This document provides an overview of the BEE4213 Multimedia Technology & Applications course. The course is 3 credits and includes both lectures and laboratory sessions. It introduces basic principles of multimedia elements like text, images, animation, sound and video. Students will learn about compression techniques and how to convey multimedia over networks. The course aims to help students explain multimedia principles, compare compression types, apply software tools to develop projects, and work effectively in teams. Assessment includes quizzes, assignments, tests, a project, and a final exam.
E-Learning: Challenges and Research Opportunities Using Machine Learning & Da...eraser Juan José Calderón
E-Learning: Challenges and Research Opportunities Using Machine Learning & Data Analytics
de ABDALLAH MOUBAYED 1 , MOHAMMADNOOR INJADAT1 , ALI BOU NASSIF2 , HANAN LUTFIYYA3 , AND ABDALLAH SHAMI1 1Electrical and Computer Engineering Department, Western University, London, ON N6A 3K7, Canada 2Electrical and Computer Engineering Department, University of Sharjah, Sharjah, United Arab Emirates 3Computer Science Department, Western University, London, ON N6A 3K7, Canada Corresponding author: Abdallah Moubayed (amoubaye@uwo.ca)
ABSTRACT
With the proliferation of technology, the field of e-learning has garnered significant attention in recent times. This is because it has allowed users from around the world to learn and access new information. This has added to the growing amount of collected data that is already being generated through different devices and sensors employed around the world. This has led to the need to analyze collected data and extract useful information from it. Machine learning (ML) and data analytics (DA) are proposed techniques that can help extract information and find valuable patterns within the collected data. In this paper, the field of e-learning is investigated in terms of definitions and characteristics. Moreover, the various challenges facing the different participants within this process are discussed. In addition, some of the works proposed in the literature to tackle these challenges are presented. Then, a brief survey about some of the most popular ML and DA techniques is given. Finally, some of the research opportunities available that employ such techniques are proposed to give insights into the areas that merit further exploration and investigation.
E-Learning: Challenges and Research Opportunities Using Machine Learning & Da...eraser Juan José Calderón
E-Learning: Challenges and Research Opportunities Using Machine Learning & Data Analytics
de ABDALLAH MOUBAYED 1 , MOHAMMADNOOR INJADAT1 , ALI BOU NASSIF2 , HANAN LUTFIYYA3 , AND ABDALLAH SHAMI1 1Electrical and Computer Engineering Department, Western University, London, ON N6A 3K7, Canada 2Electrical and Computer Engineering Department, University of Sharjah, Sharjah, United Arab Emirates 3Computer Science Department, Western University, London, ON N6A 3K7, Canada Corresponding author: Abdallah Moubayed (amoubaye@uwo.ca)
ABSTRACT
With the proliferation of technology, the field of e-learning has garnered significant attention in recent times. This is because it has allowed users from around the world to learn and access new information. This has added to the growing amount of collected data that is already being generated through different devices and sensors employed around the world. This has led to the need to analyze collected data and extract useful information from it. Machine learning (ML) and data analytics (DA) are proposed techniques that can help extract information and find valuable patterns within the collected data. In this paper, the field of e-learning is investigated in terms of definitions and characteristics. Moreover, the various challenges facing the different participants within this process are discussed. In addition, some of the works proposed in the literature to tackle these challenges are presented. Then, a brief survey about some of the most popular ML and DA techniques is given. Finally, some of the research opportunities available that employ such techniques are proposed to give insights into the areas that merit further exploration and investigation.
Friday Institute Presentation from NCTIES
Corn, J.O., Tingen, J., Halstead, E., & Argueta, R., (2011, March). Reaching digital learners through laptop initiatives. Paper presented at the annual meeting of the North Carolina Technology in Education Society, Raleigh, NC.
Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technolo...Richard Hall
Our first dissemination session at the IADIS International Conference on Mobile Learning February 2009. A paper entitled "Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technologies: initial perspectives" was presented by Malcolm Andrew, of the Leicester School of Pharmacy at DMU.
Friday Institute Presentation from NCTIES
Corn, J.O., Tingen, J., Halstead, E., & Argueta, R., (2011, March). Reaching digital learners through laptop initiatives. Paper presented at the annual meeting of the North Carolina Technology in Education Society, Raleigh, NC.
Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technolo...Richard Hall
Our first dissemination session at the IADIS International Conference on Mobile Learning February 2009. A paper entitled "Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technologies: initial perspectives" was presented by Malcolm Andrew, of the Leicester School of Pharmacy at DMU.
follow the implementation of an Applied Technology program for curriculum enhancement in an educational environment, from concept, through creation and implementation, and finally experience the results! This program ranges from the technological basics of art concepts, photography basics and computer graphics, to 3D printing, programming, and aerial photography. A majority of participants are Autism Spectrum (high-functioning and Aspergers) searching for their “savant” strength.
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?Parisa Mehran
When one thinks of Japan today, technology quickly springs to mind alongside the images of sushi, cherry blossoms, and kimonos. Japan is in fact a technology-driven country that manufactures millions of high-tech gadgets; however, digital literacy levels are comparatively low amongst its generation of digital natives. Anecdotal evidence suggests that while Japanese university students are skillful at using smartphone applications such as LINE and are even occasionally addicted to gaming, many are not avid technophiles when it comes to education. Therefore, availability and accessibility of computer technology do not necessarily guarantee its usability, and that is why technology has not yet been normalized in Japanese educational settings. As an initial step in designing and developing a web-based EGAP (English for General Academic Purposes) course at Osaka University, this study seeks to assess Japanese learners’ perceived e-readiness for learning English online.
An adapted version of the Technology Survey, developed by Winke and Goertler (2008) and translated into Japanese by the researchers, was used to collect data from a sample of 175 undergraduate Japanese students majoring in both humanities and sciences. The questionnaire items asked about respondents’ ownership of and access to technology tools (such as PCs, laptops, printers, and webcams), their ability in performing user tasks from basic to advanced (e.g., copying and pasting texts and editing videos), their personal educational use of Web 2.0 tools (for instance, blogs, wikis, podcasts, and social networking websites), and their willingness to take online English courses. Overall, the results indicate that students have personal ownership and sufficient access to digital devices as well as the Internet either at home or on campus.
Despite having low keyboarding skills in English, they also have a solid command of knowledge and practice of Web 2.0 tools for daily life, but not for educational purposes. This might explain why around 40% percent of the students are reluctant to take online courses which makes CALL-focused digital literacy training an essential element in implementing the prospective EGAP online course. The present study further highlights the importance of assessing learners’ CALL readiness prior to the delivery of an online course.
COURSE
OUTLINE
FALL
2014
A
ACTIVITIES/ASSIGNMENTS
POINTS
DUE
DATE
All
assignments
are
due
at
11:59pm
on
dates
shown
Module
1:
INTRODUCTION
TO
INFORMATION
TECHNOLOGY:
Your
Digital
World
(08/21
–
8/24)
View
the
lectures
and
complete
assigned
readings
N/A
8/24
Discussion:
Personal
Introduction
5
8/24
Discussion:
Convergence,
Portability,
Personalization,
and
Collaboration
20
8/24
Module
2:
THE
INTERNET
AND
THE
WORLD
WIDE
WEB:
Exploring
Cyberspace
(8/25
–
8/31)
View
the
lectures
and
complete
assigned
readings
N/A
8/31
Personal
research
of
deep
web
assignment
25
8/31
Quiz
1
(Chapter
1)
50
8/31
Module
3:
SOFTWARE
TOOLS
FOR
PRODUCTIVITY
AND
CREATIVITY
&
HARDWARE:
THE
CPU
AND
STORAGE
(9/1
–
9/7)
View
the
lectures
and
complete
assigned
readings
N/A
9/7
Discussion:
Technical
Report
Topic
Selection
5*
9/7
Quiz
2
(Chapters
2
and
3)
50
9/7
Module
4:
HARDWARE:
INPUT
AND
OUTPUT
AND
COMMUNICATION,
NETWORKS
AND
SAFEGUARDS
(9/8
–
9/14)
View
the
lectures
and
complete
assigned
readings
N/A
9/14
Cost
Estimate
of
Personal
Computer
50
9/14
Quiz
3
(Chapters
4
and
5)
50
9/14
Module
5:
PERSONAL
TECHNOLOGY
(9/15
–
9/21)
View
the
lectures
and
complete
assigned
readings
N/A
9/21
Technical
Report
continue
working
N/A
9/21
Midterm
(Chapters
6
and
7
and
comprehensive
questions)
50
9/21
Module
6:
DATABASES
AND
INFORMATION
SYSTEMS
(9/22
–
9/28)
View
the
lectures
and
complete
assigned
readings
N/A
9/28
Discussion:
Databases
20
9/28
Module
7:
THE
CHALLENGES
OF
THE
DIGITAL
AGE
(9/29
–
10/5)
View
the
lectures
and
complete
assigned
readings
N/A
10/5
Complete
and
submit
the
Technical
Report
100
10/5
Module
8:
REVIEW
&
FINAL
EXAM
(10/6
–
10/10)
Review
the
lectures
and
assigned
readings
N/A
10/10
Final
Exam
(Chapters
8
and
9
and
comprehensive
questions)
50
10/10
• *
Denotes
extra
credit
• Final
exam
is
due
by
11:59
p.m.
on
10/10,
the
LAST
day
of
the
class.
No
late
work
will
be
accepted
past
10/10
at
11:59
p.m.
Fall 2.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. Course Synopsis
• This course introduces the basic principles, attributes and characteristics
of typography, colour, images, animation, sound and video as elements
of multimedia. It also introduces how multimedia can be used in digital
technology and various applications area. Student also will be exposed
with a variety of multimedia software and tools used to develop
multimedia products.
@AAH FKEE UMP
4. Course Outcomes
Youshouldbeableto:Youshouldbeableto:
Explain the basic principles, attributes and characteristics of multimedia
elements and processes used in multimedia design. [PO1,C2]
Explain the basic principles, attributes and characteristics of multimedia
elements and processes used in multimedia design. [PO1,C2]
Compare various types of compression technique for
each multimedia element. [PO2,C6]
Compare various types of compression technique for
each multimedia element. [PO2,C6]
Discover concepts of the OSI reference model to
convey multimedia elements over network. [PO2,C3]
Discover concepts of the OSI reference model to
convey multimedia elements over network. [PO2,C3]
Apply various types of multimedia software and tools
to develop multimedia production. [PO11,P7,CTPS2]
Apply various types of multimedia software and tools
to develop multimedia production. [PO11,P7,CTPS2]
Work in a team effectively as an individual and in a
group. [PO8,A5,TS4]
Work in a team effectively as an individual and in a
group. [PO8,A5,TS4]
@AAH FKEE UMP
5. Course Syllabus
Chapter 1
INTRODUCTION
(1H)
Chapter 1
INTRODUCTION
(1H)
Chapter 2
TEXT AND DATA
(3H)
Chapter 2
TEXT AND DATA
(3H)
Chapter 3
IMAGE (5H)
Chapter 3
IMAGE (5H)
Chapter 4
AUDIO (4H)
Chapter 4
AUDIO (4H)
Chapter 5
VIDEO (5H)
Chapter 5
VIDEO (5H)
@AAH FKEE UMP
8. References
•T. Vaughan, “ Multimedia: Making it work”,
McGraw Hill, 2008.
•N. Chapman and J. Chapman, “Digital
Multimedia”, Wiley, 2009.
@AAH FKEE UMP
9. Classroom & Online Conduct and Behaviour
1. Be respectful towards instructor and fellow classmates.
2. Plan to arrive to class on time.
3. All cell phones and other electronic devices (e.g., pagers, iPods,
iPads) must be turned off (or on vibrate)
4. Laptop computers are allowed for class activities only: i.e.,
other activities such as checking personal e-mail or browsing the
Internet are prohibited.
5. Attendance is compulsory. Absentees must provide reasons of
absence (MCs, letters, etc.). Failure to comply may cause you be
BARRED to seat for final examination paper.
@AAH FKEE UMP
10. Classroom & Online Conduct and Behaviour
• Only absentees with accepted proves (MCs, letters, etc.) will be
allowed to seat for the missed assessment provided that he/she
apply within 1 week after the assessment date. Failure to do so
may result you be REFUSED from taking any missed assessment.
• Academic misconduct will not be tolerated.
@AAH FKEE UMP
11. Academic Integrity
• In addition to the above conduct guidelines, students are
expected to do original work for all course assignments,
including exams. Students are responsible for their own
conduct and all cases of dishonesty (e.g., plagiarism,
cheating) will be penalized according to UMP academic
regulations.
• Examples
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12. • Anas (RA) said: the Messenger of Allah (SAW) said:
“He who leaves his home in order to seek knowledge, he is in
Allah's path until he returns [to his home].”
• (At-Tirmidhi, Sunan, An-Nawawi, Riyad As-Salahin)
@AAH FKEE UMP
