This document discusses ISiS and ScenEdit, an intention-oriented model and tool for designing blended learning scenarios. The model provides teachers a way to formalize scenarios using intentions, strategies, and interactional situations. The ScenEdit tool allows teachers to design scenarios graphically based on this model. It was created by the INRP Scenario Project to help French secondary teachers better integrate technology into their classrooms. An example scenario on designing electrical bikes is presented to demonstrate how the model and tool can be used. Current work involves formalizing design patterns and experimenting with ScenEdit qualitatively. The goal is to effectively assist teachers in creating efficient technology-enhanced learning scenarios that can be shared and reused.
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
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http://www.ld-grid.org/workshops/ASLD11
Learning, technology and collaboration in mobile environmentsThe Open University
This talk identifies the methodological challenges of trying to satisfy multiple stakeholders when evaluating learning and technology use in informal settings. A method for achieving this is proposed based on the specification of a semiotic and a technological space, and referring to Engesgtrom's (1987) extended model of human activity.
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrin: Designing for enactment: Multi-level patterns and routines in teacher practice
http://www.ld-grid.org/workshops/ASLD11
Learning, technology and collaboration in mobile environmentsThe Open University
This talk identifies the methodological challenges of trying to satisfy multiple stakeholders when evaluating learning and technology use in informal settings. A method for achieving this is proposed based on the specification of a semiotic and a technological space, and referring to Engesgtrom's (1987) extended model of human activity.
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
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http://www.ld-grid.org/workshops/ASLD11
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As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
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http://www.ld-grid.org/workshops/ASLD11
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http://www.ld-grid.org/workshops/ASLD11
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Google SketchUp for Media Architecture CommunicationMichael Vallance
Media Architecture Communication with Google SketchUp engages students in a formal design procedure, develops 21st century literacy skills, and achieves a high level of cognitive recognition. Moreover, implementing new mobile technologies such as the iPad in the second decade of the 21st century may indeed be a catalyst for change in pedagogy and learning. Of course, as mobile technologies (hardware and software) are becoming ubiquitous in both learning and community spaces the best use can only be assessed through research and practice. One of the challenge for researchers worldwide is to determine how communication processes alter, how learning benefits and how teaching changes when multiple-media-enabled mobile IT are commonly available. Moreover, the challenge of transmedia communication radically alters the identity of academics involved in technology-enhanced design and communication. The foreseeable ubiquity of augmentation, ambient technologies, and near field communication requires academics to implement inter-disciplinary courses. Media Architecture Communication academics can begin that change as instructors and researchers of Information Science.
The pattern workshop model of the Learning Patterns project (http://lp.noe-kaleidoscope.org).
Presentation given at the 2007 Openlearn conference.
http://www.open.ac.uk/openlearn/openlearn2007/programme.php
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
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This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
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http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
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The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
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This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
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
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
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👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
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https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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UI automation Introduction,
UI automation Sample
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Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
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Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
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Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
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The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
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Bob Boule
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Gopinath Rebala
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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”.
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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
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In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
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The Art of the Pitch: WordPress Relationships and Sales
ScenEdit
1. ISiS and ScenEdit :
an intention-oriented model
and tool to design pedagogical
scenarios
Valérie Emin
PhD in Computer Science at Grenoble University - LIG
Researcher at IFE - ENSL- Team EducTice – Lyon
ASLD Workshop – London – 15th October 2011
2. Context : ICT integration
INRP Scenario Project to sustain ICT integration at french
secondary school (2005-2010)
Who ? teachers at french secondary school
Why ? to better integrate digital technologies inside
classrooms and/or outside classrooms
How ? by re-using, sharing, capitalisating formalised
practices
=> providing models (ISiS) and tools (ScenEdit) to sustain the
design of blended learning scenarios by practitioners
3. Example : scenario PBL "electrical bike”
Teachers in Sciences and Industrial Techniques
– Electrotechnics, Physical sciences,
Languages…
– PBL and Project Pedagogy
Pupils at the end of secondary school:
“Première” and “Terminale” classes
STI Electrotechnics
Problem
Pollution in the city can « Choice of
Problem an electrical bike »
be reduced by using an
electrical bike
5. Scenario « electrical bike »:
Intentions
•The principle intention of the scenario is « solve a
problem based situation »
•We express this intention with a quadruplet :
(formulator : « teacher », subject : « pupil »,
operation : « solve », object : « a problem based
situation »).
•Graphical representation of intention in ScenEdit:
•A second technological intention comes with the
previous one: « master the use of a collaborative
platform ». 5
6. Scenario «electrical bike»: Strategy
Reading and problem formulation
Sequence Formulation & organisation of
of hypothesis
Plan of study
Phases
Identifying information
Measure, Experience, Observation
Critical analysis of information
Distribution and problem solving
of cases Argumentative restitution
Oral presentation
Refinement of the concepts
Conclusions
7. Abstract interaction Situation
What ?
Who ? Which For whom ?
tools ?
Resources Resources
given ? produced ?
What ?
Where ?
7
9. Current Work
Formalization of patterns
– With associated teachers in various sciences
disciplines (Technical Fields, Biology, Maths,
Geography)
– From litterature in Educational Fields
Experimentation of ScenEdit Tool : qualitative
inquiries
– Group of teachers in Technical Fields in Voiron and
Lyon
– Teachers at Secondary school in Lyon, Grenoble,
Clermont-Ferrand
10. Conclusions & Perspectives
How ISiS Model and ScenEdit effectively assists teachers
in the design of efficient learning scenarios using ICT (VLE,
mobile, AR, SG) ?
How does our work favour effective sharing and re-using
practices ?
Need some complementary tools to manage scenarios
– Scenario edition
• Provide best practices and patterns
• Favour diversity of design approaches
• Operationalization on a LMS
– Sharing and mutualization tools
• Based on communities of practice
• Lifecycle of scenario: annotations…
• Using key informations defined by the designers to index
scenarios
11. Recent Publications
Emin V., Pernin J.-P., Aguirre J.-L, ScenEdit: an intention-oriented authoring
environnment to design learning scenarios, EC-TEL 2010 Proceedings,
Barcelone, (6 pages), 2010
Emin V., Pernin J.-P., Guéraud V., Model and tool to clarify intentions and
strategies in learning scenarios design, EC-TEL 2009 Proceedings, Nice, (15
pages), October 2009
Emin V., Pernin J.P. (2009), ScenEdit: a goal-oriented tool to design learning
scenarios. In VIDLATEL Workshop, in conjunction with ICALT Conference,
Riga, Latvia, July 2009, pages (2 pages), 2009.
Emin, V., Pernin, J.P., Guéraud V.: Goal-oriented authoring approach and
design of learning systems, RIGIM Workshop in ER 2008, Barcelone (12
pages), (2008)
Pernin, J.P., Emin, V., Guéraud V.: ISiS: an intention-oriented model to help
teachers in learning scenarios design, European Conference on Technology
Enhanced Learning 2008, Maastricht (6 pages), (2008)
Emin V.: ScenEdit: an authoring environment for designing learning scenarios,
ICALT’08, IEEE International Conference on Advanced Learning Technologies,
Santander, (2 pages), (2008)
12. Questions ???
Thank you for your attention ☺
Valérie EMIN
Valerie.emin@ens-lyonfr
Demo ScenEdit
http://scenedit.imag.fr/demo/
login : demo_scenedit
ScenEdit Project
http://eductice.inrp.fr/EducTice/projets/scenario/scenedit
Personal Page
http://www.noe-kaleidoscope.org/people/emin/
14. Scenario Design Process
Pattern
Scenario for Scénario
my class « pattern"
Formalisation
Design
Play
iterations
Re-Design
Evaluation Successive
adjustements