Instead of having to know XML, XSL, XSD, SQL, and command-line tricks because form data is stored in XML blobs -- why not just store form fields in SQL fields so you can point any off-the-shelf reporting tool at your data? Works with Crystal, Cognos, Pentaho and more...
Evolution of online interactions while observing classroom situations on vide...Université de Sherbrooke
Florian Meyer, Marc-André Gazé, Roselyne Lampron
PeDTICE, Université de Sherbrooke
Canada
florian.meyer@usherbrooke.ca
The role of an online teacher trainer to support interactions between student teachers is quite complex. He has to set up various types of interactions in order to support the learning that occurs through different cognitive processes. These are influenced by the environment and the social context in which a person is, the practice of reference, the observations he can do, the models that are proposed, the mediation offered by a trainer or a more experienced peer, his ideas or his expectations. Thus we chose to set up a research which overall objective is to understand the evolving capacities of student teachers to analyze videos of class situations, according to peer interventions and those of the trainer, the contextual elements or the characteristics of the training. In this paper, we will discuss the pedagogical models and the interactions that occurred in two courses highlighting similarities and differences. We will present some interpretations and the next steps of the research
Evolution of online interactions while observing classroom situations on vide...Université de Sherbrooke
Florian Meyer, Marc-André Gazé, Roselyne Lampron
PeDTICE, Université de Sherbrooke
Canada
florian.meyer@usherbrooke.ca
The role of an online teacher trainer to support interactions between student teachers is quite complex. He has to set up various types of interactions in order to support the learning that occurs through different cognitive processes. These are influenced by the environment and the social context in which a person is, the practice of reference, the observations he can do, the models that are proposed, the mediation offered by a trainer or a more experienced peer, his ideas or his expectations. Thus we chose to set up a research which overall objective is to understand the evolving capacities of student teachers to analyze videos of class situations, according to peer interventions and those of the trainer, the contextual elements or the characteristics of the training. In this paper, we will discuss the pedagogical models and the interactions that occurred in two courses highlighting similarities and differences. We will present some interpretations and the next steps of the research
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
Este archivo contiene los conceptos fundamentales que cualquier usuarios experto o princiante debe conocer para la operacion básica de los equipos de cómputo
A Luxury Train Tour of Northern Spain in 2011
Santiago de Compostela - San Sebastián, or viceversa
In a Luxury All-Suite Train with maximum 42 passengers
This presentation steps through how the University of Dayton identified why their Sakai server was underperforming. Hint: it was the hardware. Their findings are also presented.
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
Este archivo contiene los conceptos fundamentales que cualquier usuarios experto o princiante debe conocer para la operacion básica de los equipos de cómputo
A Luxury Train Tour of Northern Spain in 2011
Santiago de Compostela - San Sebastián, or viceversa
In a Luxury All-Suite Train with maximum 42 passengers
This presentation steps through how the University of Dayton identified why their Sakai server was underperforming. Hint: it was the hardware. Their findings are also presented.
Messages & Forums 2.7, Not What You Were ExpectingMegan May
Introducing the faster, sleeker, and improved Messages & Forums tool for Sakai 2.7. This showcase will go over the improvements made to the Messages & Forums tool, including the UI makeover, the new synoptic tool, the many performance improvements and the extra features added for the user. We will also go over the process of becoming an independently released tool.
This slide deck is from the Summer of Tech talk about ICT careers in Wellington, New Zealand.
John Clegg talks about the Summer of Tech Programme and provides some tips on how to build a meaning career in IT.
What are some practical uses for Domain Specific Languages (DSL)? And how do you go about designing DSLs, implementing them in Groovy, creating tests for your models and evolving the structure of the languages over time?
In this fast paced session, Peter Bell will examine a real world Groovy DSL, how it was designed and implemented, the testing strategies employed and the options for evolving the structure (grammar) of the DSL.
If you've built DSLs but want to go further, or if you've still not figured out how a DSL might help you to build better, more maintainable apps more quickly and easily, come along and learn more about creating practical, maintainable DSLs for your projects.
Just a thought . . . If you are interested in this talk you might also be interested in Core Gradle: Gradle, a Build System for Java Workshop and Graeme Rocher's Groovy and Grails Workshop
Persistence Smoothie: Blending SQL and NoSQL (RubyNation Edition)Michael Bleigh
Persistence Smoothie is a talk given at RubyNation 2010 about when, how, and why to use combinations of persistence engines (including both SQL and NoSQL options) with a live example. The code is available at http://github.com/mbleigh/persistence-smoothie
Leverage the power of Web 2.0 - your static Web 1.0 site was about you. Web 2.0 is about your reader — your potential client. Interact and engage with your readers, gain feedback and build relationships through your blog.
Presentation for Northeast Arkansas Advertising Federation District 10 Conference.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024
Reporting, the easy way
1. Reporting on your OSP Form Data...
the Easy Way
Will.Trillich@serensoft.com, Sean.Keesler@threeCanoes.com
ePortfolio Wonks
Wednesday, June 16, 2010
Thursday, June 17, 2010
2. Reporting on your OSP Form Data...
Making
it
Suck
Less
the Easy Way
Will.Trillich@serensoft.com, Sean.Keesler@threeCanoes.com
ePortfolio Wonks
Wednesday, June 16, 2010
Thursday, June 17, 2010
3. Let’s talk about Reporting
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4. Why Bother With Reporting?
• What’s the big deal?
• Why collect all this data?
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5. Why Bother With Reporting?
• What’s the big deal?
• Why collect all this data?
• We can make decisions based on patterns in the
information
• But if you can’t get information out, then putting
data in is a waste of everyone’s time and effort!
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6. A Sample Evaluation Form
• Imagine using an Evaluation form as shown here:
• For this to be useful you
must be able to aggregate
all these evaluations...
• per course
• per academic year
• per student
• per evaluator
• etc
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7. So Create Some Reports Then
• Let’s take a look at what’s going on, rst
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8. Oh Look...
Sakai Already Has a “Reports” Tool
Of Its Own
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9. Sakai’s Built-In “Reports” Tool
• Why not just use that, then?
• Once it’s set up you can pull lots of useful
patterns from your data
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10. Sakai’s Built-In “Reports” Tool
• Why not just use that, then?
• Once it’s set up you can pull lots of useful
patterns from your data
• “Once it’s set up”!
• Enormous investment, attention, resources to get it
working
• You don’t have to be IU—but it helps :)
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11. The OSP “Reports” Tool
• Here’s what it looks like after you install it in your
worksite...
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12. So... Now What?
• Can you see how to create a report?
• What will you need to know to get it working?
• Can you hook it up to Crystal Reports
or Cognos tools or Pentaho and get straight to
your Evaluation-form elds? Nope.
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13. How do you Use it?
• To use the OSP “Reports” tool here’s all you need
to know in order to create a new report...
• XML data structures and operations
• XSL to transform the XML
• XSD to see where the data comes from
• SQL to issue queries to the database
• Be Command-line Savvy, and have backstage
access to the Sakai server
• ...for EVERY NEW REPORT!
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14. That’s a PAINFUL learning curve!
Yikes!
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15. Why Is OSP Reporting So Challenging?
• When you build a new XSD form from scratch it
could have any (ANY!) structure
• The programmers couldn’t predict in advance
what data structures would be needed
• So OSP Collects form data in big, amorphous,
black-box XML chunks as a universal “solution”
• For example:
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16. One of Sean’s Awesome AAC&U VALUE Rubric Forms
Get
it
from
h+p://www.openEdPrac7ces.org
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17. Each Row in that Grid Represents a “Field”
• The actual data collected for the ve “axes” in this
form are shown below the grid:
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18. This is Why the Programmers Opted to Store XML Blobs
• So the Sakai Programmers let us create any form
structure we want
• The result gets stored as an XML blob, such as:
<eval-‐form>
<organiza7on>
3
</organiza7on>
<language>
4
</language>
<delivery>
4
</delivery>
<support>
3
</support>
<message>
4
</message>
<commentary>
Great
improvement...
</commentary>
<ra7ng>
3.6
</ra7ng>
</eval-‐form>
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19. A Contact Info Form Will Look Completely Different
<contact-‐info>
<name>
<first>Bob</first>
<last>Smith</last> All
these
different
forms
</name> are
too
amorphous
for
the
programmers
to
predict!
<emails>
<work>bob@work.net</work>
<personal>kahuna@mongo.org</work>
</emails>
</contact-‐info>
• Difficult to conjure a database arrangement to
accommodate all these different structures
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20. Forms can Vary Widely
• Other forms are totally different
• Résumé/CV, Contact Info Form, Re ection Form...
• The programmers knew we’d conjure up all kinds
of different XSD form structures
• So the programmers chose to just store the XML
• But XML is for transport, not storage...
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21. PROBLEM: How can you Reach the Field-Level Data?
• If you want an average or total of a particular eld
for all students...
• It’s buried inside all this text!
<eval-‐form>
<organiza7on>
3
</organiza7on>
<language>
4
</language>
<delivery>
4
</delivery>
<support>
3
</support>
<message>
4
</message>
<commentary>
Great
improvement...
</commentary>
<average>
3.6
</average>
</eval-‐form>
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22. You Could use XSL to parse it...
• XSL is designed to transform XML to something
else (often HTML)
• But there’s a STEEP learning curve there
• Requires IT mojo and lots of caffeine
• Sure would be nice if we could just use a point-
and-click reporting tool like Crystal Reports or
Cognos or Pentaho...
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23. Pentaho, Crystal, Cognos and more!
The Report-Enabling Gizmo to the Rescue!
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24. It makes your Form Data Reachable
• It makes everything SQL-selectable!
• Don’t need to learn XML, XSL, XSD, backstage
command-line hooey
• Cognos? Pentaho? Crystal Reports?
No problemo
• We came up with some sample reports
to illustrate:
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25. A Sample “Cognos Impromptu” Report
• Who’s getting what scores?
• Marie is squeaking by Blaise
• And who’s giving what scores?
• Hmm, let’s see this another way...
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26. Another Example Cognos Report
• Chip is giving
everyone a
perfect score!
• Time to have
a talk with
him...
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27. Reports like this Help you Make Decisions and Take Action
• Here we can see one evaluator is likely not taking
his task seriously
• Reporting enables you to see stuff like this and
then take action to nd out more, or to work it
out
• Sure is easy to come up with reports like this if
you can use Cognos or Crystal or Pentaho
• ...which you can’t do when the data is buried
inside XML blobs
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28. Let’s See the OSPTOOL Gizmo in its Element
• Once the tool is installed in your !admin
workspace:
• Open the OSPTOOL there
• Specify which forms to process
• Click “Parse Selected Forms”
• Kick back, be awesome, bask in the accolades
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29. How to use the “!admin” Interface
• Select which forms
to parse
• Then “Parse” them!
• Let’s follow an
example...
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Thursday, June 17, 2010
30. Create a New Filled-Out Form Instance
• Evaluator responds to a Student Submission:
Evaluator
fills
out
Evalua7on
form
Normal
workflow:
Student’s
cell
is
now
LOCKED
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31. Now “Parse” the Chosen Forms
• Visit !admin worksite
• Make sure your chosen form is selected for
Parsing
• Then... Parse!
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32. Now you can just REFRESH your Reports
• Evaluator added new Evaluations for 2 Students!
«
BEFORE
REFRESH
...Then
a
quick
PARSE... AFTER
REFRESH
»
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33. Magic!
How Does This Work?
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34. Reporting Tools Require Access to SQL Fields
• If the data is available at the SQL- eld level then
off-the-shelf reporting tools like Cognos or
Pentaho or Crystal can reveal patterns
• The OSPtool Gizmo makes all the form elds
available directly via SQL
• (You do still need to know SQL, or have access to
someone who does, but now you can forget the XSD
and XSL and command-line voodoo)
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35. Common Patterns in All Form Structures
• Sure, some forms have text elds for email, others
have numeric elds for scores...
<eval-‐form>
<organiza7on>
3
</organiza7on>
<contact-‐info>
<language>
4
</language>
<name>
<delivery>
4
</delivery>
<first>Bob</first>
<support>
3
</support>
<last>Smith</last>
<message>
4
</message>
</name>
<commentary>
Great
improvement...
</comme
<emails>
<average>
3.6
</average>
<work>bob@work.net</work> </eval-‐form>
<personal>kahuna@mongo.org</work>
</emails>
</contact-‐info>
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36. Common Patterns in All Form Structures
• Sure, some forms have text elds for email, others
have numeric elds for scores...
contact-‐info
<contact-‐info>
<name>
name emails
<first>Bob</first>
<last>Smith</last>
</name>
first last work personal
<emails>
<work>bob@work.net</work>
<personal>kahuna@mongo.org</personal> But
each
field
element
</emails> has
a
“parent”
element
</contact-‐info> and
belongs
to
a
form
11th
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2010 36
Thursday, June 17, 2010
37. Common Patterns in All Form Structures
• Sure, some forms have text elds for email, others
have numeric elds for scores...
• But all eld elements have a position inside the
form data
• All eld elements have a “parent” element
• All eld elements have a root-level “form” element
• Why not leverage that?
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2010 37
Thursday, June 17, 2010
38. That’s Exactly what the OSPtool Gizmo Does
• Each eld knows what its “parent” is
• Easy to determine the “root” form for any eld
• That’s it!
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2010 38
Thursday, June 17, 2010
39. So here’s the upshot
The Good and the Bad
11th
Sakai
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2010 39
Thursday, June 17, 2010
40. The Good Parts
• It’s freely available as Source Code
• https://source.sakaiproject.org/contrib/serensoft/
• Your report-writers will only need to know SQL
• Any off-the-shelf SQL reporting package will work
• Pentaho
• Cognos
• Crystal Reports
• etc
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June
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2010 40
Thursday, June 17, 2010
41. Even Better
• Wouldn’t it be great if your OSP form data were
stored this way by default instead of having to go
through a separate “parsing” process?
• But I digress... :)
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2010 41
Thursday, June 17, 2010
42. The Bad Parts
• Does it scale?
• Absolutely no idea, please test it!
• Is the !admin interface elegant and clean?
• Um, no
• It’s not “live”
• Updated (and new) forms require re-parsing before
the data is visible in SQL
• Does it auto-run (via Quartz jobs)?
• Not at the moment, “Parse” is manual-only
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2010 42
Thursday, June 17, 2010
43. Please Use it and Get to the Patterns in your Data!
• Please install it and try it out
• You won’t need an army of XSL/XML/XSD
engineers, only someone with some SQL skills
• Have fun Unravelling your XML!
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Sakai
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June
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2010 43
Thursday, June 17, 2010
44. http://www.surveymonkey.com/s/sakai10
https://source.sakaiproject.org/contrib/serensoft/
will.trillich @ serensoft.com
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2010 44
Thursday, June 17, 2010