
Workshop TBD
Assignment: Continued project development, documentation
!
Class 11 - 4/15 - Project Development
Workshop TBD
Assignment: Continued project development, documentation
!
Class 12 - 4/22 - Refinement + Conclusion
In-class work session
Assignment: Final deliverable(s)
!
Class 13 - 4/29 - Final Presentations/Installations
End Project: Full class presentation w/ guest critic(s)
Assignment: Post documentation as Spacebrew blog post
!
Class 15 - 5/6 - Packaging and Documentation
Class 16 - 5/13 - Closing Workshop
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
19. Assignments
•
•
•
Assignments must be completed on time and
before class
All work will be posted to the class Tumblr
unless otherwise noted:
http://mfadt-spacebrew.tumblr.com/
All code must be posted to your Github page
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
20. Distribution
•
•
PDFs of assignments and presentations will be
shared via Google Drive and Canvas
We have set up a Google Group to function as
mailing list, support group, etc:
mfadt-spacebrew-group@newschool.edu
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
24. Spacebrew…
•
is a service and toolkit for choreographing
interactive spaces
!
•
makes it easy to connect interactive things to
one another
!
•
was developed to support prototyping-driven
design efforts
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
26. Client-Server Model
the server routes all publishers and subscribers;
routes can be edited via a switchboard-like
interface
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
27. Data Types
= true or false
= 0-1023
= “some text”
three standard types allow for quick and easy
routing; custom types are also supported
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
28. Libraries
JS
Spacebrew aims to be implementation agnostic.
We want to use the right tools at the right time!
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
29. Zip! Zap! Zow!
Everybody stand up!
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
31. ZZZ2.0
•
grab a parter!
!
•
create an app that has one publisher and one
subscriber, both of which are range type
•
Your app must change states when it receives a
range.
•
Your app must have a trigger to send out its
value! (e.g. mouse click, key press, sensor read)
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
32. Spacebrew + Processing
•
spacebrewP5 is a Spacebrew-supported library
•
install the library at
~/Documents/Processing/libraries
(make the folder if it doesn’t exist!)
•
restart Processing if it was open
•
open the spacebrew_base example to get started!
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra
34. Assignment 1
•
select a partner
!
•
design and build a simple, two person interaction
with at least two computers and Spacebrew
!
•
post documentation (photos and/or video) to the
class Tumblr
!
•
stretch goal: use two different Spacebrew
libraries (e.g. Processing and Javascript)
Spacebrew Collab - Parsons D + T - Brett Renfer & Julio Terra