Overview of Open edX Birch Release
There are many techie release notes and feature lists of the new Open edX Birch release. This overview provides an introduction to what is offered in the new release, and serves as an introduction to the newbie interested in learning more about edX and Open edX
When Your LMS Doesn't Cut It: 6 Scenarios for Open edX in Corporate TrainingEdward Daciuk
When you want to incorporate adaptive, competency based, experiential, social or constructivist learning, Open edX may be the right fit. It supports, or can be extended for, newer approaches to online training that legacy LMS systems tend to struggle with.
The Internet boosted collaboration and innovation, making possible Open Source, Free Software, and the digital ecosystem we enjoy today, from connected cars to mobile apps. Open edX may be the latest and most exciting Free/Libre Open Source Software project in education today. Open edX is currently used from MOOCs to massive national e-learning deployments, or in addition to the local LMS.
True to MIT's culture, the Open edX team has adopted an open and collaborative approach, releasing the code under a GNU Affero General Public License (AGPL) for the core platform, and an Apache license for some libraries such as XBlock (for extensions). The community is invited to use, improve, and share code and practices, to accelerate innovation. The goal is to educate 1 billion students!
Appsembler Founder & CEO Nate Aune takes a look at Open edX's latest named release, Eucalyptus, and all the most exciting new features that come with it.
Anatomy of Open edX at DjangoCon 2018 (San Diego)Nate Aune
What does it take to build a web application that can serve millions of concurrent users? This talk will dissect Open edX, the open source online learning platform that powers edX.org and hundreds of other sites around the world.
Open edX is written in Django but relies on a slew of other software to work at scale. We’ll break down the components of the entire software architecture, and explain how each component is used. This will give attendees some insights into how they might architect their web application if they’re building software to serve a large audience.
We’ll discuss how Open edX utilizes both MySQL and MongoDB as data stores and why it uses MySQL for student data and MongoDB for course data. We’ll describe the queing architecture of Celery and RabbitMQ to process background jobs, and Hadoop for processing terabytes of learner analytics data.
DevOps enthusiasts will not be disappointed as we’ll go into the use of Ansible and Terraform for deploying the entire suite of software in a consistent and repeatable way up to popular cloud providers such as AWS, Google Cloud and Azure.
What will attendees learn? The attendees will get a close look at a modern Django-based web application to see how it’s architected, and come away with a better understanding of design decisions when building a web application that needs to serve 35M users from every country in the world. Attendees will also be equipped with the knowledge to run Open edX on their laptop or in the cloud, if they want to explore the software further.
Overview of Open edX Birch Release
There are many techie release notes and feature lists of the new Open edX Birch release. This overview provides an introduction to what is offered in the new release, and serves as an introduction to the newbie interested in learning more about edX and Open edX
When Your LMS Doesn't Cut It: 6 Scenarios for Open edX in Corporate TrainingEdward Daciuk
When you want to incorporate adaptive, competency based, experiential, social or constructivist learning, Open edX may be the right fit. It supports, or can be extended for, newer approaches to online training that legacy LMS systems tend to struggle with.
The Internet boosted collaboration and innovation, making possible Open Source, Free Software, and the digital ecosystem we enjoy today, from connected cars to mobile apps. Open edX may be the latest and most exciting Free/Libre Open Source Software project in education today. Open edX is currently used from MOOCs to massive national e-learning deployments, or in addition to the local LMS.
True to MIT's culture, the Open edX team has adopted an open and collaborative approach, releasing the code under a GNU Affero General Public License (AGPL) for the core platform, and an Apache license for some libraries such as XBlock (for extensions). The community is invited to use, improve, and share code and practices, to accelerate innovation. The goal is to educate 1 billion students!
Appsembler Founder & CEO Nate Aune takes a look at Open edX's latest named release, Eucalyptus, and all the most exciting new features that come with it.
Anatomy of Open edX at DjangoCon 2018 (San Diego)Nate Aune
What does it take to build a web application that can serve millions of concurrent users? This talk will dissect Open edX, the open source online learning platform that powers edX.org and hundreds of other sites around the world.
Open edX is written in Django but relies on a slew of other software to work at scale. We’ll break down the components of the entire software architecture, and explain how each component is used. This will give attendees some insights into how they might architect their web application if they’re building software to serve a large audience.
We’ll discuss how Open edX utilizes both MySQL and MongoDB as data stores and why it uses MySQL for student data and MongoDB for course data. We’ll describe the queing architecture of Celery and RabbitMQ to process background jobs, and Hadoop for processing terabytes of learner analytics data.
DevOps enthusiasts will not be disappointed as we’ll go into the use of Ansible and Terraform for deploying the entire suite of software in a consistent and repeatable way up to popular cloud providers such as AWS, Google Cloud and Azure.
What will attendees learn? The attendees will get a close look at a modern Django-based web application to see how it’s architected, and come away with a better understanding of design decisions when building a web application that needs to serve 35M users from every country in the world. Attendees will also be equipped with the knowledge to run Open edX on their laptop or in the cloud, if they want to explore the software further.
Open edX & Interoperability: Making Open edX play nicely with othersAppsembler
A keynote address on the interoperability of Open edX and how to make it work with or within other systems. Includes info about single sign-on, third party integrations, and more. The talk was given by Appsembler Founder/CEO Nate Aune at Open edX Conference 2016 at Stanford University.
www.appsembler.com
From our July Webinar - Appsembler Founder & CEO, Nate Aune, takes a look back at 2016's Open edX Conference: What we learned, who we met, and much more.
Steve Miller, english teacher in UK, shows us in this presentation how to use Chamilo for teaching english.
This talks belongs to the event organized by the Chamilo Association: "Celebrate the end of the year with Chamilo" that was held online on the 29th of december 2012.
Insights Success is covered "India's Innovative UIUX design Schools and Institutes 2021"'here we can find India's IUX design Schools & Institutes our business magazine is especially focus on that industry to determine the contribution of that Institutes in 2021.
Presentation of Yannick Warnier in the Chamilo Users Day in Madrid 2013 where he explains how to optimize the configuration of Chamilo LMS to prepare this LMS for a Massive Open Online Course.
Deck presented during Open edX conference ("Research & Pedagogy" track).
What have we (IONISx) built on top of Open edX tracking logs.
Single solution for instructors, devs, ops, marketing…
Learn more about the Moodle Course Creator Certification (MCCC). Currently the only Moodle Certificate, and offered solely by Moodle Partners. See the presentation for information and resources related to the MCCC.
How can we use open access, open resources, journals, databases, platforms and tools for collaboration and communication in academic work and research?
Workshop organized at JTEL / EMMA Summer School 2015.
Access the workshop resources: http://bit.ly/jtel15-oa02 or http://openeducationeuropa.eu/en/blogs/jtel-2015-open-minds-workshop
Join the workshop group: http://bit.ly/jtel15-oa03 or http://openeducationeuropa.eu/el/groups/jtel-federica-and-emma-summer-school-2015
Massively Open Online Courses, Experiences, Observations, and TrendsCharles Severance
This is a keynote I gave a the Sakai Mexico 2013 conference in Puebla, Mexico, April 24, 2013 - see also http://www.u-red.com.mx/sakaimexico2013/program.html
Some basic information MOOC, a new concept in learning. This was presented on 26th of June at Brasov Tech Meetup at Kronwell Hotel.
It also contains some interesting references from people involved in creating MOOCs or from some MOOC providers like Udacity, Coursera.
These were the support slides in the "Chamilo o Moodle, esta es la cuestión" conference organized by MENSA México in March 2013. It pinpoints and debunks myths that have been the tools of Moodle defender for the previous 2 years. Good support if you need to sell Chamilo against Moodle.
Open edX & Interoperability: Making Open edX play nicely with othersAppsembler
A keynote address on the interoperability of Open edX and how to make it work with or within other systems. Includes info about single sign-on, third party integrations, and more. The talk was given by Appsembler Founder/CEO Nate Aune at Open edX Conference 2016 at Stanford University.
www.appsembler.com
From our July Webinar - Appsembler Founder & CEO, Nate Aune, takes a look back at 2016's Open edX Conference: What we learned, who we met, and much more.
Steve Miller, english teacher in UK, shows us in this presentation how to use Chamilo for teaching english.
This talks belongs to the event organized by the Chamilo Association: "Celebrate the end of the year with Chamilo" that was held online on the 29th of december 2012.
Insights Success is covered "India's Innovative UIUX design Schools and Institutes 2021"'here we can find India's IUX design Schools & Institutes our business magazine is especially focus on that industry to determine the contribution of that Institutes in 2021.
Presentation of Yannick Warnier in the Chamilo Users Day in Madrid 2013 where he explains how to optimize the configuration of Chamilo LMS to prepare this LMS for a Massive Open Online Course.
Deck presented during Open edX conference ("Research & Pedagogy" track).
What have we (IONISx) built on top of Open edX tracking logs.
Single solution for instructors, devs, ops, marketing…
Learn more about the Moodle Course Creator Certification (MCCC). Currently the only Moodle Certificate, and offered solely by Moodle Partners. See the presentation for information and resources related to the MCCC.
How can we use open access, open resources, journals, databases, platforms and tools for collaboration and communication in academic work and research?
Workshop organized at JTEL / EMMA Summer School 2015.
Access the workshop resources: http://bit.ly/jtel15-oa02 or http://openeducationeuropa.eu/en/blogs/jtel-2015-open-minds-workshop
Join the workshop group: http://bit.ly/jtel15-oa03 or http://openeducationeuropa.eu/el/groups/jtel-federica-and-emma-summer-school-2015
Massively Open Online Courses, Experiences, Observations, and TrendsCharles Severance
This is a keynote I gave a the Sakai Mexico 2013 conference in Puebla, Mexico, April 24, 2013 - see also http://www.u-red.com.mx/sakaimexico2013/program.html
Some basic information MOOC, a new concept in learning. This was presented on 26th of June at Brasov Tech Meetup at Kronwell Hotel.
It also contains some interesting references from people involved in creating MOOCs or from some MOOC providers like Udacity, Coursera.
These were the support slides in the "Chamilo o Moodle, esta es la cuestión" conference organized by MENSA México in March 2013. It pinpoints and debunks myths that have been the tools of Moodle defender for the previous 2 years. Good support if you need to sell Chamilo against Moodle.
Optimización de recursos para lograr calidad y cantidad en la creación de MO...eMadrid network
Optimización de recursos para lograr calidad y cantidad en la creación de MOOCs: Experiencias de la Universidad de Southampton. Kate Dickens, Universidad de Southampton. 11/03/2016.
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experi...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Apren...eMadrid network
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain para el aprendizaje de los estudiantes y el desarrollo de los docentes
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". ...eMadrid network
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". Hacia la innovación educativa: los MOOCs y SPOCs de la Universidad Autónoma de Madrid. Pedro García Martín, Ruth Cobos Pérez, Universidad Autónoma de Madrid. 11/03/2016.
Increasing content reuse and user engagement on Open edXJane Park
Here's a talk I gave at the 2016 Open edX conference. Link to session description here: https://2016openedxconference.sched.org/event/61Nc/increasing-content-reuse-and-user-engagement-across-open-edx
With the growing popularity of MOOCs phenomenon, there emerged various for-profit and non-profit organizations providing platforms to host or offer MOOCs. To identify a list of MOOCs platforms for universities to consider, the results from the Google search engine, MOOC aggregator sites Class Central and MOOC List, blogs, together with other literature were combined. The target was to include the most widespread and prevalent platforms with English as the primary language. A total of eighteen MOOCs platforms were then included into the review and decision making process. Four categories as first-level attributes are: general attributes, course attributes, technology attributes, and partnership attributes. The total of 19 second-level attributes go under the first-level four categories. In this webinar, you will have an overview of 18 MOOC platforms under 19 attributes.
Features and Technologies required to build an Udemy clone scriptNilaadvika
Features and Technologies required to build an Udemy clone script
Creating an Udemy clone script is a complex undertaking, but with the right features and technologies, you can build a platform that rivals the best in the industry.
Remember to focus on user experience, content quality, and security while staying up-to-date with the latest technologies and best practices.
To Know More:
https://www.abservetech.com/edustar-udemy-clone/
Features and Technologies required to build an Udemy clone scriptNilaadvika
Creating an Udemy clone script is a complex undertaking, but with the right features and technologies, you can build a platform that rivals the best in the industry.
Remember to focus on user experience, content quality, and security while staying up-to-date with the latest technologies and best practices.
To Know More:
https://www.abservetech.com/edustar-udemy-clone/
Lightning talks: the student digital experienceJisc
Improve student employability by digitising their credentials
Speakers:
Ruth Drysdale, senior co-design manager, Jisc
Edward Pull, learning resource developer, Jisc
This lightning talk will show you how to improve student employability by putting credit in the students’ hands. You will see how they can share their achievements securely within their preferred digital platform. Guest universities and Jisc will identify opportunities and potential barriers to issuing HE digitised credentials.
Enhancing VLE engagement and supporting academic efficiences with activity templates
Speakers:
Adam Elce, digital learning technologist, Bishop Grosseteste University
James Duke, digital learning developer, Bishop Grosseteste University
If you are interested in supporting academics developing engaging and effective VLE courses, whilst enhancing the student experience leading to greater engagement in content and increasing the quality of learning outcomes, this session is for you.
Extending Jisc’s learning analytics platform with library data
Speaker: Lee Baylis, senior analytics innovator, Jisc.
Jisc’s learning analytics project nitially set out to offer business intelligence visualisations and machine learning predictions, based on student record systems data and VLE data from the dominant Moodle and Blackboard systems. In this lightning talk, Lee Baylis will give an overview of how Jisc have partnered with OCLC and the University of Gloucestershire to extract library e-resource data from the EZProxy system, which we have now added to Jisc’s learning data hub.
An overview of 18 platforms of MOOCs from four categories of attributes: 1. General Information, 2. Course Attributes, 3. Technology Attributes, 4. Business Attributes.
https://iversity.org/en/courses/etourism
The OEPass Learning Passport as a way to facilitate recognition of open crede...Ildiko Mazar
This presentation was delivered in the frame of the XVIII Seminar TIC-ETL Open Learning Recognition on 29 November 2019 at the UNED premises in Madrid, Spain. Find more information about the OEPass project and the Learning Passport please visit https://oepass.eu/outputs/learningpassport/.
OEWeek 2019 - Open Credentials for Open EducationIldiko Mazar
In the frame of the #OEWeek 2019 we devoted a 60 minute webinar to introduce and discuss the developments and latest achievements of 2 of its Erasmus+ co-funded projects, namely OEPass and MicroHE, focusing particularly on the Learning Passport (https://oepass.eu/outputs/learningpassport/) and the Credentials Clearinghouse (under construction). The full recording of the webinar is available at https://gofile.me/6AA3s/QiwqiBXDY
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
19.
Digital credentials that recognize and
verify students’ achievements and
skills at any point in time.
Also called micro-credentials.
20. Badges allow instructors to increase
students’ engagement and provide
independent learners with proof of
their accomplishments.
21. Most students in MOOCs neither
complete their courses nor receive
completion certificates, but many pick
up relevant skills and experiences
along the way.