The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also outlines the professional development provided to help teachers integrate technology into learning. This includes individual coaching sessions. The document stresses the importance of online safety and shares what the school has done to promote cyber safety and ethical digital citizenship. It concludes by discussing goals like aligning technology with the school's values and curriculum.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also details the professional development provided to help teachers integrate technology into learning. Finally, it outlines goals like aligning teaching models with school values and ensuring safe online practices.
The document discusses eLearning initiatives in Ethiopian universities. It proposes establishing eLearning Competence Centers at universities to support digital course development, learning management systems, and training. The centers would work with instructors and ICT departments to produce online content and administer platforms. Comprehensive training programs would be developed for all user groups. Institutionalizing eLearning requires commitment from university leadership and ensuring access to functioning technology infrastructure.
Bringing Learning to Life through Immersive ExperiencesCognizant
With its ability to help learners absorb and retain material in a whole new way, immersive learning can boost learning engagement and retention across industries and applications.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also outlines the professional development provided to help teachers integrate technology into learning. This includes individual coaching sessions. The document stresses the importance of online safety and shares what the school has done to promote cyber safety and ethical digital citizenship. It concludes by discussing goals like aligning technology with the school's values and curriculum.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also details the professional development provided to help teachers integrate technology into learning. Finally, it outlines goals like aligning teaching models with school values and ensuring safe online practices.
The document discusses eLearning initiatives in Ethiopian universities. It proposes establishing eLearning Competence Centers at universities to support digital course development, learning management systems, and training. The centers would work with instructors and ICT departments to produce online content and administer platforms. Comprehensive training programs would be developed for all user groups. Institutionalizing eLearning requires commitment from university leadership and ensuring access to functioning technology infrastructure.
Bringing Learning to Life through Immersive ExperiencesCognizant
With its ability to help learners absorb and retain material in a whole new way, immersive learning can boost learning engagement and retention across industries and applications.
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
Researching Emerging Technologies and Environments in Support of New Learni...Malinka Ivanova
This document discusses emerging technologies and their use in education. It focuses on mobile technologies like smartphones and tablets, as well as augmented reality (AR). Regarding mobile technologies, the document notes their advantages like flexibility of time and location for learning. AR is described as using computer graphics to enhance real objects. Examples of AR in education include visualizing science concepts like human anatomy. QR codes are also discussed as a way to provide quick access to multimedia learning resources via mobile devices. The document analyzes the benefits and effective uses of these emerging technologies to improve learning experiences.
Virtual reality in graduate education - a seven year overviewEileen O'Connor
An overview of seven years working in virtual reality. Addresses the history of virtual reality teaching (since Second Life and moving into open source) and presents Dr. O'Connor's work in this field - in teacher education, K12 applications and technology education.
Online tools for content preparation, presentation of content, interactive with students, video conferencing, assignment submission, assessment strategies, etc.
This document discusses e-learning and its benefits for schools. It outlines how e-learning can replace traditional chalkboard-based classrooms with digital classrooms using tools like LCD monitors. E-learning allows teachers to take students on virtual field trips around the world and conduct interactive experiments. It also discusses how e-learning enables synchronous communication like live streaming as well as asynchronous tools like recorded videos. The document claims e-learning can empower teachers by ensuring 100% visualization, knowledge transfer, and exam results for students. It pitches e-learning services and products from Saitech Informatics that can provide schools with online and offline digital classrooms, virtual labs, and school management systems to enable any-time, anywhere learning.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
The document outlines strategies for designing and evaluating effective learning activities. It introduces the 7Cs framework for learning design, which involves conceptualizing a course vision, capturing resources, communicating activities, collaborating, considering outcomes and assessment, combining elements, and consolidating the design. Each step of the 7Cs process is described in detail. The document emphasizes the importance of aligning learning outcomes, teaching activities, and assessment. A variety of learning design tools and approaches are also presented, such as course mapping, activity profiling, storyboarding, and rubrics for evaluation.
Learning Management System: An Essential Educational TechnologyDr. Sarita Anand
This ppt will be helpful for all subject's Teachers, Teacher Educators, Pupil Teachers, Prospective Teacher Educators, Ph.D. scholars, M.A. Education students for their online teaching and learning management system.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
This document discusses e-learning, including its definition as electronic learning using computers and web technology. It outlines several modes of e-learning like web-based learning, virtual classrooms, and webinars. The advantages of e-learning are easy access, flexibility, and different learning styles, while disadvantages include costs, lack of equipment, and feeling of isolation. Common e-learning tools are YouTube, Gmail, and PowerPoint. The key difference between classroom and online learning is that e-learning saves time and allows learning anywhere, while traditional learning is limited to the classroom. COVID-19 has led to widespread school closures and a rise in online learning globally.
Open Education. A Modern Approach to Teaching and LearningKOED
Richard Baraniuk discusses the benefits of open education, which creates an interactive community for sharing educational content freely and openly. He outlines two key enablers of open education: modern technology allows for free distribution and storage of content, and new intellectual property frameworks allow content to be safely shared with common legal terms like open-source software. Examples of open education platforms are provided, such as Connexions which provides open textbooks and courses to over 1 million unique users per month from around the world. Open education offers opportunities for high-quality, continuously updated, and translated educational resources that are never out of date and available for free online or at low cost in print.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document provides a review of the top 10 educational apps for use in K-12 classrooms. It summarizes the features and uses of apps such as Kahoot, Google Classroom, YouTube, Quizlet, Khan Academy, ABCYa, BrainPOP Jr., and Epic Books. For each app, the summary addresses how it connects to curriculum standards, provides feedback, encourages higher-order thinking skills, is intuitive for students to use, and offers privacy protections. Most of the reviewed apps were found to directly align with curriculum, immediately score student work, and be easy for students to independently navigate.
Digital leadership focuses on developing 21st century skills like creativity, collaboration, and problem-solving through technology integration. Teacher and student surveys found that Google Classroom, Edmodo, and QR codes were popular tools to engage students. Transitioning to 1:1 devices requires shifting perceptions, supporting teachers, and using technology for interactive learning both in and out of class. Blended learning combins digital tools, BYOD, and interactive lessons to prepare students. True digital leadership requires developing a collaborative culture where all stakeholders contribute to transformation.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
The document discusses Information and Communication Technology (ICT) in education. It defines ICT as tools and devices used for publishing course delivery and components that enable learning. ICT can contribute to universal access to education, equity, quality learning and teaching, teacher development and efficient management. The document outlines the vision and mission of ICT in education and discusses topics like digital learning ecosystems, stages of ICT literacy, mobile learning, open source software, and the future of ICT connecting formal and informal learning through virtual mentors and chatbots.
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
Researching Emerging Technologies and Environments in Support of New Learni...Malinka Ivanova
This document discusses emerging technologies and their use in education. It focuses on mobile technologies like smartphones and tablets, as well as augmented reality (AR). Regarding mobile technologies, the document notes their advantages like flexibility of time and location for learning. AR is described as using computer graphics to enhance real objects. Examples of AR in education include visualizing science concepts like human anatomy. QR codes are also discussed as a way to provide quick access to multimedia learning resources via mobile devices. The document analyzes the benefits and effective uses of these emerging technologies to improve learning experiences.
Virtual reality in graduate education - a seven year overviewEileen O'Connor
An overview of seven years working in virtual reality. Addresses the history of virtual reality teaching (since Second Life and moving into open source) and presents Dr. O'Connor's work in this field - in teacher education, K12 applications and technology education.
Online tools for content preparation, presentation of content, interactive with students, video conferencing, assignment submission, assessment strategies, etc.
This document discusses e-learning and its benefits for schools. It outlines how e-learning can replace traditional chalkboard-based classrooms with digital classrooms using tools like LCD monitors. E-learning allows teachers to take students on virtual field trips around the world and conduct interactive experiments. It also discusses how e-learning enables synchronous communication like live streaming as well as asynchronous tools like recorded videos. The document claims e-learning can empower teachers by ensuring 100% visualization, knowledge transfer, and exam results for students. It pitches e-learning services and products from Saitech Informatics that can provide schools with online and offline digital classrooms, virtual labs, and school management systems to enable any-time, anywhere learning.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
The document outlines strategies for designing and evaluating effective learning activities. It introduces the 7Cs framework for learning design, which involves conceptualizing a course vision, capturing resources, communicating activities, collaborating, considering outcomes and assessment, combining elements, and consolidating the design. Each step of the 7Cs process is described in detail. The document emphasizes the importance of aligning learning outcomes, teaching activities, and assessment. A variety of learning design tools and approaches are also presented, such as course mapping, activity profiling, storyboarding, and rubrics for evaluation.
Learning Management System: An Essential Educational TechnologyDr. Sarita Anand
This ppt will be helpful for all subject's Teachers, Teacher Educators, Pupil Teachers, Prospective Teacher Educators, Ph.D. scholars, M.A. Education students for their online teaching and learning management system.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
This document discusses e-learning, including its definition as electronic learning using computers and web technology. It outlines several modes of e-learning like web-based learning, virtual classrooms, and webinars. The advantages of e-learning are easy access, flexibility, and different learning styles, while disadvantages include costs, lack of equipment, and feeling of isolation. Common e-learning tools are YouTube, Gmail, and PowerPoint. The key difference between classroom and online learning is that e-learning saves time and allows learning anywhere, while traditional learning is limited to the classroom. COVID-19 has led to widespread school closures and a rise in online learning globally.
Open Education. A Modern Approach to Teaching and LearningKOED
Richard Baraniuk discusses the benefits of open education, which creates an interactive community for sharing educational content freely and openly. He outlines two key enablers of open education: modern technology allows for free distribution and storage of content, and new intellectual property frameworks allow content to be safely shared with common legal terms like open-source software. Examples of open education platforms are provided, such as Connexions which provides open textbooks and courses to over 1 million unique users per month from around the world. Open education offers opportunities for high-quality, continuously updated, and translated educational resources that are never out of date and available for free online or at low cost in print.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document provides a review of the top 10 educational apps for use in K-12 classrooms. It summarizes the features and uses of apps such as Kahoot, Google Classroom, YouTube, Quizlet, Khan Academy, ABCYa, BrainPOP Jr., and Epic Books. For each app, the summary addresses how it connects to curriculum standards, provides feedback, encourages higher-order thinking skills, is intuitive for students to use, and offers privacy protections. Most of the reviewed apps were found to directly align with curriculum, immediately score student work, and be easy for students to independently navigate.
Digital leadership focuses on developing 21st century skills like creativity, collaboration, and problem-solving through technology integration. Teacher and student surveys found that Google Classroom, Edmodo, and QR codes were popular tools to engage students. Transitioning to 1:1 devices requires shifting perceptions, supporting teachers, and using technology for interactive learning both in and out of class. Blended learning combins digital tools, BYOD, and interactive lessons to prepare students. True digital leadership requires developing a collaborative culture where all stakeholders contribute to transformation.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
The document discusses Information and Communication Technology (ICT) in education. It defines ICT as tools and devices used for publishing course delivery and components that enable learning. ICT can contribute to universal access to education, equity, quality learning and teaching, teacher development and efficient management. The document outlines the vision and mission of ICT in education and discusses topics like digital learning ecosystems, stages of ICT literacy, mobile learning, open source software, and the future of ICT connecting formal and informal learning through virtual mentors and chatbots.
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
Intervento di Cristina Papini, Research & Analytics Sales Director Nielsen, al convegno "Osservatorio Multicanalità 2011: la multicanalità genera sviluppo?" - 15 dicembre 2011
Capire il consumatore - [We Are Social] - Seminario Social Media MarketingWe Are Social Italia
Il social web è un ottimo strumento per capire il target. Questo permette di sviluppare iniziative di marketing costruite attorno al consumatore con un livello di personalizzazione molto elevato.
Attraverso sei domande è possibile studiare il target da un punto di vista demografico, sociografico e psicografico.
OpenGeoData Italia 2016 - L'era dei minisatelliti è già qui - Marcello Maranesiigiovanni biallo
Nella Sessione "Usi e consumi dei dati satellitari" della Conferenza OpenGeoData Italia 2016, Marcello Maranesi ha presentato la relazione "L'era dei minisatelliti è già qui", una overview dell'offerta di satelliti pico, nano, micro e mini per l'osservazione della terra.
SEO e marketing persuasivo per l'e-commerce FaberLab
Le imprese attive nell’e-commerce sfioreranno le 16mila unità nel 2016, in aumento del 165,4% rispetto al 2009.
L’impennata dal 2009 è evidente e si prevede che le imprese dedicate all’ecommerce nel 2025 si attesteranno a 50mila aziende impegnate a vendere online.
Ma quali sono gli strumenti più efficaci?
Quali le diverse modalità di vendita che caratterizzano i canali online?
Come operare a seconda delle tipologia di aziende?
Questi i temi al centro del workshop “Le tante facce dell’e-commerce: il web come strumento di vendita” di giovedì 11 febbraio p.v. al Faberlab. Il relatore è stato Andrea Boscaro, esperto sul ecommerce e socio fondatore di The Vortex.
FUTURE FACTORS 2014: 10 provocazioni per un futuro sempre più connesso e inte...We Are Social Italia
Le persone in tutto il mondo sono sempre più connesse a internet, ovunque si trovino e qualsiasi sia il momento della giornata. Ma cosa significa tutto ciò per il futuro?
Abbiamo cercato di rispondere a questa domanda attraverso 10 provocazioni pensate per ispirare l’immaginazione e per dare qualche spunto, chiedendo supporto ai colleghi degli uffici di We Are Social di tutto il mondo.
Mauro Lorenzutti: Omni-channel: sviluppare una strategia con MagentoWEBFORMAT srl
Meet Magento Italy - 3 e 4 giugno 2014 - Milano
Mauro Lorenzutti: Talk Business
Omni-channel: sviluppare una strategia con Magento
La migliore esperienza d’acquisto nel momento e nel modo in cui il consumatore la desidera. È il must del momento. Ovvero, rappresenta le modalità con cui oggi è necessario confrontarsi.
Accanto ai canali di vendita tradizionali, infatti, l’altissima diffusione di dispositivi smart (mobili e non) e l’importanza assunta dai canali di vendita “virtuali”, come ad esempio i marketplace, rendono necessaria la presenza del merchant in tutti i canali con modalità adeguate al mezzo utilizzato e alle aspettative informative e relazionali del cliente.
Ma non basta essere presenti sui vari canali, è importante offrire un’esperienza d’acquisto il più possibile integrata in quanto il cliente non conosce la differenza tra i vari canali di vendita e non si ritiene all’interno di uno di essi. I canali di vendita non devono quindi essere ermetici ma devono fra loro interagire, ad esempio offrendo un carrello persistente condiviso tra di essi.
Mauro Lorenzutti spiega come Magento possa essere collocato al centro della strategia omni-channel divenendo strumento unico per dare il supporto più efficace alle vendite attraverso ogni canale.
William Sbarzaglia - Real time analytics nell’e-commerce con MagentoMeet Magento Italy
E’ sempre più importante creare un progetto efficace nel web e nel mondo dell’e-commerce l’efficacia significa vendere.
Non basta solo creare un sito web ottimizzato sui motori di ricerca con un carrello elettronico, serve creare un progetto con un’attenzione sui nostri utenti per avere le informazioni utili al nostro business.
Oltre a google analytics e le funzionalità dei sistemi di e-commerce, esistono metodi e piattaforme di monitoraggio che permettono di ottenere grandi risultati in termini di aumento delle conversioni e di informazioni sugli utenti.
Si spiega come monitorare, in tempo reale, i dati e analizzare il comportamento degli utenti di un e-commerce con gli strumenti giusti per Magento, con l’obiettivo di aumentare l’efficacia e la conversione. Si illustrano tecniche e strumenti per monitorare un e-commerce realizzato con Magento e come interagire con gli utenti con il real time marketing, fino ad arrivare alle attività di marketing automation.
Problemi inerenti la “sicurezza” negli “autonomous vehicles”Federico Costantini
Intervento svolto al Convegno annuale della Società Italiana di Informatica Giuridica «Internet of Things e i Diritti della Rete» tenutosi il 5 novembre 2016 presso il CIRSFID, Università degli Studi di Bologna.
Autori della ricerca: Federico Costantini, Pier Luca Montessoro
"La content strategy per un engagement multicanale" - Paolo d'Ammassa, ConnexiaOsservatorio Multicanalità
This document summarizes a presentation on content strategy for multi-channel engagement. Some of the key points covered include:
- The importance of content marketing and defining a content strategy process.
- The concept of "digital resonance" which measures the impact and influence of content across different online channels and audiences.
- Seven tips for effective content marketing, such as helping customers over direct selling, focusing on emotional storytelling, using brand elements consistently, and prioritizing distribution.
- How content strategy will increasingly need to be multi-channel to respond to audiences using multiple devices and platforms, and how companies will hire content directors and improve measurement of ROI across channels.
Digital Snapshot è una raccolta di dati e statistiche relative allo scenario social, digital e mobile globale (utenti internet, account social media attivi e utilizzo di dispositivi mobile).
Per maggiori approfondimenti puoi visitare http://wearesocial.it/
Le marche che si impegnano a coinvolgere le persone nella creazione di valore hanno un enorme vantaggio in un mondo sempre più connesso.
Questo eBook offre un'introduzione utile a capire come sviluppare un approccio sempre più legato al futuro dei brand, e permette di iniziare a portare il social thinking al centro della propria marca, costruendo così un verso social brand.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
SCARLET is a project that uses augmented reality (AR) to provide additional digital context and resources for rare books and objects from the special collections of the University of Manchester Library, with the goal of enhancing student learning; it has piloted AR applications in Italian Studies, English/American Studies, and Classical Studies courses and received positive feedback from students.
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to enhance rare books and objects in university libraries by linking them to related online resources. Students tested the AR app on editions of Dante's works and provided feedback. They found the technology easy to use and the additional context helpful for initial study. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed through this project aims to help other institutions implement similar AR applications.
SCARLET Making the most of Special Collectionsteam_scarlet
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to link rare books and artifacts in university libraries with related digital materials. This enhances student learning by providing contextual information around physical objects. The project developed an AR application for special collections at The John Rylands Library that was piloted in three undergraduate courses. Evaluation found students found the technology easy to use and video introductions were most valuable. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed is available to help other institutions implement similar projects.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
Library Technology Conference 2019 . #LTC2019
Introduction to the organization, pedagogy, instructional design and similar consideration when starting eXtended Reality: VR, AR, MR on campus library
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
6. Project Overview
Aims
»Use AR to add value to the learner experience.
»Produce and publicise a methodology that other Special
Collections libraries can follow
Considerations
»How does the use of AR enhance Learning & Teaching?
»What application does AR have to the wider audience?
7. The wider context
» Tuition Fees increased in most UK universities to
£9000 per year.
» Students require more demonstrative input and
contact time from academics.
» E-learning materials offer flexibility to support
traditional form of study.
» Engaging students with innovative use of
technologies will help universities to be seen as
cutting edge.
8. Stakeholder Roles
» SCARLET is unique in that it has a multi-disciplinary team working to
achieve aims with a focus on student learning
Mimas
To evaluate learning with students
Mimas John Rylands Library
Project Management and AR Access and technical integration
technology with digitised content and special
collections.
Expert knowledge of special
collections materials
Academics
Award winning academics from
Humanities faculty to develop and
deliver content
10. Introduction to AR
» Augmented Reality (AR) is a term for superimposing
computer graphics over a live view of the real world
» Can be delivered on a desktop, television, mobile
device etc.
11. Examples of AR
» In televised sporting events real-time analytical
information is displayed offering insight into a
player, time left, league tables etc.
13. AR Student Benefits
» Combining the magic of seeing and handling
primary sources with leading-edge technology
» Surround objects with interpretative material.
» Bridging the gap between tutor-mediated
seminars and independent learning.
» Users retain information when actively involved in
a learning experience.
14. Mobile Usage
» Morgan Stanley forecast that by 2014 mobile
internet usage will overtake user access through
traditional desktop means.
» “The way children use media through the day is
also changing… suggesting a push-button, on-
demand culture, which is moving away from
scheduled television programmes.” – Childwise
survey, children 7-16
18. Choosing a software platform
» Use Junaio AR browser to display content
» At the start of the project Junaio was only
AR browser to have GLUE functionality
» Different channels for subject areas
» Browser available as a free app
» Works through a mobile device
» Open source SDK
19. Storyboarding – Phase 1 development
» The GLUE object or visual reference should be kept
with the Edition, in this case Dante’s Landino but can
also be copied for student to take away.
» User journey should be self contained to browser app.
GLUE Object Landing page Webpage
21. Content Acquisition
Landing Page
»Title
»Short Description
»Audio (Optional)
»Video Walkthrough (Optional)
»Email (Optional)
Web page
»Links to associated resources
»Short piece of text to accompany links
»Images (Optional)
»RSS Feeds - Twitter, blog, news etc. (Optional)
»Learning/Research Activities
22. Mobile enhanced web page
» User clicks Open web button to launch supporting web page in
browser within app.
» Can include links, videos, Twitter/Blog Feed, more information
» Optimised for handheld devices using media queries and
JQUERY Mobile framework
iPhone Portrait iPad Landscape
23. User Journey
http://teamscarlet.files.wordpress.com/2011/09/userjourney.png
25. Initial Evaluation objectives
» How effective was the SCARLET application in
enhancing the student experience?
» How can feedback be used to inform the next
development phase?
» Does AR add value to students study and assist
with learning outcomes?
» Is AR more appropriate/beneficial for specific
student demographics?
26. Feedback - Positive
» Technology was easy to use.
» Provided a central reference to library systems and
external resources.
» Beneficial for initial planning of essays and basic
knowledge acquisition.
» Video introductions related to specific objects were most
valuable asset in the delivery.
» Enjoyed using the iPads working with peers.
27. Feedback - Negative
» Resources were already available online
(Blackboard)
» Students felt divorced from physical object; linking
to web app diluted the experience
» Activity was prescribed and not aligned with some
users research methods consulting physical
secondary texts.
28. Feedback – Student Quotes
» “Makes learning fun”
» “Offer a fresh perspective. Student-led, i.e., using
more initiative about how to research/study
» “Give a more realistic perspective – puts you “in”
the situation. Makes learning more exciting and
interactive”
» “It can make you feel like you’re not studying,
almost fun and I think information goes in more
like that.”
29. Feedback – Lessons Learned
» Use of AR should be more contextual and linked
to the object.
» Best used in short byte size learning chunks.
» Must deliver unique learning values different from
existing online support.
30. Feedback – Lessons Learned
» User should become less conscious of the
technology and more engaged with the text.
» Users learn in different ways and AR may not be
appropriate to all students.
» Evaluation needed from other user groups and
course areas.
32. Next Steps
» Develop materials overlaid on the physical
resource for other courses (Milton, Ancient
Egyptian papyri).
» Work with library to promote public engagement.
» Disseminate tool kit at project end (July 2012).
34. Project Communication
» Project blog at http://teamscarlet.wordpress.com/
where all members of the project contribute on all
aspects (academic, technology, pedagogy, special
collections).
» Twitter @team_scarlet
» Email: ciaran.talbot@manchester.ac.uk
Project OverviewWhat is Augmented Reality?Implementation of AR with Special CollectionsEvaluationNext steps
Project SCARLET
We have Special Collections at JRL Deansgate.Opened in 1900.
This contains old, valuable material of which there is often only 1 copy. Associated with courses.JRUL contains artifacts that are studied by under and post graduate students at the University.Sessions with Archivists, academics and the students.The material is isolated from the secondary, supporting materials and the growing mass of related digital assets. This is an alien experience for students familiar with an information-rich, connected wireless world, and is a barrier to their use of Special Collections.Run sessions in special rooms. Problems:Material is old fragile, only handled by an archivist.You can’t interact with it.It is decontextualised, no other resources around. You can’t take the item off to study it.You can’t see the related resources.Can we improve this?
AimsCan we use Augmented Reality to add value to the learner experience?This project was investigative rather than a new service.Produce a methodology that other Special Collections libraries can follow, making these resources accessible for research, teaching and learning.This methodology will include a toolkit (technical and with core structure).The project is ongoing, it concludes in July.ConsiderationsHow does AR enhance? Find out through student feedback. If it does?Applications for the wider audience. Other courses and outside?
Fees up. Students expect a lot for their money. Student satisfaction surveys becoming more important and the emphasis on Customer Service.Students require and expect more time with their tutors. Perhaps we can use video or other media to aid this. Big lecture halls, can be hard to engage with every person in the room.With the internet and digitised content it’s never been easier to bring together disparate sources of information. You don’t need to physically go to the library, you can access the resources from where ever. Even more so with mobile devices such as smart phones and tablets.The project fits into the wider Uni/Library strategy of being innovative and evaluating new methods. (‘First class research’ and ‘outstanding learning and student experience’)There has not been a project like this. There have been projects within HE using AR in conjunction with maps/directions but not one between AR and Teaching and Learning.
JISC (Joint Information Systems Committee) funded.The project team is multi-disciplinary:MIMAS (Manchester Information & Associated Services). Dept within the Uni. Full of experts; technical, project. They’ve got project management resource.JRL. Got the special collectionsGot the expert knowledge on these physical materialsSystems in place that ease integration; Talis, Image repository (LUNA) etc.AcademicsVery important, because we wanted the content to be the driver not the tech.Keen academics from Humanities.
This is team SCARLET:Matthew RamirezLorraine BeardDr Guyda ArmstrongLaura ShawJo LambertAndy LandJackie CarterJohn Hodgson
What is Augmented Reality?Superimposing computer graphics over a live view of the real world.Although we’re concerned with mobile devices, it can be delivered through any visual media.Ideally adding value to what you are seeing.Helping you to interpret what you are seeing.
Overlaying live action with computer graphics. You can see the lines indicating the lines of offense and defence. Bringing in additional information to help you interpret what you are seeing.
Recognising an object and giving you more information.
What are the potential benefits to the student?Using blended learning methodology.Users can see and touch real manuscripts/editions while having the security of interactive guided support, allowing users to work at their own pace.Abstract concepts or ideas that might otherwise be difficult for students to comprehend can be presented through an enhanced learning environment offering access to source historical artifacts and online research in situ.Being able to interact with a core medieval text while referencing supplemental materials via visual triggers (e.g. augmented 3D models that overlay the physical image and require user touch gestures to proceed) can spark enthusiasm, confronting the materiality of objects, and preparing them for solo research.The learning curve for new users engaging with mobile AR through browsers is relatively quick enabling the learning/pedagogy to be the driver, not the technology.Not always used to dealing with real life special collections, but they are very used to mobile devices and the internet.Users retain a very small amount of the information that is delivered, and a slightly larger percentage of what is shown to them, but when we become actively involved in an experience, learners will remember and retain the majority of the information presented to them.AR promotes ‘active’ teaching, maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions. This is in opposition to traditional didactic methods that are predominantly teacher led.
A project using mobile devices?Various reports suggest yes. Smartphones, tablets. Mobile traffic is going to overtake desktop.“The way children use media through the day is also changing, says the research, suggesting a push-button, on-demand culture, which is moving away from scheduled television programmes.” – Childwise survey, children 7-16John Herlihy, Google’s VP stated in 2010, the …”desktop has about three years before phones replace it.”Morgan and Stanley report:http://www.morganstanley.com/institutional/techresearch/pdfs/Theme_2_Mobile_Ramping.pdf
On with the project. We worked with lecturerDrGuyda Armstrong (Lecturer in Italian at the School of Linguistics).Guyda runs course ‘Beyond the Text: The book and its Body’; not about interpretation of the text but of the book technology that has framed it (container not contents). It was felt this suited the SCARLET project.For the course Guyda runs 2 sessions at JRL where the students get to see the books.Can we get the students more engaged with the artifacts they are seeing?My hope is that the SCARLET app will not only provide a usable way of delivering teaching material, but will actually become part of the wider discussion of text technologies and their effects which is central to the module.
What are we going to augment?10 key ‘objects’, 10 editions of the poem which are particularly important in terms of the publishing and or/intellectual history of the poem, all published between 1472 and 1555. Guyda complied a list of related resources; reading lists, videos, commentaries and so forth for each key object.
We’ve got our key objects. Can we now associate additional information to them?We’re going to need some software. An AR browser. Uses the camera on your mobile device. The concept is the AR software recognises a real world object and intiates some kind of workflow.The GLUE conceptis specific to the software, it is the way Junaio does AR.
Why use Junaio?At the time (April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. At the start of the project Junaio was only AR browser to have GLUE functionality to link physical images, augmenting it with text, videos, images.Due to the environmental constraints of the technology being used inside the John Rylands library, the traditional format of augmented delivery – POI’s (Points of Interest) mapped to GPS co-ordinates was problematic. Mobile devices would struggle to detect accurate location-based data with their inbuilt GPS, or in some cases would not work at all due to compass interference.At the time, Junaio was the only AR browser to harness optical tracking functionality, linking 3D models, videos and information to images in the form of “GLUE” based channels. Different channels for subject areasBrowser available as a FREE app through Apple and Android App stores (Symbian coming soon)Works through handheld device phone or tabletOpen source SDK and APIs for education and wealth of online supportThis coupled with an open API and compatibility on Android, iOS and Nokia devices would prove decisive in the final reckoning. Subsequently, other AR browsers such as Aurasma and Layar have launched similar image recognition, but in Junaio the technology is far more mature having been available to developers for over a year.‘Review of available Augmented Reality packages and evaluation of their potential use in an educational context‘ produced from Exeter University, it was clear that the smartphone market was dramatically growing in the UK (Doubling in two years from 2008) and that in an Eduserv survey over 49% of students at University of Edinburgh owned one. The JISC Observatory report, ‘Augmented Reality for Smartphones‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content.
We’ve got our AR software and identified a physical item to augment.Could use the very copy of Dante’s Landino, but we wanted students to be able to access the content away from the original. So a copy was made.Glue object – physical refLanding pageWebpage from which you can access the associated resources.
Glue object, triggers the 3D book.Tap the bookYou get this landing page.Then you click through to the additional information.
Landing page – overviewLink to describing videos, audioWeb page:Associated resourcesimagesSocial media
On the landing page, click Open web.Opens web page, but you’re still within the app. We’re trying not to disjoint the user journey.Web page contains the links to associated materials.Optimised for the kind of device you’re on using JQUERY.
It was intendedthat the process would be very easy, intuitive to users of mobile devices.It was hoped that the images would provide an overview of the process with minimal text to reinforce the user journey. The help document will be employed in the initial user testing and amended (if required) to reflect any feedback that is received.
www.youtube.com/watch?v=UzI1dtSQ7acVideo demonstrating the:GLUE objectThe AR software recognising itThe Landing pageThe page with the links to resources
We’ve got the app and it works with material from the course (Beyond the text: The book and its body). It was piloted with 8 3rd year undergraduate students on “Beyond the text” module led by Guyda Armstrong.Students had access to iPad2s to use when researching physical editions in reading room for two weeks.More recently a session was run with 1st year students.Focus group was facilitated by member of team recording student reaction and feedback.
Easy to use, undergraduate students are used to this technology.Single point of entry getting links to all our resources for a particular item.Good starting point. From seeing an item with no info, you’ve got all this surrounding knowledge.Offer a fresh perspective? Student-led, i.e., using more initiative about how to research/studyGive a more realistic perspective – puts you “in” the situation. Makes learning more exciting and interactive
The resources are already available on Blackboard, so why use this?Didn’t connect as well to the physical item.Students doing self guided research likely to go at a different tangents than the prescribed additional resources.
“Makes learning fun”“It can make you feel like you’re not studying, almost fun and I think information goes in more like that.”
Additional info needs to be of absolute relevance.Best designed for short sessions.Needs to be unique from VLE.
Not about the technology.Not appropriate for all students learning styles.The differentexperience of 1st and 3rd year students.
Using Layers for a more holistic approachUsing physical items
Other courses with other academicsWork with the public, thought required over what resources to pull in.Toolkit via the blog: tech spec and core structure.
Other applications: chemistry, understand molecular structures (3D).
Best source for info is the blog.Thanks to team SCARLET.