Open Graphical Learning Modeler: Brief intro to the OpenGLM authoring tool for IMS Learning Design
Prepared for Theory and Practice of Design for Learning Workshop @ Online Educa 2011, Berlin, Germany
This document summarizes a study on developing a MATLAB GUI to simulate morphology techniques in digital image processing as a tool for computer-assisted learning. The GUI allows students to select images and apply erosion, dilation, opening, and closing operations to observe the effects. A survey found that 88-93% of students agreed the GUI helped them understand morphology concepts efficiently and enhanced their learning. The preliminary results suggest the MATLAB GUI is an effective tool to support teaching and learning of digital image processing techniques in an interactive way.
This document provides instructions and outlines the syllabus for the laboratory course CS8383 – Object Oriented Programming Laboratory. It includes 12 experiments covering topics like generating bills, currency conversion, inheritance with employee classes, interfaces, string operations with ArrayList, abstract classes, exception handling, file processing, multithreading, generics, and event-driven programming for a calculator application. The course aims to help students develop and implement Java programs involving classes, packages, interfaces, and concepts like exception handling, file processing, and event handling.
The European Technology Enhanced Learning LandscapeMichael Derntl
The document discusses analyzing the technology enhanced learning (TEL) landscape through mapping publication venues and trends, collaborations between authors, and funded projects in order to understand the current state and possible future directions of the TEL research community. Data sources that will be used include bibliographic databases, publication information, and project details with the goal of conducting both quantitative and qualitative analyses.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Commun...Michael Derntl
This document summarizes the Open Graphical Learning Modeler (OpenGLM) tool, which allows for standards-based sharing of instructional models within communities. OpenGLM builds upon existing modeling tools by integrating a sharing space called the Open ICOPER Content Space, which allows users to search, retrieve, annotate, enrich, and share instructional models. The document describes how OpenGLM streamlines the reuse and adaptation of instructional models for new courses. An evaluation with university users found benefits like reuse of materials and shared resources, though limitations around IT literacy, motivation, and intellectual property were also noted.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Commun...Michael Derntl
The document discusses OpenGLM, a tool that allows users to model instruction following open standards and share their work. OpenGLM builds on existing modeling software and uses an open content space for sharing. Users can search for existing instructional models, adapt them to create new lessons, and upload their work to repositories. The tool supports communities of educators and helps promote best practices in teaching through standardized modeling and reuse of instructional content.
Learning contracts allow learners to:
1) Propose and explore topics of interest in an active, self-directed way within the course framework.
2) Sign agreements about desired learning outcomes as an alternative form of evaluation.
3) Pursue deeper knowledge in a special application or context of the course subject.
This document summarizes a study on developing a MATLAB GUI to simulate morphology techniques in digital image processing as a tool for computer-assisted learning. The GUI allows students to select images and apply erosion, dilation, opening, and closing operations to observe the effects. A survey found that 88-93% of students agreed the GUI helped them understand morphology concepts efficiently and enhanced their learning. The preliminary results suggest the MATLAB GUI is an effective tool to support teaching and learning of digital image processing techniques in an interactive way.
This document provides instructions and outlines the syllabus for the laboratory course CS8383 – Object Oriented Programming Laboratory. It includes 12 experiments covering topics like generating bills, currency conversion, inheritance with employee classes, interfaces, string operations with ArrayList, abstract classes, exception handling, file processing, multithreading, generics, and event-driven programming for a calculator application. The course aims to help students develop and implement Java programs involving classes, packages, interfaces, and concepts like exception handling, file processing, and event handling.
The European Technology Enhanced Learning LandscapeMichael Derntl
The document discusses analyzing the technology enhanced learning (TEL) landscape through mapping publication venues and trends, collaborations between authors, and funded projects in order to understand the current state and possible future directions of the TEL research community. Data sources that will be used include bibliographic databases, publication information, and project details with the goal of conducting both quantitative and qualitative analyses.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Commun...Michael Derntl
This document summarizes the Open Graphical Learning Modeler (OpenGLM) tool, which allows for standards-based sharing of instructional models within communities. OpenGLM builds upon existing modeling tools by integrating a sharing space called the Open ICOPER Content Space, which allows users to search, retrieve, annotate, enrich, and share instructional models. The document describes how OpenGLM streamlines the reuse and adaptation of instructional models for new courses. An evaluation with university users found benefits like reuse of materials and shared resources, though limitations around IT literacy, motivation, and intellectual property were also noted.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Commun...Michael Derntl
The document discusses OpenGLM, a tool that allows users to model instruction following open standards and share their work. OpenGLM builds on existing modeling software and uses an open content space for sharing. Users can search for existing instructional models, adapt them to create new lessons, and upload their work to repositories. The tool supports communities of educators and helps promote best practices in teaching through standardized modeling and reuse of instructional content.
Learning contracts allow learners to:
1) Propose and explore topics of interest in an active, self-directed way within the course framework.
2) Sign agreements about desired learning outcomes as an alternative form of evaluation.
3) Pursue deeper knowledge in a special application or context of the course subject.
This document discusses metrics for analyzing the community of authors who have published in the International Conference on Advanced Learning Technologies (ICALT) over multiple years, including the number of authors who have appeared frequently, the size of the largest connected co-authorship group, average path length between authors, density and clustering of the co-authorship network, and compares it to metrics for the ACM SIGCSE community.
Mapping the European TEL Project Landscape Using Social Network Analysis and ...Michael Derntl
The document discusses mapping the European technology-enhanced learning (TEL) project landscape using social network analysis and advanced query visualization. It analyzes data on over 70 TEL projects funded by the European Commission between 2004-2010 to identify patterns in collaborations between organizations, progression of consortiums between projects, and the relationships between projects, organizations, and topics. Social network analysis is applied to collaboration networks between organizations within and across projects, while topic mining is used to analyze topics addressed in project focuses, publications, and other media. Visualization tools are used to display the results, including geo-mapping of organizational collaboration networks.
Interactions for Learning as Expressed in an IMS LD Runtime EnvironmentMichael Derntl
This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
A Dynamic Topic Model of Learning Analytics ResearchMichael Derntl
This document discusses the results of a dynamic topic modeling analysis of learning analytics research publications from 2009 to 2012. It finds that early research was turbulent but shared foundations in data modeling and analysis. The first LAK conference in 2011 brought topics shifts, increasing focus on learner modeling and network analysis. Recent years have seen moderate topic shifts and convergence, with growing emphasis on social aspects, student interactions, and students as research subjects.
This webinar provided an overview of outcome-based learning opportunities. It discussed the background and motivation for outcome-based education, how to formulate learning outcomes, aligning teaching methods and assessments with learning outcomes, and standards for describing learning outcomes and opportunities. The webinar covered topics such as defining intended vs achieved learning outcomes, examples of learning outcome types, guidelines for writing learning outcomes, and aligning outcomes with instructional models and assessments. Upcoming webinars will discuss e-content for designing outcome-based learning, outcome-based assessment, and applications.
Teaching/Learning Methods and Learning Outcomes - WorkshopMichael Derntl
The document describes learning outcomes and their alignment across different levels of education. It defines three types of learning outcomes: knowledge, skills, and personal and professional competence. It also discusses how learning outcomes are aligned from the international to institutional levels. Guidelines are provided for writing learning outcomes, including focusing on learning rather than teaching and making sure the outcome can be assessed. Examples of properly written learning outcomes are given. The workshop task involves identifying teaching methods for a specific course, and formulating learning outcomes linked to each method.
Basics of Paper Writing and Publishing in TEL (JTEL 2013)Michael Derntl
1st Place: Abstract B
This abstract summarizes a study that analyzed conversations between high school friends tutoring each other to understand how to design artificial tutoring agents that can sustain long-term relationships. The analysis found that tutors focused more on the task while tutees expressed more playfulness and challenges, and this tutee behavior was linked to increased learning for the tutor. The abstract provides informative details about the motivation, methods, and implications of the study.
Investigating teachers' understanding of IMS Learning Design: Yes they can!Michael Derntl
1. The document summarizes a study that investigated teachers' understanding of the IMS Learning Design specification after a brief introduction. 21 teachers from 10 European countries participated in workshops where they were introduced to IMS LD elements and used an authoring tool.
2. In the study, teachers were given a scenario and task to model using IMS LD. Their solutions were analyzed and scored against a prototype. On average, solutions had 78% conformity with the prototype.
3. The study found teachers were able to complete moderately complex design tasks with IMS LD after a short introduction. However, some elements like role-parts and conditional activities posed conceptual difficulties for some teachers.
This document introduces IMS Learning Design (LD), a specification that allows formal description of learning and teaching processes. IMS LD separates design-time components from runtime instantiation, allowing units of learning to be reused across different systems. It follows a stage-play metaphor to structure learning activities, environments, roles, and properties into a sequence of acts using role-parts and conditions. The document provides an example unit of learning on global warming to demonstrate how IMS LD elements describe the learning design.
This document provides an overview of learning management systems (LMS). It defines an LMS as software for delivering, tracking, and managing training. It notes that most LMS are web-based to enable learning anywhere and anytime. It then describes some key features of LMS including disseminating content, enabling communication, assessing performance, and incorporating new technologies. The document provides examples of commercial, open source, and proprietary LMS platforms. It highlights key course management and learner management features of LMS and how they can be used to create online courses and manage learners. Finally, it discusses how LMS can be used to address different collaboration and learning challenges.
This document summarizes a seminar on instructional design and interactive learning materials. It discusses the ADDIE model of instructional design, which includes five stages: analysis, design, development, implementation, and evaluation. Students are tasked with creating an interactive learning object by defining the target audience, learning environment, and content in the analysis stage. They will describe the learning objectives and strategies in the design stage. Students will then create a storyboard and describe the user interface and audio contents for their learning object. Finally, they will present their interactive learning object to the class.
Seminar AK Technology Enhanced Learning - Einheit 5/6Martin Ebner
This document summarizes the five stages of the ADDIE instructional design model: Analysis, Design, Development, Implementation, and Evaluation. It provides details on the key activities in each stage, such as analyzing learners and learning environments, designing objectives and interfaces, developing content, implementing training, and conducting formative and summative evaluations. It also describes an interactive learning object project where students analyze a target group, learning environment, and content before designing objectives, strategies, and storyboards to create the object.
The document summarizes a collaborative project between several Irish academic libraries to develop an open access bibliometrics toolkit. The toolkit includes an online tutorial developed using Articulate software, supplemental print materials, and workshop/presentation materials. It is hosted on a website and in an online repository. The project aims to provide reusable learning objects on bibliometrics that can be customized by libraries for local needs through a collaborative model.
Finding and using web widgets for self-regulated learningROLE Project
This presentation explains how to find web widgets (ROLE Showcase Platform, ROLE Widget Store, other platforms) and use them for self-regulated learning in a PLE (Personal Learning Environment) or a PLMS (Personal Learning Management System).
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document discusses metrics for analyzing the community of authors who have published in the International Conference on Advanced Learning Technologies (ICALT) over multiple years, including the number of authors who have appeared frequently, the size of the largest connected co-authorship group, average path length between authors, density and clustering of the co-authorship network, and compares it to metrics for the ACM SIGCSE community.
Mapping the European TEL Project Landscape Using Social Network Analysis and ...Michael Derntl
The document discusses mapping the European technology-enhanced learning (TEL) project landscape using social network analysis and advanced query visualization. It analyzes data on over 70 TEL projects funded by the European Commission between 2004-2010 to identify patterns in collaborations between organizations, progression of consortiums between projects, and the relationships between projects, organizations, and topics. Social network analysis is applied to collaboration networks between organizations within and across projects, while topic mining is used to analyze topics addressed in project focuses, publications, and other media. Visualization tools are used to display the results, including geo-mapping of organizational collaboration networks.
Interactions for Learning as Expressed in an IMS LD Runtime EnvironmentMichael Derntl
This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
A Dynamic Topic Model of Learning Analytics ResearchMichael Derntl
This document discusses the results of a dynamic topic modeling analysis of learning analytics research publications from 2009 to 2012. It finds that early research was turbulent but shared foundations in data modeling and analysis. The first LAK conference in 2011 brought topics shifts, increasing focus on learner modeling and network analysis. Recent years have seen moderate topic shifts and convergence, with growing emphasis on social aspects, student interactions, and students as research subjects.
This webinar provided an overview of outcome-based learning opportunities. It discussed the background and motivation for outcome-based education, how to formulate learning outcomes, aligning teaching methods and assessments with learning outcomes, and standards for describing learning outcomes and opportunities. The webinar covered topics such as defining intended vs achieved learning outcomes, examples of learning outcome types, guidelines for writing learning outcomes, and aligning outcomes with instructional models and assessments. Upcoming webinars will discuss e-content for designing outcome-based learning, outcome-based assessment, and applications.
Teaching/Learning Methods and Learning Outcomes - WorkshopMichael Derntl
The document describes learning outcomes and their alignment across different levels of education. It defines three types of learning outcomes: knowledge, skills, and personal and professional competence. It also discusses how learning outcomes are aligned from the international to institutional levels. Guidelines are provided for writing learning outcomes, including focusing on learning rather than teaching and making sure the outcome can be assessed. Examples of properly written learning outcomes are given. The workshop task involves identifying teaching methods for a specific course, and formulating learning outcomes linked to each method.
Basics of Paper Writing and Publishing in TEL (JTEL 2013)Michael Derntl
1st Place: Abstract B
This abstract summarizes a study that analyzed conversations between high school friends tutoring each other to understand how to design artificial tutoring agents that can sustain long-term relationships. The analysis found that tutors focused more on the task while tutees expressed more playfulness and challenges, and this tutee behavior was linked to increased learning for the tutor. The abstract provides informative details about the motivation, methods, and implications of the study.
Investigating teachers' understanding of IMS Learning Design: Yes they can!Michael Derntl
1. The document summarizes a study that investigated teachers' understanding of the IMS Learning Design specification after a brief introduction. 21 teachers from 10 European countries participated in workshops where they were introduced to IMS LD elements and used an authoring tool.
2. In the study, teachers were given a scenario and task to model using IMS LD. Their solutions were analyzed and scored against a prototype. On average, solutions had 78% conformity with the prototype.
3. The study found teachers were able to complete moderately complex design tasks with IMS LD after a short introduction. However, some elements like role-parts and conditional activities posed conceptual difficulties for some teachers.
This document introduces IMS Learning Design (LD), a specification that allows formal description of learning and teaching processes. IMS LD separates design-time components from runtime instantiation, allowing units of learning to be reused across different systems. It follows a stage-play metaphor to structure learning activities, environments, roles, and properties into a sequence of acts using role-parts and conditions. The document provides an example unit of learning on global warming to demonstrate how IMS LD elements describe the learning design.
This document provides an overview of learning management systems (LMS). It defines an LMS as software for delivering, tracking, and managing training. It notes that most LMS are web-based to enable learning anywhere and anytime. It then describes some key features of LMS including disseminating content, enabling communication, assessing performance, and incorporating new technologies. The document provides examples of commercial, open source, and proprietary LMS platforms. It highlights key course management and learner management features of LMS and how they can be used to create online courses and manage learners. Finally, it discusses how LMS can be used to address different collaboration and learning challenges.
This document summarizes a seminar on instructional design and interactive learning materials. It discusses the ADDIE model of instructional design, which includes five stages: analysis, design, development, implementation, and evaluation. Students are tasked with creating an interactive learning object by defining the target audience, learning environment, and content in the analysis stage. They will describe the learning objectives and strategies in the design stage. Students will then create a storyboard and describe the user interface and audio contents for their learning object. Finally, they will present their interactive learning object to the class.
Seminar AK Technology Enhanced Learning - Einheit 5/6Martin Ebner
This document summarizes the five stages of the ADDIE instructional design model: Analysis, Design, Development, Implementation, and Evaluation. It provides details on the key activities in each stage, such as analyzing learners and learning environments, designing objectives and interfaces, developing content, implementing training, and conducting formative and summative evaluations. It also describes an interactive learning object project where students analyze a target group, learning environment, and content before designing objectives, strategies, and storyboards to create the object.
The document summarizes a collaborative project between several Irish academic libraries to develop an open access bibliometrics toolkit. The toolkit includes an online tutorial developed using Articulate software, supplemental print materials, and workshop/presentation materials. It is hosted on a website and in an online repository. The project aims to provide reusable learning objects on bibliometrics that can be customized by libraries for local needs through a collaborative model.
Finding and using web widgets for self-regulated learningROLE Project
This presentation explains how to find web widgets (ROLE Showcase Platform, ROLE Widget Store, other platforms) and use them for self-regulated learning in a PLE (Personal Learning Environment) or a PLMS (Personal Learning Management System).
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The document discusses object-oriented programming concepts including:
1. Classes define common attributes and behaviors for objects through templates, while objects are unique instances of classes with specific attribute values.
2. An object bundles both state in the form of data/attributes and behavior through functions/methods.
3. The advantages of the object-oriented approach include focusing first on data structure and encapsulating data within objects, which reduces effects of changes and isolates errors.
This document discusses developing instructional materials. It describes the instructor's roles in delivering instruction and ensuring students understand. The instructor plans instructional strategies and develops materials to help students master objectives. These materials can include media and existing resources. The document outlines objectives like describing the designer's role and developing materials based on instructional strategies. It provides guidance on analyzing instructional needs, developing prototypes, and evaluating materials through formative assessment.
The document discusses the iCamp project which aims to design innovative learning experiences to develop soft competencies through challenging learning environments, building personal learning environments, and applying Web 2.0 tools. It provides an overview of trials conducted using tools like blogs, wikis and chat for collaboration, content creation and self-reflection. A new model is proposed for visualizing learning landscapes and activity patterns to better describe the learning process and environment.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Creating and Enhancing Student Centred Portfolios in VLEsCetis
The ceLTIc project aims to integrate elearning applications with VLEs using IMS Learning Tools Interoperability (LTI). LTI allows tools to be integrated once and used across multiple VLEs. It provides single sign-on for users and passes user and context data to tools. The basic LTI specification can be extended to support memberships, outcomes, and settings. This allows tools to synchronize user lists and send grades back to the VLE. LTI enables collaboration between users in different VLEs or courses through a shared tool context.
This is the accompanying PowerPoint for a 25-minute lecture I give to pre-service teachers introducing them to the idea of using technology for content exploration.
The document describes several models for structuring online courses:
The ILARQ model outlines 5 components - Introduction, Lesson, Application, Reflection, and Quiz. The ICare model is similar but replaces Lesson with Connect and adds an Evaluation component. The Dream model's components are Discover, Read, Explore, Apply, and Measure. The E-Class model uses Explain, Clarify, Look, Act, Share, and Self-Evaluate/Submit. Finally, the DSELASM model structures lessons around Discover/Intro, Self-Assess, Explain, Connect/Explore, Look, Act/Apply/Engage, Share, and Measure/Evaluate.
How to Create a Learning Managment SystemPinoy Guro
The document introduces Moodle, an open-source learning management system that allows educators to easily create online courses with modular activities and features for managing learners. Moodle was designed based on constructivist pedagogy and provides tools for collaboration and active learning. The document highlights many of Moodle's course creation, management, and communication features that make it a full-featured yet free alternative to proprietary LMS solutions.
The document describes a workshop on designing collaborative learning activities. It outlines the goals of designing workshop activities that will achieve educational aims in a given situation. It provides an overview of the activities which include envisioning a vision, connecting tools and resources, prototyping, and evaluating the design. The workshop utilizes tools like the Integrated Learning Design Environment and heuristic evaluation to develop and critique proposed learning designs.
Bang for Your eLearning Buck: Enhancing the Learning Experience by Leveraging...Eve Lyons-Berg
You can find the full recorded webinar here: https://www.elearninglearning.com/frs/10314249/enhancing-the-learning-experience-by-leveraging-learner-analytics
The importance of learner analytics is well understood among the eLearning community – but practical knowledge of how to capture and use those numbers is much harder to find. The effective application of learner analytics requires a deep understanding of everything from delivering and tracking learning events, to interpreting and leveraging learning data to improve your future courses. Either of these areas would be difficult for anyone to pick up quickly, and with the growth of analytics, many are finding themselves in a position where they’re expected to do both.
Fortunately, we’re here to help. In this webinar, Seth Puri, EVP of Global Sales and Marketing for Gutenberg Technology, will deliver a guide to collecting and assessing learning outcomes – and demonstrate how doing so can help you deliver a differentiated eLearning experience.
You’ll walk away with a wealth of knowledge on learner analytics, including:
- The must-have components of effective student analytics tracking
- Which analytics work best to determine course effectiveness
- How to interpret learning data: student performance vs. course performance
- What’s next: the future of adaptive learning
Presentation software like Microsoft PowerPoint and Prezi can be effective formative and summative assessment tools in education. Formative assessments using interactive presentation features like games and exit tickets can provide real-time data to monitor student understanding and drive instruction. Summative student-created presentations allow evaluation of content and technology standards through rubrics and provide information to identify areas for reteaching. When used with guidelines, presentation software can engage students and produce assessment data to differentiate instruction.
This document discusses personal learning environments (PLEs) and self-regulated learning (SRL). It defines a PLE as a facility for individuals to aggregate, manipulate, and share digital artifacts of their ongoing learning experiences in a learner-centric way. Key characteristics of a PLE include supporting learner goals and progress, managing content and learning processes, and enabling collaboration. The document also describes SRL as the ability to learn how to learn through skills like goal-setting, finding resources, seeking help, and reflecting on progress. It provides links to introductory courses on PLEs and SRL using the ROLE learning tools.
The document provides an overview of training development based on the ADDIE model. It discusses analyzing training needs, designing objectives and content, developing materials using strategies like elaboration theory and organizing techniques, implementing the training, and evaluating the results. Specific topics covered include how people learn, developing outlines and lessons, selecting media, and quality assurance techniques.
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.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
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 the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
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.
Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Infrastructure Challenges in Scaling RAG with Custom AI modelsZilliz
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
Infrastructure Challenges in Scaling RAG with Custom AI models
OpenGLM - A (Very) Brief Intro
1. OpenGLM
Open Graphical Learning Modeler
– A (Very) Brief Intro
Michael Derntl
RWTH Aachen University, Germany
derntl@dbis.rwth-aachen.de
Workshop Theory and Practice of Design for Learning
Online Educa 2011, Nov. 30, Berlin, Germany
http://ld-grid.org
2. OpenGLM key facts
• Visual learning design authoringinterface
• Main concepts: Activity, Role, Sequencing
• Export as IMS Learning Design (LD) package
• Connectedto OICS, an open
resourcerepository (Open ICOPER Content
Space)
• Open source:http://is.gd/openglm
• Runs on Windows, Mac OS X and Linux
5. Navigation elements
Role expresses the function that a person carries out
in a learning design.
Activities are used to express actions that learners or
instructors perform during learning and teaching.
Add-ons are used whenever learners are to actively
contribute something, e.g. comments, upload a file,
Tools are technical services used during activties (e.g.
forum, chat) and Materials are provided as learning
objects (e.g. slides, website links, papers)
Navigation
7. Modeling area and tools
Drag and drop elements from the modelling tools
pane to the modelling area
Modellingarea Modelingtools
Use the connection to connect activities
with each other
Learning activity vs Support activity:
support activity has a role that is
supported, and no learning objectives.
Typically carried out by tutor and
teacher roles
Drag the role(s) onto to the
activities they shall perform at
runtime Selection: lets the role choose a subset of
the selection point’s outgoing activities
Synchronization: synchronizes parallel
activity streams by continuing only after
all previous activities have ended
Use the modellingarea to arrange
activities in a sequence
9. Pre-defined teaching methods
The “OICS* Teaching Methods” pane offers a set
of pre-defined good-practice teaching methods
that can be reused by dragging & dropping them
onto the modelling area.
The dropped teaching method’s (generic) activity
sequence will then materialize in the modelling
pane, ready to be adapted, refined, integrated
into the existing sequence, etc.
To look for more teaching methods, click the
“Import from OICS” menu item.
* OICS is the Open ICOPER Content Space, see
http://ld-grid.org/resources/resource-banks/oics
Teaching methods
10. Key rules
• The learning design must have
– One start point
– One end point
• Each activity must have:
– At least one role assigned (drag the role onto the activity)
– Incoming and outgoing connection(s)
– An activity description (double click activity symbol to edit)
(OpenGLM will list violations upon clicking “Export
Instructional Model” from the Navigation pane or
menu
11. Activitydetails: Description
Double click the activity symbol in the
modeling area to bring up its details editor
• Provide a
description of the
activity (this will
be shown to the
learner or teacher
during runtime)
• Can be text or
other resources
(button “Add
Resource”)
12. Activitydetails: Add-ons
Add-ons are used
whenever learners are
to actively contribute
something, e.g.
comments, upload a
file, or assign grades
as part of an activity in
the learning design.
13. Activitydetails: Tools and materials
• Add tools to the
activity (e.g. a
forum, chat, etc.)
by checking an
existing tool or
adding a new one.
All checked tools/materials will be • Learning and
available during this activity at
runtime
teaching material
(e.g. e-books,
lecture slides) are
provided as a
learning object