This document discusses the use of Google Drive to facilitate collaboration on teaching portfolios between workshops. The author held a series of workshops to help faculty develop teaching portfolios but found low participation between sessions. To address this, Google Drive was introduced to allow participants to collaboratively write and provide feedback on portions of their portfolios online. While this afforded asynchronous interaction, one participant noted it was still difficult to prioritize portfolio work without firm deadlines. The author reflects on integrating technology into the workshops and seeks to better understand how to engage participants through collaborative online tools.
Collaborative teaching and learning practices between schools is at a beginning stage. Often these practices involve the use of technology which is new to many teachers. This session introduces a change management process which addresses the level of concern each participant may be encountering and points to understanding how a managed approach can lead to successful communication and collaboration.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The role of the facilitator is to build a learning community and guide discussion, while students should explore topics and build on each other's ideas. An effective discussion model emphasizes social constructivism and a collaborative approach driven by student interaction.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
Blended Reading Using Collaborative Online AnnotationDeclara, INC
This document describes a professor's use of collaborative online annotation to blend a reading assignment. The professor had students annotate PDF versions of assigned readings using an online tool before class. This allowed the professor to see students' questions and comments on specific passages before class. It also facilitated discussion by having students engage with each other's annotations. The document discusses the pedagogical goals of blending the assignment, criteria for selecting an annotation tool, an example of student annotations on a passage, usage data on student participation, and student feedback on the tool.
This document discusses the use of Google Drive to facilitate collaboration on teaching portfolios between workshops. The author held a series of workshops to help faculty develop teaching portfolios but found low participation between sessions. To address this, Google Drive was introduced to allow participants to collaboratively write and provide feedback on portions of their portfolios online. While this afforded asynchronous interaction, one participant noted it was still difficult to prioritize portfolio work without firm deadlines. The author reflects on integrating technology into the workshops and seeks to better understand how to engage participants through collaborative online tools.
Collaborative teaching and learning practices between schools is at a beginning stage. Often these practices involve the use of technology which is new to many teachers. This session introduces a change management process which addresses the level of concern each participant may be encountering and points to understanding how a managed approach can lead to successful communication and collaboration.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The role of the facilitator is to build a learning community and guide discussion, while students should explore topics and build on each other's ideas. An effective discussion model emphasizes social constructivism and a collaborative approach driven by student interaction.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
Blended Reading Using Collaborative Online AnnotationDeclara, INC
This document describes a professor's use of collaborative online annotation to blend a reading assignment. The professor had students annotate PDF versions of assigned readings using an online tool before class. This allowed the professor to see students' questions and comments on specific passages before class. It also facilitated discussion by having students engage with each other's annotations. The document discusses the pedagogical goals of blending the assignment, criteria for selecting an annotation tool, an example of student annotations on a passage, usage data on student participation, and student feedback on the tool.
This document discusses collaborative learning in online environments. It describes several benefits of collaborative learning, including promoting critical thinking skills. It also outlines various online tools that can facilitate collaboration, such as Google Docs, wikis, and social media platforms. Finally, it provides a checklist for creating successful online group projects, emphasizing clear expectations, adequate time, and differentiating between process and product in evaluations.
This workshop provided an overview of blended learning and instructional strategies for courses that integrate online and face-to-face learning. Presenters from the University of Central Florida discussed frameworks for course design including the Community of Inquiry model and tools for analysis, design, development, implementation and evaluation of blended courses using the ADDIE model. Participants worked in groups to apply these frameworks and tools to the design of blended course activities and assessments.
This class has helped the author realize the importance of staying up-to-date on educational technology trends and maintaining communication between teachers and IT. Through interviews and assignments, the author learned their school lacks clear technology goals and professional development for teachers in integrating technology. The author also discovered decision making around instructional technology in their district lacks teacher input. Overall, the class highlighted the work required for effective technology planning and implementation, and the importance of strong campus technology support for teachers.
Defining Asynchronous Discussion Design And Facilitation Practices In Brights...D2L Barry
This document discusses principles for designing effective asynchronous online discussions in the Brightspace learning management system. It outlines three key principles: 1) Discussion as social engagement to build an online learning community, 2) Discussion as knowledge construction through social interaction and negotiating meaning, and 3) Discussion as enhancing cognitive processes by guiding learners to apply knowledge. Specific strategies are provided under each principle, such as using icebreaker discussions to build social engagement. The document also provides an example discussion design from a Calculus course to illustrate how discussions can be constrained through note starters and conditional release of posts.
Preparing to Teach Online Creates New Possibilities for Face-to-Face TeachingCarol McQuiggan
This document summarizes the results of an action research study on a professional development program to prepare faculty to teach online. The study examined the effectiveness of the program's approaches in helping faculty reflect on their assumptions about teaching and the impact on their face-to-face teaching. Key findings include that opportunities to talk with experienced colleagues, explore online course examples, and reflect on preparations were most effective in supporting changes in faculty assumptions. The study also found that reflective writing and discussions helped reveal changes in faculty beliefs and led some to incorporate more student-centered practices, like reduced lecturing, in their face-to-face courses. A lack of time for reflection presented a barrier to changes, while more preparation time online allowed for more reflection opportunities
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
The Impact of Digital Literacy Practices on Learning Outcomes in Higher Educ...J'ette Novakovich
This paper reports the findings of a Stage I meta-analysis exploring the effectiveness of online digital literacy practices performed through social media tools in higher education classrooms as measured by learning outcomes. An extensive literature search culled more than 500 potential articles and resulted in a sample of 51 representative quasi-experimental studies, consisting of 4,630 total participants. Fifty-one effect sizes were extracted and yielded a moderately positive statistically significant weighted average effect size of g+ = 0.315, k=51, p <. 01. This overall effect size suggests that integrating online digital literacy practices into the higher education classroom benefits students on measures of academic achievement and offers significant learning support.
In addition, several moderator variables were tested to determine what factors and literacy practices impact learning outcomes; namely, field of study (STEM, ARTS), conceptualization of tool (social learning theory, delivery tool), peer interaction (yes, no), modality (blogs, collaborative communication text-based technologies, i.e. forums and wikis; podcasts, and virtual worlds), practice (consuming, prosuming behaviors), and the learning outcome measured (course project, knowledge-based exam); moderator effect sizes were statistically significant for the following variables: conceptualization of the tool, practice, and learning outcomes.
AECT 2015: Interaction Patterns and Knowledge Construction Behaviors In Discu...Vanessa Dennen
The document summarizes a study that examined interaction patterns and knowledge construction behaviors in the discussion forums of a professional development MOOC. The study analyzed data from 147 students across 4 modules of the MOOC. Results showed that initiation-response pairs were the most common conversation structure and that instructor involvement promoted deeper discussion. In terms of knowledge construction, students primarily shared and compared information, with less activity exploring inconsistencies or co-constructing knowledge collectively. The researchers concluded that MOOC design and facilitation play important roles in fostering discussion and knowledge-building among participants.
Two studies were conducted to compare the impact of using course blogs versus traditional paper-based writing processes. In the first study, one section of a technical writing course published their work on a blog and received online peer feedback, while the other used paper drafts and workshops. The blogging section had significantly higher publishing rates. A follow-up study of a composition course used personal blogs for one section and paper for the other. The blogging section received more numerous and higher quality peer comments and demonstrated higher learning outcomes. Student feedback indicated blogs created a more engaging learning environment and sense of responsibility.
The document provides an overview of the HERE Project Toolkit, which is based on recommendations from the HERE Project to improve student retention and engagement. The toolkit focuses on 9 themes addressed by different university programs. This summary focuses on Theme 3 of relationship and communication with staff, and Theme 5 of social integration. Theme 3 discusses the importance of staff-student relationships and communication about the program. Theme 5 discusses the impact of social integration and friendship on student retention, and ways programs can enhance social networking, induction, and peer support. The document provides discussion points and examples for universities to consider in addressing these themes through their programs.
Engagement in Digital Contexts of Language LearningLuciana Viter
This document summarizes a master's dissertation that investigated the implementation of digital activities in an English for Academic Purposes course and the students' engagement in these activities. The study examined factors that positively or negatively influenced the success of integrating digital content from the perspectives of students, a teacher, and monitor. Both favorable and unfavorable factors for student engagement were identified. Favorable factors included digital mediation of content, diversity of activity formats, interactions with instructors, and continuous assessment. Unfavorable factors included limitations of digital formats, an imbalance between online and face-to-face activities, interactions without instructor mediation, complex or high volume activities, and difficulties with time management. The study found contradictions between less online activities
Formative assessments are low-stakes tests administered frequently to monitor student learning. They help students identify their strengths and weaknesses so they can improve throughout the course. Instructors can use formative assessments to adjust their teaching methods when needed. Discussion forums allow for critical thinking and ensure all students can participate at their own pace. Online assignments save paper and allow electronic grading with rubrics. Lessons chunk content into pages with embedded questions, and quizzes provide automated assessments with question banks. Wikis support group collaboration, and blogs allow reflective writing. Workshops automate peer review through rubric-based grading.
inquiry project based learning with wiki at primary 5 level (dr. sam chu)CITE
The document summarizes a research study on using wikis to support inquiry-based learning projects with primary 5 students in Hong Kong. It discusses the literature on inquiry-based learning, collaborative teaching approaches, and using wikis for education. The study aims to examine if wiki (Google Sites) helps primary 5 students collaborate on their inquiry group projects online. It uses a mixed methods approach, including an online survey and focus group interviews, to understand students' experiences using Google Sites for their projects. Preliminary findings from the survey indicate that a majority of students agreed that Google Sites enhanced their learning and motivation for the projects.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document contains 14 sets of two questions each related to topics in sociology. The questions cover a range of topics including: the value of liberty after 9/11 and differences between white and black people; differences in traffic and ways to reduce it between eastern and western US states; the impact of dictators and why they are usually male; differences in law enforcement between the US and other countries and whether more crimes are committed by males or females in the US; reasons for increasing tuition prices and benefits of having a college degree; impacts of war decisions on presidential reputations and why only males have been elected president; effects of illegal immigration on white and black people in the US; relationships between military strength, gender, and chances of war
Este documento compara las experiencias de vida y referencias culturales de los jóvenes que ingresaron a la universidad en 1989 con las de generaciones anteriores. Señala que para los jóvenes de hoy han existido menos cambios tecnológicos y políticos, y que desconocen muchos programas de televisión, películas y expresiones que eran familiares para las generaciones anteriores. Finalmente, sugiere que estos detalles indican que quienes entienden estas referencias están "poniéndose viejos".
This document discusses collaborative learning in online environments. It describes several benefits of collaborative learning, including promoting critical thinking skills. It also outlines various online tools that can facilitate collaboration, such as Google Docs, wikis, and social media platforms. Finally, it provides a checklist for creating successful online group projects, emphasizing clear expectations, adequate time, and differentiating between process and product in evaluations.
This workshop provided an overview of blended learning and instructional strategies for courses that integrate online and face-to-face learning. Presenters from the University of Central Florida discussed frameworks for course design including the Community of Inquiry model and tools for analysis, design, development, implementation and evaluation of blended courses using the ADDIE model. Participants worked in groups to apply these frameworks and tools to the design of blended course activities and assessments.
This class has helped the author realize the importance of staying up-to-date on educational technology trends and maintaining communication between teachers and IT. Through interviews and assignments, the author learned their school lacks clear technology goals and professional development for teachers in integrating technology. The author also discovered decision making around instructional technology in their district lacks teacher input. Overall, the class highlighted the work required for effective technology planning and implementation, and the importance of strong campus technology support for teachers.
Defining Asynchronous Discussion Design And Facilitation Practices In Brights...D2L Barry
This document discusses principles for designing effective asynchronous online discussions in the Brightspace learning management system. It outlines three key principles: 1) Discussion as social engagement to build an online learning community, 2) Discussion as knowledge construction through social interaction and negotiating meaning, and 3) Discussion as enhancing cognitive processes by guiding learners to apply knowledge. Specific strategies are provided under each principle, such as using icebreaker discussions to build social engagement. The document also provides an example discussion design from a Calculus course to illustrate how discussions can be constrained through note starters and conditional release of posts.
Preparing to Teach Online Creates New Possibilities for Face-to-Face TeachingCarol McQuiggan
This document summarizes the results of an action research study on a professional development program to prepare faculty to teach online. The study examined the effectiveness of the program's approaches in helping faculty reflect on their assumptions about teaching and the impact on their face-to-face teaching. Key findings include that opportunities to talk with experienced colleagues, explore online course examples, and reflect on preparations were most effective in supporting changes in faculty assumptions. The study also found that reflective writing and discussions helped reveal changes in faculty beliefs and led some to incorporate more student-centered practices, like reduced lecturing, in their face-to-face courses. A lack of time for reflection presented a barrier to changes, while more preparation time online allowed for more reflection opportunities
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
The Impact of Digital Literacy Practices on Learning Outcomes in Higher Educ...J'ette Novakovich
This paper reports the findings of a Stage I meta-analysis exploring the effectiveness of online digital literacy practices performed through social media tools in higher education classrooms as measured by learning outcomes. An extensive literature search culled more than 500 potential articles and resulted in a sample of 51 representative quasi-experimental studies, consisting of 4,630 total participants. Fifty-one effect sizes were extracted and yielded a moderately positive statistically significant weighted average effect size of g+ = 0.315, k=51, p <. 01. This overall effect size suggests that integrating online digital literacy practices into the higher education classroom benefits students on measures of academic achievement and offers significant learning support.
In addition, several moderator variables were tested to determine what factors and literacy practices impact learning outcomes; namely, field of study (STEM, ARTS), conceptualization of tool (social learning theory, delivery tool), peer interaction (yes, no), modality (blogs, collaborative communication text-based technologies, i.e. forums and wikis; podcasts, and virtual worlds), practice (consuming, prosuming behaviors), and the learning outcome measured (course project, knowledge-based exam); moderator effect sizes were statistically significant for the following variables: conceptualization of the tool, practice, and learning outcomes.
AECT 2015: Interaction Patterns and Knowledge Construction Behaviors In Discu...Vanessa Dennen
The document summarizes a study that examined interaction patterns and knowledge construction behaviors in the discussion forums of a professional development MOOC. The study analyzed data from 147 students across 4 modules of the MOOC. Results showed that initiation-response pairs were the most common conversation structure and that instructor involvement promoted deeper discussion. In terms of knowledge construction, students primarily shared and compared information, with less activity exploring inconsistencies or co-constructing knowledge collectively. The researchers concluded that MOOC design and facilitation play important roles in fostering discussion and knowledge-building among participants.
Two studies were conducted to compare the impact of using course blogs versus traditional paper-based writing processes. In the first study, one section of a technical writing course published their work on a blog and received online peer feedback, while the other used paper drafts and workshops. The blogging section had significantly higher publishing rates. A follow-up study of a composition course used personal blogs for one section and paper for the other. The blogging section received more numerous and higher quality peer comments and demonstrated higher learning outcomes. Student feedback indicated blogs created a more engaging learning environment and sense of responsibility.
The document provides an overview of the HERE Project Toolkit, which is based on recommendations from the HERE Project to improve student retention and engagement. The toolkit focuses on 9 themes addressed by different university programs. This summary focuses on Theme 3 of relationship and communication with staff, and Theme 5 of social integration. Theme 3 discusses the importance of staff-student relationships and communication about the program. Theme 5 discusses the impact of social integration and friendship on student retention, and ways programs can enhance social networking, induction, and peer support. The document provides discussion points and examples for universities to consider in addressing these themes through their programs.
Engagement in Digital Contexts of Language LearningLuciana Viter
This document summarizes a master's dissertation that investigated the implementation of digital activities in an English for Academic Purposes course and the students' engagement in these activities. The study examined factors that positively or negatively influenced the success of integrating digital content from the perspectives of students, a teacher, and monitor. Both favorable and unfavorable factors for student engagement were identified. Favorable factors included digital mediation of content, diversity of activity formats, interactions with instructors, and continuous assessment. Unfavorable factors included limitations of digital formats, an imbalance between online and face-to-face activities, interactions without instructor mediation, complex or high volume activities, and difficulties with time management. The study found contradictions between less online activities
Formative assessments are low-stakes tests administered frequently to monitor student learning. They help students identify their strengths and weaknesses so they can improve throughout the course. Instructors can use formative assessments to adjust their teaching methods when needed. Discussion forums allow for critical thinking and ensure all students can participate at their own pace. Online assignments save paper and allow electronic grading with rubrics. Lessons chunk content into pages with embedded questions, and quizzes provide automated assessments with question banks. Wikis support group collaboration, and blogs allow reflective writing. Workshops automate peer review through rubric-based grading.
inquiry project based learning with wiki at primary 5 level (dr. sam chu)CITE
The document summarizes a research study on using wikis to support inquiry-based learning projects with primary 5 students in Hong Kong. It discusses the literature on inquiry-based learning, collaborative teaching approaches, and using wikis for education. The study aims to examine if wiki (Google Sites) helps primary 5 students collaborate on their inquiry group projects online. It uses a mixed methods approach, including an online survey and focus group interviews, to understand students' experiences using Google Sites for their projects. Preliminary findings from the survey indicate that a majority of students agreed that Google Sites enhanced their learning and motivation for the projects.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document contains 14 sets of two questions each related to topics in sociology. The questions cover a range of topics including: the value of liberty after 9/11 and differences between white and black people; differences in traffic and ways to reduce it between eastern and western US states; the impact of dictators and why they are usually male; differences in law enforcement between the US and other countries and whether more crimes are committed by males or females in the US; reasons for increasing tuition prices and benefits of having a college degree; impacts of war decisions on presidential reputations and why only males have been elected president; effects of illegal immigration on white and black people in the US; relationships between military strength, gender, and chances of war
Este documento compara las experiencias de vida y referencias culturales de los jóvenes que ingresaron a la universidad en 1989 con las de generaciones anteriores. Señala que para los jóvenes de hoy han existido menos cambios tecnológicos y políticos, y que desconocen muchos programas de televisión, películas y expresiones que eran familiares para las generaciones anteriores. Finalmente, sugiere que estos detalles indican que quienes entienden estas referencias están "poniéndose viejos".
Gijón es una ciudad costera en el norte de España. Es la capital del Principado de Asturias y se encuentra en la costa cantábrica. La ciudad tiene una población de alrededor de 270,000 habitantes y es conocida por su patrimonio histórico y cultural.
The document discusses how various aspects of modern society such as money, transportation, technology, advertising, and social norms can impact the way people live and interact. It poses questions about how these societal influences may change over time and between different cultures, potentially affecting public health, education, communication, and lifestyle. The document suggests exploring topics like the environmental and economic effects of deforestation, the role of automobiles and computers in shaping daily life, and how childhood development impacts future generations' engagement with their communities.
Este documento discute como melhorar a cidade de São Vicente nos próximos 20 anos. Ele sugere que as pessoas devem evitar jogar lixo no chão e ajudar os garis a manter as praias limpas para preservar a cidade e seus recursos naturais como cachoeiras e praias.
The document outlines several key events that increased tensions between the northern and southern states and contributed to the start of the Civil War. It discusses the Three-Fifths Compromise, the cotton gin's impact on the slave economy, the Missouri Compromise, debates around tariffs and states' rights, the Nullification Crisis, the Nat Turner slave rebellion, and attempts to compromise on the status of slavery in the territories gained from Mexico. These events highlighted disagreements over the expansion of slavery and states' rights that further divided the north and south.
This document describes a web quest created by Ellen Feig for a first year English composition class. The web quest guides students through analyzing a persuasive essay, conducting research, and writing a 4-page persuasive research paper on the issues in Peter Singer's essay "The Singer Solution to World Poverty." The document outlines the learning objectives, design process, implementation, and evaluation of the web quest, which was found to be an effective tool by peer evaluators and students based on surveys.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Conole learning design_workshop NTU Innovations in Teaching SeminarGrainne Conole
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate.
- An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners.
- The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
The curriculum as a site for SoTL inquiry in support of institutional transfo...CatherineOMahony7
Curriculum reform is a potential catalyst for institutional transformation in Higher Education, but curriculum design is often side-lined and seen as “marginal and subservient to the needs of strategic planning and quality assurance”. This paper explores the potential of the curriculum as the site of SoTL research drawing on insights from an action research project on a staff development activity in support of a curriculum change initiative at University College Cork. It considers the limitations of this research and the complexity of navigating the space between institutional frameworks, academic freedom, and individual practice.
This document summarizes a study on using different web technologies to engage students' critical thinking abilities in a required writing course. The study found that blogging and a traditional argument essay were most effective, while wikis and in-class writing were least effective. Students enjoyed open-ended projects that allowed choosing genres like videos or blogs. Facebook groups constrained critical thinking due to its structure. Reflective writing provided insights into students' experiences. Technologies that restricted text or were unfamiliar presented barriers to critical thinking.
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by4.22.15 dyn...D2L Barry
This document provides information about a workshop on engaging students in dynamic discussions in the Brightspace learning management system. The workshop uses an Edcamp model where participants help create the agenda and share strategies for leading interactive online discussions. Some strategies discussed include incorporating web 2.0 tools, using small groups, asking open-ended higher-order thinking questions, and providing guidelines and rubrics for participation and assessment. Participants are also invited to share what works for engaging students based on their experiences.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes scaffolded assignments are a strategic and sustainable way to embed librarian expertise into courses.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
This document discusses assessment considerations for asynchronous and synchronous online discussions. For asynchronous discussions, it provides tips on developing assessment criteria, giving feedback, and using tools like reflective journals to support assessment. For synchronous chats, it suggests factors like purpose and time zones influence assessment type, and provides sample assessment criteria. It also presents ideas for end-of-course activities like collecting feedback, sharing lessons learned, and encouraging continued learning communities.
myDragonNet & Learning Platforms Part 2/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we explore the myDragonNet system and explore what it does for all members of a learning community.
User-Generated Content and Social Discovery in the Academic Library Catalogu...Steve Toub
1) The document discusses findings from user research on incorporating user-generated content and social discovery features into academic library catalogs.
2) Participants expressed a desire to see what trusted colleagues think of resources and find "gems" they don't know exist. However, few used existing social tools for academic purposes.
3) The strongest motivation for contributing user reviews was helping others find useful resources faster. Ensuring quality would involve authenticating users and exposing more than binary reviews.
Increasing Interaction in an Online CourseShaun Kellogg
The document discusses various activities and tools that can be used to increase student interaction in online courses. It begins by outlining openers, group work strategies, structured collaborations, content review techniques, and closers. Specific techniques are then described in more detail, such as icebreakers, discussion forums, collaborative documents, and reflective activities. A variety of free and low-cost online tools are presented that can support each element.
Increaseing Interaction in an Online CourseShaun Kellogg
This document discusses various activities and tools that can be used to increase student interaction in online courses. It begins by outlining openers, group work, structured collaborations, content review and practice, and closers. Specific activities are then described in more detail, including course openers like photo reflections, introductions with true/false facts, and virtual interviews. Group activities incorporate social bookmarks, wiki trails, and the buddy system. Structured collaborations include the six thinking hats strategy and a "Dear Abby" discussion forum. Content review uses visual diagrams, link completion, and mind mapping.
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Similar to Online Research Summaries, Blogs and Porfolios (20)
This mini grant application requests $500 to fund an educational innovation for a specific course. It provides the applicant's name, department, title of the innovation, course code and name, which general education learning outcomes would be addressed. If approved, the applicant would document the process, products, and analyze results and lessons learned. The department chair supports its implementation pending CETL approval or modification. The application further details the educational needs, goals, and proposed intervention for the innovation as well as required resources and technologies with associated costs up to $500.
Video Lecture Capture Initiative - Fall 2009 Initiative ReportWSSU CETL
Winston-Salem State University implemented a video lecture capture initiative to address declining student retention and graduation rates. Faculty in eight courses recorded their lectures using Panopto software, which students could access online. Surveys found that students overwhelmingly found the videos helpful for their learning. Usage increased over the first few videos and declined later on. While video access did not significantly impact individual exam scores, aggregated assessment scores correlated with increased video usage. The initiative identified positive trends in supplemental instruction benefiting student performance.
Video Lecture Capture Initiative - Summer Pilot ReportWSSU CETL
This document summarizes the results of a pilot program at Winston-Salem State University that tested using lecture capture technology to record classes and make the recordings available to students online. The summary includes:
1) Student perceptions of the lecture videos were generally positive, with most finding them helpful for reviewing material and clarifying concepts. However, some students reported technical issues accessing the videos.
2) Both students and faculty felt the videos provided additional benefits to learning without negatively impacting class attendance. Suggestions were made to improve video quality and access.
3) The pilot showed promise but also identified areas for refinement, such as addressing technical issues and segmenting longer videos, to maximize the benefits of making course recordings
Using Video Lecture Capture (VLC) systems to enhance teaching in high DFW cou...WSSU CETL
This in-depth study is part of a systematic effort to improve teaching effectiveness in courses that traditionally show high D, F, W grades (high DFW) at Winston-Salem State University (WSSU).
A view toward more effective (student centered)WSSU CETL
The document discusses alternative forms of assessment such as portfolios and authentic assessments. Portfolios can be either process-oriented to show student growth over time or product-oriented to showcase a student's best work. The document also discusses the advantages of alternative assessments, such as allowing students to apply concepts to real-life and engage in self-assessment. While these alternative assessments better prepare students for career growth, some disadvantages are that students may feel uncomfortable with new forms of evaluation.
The document provides tips for effectively teaching with the lecture method without putting students to sleep. It recommends preparing 3-5 pages of notes for a 1-hour lecture to allow time for student engagement. Major points should be spaced 15 minutes apart with interactive activities in between to keep students attentive. Lectures should use repetition of key concepts and vary methods to engage different types of learners. Introductions should preview content and conclusions should restate major points. Effective lecturers get feedback from students and use examples, demonstrations or humor to capture attention at the beginning and end of lectures.
The document describes several cooperative learning techniques that can be used in the classroom:
1) Turn to Your Neighbor involves posing a problem and having students discuss answers in pairs for a short time. This allows all students to participate and get comfortable responding.
2) Think-Pair-Share involves posing a problem, having students think alone then discuss in pairs before sharing with the class. This starts with volunteers and later calls on more students.
3) Jigsaw divides a task so each student learns part and must work with others who learned a different part to complete the task. This builds interdependence.
Mentoring New Faculty: Ensuring Success from Day One outlines the importance of mentoring for new faculty members. It discusses the roles of mentors at different levels, from campus-wide to unit-level mentoring. Mentors provide guidance to help new faculty navigate requirements, build research skills, improve teaching, and ultimately achieve tenure. Good mentors are experienced, supportive, and willing to commit time to their mentee's development. The document also reviews responsibilities for both mentors and mentees to help ensure successful mentoring relationships.
This document discusses strategies for increasing student learning based on an understanding of how the brain works. It recommends using active learning strategies like discussion, debates, cooperative learning, and integrating technology. Specific techniques mentioned include constructing response questions to check understanding, using reverse thinking questions before lecturing, and visual aids. Role playing is also suggested to help students better understand concepts. The overall message is that students learn best when they are actively engaged in applying and associating new information, rather than just listening to lectures.
Do teacher behaviors impact student learningWSSU CETL
Teacher behaviors have a significant impact on student learning and performance. Specifically, behaviors that increase immediacy such as smiling, vocal expressiveness, movement around the classroom, and relaxed body language can boost cognitive and affective learning. Verbal and non-verbal immediacy have both been linked to increased learning. The research suggests teachers should employ warm, inclusive behaviors like using "we" and "our" instead of "you" to build stronger relationships and connections with students.
This document discusses how to read students' body language to improve teaching and communication. It explains that communication is largely nonverbal and understanding students' nonverbal cues can enhance learning. Some key types of body language are then outlined, including attentive, bored, closed, dominant, open, submissive, readiness, and evaluative body language. Signals for each type are described related to factors like posture, facial expressions, and hand gestures. The document encourages teachers to pay attention to students' whole bodily expressions to gain insights into their engagement, feelings, and thinking.
This document provides guidance for developing an academic portfolio with sections on teaching responsibilities, teaching philosophy, academic research, external funding, committee service, professional growth, accomplishments, and future goals. The portfolio should be 14-19 pages plus appendices and include examples like course syllabi, student evaluations, publications, and letters documenting grants or service.
This document outlines the sections and contents of an academic portfolio, including: [1] a purpose statement, [2] details of teaching responsibilities, philosophy and improvements, [3] description and examples of research/scholarship, [4] details of service activities, and [5] integration of work and professional goals. The portfolio is intended to showcase a faculty member's accomplishments and materials in teaching, research, and service for evaluation and career advancement purposes.
The 3 and 1/2 day portfolio program involves faculty participants completing preparatory work before the program begins. On day one, participants meet as a group and then individually with mentors to review their preparatory work. They spend the rest of day one drafting their portfolio individually. On day two, participants meet again with mentors to review drafts and spend the rest of the day revising. Day three involves a group lunch and teaching session, followed by individual work and another review meeting. Day four includes a graduation ceremony where final portfolios are displayed and certificates are awarded, concluding the program. This model has been used successfully at over 100 institutions.
The document describes a four-day academic portfolio workshop to help faculty develop teaching portfolios for improving performance and evaluation. The workshop involves individual mentoring sessions where faculty work closely with a mentor to examine their teaching philosophy, methods, and collect evidence. It also includes group sessions to discuss topics like the mentoring process and evaluation. The goal is to maximize teaching improvement through an intensive collaborative process of portfolio development over a focused period of time.
This document provides a suggested table of contents and items to include for an academic/professional portfolio. The portfolio should include:
1) A preface stating the purpose and rationale for the portfolio contents.
2) A philosophy statement on teaching, scholarship, and service connecting to institutional priorities.
3) Sections on teaching, scholarship, and service with descriptions, analyses, and representative evidence of achievements and outcomes.
4) A conclusion with an overview of past accomplishments and future goals.
5) An appendix with materials referenced in the portfolio narrative. The portfolio allows individuals to showcase and reflect on their work and development.
Building a Dossier Towards Tenure and PromotionWSSU CETL
The document provides guidance for new faculty on building a strong dossier for tenure and promotion. It emphasizes that the dossier sets the context for a faculty member's case by providing evidence to support how they have met the standards and criteria in their teaching, scholarship, and service. For teaching, the portfolio should go beyond course evaluations to include a statement of teaching philosophy and goals as well as documents supporting teaching contributions. For scholarship, the dossier should include a statement of long-term research goals linked to published works and their impact. For service, it should outline departmental, university and community goals and long-term impact. Overall, the document stresses that the probationary years should focus on continuously building the dossier through annual feedback and workshops.
Entering the academy: The Art and science of being a faculty memberWSSU CETL
The document discusses the key responsibilities of faculty members: teaching, research, and service. It emphasizes that teaching requires understanding adult learning principles and staying informed of best practices. Research can be contentious at institutions in transition, but appropriate guidelines allow faculty to conduct peer-reviewed research on their teaching and service. Faculty should read reports on their university's service role and strategic plan to guide their own service work. Developing a three-year plan and getting feedback can help balance these responsibilities while still having a personal life through collaboration.
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
Things to Consider When Choosing a Website Developer for your Website | FODUUFODUU
Choosing the right website developer is crucial for your business. This article covers essential factors to consider, including experience, portfolio, technical skills, communication, pricing, reputation & reviews, cost and budget considerations and post-launch support. Make an informed decision to ensure your website meets your business goals.
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!
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
AI-Powered Food Delivery Transforming App Development in Saudi Arabia.pdfTechgropse Pvt.Ltd.
In this blog post, we'll delve into the intersection of AI and app development in Saudi Arabia, focusing on the food delivery sector. We'll explore how AI is revolutionizing the way Saudi consumers order food, how restaurants manage their operations, and how delivery partners navigate the bustling streets of cities like Riyadh, Jeddah, and Dammam. Through real-world case studies, we'll showcase how leading Saudi food delivery apps are leveraging AI to redefine convenience, personalization, and efficiency.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
OpenID AuthZEN Interop Read Out - AuthorizationDavid Brossard
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
1. Online Research Summaries, Blogs and Portfolios As Cornerstones to Facilitate Classroom Discussion and Reading Comprehension in a Seminar Course Adrienne R. Schwarte, Maryville College assistant professor of art/graphic design Lilly Conference on College and University Teaching Friday, February 8th, 2008 Greensboro, NC
2. Background: course entitled: designing a sustainable future: think globally, act locally, fall 2007 syllabus course is interdisciplinary, designed to introduce students to a unique area of study and to connect to their current major proposed course by faculty member and approved by our academic life council and core program committees, usually taught 2 or 3 semesters, then retired as a course
3. Background: course educational goals: an intrinsic desire to connect to the importance of seeking research articles on sustainability, staying abreast of an ever-changing area of study, and diligence in research developing critical analysis skills, holistic thinking skills and understanding social responsibility as it relates to sustainable design strengthening their ability to work collaboratively, and communicate their thoughts to others in a cohesive, persuasive and effective format
4. integrated technology incorporated to meet these goals: online research summaries (diligence in research) use educational software - in this case blackboard, to post a research summary each week for 15 weeks also critically respond to another student’s posting each week must follow formatting guidelines stated in assignment Discussion Board
5. Sample of one of my posting responses: adding images and links to review research directly/immediately
6. online research summaries (diligence in research) benefits of using this technology connects to students desire to work at any time; students as Facilitators of content for the course; students Research and read more than just the required readings; feeds their “connected” desire to be on the internet; more likely to read more research when it is at their fingertips with single click links
7. online research summaries (diligence in research) student responses to this technology survey given to students (Fall 2007) - Survey Sample sample responses: how it impacted class discussions: “ keep me up-to-date with class topics & contributed to my knowledge of the subject matter” “ expand on topics covered in class” “ i had outside info to add to class discussions, it caused me to investigate my own questions and forced me to answer some of my own questions” “ discussion board postings were a great learning experience and required me to focus on the curriculum outside of class” “ these things gave me awareness” “ real world applications for the ideas and concepts we discussed in class”
8. online research summaries (diligence in research) sample responses: how students felt it met the course goals: “ Raised my knowledge about sustainable design and the articles were very interesting” “ I now know how much information is out there and it challenged me to find information I was interested in and concerned about” additional comments about specific use of the technology format: “ use of online tools instead of hand-copies of everything could be used in all classes as well as the visual tools which helped in understanding” “ simple action of habit because postings are due at the same time every week” “ I like independent research & learn best this way” “ students investigate and read articles they are interested in” “ I know the posting process was beneficial because I am still continually looking for sustainable articles in the news now that the postings are done.”
9. online research summaries (diligence in research) from the faculty side: 15 postings for 15 weeks x 30 students posting each week and 30 peer responses means. . .”how much do i have to grade and will i see my spouse this week?” what i recommend for making this a sane process: posting grading rubric (sample) Evaluation for Posting #4 Rating Included (-) Current Work within 3 years (+) Full Article Citation Included (+) Length of Summary (+) Thoughtful Analysis (+) Peer Posting (--) On-time Completion (+) Relevance to Week's Topic (++) Total Points = 7/10 Comments: Need to complete peer posting per assignment and add your article rating on a scale of 1-5 so others may read and review. Also, make sure to check and correct spelling and grammatical errors. ~Adrienne
10. online research summaries (diligence in research) from the faculty side (tips): review, comment on a selection, be a contributor to their learning, not simply an evaluator; Sent through the blackboard system via email; avoided paper all semester and mirrored less consumption/waste for a sustainable design class; Wireless at home is a big help! Can grade them from anywhere - in my hotel room in boston over Fall Break Locate, explore and use all the time saving tools the software offers
11. integrated technology incorporated to meet course goals: Blogs and Portfolios (work collaboratively & holistic thinking) use educational software - in this case blackboard online portfolios or blogger.com (preferred site), to keep a semester long personal blog for this course blogs reviewed by instructor 2 times a semester; must be used for academic content only; must be a log of work done on group sustainability project on campus; must follow formatting guidelines stated in assignment Sustainability blog
16. integrated technology incorporated to meet course goals: Blogs and Portfolios (work collaboratively & holistic thinking) benefits of using this technology students have a free space to think, question and contemplate course readings, discussions and films; can share their links, resources, research and thoughts with others via the web; Receive feedback from others that are studying and evaluating the same issues and review other students’ progress, analysis and development can personalize their space visually and intellectually but with organized guidelines have a visual blog of their work in a semester (both for the student and the instructor (with no paper); including their progress on readings, assignments and the sustainability project where they communicate back and forth with each other on their blogs;
17. integrated technology incorporated to meet course goals: Blogs and Portfolios (work collaboratively & holistic thinking) Student responses to this technology Survey Given to Students (Fall 2007) - Survey Sample Sample Responses: how it impacted their learning: “ i checked other people’s blogs to get a sense of what their project was and more importantly what their implementation process would be” “ i got ideas from other people’s blogs in the beginning of the semester” “ i was just reformatting the information either from class or from my project and retyping it in another place” “ i looked to see what kind of progress others were making; a measuring stick for my project” “ if there was something i wanted to discuss just not during class time my blog was my outlet for these discussions”
18. integrated technology incorporated to meet course goals: Blogs and Portfolios (work collaboratively & holistic thinking) Sample Responses: Additional comments about specific use of the technology format/use: “ I think this feature would be great in other classes. I can think of some business courses that I have been in where I had real life examples and things to add to discussions. But there was no time or I didn’t think anyone else would care. I would’ve liked a blog to release the ideas I wanted to express” “ I read other student blogs not for reference but to see where they stood in their own lives. I guess in a way I was referencing what my peers were doing in comparison to my own sustainable practices” “ blogs never formatted the way I wanted them to. It would change my pics around”
19. integrated technology incorporated to meet course goals: Blogs and Portfolios (work collaboratively & holistic thinking) from the faculty side: 30 blogs with multiple entries, formats and content to be evaluated equally; What I recommend for making this a sane process: blog grading rubric (Sample) Review #1 for Sustainability Blog External Links to Resources & Article Posting Links Included (3) Questions about Sustainability Raised (5) Detail & Quantity of Postings (at least 1 a week) (4) Evidence of Sustainability Project Research & Progress (3) Thoughtful Analysis and Relevance to Course Content (5) Total Points = 20/25 Comments: Add your article links from your discussion board postings and also add a collection of resource links that relate to your discussions of the Tomato Head, agriculture and LEED certification. Make sure you add updates about the progress of your sustainability project. Need to have a posting at least 1 time a week. ~Adrienne
20. integrated technology incorporated to meet course goals: Blogs and Portfolios (work collaboratively & holistic thinking) from the faculty side: TIPS review all the blogs at the same time frame and look for cross-referencing between blogs; Sent through the blackboard system via email or can post the comments to the evaluation on the blog itself (not the grade) The mid-semester blog eval is very helpful to the students so they can keep pace with the class and realize the importance of self-reflection and research analysis; Weekly reminders in class and through email about blog progress and periodic postings on their blogs to keep pace; Go through the “how to set up a blog” in class - most students are unfamiliar with them even if they know how to use myspace or facebook;
21. Faculty workload considerations What’s great: Students are thinking, blogging, reading, collaborating and researching your course at every hour of every day; What’s a challenge Realizing your course continues every hour of every day and you need to keep up; questions about process, workload, format, technology? your Shared experiences? If you wish to continue dialogue, share or collaborate on research about this topic, receive a copy of this presentation, or get help with resources for your own classroom, please email me at adrienne.schwarte@maryvillecollege.edu With Great Thanks, Adrienne
22. References and Further Reading: Collins, D., Schwarte, A., and Alkire, K. (2008). Social Networking for Learning Communities: Using e-portfolios, blogs, wikis, pod-casts, and other internet based tools in the foundation art studio. FATE in Review, 29(1). Andres, H., Petersen, C. (2002). Presentation media, information complexity, and learning outcomes. J. Educational Technology Systems , 30(3), 225-246. Mayer, R., Chandler, P. (2001). When Learning is just a click away: does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 90(2), 312-320. Johnson, D., Johnson R., and Holubec, E. (1998). Cooperation in the Classroom, 7th edition. Edina, MN: Interaction Book Company. Weiler, G. (2003) Using Weblongs in the Classroom. The English Journal , 92 (5): 73-75.