The document discusses how the abundance of learning resources online poses new challenges compared to past scarcity. It proposes that "massive hyper-personalization" through techniques like the "snowflake effect" can help address this issue by personalizing learning resources to each individual user. The snowflake effect aims to create unique, personalized learning experiences for each person based on their interests, skills and other attributes. The presentation provides examples of technologies working towards this kind of personalized learning and encourages collaboration on open networks to further advance the field.
This document summarizes the agenda and logistics for an LOM working group session on April 23, 2008. It provides information on remote participation via a flashmeeting website, ensuring remote participants can understand questions, see slides, and know who is speaking. It also highlights that early identification of patent claims essential for standards under development is encouraged, and participants will have an opportunity to identify patent claims they are aware of. Finally, it lists welcoming participants and taking roll as the first item on the agenda.
Open metadata for open educational resources in an open infrastructureErik Duval
The document discusses open metadata for open educational resources in an open infrastructure. It addresses some of the barriers to open resources, such as legal issues, findability, and the effort required to keep up with new resources. It proposes using open metadata standards and services to help address these barriers and enable "snowflake learning" at scale through an open learning infrastructure that interconnects systems and resources.
Metadata for Technology Enhanced LearningErik Duval
This document discusses metadata, including what it is, why it is needed, where it comes from, when it is produced and used, and who produces it. Metadata is described as "data about data" that provides information about other data. It allows for searchability and discovery of resources. The document also discusses using metadata to enable better searching through applications and platforms beyond traditional search engines like Google.
The document discusses how the abundance of learning resources online poses new challenges compared to past scarcity. It proposes that "massive hyper-personalization" through techniques like the "snowflake effect" can help address this issue by personalizing learning resources to each individual user. The snowflake effect aims to create unique, personalized learning experiences for each person based on their interests, skills and other attributes. The presentation provides examples of technologies working towards this kind of personalized learning and encourages collaboration on open networks to further advance the field.
This document summarizes the agenda and logistics for an LOM working group session on April 23, 2008. It provides information on remote participation via a flashmeeting website, ensuring remote participants can understand questions, see slides, and know who is speaking. It also highlights that early identification of patent claims essential for standards under development is encouraged, and participants will have an opportunity to identify patent claims they are aware of. Finally, it lists welcoming participants and taking roll as the first item on the agenda.
Open metadata for open educational resources in an open infrastructureErik Duval
The document discusses open metadata for open educational resources in an open infrastructure. It addresses some of the barriers to open resources, such as legal issues, findability, and the effort required to keep up with new resources. It proposes using open metadata standards and services to help address these barriers and enable "snowflake learning" at scale through an open learning infrastructure that interconnects systems and resources.
Metadata for Technology Enhanced LearningErik Duval
This document discusses metadata, including what it is, why it is needed, where it comes from, when it is produced and used, and who produces it. Metadata is described as "data about data" that provides information about other data. It allows for searchability and discovery of resources. The document also discusses using metadata to enable better searching through applications and platforms beyond traditional search engines like Google.
Open learning analytics is the science and technology of collecting and analyzing data about learners and their context to better understand learning and improve the learning environment. It involves collecting traces of learner activities and using that data to provide awareness, reflection, and opportunities for behavior change or new insights. Examples include learning dashboards that visualize student activities and goals to support self-monitoring and self-regulation. Issues include ensuring interoperability across systems and focusing analytics on empowering learners rather than just monitoring them.
History of CHI (Human-Computer Interaction)Erik Duval
The document traces the history of human-computer interaction (HCI) from the earliest computers that used switches and punch cards to modern interfaces using windows, icons, menus, and pointing devices (WIMP). It describes technologies like the ENIAC, time-sharing computers of the 1960s, the first home computers in the 1970s, and the introduction of the graphical user interface at Xerox PARC and in early Apple and Microsoft products. The document also looks at emerging technologies that may shape future HCI, such as tangible and ubiquitous computing interfaces.
This document outlines Work Package 2 of a project which aims to promote the adoption of standards for discovering educational content. It will do this through activities related to harvesting, federated search, querying, and vocabulary exchange. The document lists the partners involved in different aspects of technical development, certification, persistent identifiers, and maintaining a vocabulary bank. It also provides an overview of the technologies and standards that will be used, including learning object metadata standards, vocabularies, query languages, and content packaging standards.
Erik Duval gave a presentation on open and technology-enhanced learning. He discussed how technology can be disruptive to traditional education models. However, designing effective technology for learning can be difficult. Duval advocates for a more open and personalized learning environment that fits into students' lives, as opposed to closed "walled garden" systems. He encourages removing friction from learning systems, enabling feedback and interaction between users, and learning from users.
This document provides a history of hypertext and hypermedia beginning with Paul Otlet in 1907 who developed ideas around organizing knowledge on index cards. It discusses important later figures and projects including Vannevar Bush's 1945 proposal of the Memex, Ted Nelson coining the term "hypertext" in 1965 and his Xanadu project, and Doug Engelbart's NLS system from 1968. The World Wide Web is also summarized, beginning with Tim Berners-Lee's 1989 proposal at CERN and the development of browsers in the early 1990s.
The Snowflake Effect: open learning without barriersErik Duval
This document discusses open learning and sharing of educational resources on the internet. It addresses topics like visualizing how resources are reused, the abundance and searchability of online content, better ways to find and filter information than traditional searching, and making contributions and feedback more open and social. The goal is moving towards more openness, transparency, and user-generated approaches to help improve learning online.
The document discusses how technology and online resources are enabling a shift from scarcity to abundance in learning. It argues that we are moving away from problems of limited access to information, and towards issues of having too much choice and how to personalize learning for individuals. The key point presented is that through technologies like metadata and social relationships online, it will be possible to create a "Snowflake Effect" where learning can be uniquely tailored to each person's interests and needs.
Learning in times of abundance: The Snowflake Effect Erik Duval
1) The document discusses how learning has shifted from a problem of scarcity to one of abundance due to open standards and services that have enabled a massive amount of shared content, communication tools, and other resources.
2) It argues that to address the new problem of an overabundance of content and tools, the solution is "massive hyper-personalization" to tailor learning experiences uniquely to each individual learner.
3) The concept of the "Snowflake Effect" is introduced where personalization techniques used by music recommendation services could be applied to learning to create unique, personalized learning experiences for each learner.
As presented at NLLUG (Netherlands Lotus User Group) 2009 - Domino Globetrotting. Unfortunately we could not do the full demo due to customer restrictions. Watch the agenda of NLLUG 2010 for the full version of this presentation.
I added a few not very well known dev tips to the slides to compensate the time that was available due to the canceled Google Maps demonstration.
The document outlines the agenda for an eCloud workshop taking place on May 13th, 2015 in Amsterdam. It includes the following sections:
- A welcome and logistics session from 09:30-09:40
- Participant introductions from 09:45-10:30 where participants will briefly introduce themselves
- Breakout group sessions from 11:30-13:00 where participants will discuss personas, scenarios, tool identification and evaluation sessions
- Presentation and discussion of the breakout group results in the afternoon sessions.
Open learning analytics is the science and technology of collecting and analyzing data about learners and their context to better understand learning and improve the learning environment. It involves collecting traces of learner activities and using that data to provide awareness, reflection, and opportunities for behavior change or new insights. Examples include learning dashboards that visualize student activities and goals to support self-monitoring and self-regulation. Issues include ensuring interoperability across systems and focusing analytics on empowering learners rather than just monitoring them.
History of CHI (Human-Computer Interaction)Erik Duval
The document traces the history of human-computer interaction (HCI) from the earliest computers that used switches and punch cards to modern interfaces using windows, icons, menus, and pointing devices (WIMP). It describes technologies like the ENIAC, time-sharing computers of the 1960s, the first home computers in the 1970s, and the introduction of the graphical user interface at Xerox PARC and in early Apple and Microsoft products. The document also looks at emerging technologies that may shape future HCI, such as tangible and ubiquitous computing interfaces.
This document outlines Work Package 2 of a project which aims to promote the adoption of standards for discovering educational content. It will do this through activities related to harvesting, federated search, querying, and vocabulary exchange. The document lists the partners involved in different aspects of technical development, certification, persistent identifiers, and maintaining a vocabulary bank. It also provides an overview of the technologies and standards that will be used, including learning object metadata standards, vocabularies, query languages, and content packaging standards.
Erik Duval gave a presentation on open and technology-enhanced learning. He discussed how technology can be disruptive to traditional education models. However, designing effective technology for learning can be difficult. Duval advocates for a more open and personalized learning environment that fits into students' lives, as opposed to closed "walled garden" systems. He encourages removing friction from learning systems, enabling feedback and interaction between users, and learning from users.
This document provides a history of hypertext and hypermedia beginning with Paul Otlet in 1907 who developed ideas around organizing knowledge on index cards. It discusses important later figures and projects including Vannevar Bush's 1945 proposal of the Memex, Ted Nelson coining the term "hypertext" in 1965 and his Xanadu project, and Doug Engelbart's NLS system from 1968. The World Wide Web is also summarized, beginning with Tim Berners-Lee's 1989 proposal at CERN and the development of browsers in the early 1990s.
The Snowflake Effect: open learning without barriersErik Duval
This document discusses open learning and sharing of educational resources on the internet. It addresses topics like visualizing how resources are reused, the abundance and searchability of online content, better ways to find and filter information than traditional searching, and making contributions and feedback more open and social. The goal is moving towards more openness, transparency, and user-generated approaches to help improve learning online.
The document discusses how technology and online resources are enabling a shift from scarcity to abundance in learning. It argues that we are moving away from problems of limited access to information, and towards issues of having too much choice and how to personalize learning for individuals. The key point presented is that through technologies like metadata and social relationships online, it will be possible to create a "Snowflake Effect" where learning can be uniquely tailored to each person's interests and needs.
Learning in times of abundance: The Snowflake Effect Erik Duval
1) The document discusses how learning has shifted from a problem of scarcity to one of abundance due to open standards and services that have enabled a massive amount of shared content, communication tools, and other resources.
2) It argues that to address the new problem of an overabundance of content and tools, the solution is "massive hyper-personalization" to tailor learning experiences uniquely to each individual learner.
3) The concept of the "Snowflake Effect" is introduced where personalization techniques used by music recommendation services could be applied to learning to create unique, personalized learning experiences for each learner.
As presented at NLLUG (Netherlands Lotus User Group) 2009 - Domino Globetrotting. Unfortunately we could not do the full demo due to customer restrictions. Watch the agenda of NLLUG 2010 for the full version of this presentation.
I added a few not very well known dev tips to the slides to compensate the time that was available due to the canceled Google Maps demonstration.
The document outlines the agenda for an eCloud workshop taking place on May 13th, 2015 in Amsterdam. It includes the following sections:
- A welcome and logistics session from 09:30-09:40
- Participant introductions from 09:45-10:30 where participants will briefly introduce themselves
- Breakout group sessions from 11:30-13:00 where participants will discuss personas, scenarios, tool identification and evaluation sessions
- Presentation and discussion of the breakout group results in the afternoon sessions.
InfoVis1415: slides sessie 11, 11 mei 2015Erik Duval
This document contains the notes from a lecture on information visualization given by Erik Duval. It discusses state-of-the-art evaluation methods for information visualization, including controlled experiments, usability evaluations, case studies and natural environment studies. It also mentions challenges with evaluation and replicating results. The notes raise questions about the students' work and plans for a final demo the following week.
The document discusses different methods for evaluating information visualization, including controlled experiments comparing design elements, usability evaluations, and case studies analyzing real tasks in a natural environment. It notes that redesigning visualizations can also be a form of evaluation, and references several papers on visualization evaluation and redesign techniques.
Social Media and Science a wedding made in Heaven... or in Hell?Erik Duval
This document discusses the relationship between social media and science. It explores how scientists are using social media platforms like ResearchGate, Academia.edu, Mendeley and Twitter to collaborate, share research, and increase the visibility of their work. While social media provides opportunities for exposure, discovery and crowdsourcing, it also risks fragmentation of attention and blurring the boundaries between work and personal life. The document concludes that science has always been social, and social media both enhances and complicates its social nature.
Information visualisation: Data ink design principlesErik Duval
The document discusses Erik Duval's presentation on Edward Tufte's principles of data ink design. It outlines Tufte's key principles: showing the data above all else, maximizing the data-ink ratio by removing non-data ink, erasing redundant data ink, and revising and editing visualizations. The data-ink ratio refers to the proportion of ink devoted to displaying non-redundant data information. The principles aim to clearly display the maximum amount of data with the minimum amount of graphical elements.
A short history (and even shorter future) of information visualisationErik Duval
This document provides a short history of information visualization through examples of influential figures. It describes Charles Minard's visualization of Napoleon's 1812 campaign, William Playfair's creation of the line graph, bar chart and pie chart between 1786-1801, Florence Nightingale's polar area diagram in 1858 showing mortality rates in the Crimean War, John Snow's 1854 map showing clusters of cholera cases in London near a water pump, and Harry Beck's innovative 1933 diagram of the London Underground system. The document suggests these examples helped establish key foundations of the field of information visualization.
This document provides a brief history of human-computer interaction (HCI) from the 1940s to present day. It describes early computers like ENIAC that were programmed with switches and performed batch processing. The development of programming languages, command line interfaces, and the graphical user interface (GUI) increased usability. Pioneers like Ivan Sutherland, Douglas Engelbart, and PARC researchers developed foundational concepts like windows, the mouse, and hypertext. The commercial success of the Apple II and VisiCalc spreadsheet demonstrated the potential of personal computing. Modern interfaces in products from Microsoft and advances in augmented and virtual reality show the ongoing evolution of HCI.
InfoVis1415: slides sessie 3, 23 Feb 2015Erik Duval
This document discusses a lecture on information visualization from February 23, 2015. It covers topics like the visualization pipeline, mapping data to visual properties like size and color, Gestalt principles of perception, and challenges in designing privacy controls. Students are asked to post their slides, write a blog post reflecting on what they learned, and provide a scenario illustrated with a concrete visualization using existing tools for an upcoming class.
InfoVis1415: slides sessie 2, 16 Feb 2015Erik Duval
This document summarizes an information visualization lecture given by Erik Duval. It includes instructions for students to learn D3.js, create a blog, and develop an interactive data visualization with added value for their group presentation the following week. Guidelines are provided on effective visualization techniques, such as using common sense, avoiding 3D graphs and misleading representations, and ensuring visualizations communicate the intended story.
This document discusses emerging technologies that can augment human intelligence. It begins with an overview of Moore's Law and the exponential growth of computing power over time. Examples are given of how artificial intelligence and augmented reality technologies are being developed to enhance human capabilities. The talk acknowledges both optimism about and concerns relating to these developments, noting that their impacts are not yet distributed evenly across society.
InfoVis1415: slides sessie 1, 10 Feb 2015Erik Duval
This document provides an overview of an information visualization course, including its goals, structure, and topics. The course aims to provide insight into fundamentals and applications of information visualization and teach concrete skills for designing, implementing, and evaluating visualization applications. It will include lectures, a project in groups of 3 students, and examples of visualizations using techniques like D3.js.
8. opmerkingen
• louter obv verslag
• vermijd verhaal-stijl
• vaak te oppervlakkig
• interactie-diagram met externe API’s?
• overzicht componenten? klassendiagram?
• use case of scenario?
• template: font, nummering secties en blzen
8
