There are 2 set of slides: one on teachers searching and browsing habits (Celebrate portal) and the other one is about teachers multilingual tagging study (early results)
The document discusses the Learning Resource Metadata Initiative (LRMI), a project aiming to create a common metadata schema to improve discovery of educational resources online. It provides an overview of the LRMI's goals, development process, and properties, highlighting how consistent metadata can enable better search and alignment of resources to learning objectives. Representatives from organizations involved in the LRMI also discuss how the standard will benefit publishers and teachers.
This document describes HoneyComb, a visualization tool developed by the Digital Enterprise Research Institute. HoneyComb uses a hexagon-based interface to facilitate browsing and navigation of information spaces. It represents information items as hexagonal "lozenges" arranged on a virtual 3D surface. Lozenges, edges, and corners can contain actions and details to support intuitive exploration. The tool aims to limit information overload through its infinite 3D layout while allowing adaptation to the user's context. Examples are given of how interactions with lozenges, edges, and the 3D surface update the visualization.
KNOCO was hired by PTTEP in 2005 to conduct a knowledge sharing assessment. The assessment found that knowledge sharing was not happening effectively across teams and departments. Employees reported that knowledge was not being captured or shared in a way that allowed new employees or those in other teams to understand what work was being done. The assessment recommended implementing communities of practice and other knowledge management best practices to improve collaboration and knowledge sharing.
This presentation was created by Kerry Dungay (kdungay@pca.ac.uk) as part of the dissemination of the making the most of course information project at Plymouth College of Art
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
Data-Ed: Show Me the Money: The Business Value of Data and ROIData Blueprint
This webinar originally aired on Tuesday, December 11, 2012. It is part of Data Blueprint's ongoing webinar series on data management with Dr. Aiken.
Sign up for future sessions at http://www.datablueprint.com/webinar-schedule.
Abstract:
Failure to successfully monetize data management investments sets up an unfortunate loop of fixing symptoms without addressing the underlying problems. As organizations begin to understand poor data management practices as the root causes of many of their problems, they become more willing to make the required investments in our profession. This presentation uses specific examples to illustrate the costs of poor data management. Join us and learn how you can apply similar tactics at your organization to justify funding and gain management approval.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
The document outlines the schedule for an APICTA team Singapore send-off party from 1:30PM to 4:30PM, including arrival of participants at 1:30PM, a welcome speech at 2PM, feedback from past judges from 2:15PM to 2:45PM, a presentation on skills from 2:45PM to 3:30PM, an awards ceremony from 3:30PM to 4PM, an administrative brief from 4PM to 4:30PM, and networking afterwards. The event is organized by APICTA and supported by various other groups.
The document discusses the Learning Resource Metadata Initiative (LRMI), a project aiming to create a common metadata schema to improve discovery of educational resources online. It provides an overview of the LRMI's goals, development process, and properties, highlighting how consistent metadata can enable better search and alignment of resources to learning objectives. Representatives from organizations involved in the LRMI also discuss how the standard will benefit publishers and teachers.
This document describes HoneyComb, a visualization tool developed by the Digital Enterprise Research Institute. HoneyComb uses a hexagon-based interface to facilitate browsing and navigation of information spaces. It represents information items as hexagonal "lozenges" arranged on a virtual 3D surface. Lozenges, edges, and corners can contain actions and details to support intuitive exploration. The tool aims to limit information overload through its infinite 3D layout while allowing adaptation to the user's context. Examples are given of how interactions with lozenges, edges, and the 3D surface update the visualization.
KNOCO was hired by PTTEP in 2005 to conduct a knowledge sharing assessment. The assessment found that knowledge sharing was not happening effectively across teams and departments. Employees reported that knowledge was not being captured or shared in a way that allowed new employees or those in other teams to understand what work was being done. The assessment recommended implementing communities of practice and other knowledge management best practices to improve collaboration and knowledge sharing.
This presentation was created by Kerry Dungay (kdungay@pca.ac.uk) as part of the dissemination of the making the most of course information project at Plymouth College of Art
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
Data-Ed: Show Me the Money: The Business Value of Data and ROIData Blueprint
This webinar originally aired on Tuesday, December 11, 2012. It is part of Data Blueprint's ongoing webinar series on data management with Dr. Aiken.
Sign up for future sessions at http://www.datablueprint.com/webinar-schedule.
Abstract:
Failure to successfully monetize data management investments sets up an unfortunate loop of fixing symptoms without addressing the underlying problems. As organizations begin to understand poor data management practices as the root causes of many of their problems, they become more willing to make the required investments in our profession. This presentation uses specific examples to illustrate the costs of poor data management. Join us and learn how you can apply similar tactics at your organization to justify funding and gain management approval.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
The document outlines the schedule for an APICTA team Singapore send-off party from 1:30PM to 4:30PM, including arrival of participants at 1:30PM, a welcome speech at 2PM, feedback from past judges from 2:15PM to 2:45PM, a presentation on skills from 2:45PM to 3:30PM, an awards ceremony from 3:30PM to 4PM, an administrative brief from 4PM to 4:30PM, and networking afterwards. The event is organized by APICTA and supported by various other groups.
The document provides an overview and program for the ASOCIO.APICTA Singapore 2007 event. The event will be held from November 26-29, 2007, marking the first time the ASOCIO ICT Summit and APICTA Awards will be held concurrently in Singapore. The program includes opportunities for delegates to participate in events, site visits, judging, and networking. A detailed daily schedule is provided listing the various events and their locations each day of the conference.
La Antártida es el continente más frío y seco del mundo. Se encuentra al sur del Océano Glacial Antártico y está cubierto casi en su totalidad por una gruesa capa de hielo. La Antártida es importante para el estudio del cambio climático debido a que el aumento de las temperaturas o el derretimiento del hielo podrían elevar el nivel global del mar.
Por Que Usar Software Libre y Código Fuente AbiertoCarlos Lizarraga
Este documento describe las ventajas del uso de software libre y de código abierto. Explica que el software libre se refiere a la libertad de los usuarios para ejecutar, copiar, distribuir, estudiar, cambiar y mejorar el software. Luego proporciona ejemplos populares de aplicaciones de software libre para Windows, como Firefox, Thunderbird, OpenOffice y otros. También menciona ejemplos de sistemas operativos libres como Linux, BSD y aplicaciones web populares basadas en código abierto.
This document provides an overview of social and health marketing. It defines social marketing as "a process for influencing human behaviour on a large scale, using marketing principles for the purpose of societal benefit rather than commercial profit." The document distinguishes social marketing from health education and health promotion, and discusses how social marketing utilizes concepts from commercial marketing, like market segmentation and communication strategies, to promote social ideas and practices. It also notes some related approaches like cause-related marketing and corporate social responsibility that are not true social marketing.
The document outlines the schedule for an APICTA team Singapore send-off party from 1:30PM to 4:30PM, including arrival of participants, a welcome speech, feedback from past judges, a presentation on skills, an awards ceremony, an administrative brief, and networking. It provides the events, timings, and some remarks or panel information for the send-off party celebrating Singapore's participation in the APICTA competition.
El documento describe las experiencias de la Universidad de Sonora en el uso de Software Libre como herramientas de apoyo para el aprendizaje. Se discuten las ventajas del Software Libre como su acceso gratuito, actualizaciones constantes y adaptabilidad. También se describen varias herramientas de Software Libre para la organización de información, modelado dinámico, interpretación de datos, construcción de conocimiento y colaboración.
Digital Competence Framework for citizens (DigComp): State of play and Next S...Riina Vuorikari
This presentation discusses the Digital Competence Framework for Citizens (DigComp).
It provides an overview of DigComp 2.0, including updating the conceptual reference model and proficiency levels. Feedback on DigComp 1.0 showed a need to refresh concepts, align with other frameworks, and consider 8 proficiency levels.
Steps to develop DigComp 2.0 include updating the conceptual reference model, which will be published in May 2016. Proficiency levels will also be updated from 3 to 8 levels combining knowledge, skills and attitudes. Validation of the full DigComp 2.0 framework will occur in 2016. Future work involves developing a self-assessment questionnaire.
This document provides an overview and resources for 21st century teaching and learning. It discusses tools for teachers, such as web-based activities, social media, professional learning networks, and websites. It also discusses tools for students, including social media, interactive games, educational videos and mobile devices. Finally, it provides various printables for teachers like posters, brain breaks, awards and bookmarks. The goal is to serve as a starting point for integrating technology into teaching and enhancing student learning.
Microsoft Power Point Lg Pro Presentation (Slideshare)Ann_Quach
Ann Quach from SAI Global gave a presentation on eLearning trends and next generation learning. She discussed how Web 2.0 has driven participation, openness and collaboration through tools like blogs, wikis and social networking. True blended learning integrates eLearning, online training, mentoring and experts. Emerging trends include small learning objects delivered on different devices, virtual worlds, social networking communities, and targeted content portals. Government eLearning is seeing increases in online mentoring, classroom instruction and simulations. SAI Global provides custom eLearning solutions covering topics like compliance, ethics, and security.
The document discusses focus teacher leaders and action research. It provides information about action research, including that it is participatory research that arises from shared concerns, involves collecting initial data and reflecting on changes made. Action research develops through a cycle of planning, acting, observing, and reflecting. It is open-minded and involves accurately recording what is happening. The document also discusses learning communities and the importance of critical thinking, questioning, and reflection in effective learning.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
A technology trend presentation for activities professionals. Includes a brief introduction to Red Rover, a new piece of web software embodying the ideas presented in the session.
The document discusses WebQuest, which is described as a learning strategy that uses guided discovery and student research on the web to complete an educational task or project. A WebQuest provides students with web resources and asks them to analyze and synthesize information to solve a problem or complete a project. It incorporates constructivist and active learning principles. Key aspects of a WebQuest include an introduction, task, process, evaluation, and conclusion. The document also discusses how WebQuests scaffold the learning process through reception, transformation, and production supports.
Human: Thank you for the summary. You captured the key points about what a WebQuest is, its main components, and how it incorporates constructivist learning principles in just 3 sentences. Your
This document discusses the importance of good research data and data curation. It notes that data is valuable and can enable more research, teaching and learning if properly managed and preserved. The document outlines reasons to care about data curation, such as enabling data reuse, accountability and meeting legal requirements. It also discusses challenges that occur without good research data management practices, and the benefits that can arise from proper data curation, such as enabling more impact from research.
The document discusses different theoretical frameworks for computer-assisted language learning (CALL) including structural, cognitive, and sociocognitive frameworks. It compares these frameworks in terms of their views on how language is understood and developed, the history of computer development, and the role of computers. It also discusses metaphors that have been used to describe CALL such as the computer-as-tutor, computer-as-pupil, and computer-as-tool metaphors. The document then provides examples to illustrate the differences between Web 1.0 and Web 2.0 technologies and applications. Finally, it presents sample questions that could be used in surveys for teachers and students about their experiences
Nonprofits: Create New Income Streams While Sharing Knowledge4Good.org
Almost any nonprofit or mission-based organization can now easily and quickly create earn income through knowledge sharing. Learn about how nonprofits and associations use IdeaEncore to save time and money and engaging members through custom online libraries and re-using others’ materials. Help you colleagues by selling information to each other – a great way to learn faster and save money while generating income.
This presentation was prepared for ProjectWorld / BusinessAnalystWorld (Toronto, Canada - May 12-13, 2009). The presentation discusses agile project management in general and some specifics of the first agile project at CISTI.
The document describes a proposed DIY design tool called Iuvo that aims to simplify interaction and reduce complexity for users. Iuvo would use a blocks-based visual programming language like Scratch or App Inventor combined with physical computing components. It would include an online platform for sharing projects, exploring examples, and completing interactive learning lessons in a structured path. The goal is to guide users through learning by doing and hide complexity while empowering them as makers through knowledge sharing.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
This is the extended version of a presentation Helen Lippell gave at Enterprise Search Europe in London in April 2014. It describes a holistic 5 step methodology for triaging a search application that people are complaining about, and offers a prescription for starting to make things better.
The document provides an overview and program for the ASOCIO.APICTA Singapore 2007 event. The event will be held from November 26-29, 2007, marking the first time the ASOCIO ICT Summit and APICTA Awards will be held concurrently in Singapore. The program includes opportunities for delegates to participate in events, site visits, judging, and networking. A detailed daily schedule is provided listing the various events and their locations each day of the conference.
La Antártida es el continente más frío y seco del mundo. Se encuentra al sur del Océano Glacial Antártico y está cubierto casi en su totalidad por una gruesa capa de hielo. La Antártida es importante para el estudio del cambio climático debido a que el aumento de las temperaturas o el derretimiento del hielo podrían elevar el nivel global del mar.
Por Que Usar Software Libre y Código Fuente AbiertoCarlos Lizarraga
Este documento describe las ventajas del uso de software libre y de código abierto. Explica que el software libre se refiere a la libertad de los usuarios para ejecutar, copiar, distribuir, estudiar, cambiar y mejorar el software. Luego proporciona ejemplos populares de aplicaciones de software libre para Windows, como Firefox, Thunderbird, OpenOffice y otros. También menciona ejemplos de sistemas operativos libres como Linux, BSD y aplicaciones web populares basadas en código abierto.
This document provides an overview of social and health marketing. It defines social marketing as "a process for influencing human behaviour on a large scale, using marketing principles for the purpose of societal benefit rather than commercial profit." The document distinguishes social marketing from health education and health promotion, and discusses how social marketing utilizes concepts from commercial marketing, like market segmentation and communication strategies, to promote social ideas and practices. It also notes some related approaches like cause-related marketing and corporate social responsibility that are not true social marketing.
The document outlines the schedule for an APICTA team Singapore send-off party from 1:30PM to 4:30PM, including arrival of participants, a welcome speech, feedback from past judges, a presentation on skills, an awards ceremony, an administrative brief, and networking. It provides the events, timings, and some remarks or panel information for the send-off party celebrating Singapore's participation in the APICTA competition.
El documento describe las experiencias de la Universidad de Sonora en el uso de Software Libre como herramientas de apoyo para el aprendizaje. Se discuten las ventajas del Software Libre como su acceso gratuito, actualizaciones constantes y adaptabilidad. También se describen varias herramientas de Software Libre para la organización de información, modelado dinámico, interpretación de datos, construcción de conocimiento y colaboración.
Digital Competence Framework for citizens (DigComp): State of play and Next S...Riina Vuorikari
This presentation discusses the Digital Competence Framework for Citizens (DigComp).
It provides an overview of DigComp 2.0, including updating the conceptual reference model and proficiency levels. Feedback on DigComp 1.0 showed a need to refresh concepts, align with other frameworks, and consider 8 proficiency levels.
Steps to develop DigComp 2.0 include updating the conceptual reference model, which will be published in May 2016. Proficiency levels will also be updated from 3 to 8 levels combining knowledge, skills and attitudes. Validation of the full DigComp 2.0 framework will occur in 2016. Future work involves developing a self-assessment questionnaire.
This document provides an overview and resources for 21st century teaching and learning. It discusses tools for teachers, such as web-based activities, social media, professional learning networks, and websites. It also discusses tools for students, including social media, interactive games, educational videos and mobile devices. Finally, it provides various printables for teachers like posters, brain breaks, awards and bookmarks. The goal is to serve as a starting point for integrating technology into teaching and enhancing student learning.
Microsoft Power Point Lg Pro Presentation (Slideshare)Ann_Quach
Ann Quach from SAI Global gave a presentation on eLearning trends and next generation learning. She discussed how Web 2.0 has driven participation, openness and collaboration through tools like blogs, wikis and social networking. True blended learning integrates eLearning, online training, mentoring and experts. Emerging trends include small learning objects delivered on different devices, virtual worlds, social networking communities, and targeted content portals. Government eLearning is seeing increases in online mentoring, classroom instruction and simulations. SAI Global provides custom eLearning solutions covering topics like compliance, ethics, and security.
The document discusses focus teacher leaders and action research. It provides information about action research, including that it is participatory research that arises from shared concerns, involves collecting initial data and reflecting on changes made. Action research develops through a cycle of planning, acting, observing, and reflecting. It is open-minded and involves accurately recording what is happening. The document also discusses learning communities and the importance of critical thinking, questioning, and reflection in effective learning.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
A technology trend presentation for activities professionals. Includes a brief introduction to Red Rover, a new piece of web software embodying the ideas presented in the session.
The document discusses WebQuest, which is described as a learning strategy that uses guided discovery and student research on the web to complete an educational task or project. A WebQuest provides students with web resources and asks them to analyze and synthesize information to solve a problem or complete a project. It incorporates constructivist and active learning principles. Key aspects of a WebQuest include an introduction, task, process, evaluation, and conclusion. The document also discusses how WebQuests scaffold the learning process through reception, transformation, and production supports.
Human: Thank you for the summary. You captured the key points about what a WebQuest is, its main components, and how it incorporates constructivist learning principles in just 3 sentences. Your
This document discusses the importance of good research data and data curation. It notes that data is valuable and can enable more research, teaching and learning if properly managed and preserved. The document outlines reasons to care about data curation, such as enabling data reuse, accountability and meeting legal requirements. It also discusses challenges that occur without good research data management practices, and the benefits that can arise from proper data curation, such as enabling more impact from research.
The document discusses different theoretical frameworks for computer-assisted language learning (CALL) including structural, cognitive, and sociocognitive frameworks. It compares these frameworks in terms of their views on how language is understood and developed, the history of computer development, and the role of computers. It also discusses metaphors that have been used to describe CALL such as the computer-as-tutor, computer-as-pupil, and computer-as-tool metaphors. The document then provides examples to illustrate the differences between Web 1.0 and Web 2.0 technologies and applications. Finally, it presents sample questions that could be used in surveys for teachers and students about their experiences
Nonprofits: Create New Income Streams While Sharing Knowledge4Good.org
Almost any nonprofit or mission-based organization can now easily and quickly create earn income through knowledge sharing. Learn about how nonprofits and associations use IdeaEncore to save time and money and engaging members through custom online libraries and re-using others’ materials. Help you colleagues by selling information to each other – a great way to learn faster and save money while generating income.
This presentation was prepared for ProjectWorld / BusinessAnalystWorld (Toronto, Canada - May 12-13, 2009). The presentation discusses agile project management in general and some specifics of the first agile project at CISTI.
The document describes a proposed DIY design tool called Iuvo that aims to simplify interaction and reduce complexity for users. Iuvo would use a blocks-based visual programming language like Scratch or App Inventor combined with physical computing components. It would include an online platform for sharing projects, exploring examples, and completing interactive learning lessons in a structured path. The goal is to guide users through learning by doing and hide complexity while empowering them as makers through knowledge sharing.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
This is the extended version of a presentation Helen Lippell gave at Enterprise Search Europe in London in April 2014. It describes a holistic 5 step methodology for triaging a search application that people are complaining about, and offers a prescription for starting to make things better.
This document discusses online stewardship themes and provides examples of activities that can help foster community and learning in a virtual environment. It outlines three key themes: 1) Make Emotional Connections by facilitating interaction and sharing authentic selves online; 2) Encourage Discovery through asynchronous discussion, co-creation of content, and developing emerging ideas; 3) Gather with Purpose by using subject matter experts, acquiring necessary content before sessions, and collaborating on meaningful work. It also advertises the Master of Science in Learning and Organizational Change program at Northwestern University.
This document discusses e-learning, which is instruction delivered on a computer to achieve specific learning goals. It outlines principles of e-learning design like being receptive, directive, and guided discovery. The document also notes that e-learning can have dual modalities like displaying movement through animation and supporting both operational and conceptual learning. It concludes that e-learning instruction can enable collaborative learning and that guidelines are needed for designing effective e-learning sites, as e-learning is becoming a main way of teaching given students' interest in technology.
The document describes a workshop on teaching with technology for teacher librarians, with the goals of identifying free web-based library instruction tools, applying new tools to instruction, and creating technology-based learning activities; it highlights several polling, screencasting, and tutorial sharing tools that can be used synchronously or asynchronously.
This conference aims to provide educators with the latest research on neuroscience and brain function in order to enhance learning. It will bring together education professionals from various fields with world-class experts to examine new ideas and tools to implement positive change. Sessions are designed for those working with learners of all ages. Topics will include digital technologies, brain-based teaching, emotion, memory, executive function and more.
This document discusses developing tools to facilitate integrated reflection. It provides an overview of key concepts like e-portfolios, reflection, and reflective practice. It discusses the need for tools that better support reflection, which is recognized as important for learning but tools currently offer little beyond basic journal templates. Opportunities exist to develop new tools using techniques like question generation and answering to better scaffold learning through inquiry and reflection.
The document discusses designing curriculum that develops "deep learning" skills. It advocates for curriculum that focuses on authentic, challenging problems; inquiry-based learning; flexible use of time, location, people and pedagogy; and explicit discussion of thinking skills and learning. Technology is seen as a tool to support this type of flexible, collaborative, student-centered learning approach. The goal is to help students develop skills like critical thinking, creativity, communication and character.
Similar to Show Tell: how do teachers search and multilingual tagging (20)
DigComp helping shape the education ecosystem in Europe.pdfRiina Vuorikari
The keynote focuses on the DigComp 2.2 update and it will additionally reference a number of other recent research by the European Commission’s Joint Research Centre on digital education.
Defining and measuring digital competence in a rapidly changing world: Perspe...Riina Vuorikari
The document discusses updating the European Digital Competence Framework (DigComp) to version 2.2 to include additional knowledge, skills, and attitudes related to artificial intelligence and data. It summarizes key points from a presentation on digital competence for citizens, including context, requirements for interacting with AI systems, monitoring digital skills through indicators, and the importance of digital skills as a global challenge. The DigComp framework provides a common language and understanding of digital competence by outlining its different dimensions and focus areas.
Presentation includes illustrative scenarios where citizens interact wtih AI systems and then goes on to talk about what knowledge, skills and attitudes are needed to use digital technologies in a safe, responsible and critical way.
Keynote taking about the importance of emotional and social learning, and digital competence as key comptences in the future where AI among other emerging technologies might shape our skills' set.
DigComp 2.2: European Media Literacy week 2021Riina Vuorikari
Draft of DigComp 2.2 examples (work in progress) was presented and discussed through the lens of Information and Media Literacy needs in today's society
This document summarizes an interactive workshop on updating the Digital Competence Framework for Citizens (DigComp). It included:
1) An introduction to work in progress on adding statements related to citizens interacting with AI systems, information literacy/collaboration/content creation, and well-being/environmental sustainability.
2) A discussion of draft statements from these areas, seeking comments and questions.
3) An overview of the validation and publication process for DigComp 2.2, including an online public validation period and planned launch in February 2022.
Addressing citizens' AI challenge through EU’s Digital Education Action PlanRiina Vuorikari
This document discusses the EU's Digital Education Action Plan to address citizens' challenges with AI through education and training. It outlines the knowledge, skills, and attitudes citizens need to engage confidently, critically, and responsibly with AI systems for learning, work, and participation in society. This includes being aware of AI benefits and limitations, understanding what AI can and cannot do, using and interacting with AI systems, and considering issues of trustworthiness, ethics, and human agency and control. The document provides an example framework and timeline for developing statements on recommended competencies. It promotes the EU's approach to ensuring trust in AI through new regulations and coordinated plans with member states.
Makerspaces for Education & Training: Future implications Riina Vuorikari
Exploring three unique aspects of makerspaces (Interdisciplinarity; Authentic real-world problems; Flexible learning arrangements) and how they could be best taken advantage in education and training in the future. Input to the Creative Campus online workshop of the Creative FLIP Learning Labs program. Report: https://europa.eu/!xG98yQ
A presentation at the Committee of Regions event for the Finnish EU-presidency. Panel discussion "Next Challenge: The Impact of Artificial Intelligence on education and knowledge creation"
Summer school keynote: A few insights aboutthe EU agenda for teaching and le...Riina Vuorikari
Through examples of the Joint Research Centre’s work to support the Member States in their implementation of digital competence in their agendas (e.g. DigComp framework, SELFIE), the presentation will illustrate how the so called “Open method of coordination” works in the field of education and training. On the other hand, the presentation will also evoke interesting research questions that will help European Union to reach its goals for the future (e.g. AI in Education, digital networks to support on-the-job-training). https://ea-tel.eu/jtelss/jtelss2019/futuretel-open-seminar/
1. The document discusses emerging models of teacher professional development that aim to overcome barriers like time constraints and lack of incentives. It provides examples of innovative practices from Europe, including developing teachers within their own schools, emphasizing competence-based learning, and integrating hands-on experiences and digital delivery.
2. While these new models show promise in addressing teachers' needs, the document notes they have not been widely adopted and their impact on classroom practices requires more research. Traditional providers of professional development have also not fully incorporated these emerging features.
3. The document concludes by encouraging inspiration from these examples to enhance teaching and learning, but more work is needed to fully understand and apply these innovative approaches to professional development.
Teacher Professional Development with a wow-factor: Innovative and emerging p...Riina Vuorikari
Presentation on emerging and innovative models of teacher professional development and other forms of professional learning. The study is conducted by the JRC, the European Commission.
Emerging, innovative practices of Teacher Professional development - How are ...Riina Vuorikari
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
Exploratory study:Is eTwinning a PD programmethat proves successful for sc...Riina Vuorikari
This presentation proposes ideas for exploratory digital trace data on eTwinning, focusing on better eTwinning Analytics; understanding the power of interventions (e.g. nudging; training workshops) and focusing on the causal link between eTwining and learning outcomes. The purpose of the slides is if for discussion.
Online chat: Tools for digitilising education institutions Riina Vuorikari
These slides are support material for an online chat taking place at the Open Education Portal on September 26 2017: https://www.openeducationeuropa.eu/en/live-discussion/26-september-join-our-discussion-tools-digitising-education-institutions
DigComp - Konferens om skolans digitalisering, 8 sep, StockholmRiina Vuorikari
The document discusses digital competence and the DigComp framework. It summarizes:
1) DigComp identifies and describes the key components of digital competence, including knowledge, skills, and attitudes. It provides a common European understanding and guidelines to support digital policies.
2) Research shows that young children are acquiring digital skills in a patchy, haphazard way through observing others and trial and error. Their skills are influenced by their family's skills and attitudes.
3) Tools like the DigComp framework and materials can help schools and teachers support students' development of digital competence from a young age in a balanced way.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
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During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
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Show Tell: how do teachers search and multilingual tagging
1. Show and tell session - Lessons learned:
Analysis of teachers browse and
info.melt-project.eu
search strategies
Riina Vuorikari
EUN
Oct 2 2007 Århus, Dk
2. Looking back to see the future
How can we make the search of learning
resources better for teachers?
info.melt-project.eu
3. Looking back to see the future
How can we make the search of learning
resources better for teachers?
info.melt-project.eu
Let's see what is happening now!
Calibrate portal is currently piloted by 78
schools in Hungary, Austria, Estonia, Czech
Republic, Lithuania and Poland
Vigorous logging of all the user actions
5. How do teachers search?
Within 3 months searches initiated 3910
info.melt-project.eu
Most browsing 1771
Advanced search 1322
Basic text 593
Popular search term 224
8. How do teachers search?
Within 3 months searches initiated 3910
info.melt-project.eu
Advanced search 1322
LANGUAGE 1128
–
FT_KEYWORD 716
–
SUBJECT 653
–
MAX_AGE 325
–
MIN_AGE 324
–
Without any criteria 54
–
9. What did this help us for?
It became clear that
teachers prefer
info.melt-project.eu
browsing.
It still is not is clear
why?
Maybe because they
–
are not sure what to
find?
10. What did we learn from this?
It became clear that
teachers prefer
info.melt-project.eu
browsing.
It still is not is clear
why?
Maybe because they
–
are not sure what to
find?
Future: more focus
on information
seeking tasks
11. What did we learn from this?
As browsing is like, new ways to browse
resources might be appreciated
info.melt-project.eu
new resources,
–
travel well,
–
most bookmarked
–
13. What did we learn from this?
As browsing is like, new ways to browse
resources might be appreciated
info.melt-project.eu
new resources,
–
travel well,
–
most bookmarked
–
Search interface with language, subject and
resource type is available at all times.
15. Lessons learned
It is important to Example of 31 days
follow how the users
info.melt-project.eu
interact with the View item 2481
Search 1276
portal
View details 347
What is searched
–
View all details 325
What is actually
– Bookmark 127
viewed View Ratings 46
Rate 10
And what is found
–
Delete bookmark 29
useful (e.g.
Total interactions 4641
bookmarked, tagged,
rated)
This can help determinate the levels of user
engagement
16. example
Number of searches launched: 1276
Number of items viewed: 2481
info.melt-project.eu
Bookmarked items: 127
Does this mean that teachers don't really search
like Google/Yahoo! users (only clicking on the
top one)?
Or
Does it mean bad recall:
the ratio of the number of relevant objects retrieved
–
to the total number of relevant objects in the
repository
17. Opportunity for comparison
If other repositories collected similar
attentional metadata from users
info.melt-project.eu
-> it could lead to interesting comparison
of users behaviour
–Contextual Attention Metadata framework could
be used as an export format
–Based on the idea of Attention Metadata
–Adapted for the context of learning resources
–Implemented in MELT
–http://ariadne.cs.kuleuven.ac.be/cama2007
21. Social bookmarking
info.melt-project.eu
Bookmarking on the Web
– access from everywhere
Own keywords
- easy to find it again
Sharable
- private, with a group, everyone
Serendipitous access
- access others bookmarks, tag-cloud,
recommendations
22. Classification and cataloguing
info.melt-project.eu
Been around since the Library of Alexandria,
Aristotle
Priority on author's intent
cataloguer's
author's intent reader's need
neutral stand
= terms
naming the object to distinguish it from others,
grouping it with similar entities
restrictive, rather than expansive
23. Folksonomic approach
info.melt-project.eu
Whose intent and interpretation is it anyway?
author's, indexer's or reader's
–
Different meanings and purposes exist
Folksonomic approach gives priority to user's
intent, hence “user-given”
“
Many names: social categorisation, sos.
classification, sos. indexing, tagging,
annotating
24. MELT approach
Metadata Egology for Learning Technologies
info.melt-project.eu
Aims at co-existence of expert classification
and user-given tags for learning resources
Can user-given tags help to describe the
resources better (educational type, actual use)
and help in discovering them?
26. Keep found things found!
Bookmarking an interesting learning
info.melt-project.eu
resources is an easy way to keep it readily
accessible at a later point of time.
Bookmarking it in favourites folder allows the
access to it without any hassle later.
In the favourites folder one can also add your
own rating on it!
28. Access them easily again!
Adding own keywords/tags to bookmarks
helps keep them organised, and reminds
info.melt-project.eu
about their content at a blink of an eye.
Keywords can remind of the topical area, of how you
–
want to use it, with what age of students and in what
way. These keywords are users: they decide what
and in which language(s)!
Apart from keywords, notes can also be add
Comments become handy when shared with other
–
teachers. This might give a good idea on how a
learning resources can be used!
30. Share them with other!
Favourites folder with all bookmarks is
shareable with others.
info.melt-project.eu
Sharing favourites folders with others is a
great way to let them know about good
resources that you found.
Keywords of your favourites can also be
shared
In this way, for example, students can find a pre-
–
selected collection of resources that is prepared for
them in advance.
32. Find interesting resources!
Isn't it just very interesting to see what
resources other teachers have found?
info.melt-project.eu
The number quot;saved by xx othersquot; after the
resource indicates the number of other
teachers who have saved the resources in
their favourites. Maybe it is something that you
also want to take a look at?
A good hint like that from a fellow teacher is not to
–
miss!
33. Data source 1
January 24 to April 21 2007
info.melt-project.eu
77 teachers /173 total participating
459 bookmarks
417 multilingual tags
320 different learning resources
34. Data source 2
June 2007
info.melt-project.eu
13 focus group teachers of the MELT project
Test on the descriptiveness and usefulness of
keywords for 5 LOs
20 English thesaurus terms
39 multilingual tags (11 in Hu, 7 in De, 7 in En,
6 in Pl, 4 in Et, 1 in Fi)
35.
36. Distribution of bookmarks
Average: 6 bookmarks
info.melt-project.eu
Wide distribution:
10% “Super users”
–
more than 20
15% 20-6 bookmarks
–
45% 6-2 bookmarks
–
About 30% only
–
experimented (1)
37. Language analysis
Out of 417 tags many were with multiple
terms, when separated we found 585 terms
info.melt-project.eu
1/3 in Hungarian
26% in English, even though none of the users
were native English speakers
1/3 in German and Polish
38. Language analysis
info.melt-project.eu
The language was right in about 70% of cases
(from the interface), and found out that...
...users tag in many different languages:
at the same time (e.g. Baum, arbre, tree)
–
at different times (once in Pl, other times in En)
–
use the interface in different languages (seems
–
like not only to test)
39. Does the language matter?
info.melt-project.eu
Need for better ways to identify the language
Give rules (if the user first preferred languages is..,
–
then..)
Automate the recognition of languages
–
Out-source it to users
–
40. “Travel well” tags
About 13% of tags contain a general term, a
name, place
info.melt-project.eu
e.g. EU, Euroopa, Euroopa, Europa, europe,
geograafia, Pythagoras, etc.
We hypothesise that this type of tag can be
well understood without translation, so we call
it “travel well” tag
41. So do users find tags useful?
Better question might be, do users find
keywords useful;
info.melt-project.eu
Descriptive, and
–
help users with the potential use of it?
–
Somewhat...
..35% of the keywords (both thesaurus and
tags) were found descriptive and 27% were
found helpful to the use of the resource.
42. Devil is in the details...
info.melt-project.eu
43. Usefulness of tags..
Overall, the thesaurus terms performed better
than the tags,
info.melt-project.eu
However, it can be argued that tags, after all
being produced with no outlay, showed an
overall encouraging and potential gain in
overall usefulness!
44. What's the point of travel well tags?
info.melt-project.eu
If those tags need no translation or language
filtering to be understood, and ..
..if they can be identified
We can be sure to show at least some tags to
users
– whose language preferences we don't know,
and
– in which language there are no tags or
keywords available.
45. So what is needed?
HIDE ALL BUT THE RIGHT STUFF!
info.melt-project.eu
46. So what is needed?
HIDE ALL BUT THE RIGHT STUFF!
info.melt-project.eu
In the tagging interface (guided tagging)
Show tags in all languages?
–
Show only travel well tags?
–
Show only tags in users' preferred languages
–
While viewing the tags
In a tag cloud
–
For social navigation (resource-user-tag)
–
Q: does the system translate tags or only when a
–
user-given translation exist?
47. Future studies
Similar language and semantic analysis are
planned for a more thorough data in 2008
info.melt-project.eu
Moreover, our goals are to find out:
How do users use the tags (e.g. language and tag
–
convergence) ?
How are tags and the relation resource-tag-user
–
used for discovery?
Identify teachers information seeking tasks and a
–
best fit for a retrieval system.