The document outlines technology assessment criteria for a 7th grade class. It includes 6 levels of achievement across 4 criteria: A) Investigate, B) Design, C) Plan, and D) Create. For each criteria, it describes the tasks and level of detail expected to receive higher point values, with 6 points requiring the most comprehensive work that critically analyzes information and fully justifies decisions.
Technology assessment criteria of 8th grade03Toño Medina
The student generates designs for a problem, plans how to create a solution, and produces a product. Higher scores are earned by more thoroughly investigating the problem, designing multiple feasible solutions, planning with detailed logical steps, and competently creating the solution while justifying any design modifications. The highest scores require critically evaluating information, designs, and plans as well as broadly testing the solution against the original specifications.
This document provides an overview of various assessment techniques that can be used to evaluate student learning and development. It discusses pre-created testing instruments, quasi-experiments, ratings of skills, capstone/culminating activities, observation, narrative/journaling, portfolios, word clouds, visual collections, tracking, checklists, surveys, interviews, focus groups, concept maps, and rubrics. For each technique, it provides a brief description and notes on implementation and use. The document aims to inform readers on different assessment options and considerations for each approach.
This document outlines a 5-day lesson plan on scientific notation for the first quarter. The goal is for learners to understand and apply scientific notation. Key concepts include expressing big and small quantities in scientific notation and using it to solve real-life problems. Learners will demonstrate their understanding by formulating problems involving scientific notation from disciplines like astronomy and solving them. A performance task involves designing a scale model of the solar system using scientific notation to express planetary distances. The lesson uses introduction, interaction with resources, and integration to address the essential question of why scientific notation is used.
This document outlines an agenda for a usability workshop on heuristic evaluations and usability testing. The workshop will begin with a focus on heuristic evaluations, exploring both traditional heuristic methods as well as more modern approaches. Nielsen's 10 heuristics will be discussed as a traditional starting point. However, the presentation will note that expert reviewers have moved away from strict adherence to heuristics and instead focus more on user experience and directly addressing users' needs through methods like persona-based scenario reviews. The goal is to help attendees understand both established and evolving methods for identifying opportunities to improve the usability of a product or service.
This document provides guidance on designing assessments and rubrics aligned to learning outcomes. It discusses criteria for high quality common assessments and effective scoring guides. It also outlines steps to take in collaborative planning sessions to create assessments and matched learning tasks. Sample assessment questions, a scoring guide example, and key elements of effective scoring are also included.
This document discusses the benefits of test-driven development (TDD) and counters some common arguments against writing unit tests. It begins by joking that legendary martial artist Chuck Norris does not need unit tests due to his perfect coding abilities. However, it acknowledges regular developers do need tests. It then provides an overview of TDD basics like the "red-green-refactor" process. The document addresses objections to TDD, noting that tests improve code quality, allow refactoring with confidence, and help communicate requirements to stakeholders. It encourages putting more effort into testing and viewing test code as a priority like production code. The conclusion suggests even Chuck Norris should consider writing unit tests.
The document outlines the six assessment criteria for a technology project in MYP 3:
1) Investigation, which evaluates a student's investigation of the problem and sources.
2) Design, which evaluates a student's generation and justification of design(s).
3) Plan, which evaluates a student's production and evaluation of a project plan.
4) Creation, which evaluates a student's implementation of techniques, equipment, and plan.
5) Evaluation, which evaluates a student's objective evaluation of the product/solution and own performance.
6) Attitudes in technology, which evaluates a student's attitudes toward technology.
Technology assessment criteria of 8th grade03Toño Medina
The student generates designs for a problem, plans how to create a solution, and produces a product. Higher scores are earned by more thoroughly investigating the problem, designing multiple feasible solutions, planning with detailed logical steps, and competently creating the solution while justifying any design modifications. The highest scores require critically evaluating information, designs, and plans as well as broadly testing the solution against the original specifications.
This document provides an overview of various assessment techniques that can be used to evaluate student learning and development. It discusses pre-created testing instruments, quasi-experiments, ratings of skills, capstone/culminating activities, observation, narrative/journaling, portfolios, word clouds, visual collections, tracking, checklists, surveys, interviews, focus groups, concept maps, and rubrics. For each technique, it provides a brief description and notes on implementation and use. The document aims to inform readers on different assessment options and considerations for each approach.
This document outlines a 5-day lesson plan on scientific notation for the first quarter. The goal is for learners to understand and apply scientific notation. Key concepts include expressing big and small quantities in scientific notation and using it to solve real-life problems. Learners will demonstrate their understanding by formulating problems involving scientific notation from disciplines like astronomy and solving them. A performance task involves designing a scale model of the solar system using scientific notation to express planetary distances. The lesson uses introduction, interaction with resources, and integration to address the essential question of why scientific notation is used.
This document outlines an agenda for a usability workshop on heuristic evaluations and usability testing. The workshop will begin with a focus on heuristic evaluations, exploring both traditional heuristic methods as well as more modern approaches. Nielsen's 10 heuristics will be discussed as a traditional starting point. However, the presentation will note that expert reviewers have moved away from strict adherence to heuristics and instead focus more on user experience and directly addressing users' needs through methods like persona-based scenario reviews. The goal is to help attendees understand both established and evolving methods for identifying opportunities to improve the usability of a product or service.
This document provides guidance on designing assessments and rubrics aligned to learning outcomes. It discusses criteria for high quality common assessments and effective scoring guides. It also outlines steps to take in collaborative planning sessions to create assessments and matched learning tasks. Sample assessment questions, a scoring guide example, and key elements of effective scoring are also included.
This document discusses the benefits of test-driven development (TDD) and counters some common arguments against writing unit tests. It begins by joking that legendary martial artist Chuck Norris does not need unit tests due to his perfect coding abilities. However, it acknowledges regular developers do need tests. It then provides an overview of TDD basics like the "red-green-refactor" process. The document addresses objections to TDD, noting that tests improve code quality, allow refactoring with confidence, and help communicate requirements to stakeholders. It encourages putting more effort into testing and viewing test code as a priority like production code. The conclusion suggests even Chuck Norris should consider writing unit tests.
The document outlines the six assessment criteria for a technology project in MYP 3:
1) Investigation, which evaluates a student's investigation of the problem and sources.
2) Design, which evaluates a student's generation and justification of design(s).
3) Plan, which evaluates a student's production and evaluation of a project plan.
4) Creation, which evaluates a student's implementation of techniques, equipment, and plan.
5) Evaluation, which evaluates a student's objective evaluation of the product/solution and own performance.
6) Attitudes in technology, which evaluates a student's attitudes toward technology.
The Value of Critique and Integrating it into Your Design ProcessAdam Connor
Slides from my presentation with Alla Zollers at Boston UPA's 2010 Conference
Foe an updated version of this presentation please see: http://www.slideshare.net/adamconnor/ready-set-critique
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
Designing and Conducting Summative EvaluationsTenmiles
The document discusses summative evaluation, which is used to make "go-no-go" decisions about instructional materials and judge their impact. Summative evaluations typically have two main phases - an expert judgment phase where experts analyze the materials' congruence with organizational needs, content, design, and feasibility, and a field trial phase where the materials' effectiveness is tested with target learners. The document contrasts summative evaluations, which are usually conducted by external evaluators, with formative evaluations, which aim to improve instruction and are conducted by internal evaluators.
This rubric evaluates students on critical thinking skills in four areas: analyze, compare and contrast, problem solving, and evaluation. For each area, students can perform at an unsatisfactory, proficient, or advanced level. At the proficient level, students use models and explanations to analyze systems, identify relationships, compare similarities and differences, apply knowledge to solve problems, and evaluate work based on criteria. At the advanced level, students differentiate concepts, determine reasons for similarities and differences, consider cross-curricular knowledge, identify significant questions, and provide detailed feedback. The rubric is used to assess student performance on a scale from 0 to 10.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
Storytelling: Rhetoric of heuristic evaluationUX Firm, LLC
This document discusses the history and evolution of the author's approach to heuristic evaluation. It began with strictly following Nielsen's 10 heuristics, then incorporated more descriptive findings using tables, screenshots and recommendations. The author's terminology and perspective shifted to more of a user experience focus over time, using concepts like user frustration in findings. The approach also began incorporating direct user comments and feedback to enhance the evaluations.
Instructional Design Models for Well-Structured and Ill-Structured Problem-So...z121532
The document outlines the key steps and considerations in designing problem solving instruction for well-structured versus ill-structured problems. For well-structured problems, it recommends presenting conceptual models, worked examples, and practice problems with support. For ill-structured problems, it suggests articulating the context, constraints, developing case studies, supporting knowledge construction, argument building, and assessing solutions. The overall goal is to help learners effectively solve different types of problems.
This document provides assessment criteria for achieving excellence in a level 3 photography portfolio. To meet the criteria, a student must:
1. Use drawing as the central means to purposefully generate a range and depth of ideas to analyze, clarify and regenerate options.
2. Demonstrate knowledge and understanding of established photography processes, materials, and techniques, and apply these skills fluently and purposefully.
3. Systematically relate, evaluate, and synthesize a range of ideas and methods in producing original work.
4. Understand and build upon a depth of ideas and methods through multiple references, and use these insights to produce innovative and distinctive photographic works.
Storytelling the Results of Heuristic EvaluationUXPA Boston
This interactive talk focuses on the UX tool of heuristic evaluation (or expert review) and best practices for designing and reporting the results of this review. Audience members will be prompted to share their experiences in conducting reviews and reporting them. A straw poll will indicate how many follow a standard set of heuristics and how many do something else. Discussion of the whys and why nots will set the stage for focusing on how to report the results. A brief walk through the evolution of reporting from the checklist to the narrative will be reviewed with examples from reports to prompt audience stories of their process and its effectiveness. New UX practitioners and students, as well as seasoned veterans, will have the chance to defend their approach or perhaps be persuaded to change.
The document provides instructions for students to complete a video blogging assignment. It outlines the design cycle process they must follow, including investigating existing video blogs, planning their own blog, creating it, and evaluating it. Key requirements are that the video blog be instructional, use only original content and footage shot by the student, and be edited using specified software. Production equipment, timeline, and assessment criteria are also outlined.
The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
1) Use real-world digital tools to access, evaluate, and apply information. Evidence includes student-created digital products and research tools rubrics.
2) Work independently and collaboratively to solve problems and accomplish goals. Evidence includes collaboration reflections and comments from teachers on student work.
3) Communicate information clearly using various tools in different contexts. Evidence includes student media products and their ability to tailor communication for audiences.
4) Demonstrate originality and inventiveness in work and understand progress in creative skills. Evidence includes student self-reflections and peer
This document outlines the assessment criteria for the MYP Technology program. It describes 6 criteria (A-F) that students will be assessed on: Investigate, Design, Plan, Create, Evaluate, and Attitudes. Each criterion includes achievement levels from 0-6 and level descriptors explaining the requirements to achieve each level. The highest levels require more independence, breadth, depth, and rigor in researching problems, designing solutions, planning projects, creating products, evaluating outcomes, and demonstrating positive attitudes.
Career Development In a Box GDC Online 2011Joshua Howard
An introduction to a freely available Career Development toolkit for video game development studios, called The THUD. Find more information at http://thethud.wordpress.com.
Presented at GDC Online 2011 by Joshua Howard.
Technology assessment criteria of 9th grade03Toño Medina
This document outlines the criteria and scoring rubric for assessing 9th grade students' technology projects. It evaluates students on 6 criteria: investigating problems, designing solutions, planning projects, creating products, evaluating outcomes, and displaying proper attitudes. For each criterion, it provides descriptors to define performance levels from 1 to 6 points. The highest levels involve thorough, critical thinking at each stage and justify choices made. The rubric aims to holistically assess the design process and students' personal engagement and teamwork skills.
Business acl ii _core_hr_&_tm_assignment_asabyasachiroy
The document is an assignment for an HR executive at Marigold, an Indian FMCG company. [1] The company wants to increase soap sales by 5% and detergent sales by 5% for the coming year. [2] To achieve this, Marigold plans to recruit 30 new salespeople, including 6 senior managers and 24 middle to junior executives. [3] The assignment tasks the HR executive with designing a manpower plan, recruitment plan, and initial screening matrix to hire the new salespeople by Diwali to maximize profits.
The document discusses the history and evolution of grading systems in education. It begins by describing how student progress was orally reported to parents in the 1800s. As student populations increased in the late 19th century, numeric percentages began to be used for assessment. Research in the early 1900s found inconsistencies in teacher grading, leading to the standardized letter grade scale. The document then introduces rubrics as an alternative assessment method developed in the 1960s that provides detailed criteria and feedback for students. Both traditional grading and rubric assessment methods are outlined, including their pros and cons.
Standards-based instruction focuses on content and performance standards that define what students should know and be able to do at each grade level. Content standards provide broad statements about skills, while performance standards provide specific grade-level expectations and examples. In a standards-based classroom, essential questions are posed related to the standards, a variety of resources are used by both teachers and students, and students are actively engaged in performance tasks directly linked to real-world applications of the standards. Standards-based instruction changes assessment practices to be more authentic and uses assessments to guide lesson planning and differentiate instruction. High-achieving schools that implement standards-based instruction have attributes like high expectations, personalized learning, respect and responsibility, collaboration time, performance-
The document outlines the six assessment criteria for a technology project in MYP 3: Investigation, Design, Plan, Creation, Evaluation, and Attitudes in Technology. Each criterion is assigned a maximum score of 6 and described at varying levels of achievement from 0 to 6. The criteria focus on the stages of the project including investigating problems, designing solutions, planning production, creating an end product, and evaluating the process and results.
The document outlines the six assessment criteria for a technology project in MYP 3: Investigation, Design, Plan, Creation, Evaluation, and Attitudes in Technology. Each criterion is assigned a maximum score of 6 and described at varying levels of achievement from 0 to 6. The criteria focus on the stages of the project including investigating problems, designing solutions, planning production, creating an end product, and evaluating the process and results.
The document assigns four teams to research and report on the classroom guidelines of different European and North American countries, with Team 1 studying Switzerland and Norway, Team 2 examining Denmark and the Netherlands, Team 3 investigating Italy and France, and Team 4 looking into the classroom guidelines of Canada and Portugal.
The document lists the names of 10 people divided into 5 teams. Team 1 includes Selene María Luisa Artola Acevedo, Eder Fernando Delgado Martínez, and Bertha Alicia Guajardo Martinez. Team 2 includes Andrea De León Chapa, José Manuel Escobedo Pérez, and Debanhi Jimenez Reyes. Team 3 includes Isidro de Jesus Garcia Rodriguez, Gabriela Elizabeth Almanza Castillo, and Andrés Flores Quintanilla. Team 4 includes Emmitt A. Velazquez Velazquez, Alondra Jazmín Caballero Olivares, and Aldo Treviño Cabrera. Team 5 includes Carolina Yá
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Foe an updated version of this presentation please see: http://www.slideshare.net/adamconnor/ready-set-critique
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
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Standards Based Assessment for the CTE Classroomccpc
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Assistant Director, Curriculum & Instruction
Los Angeles County ROP
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Sarah Vielma
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Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
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Storytelling: Rhetoric of heuristic evaluationUX Firm, LLC
This document discusses the history and evolution of the author's approach to heuristic evaluation. It began with strictly following Nielsen's 10 heuristics, then incorporated more descriptive findings using tables, screenshots and recommendations. The author's terminology and perspective shifted to more of a user experience focus over time, using concepts like user frustration in findings. The approach also began incorporating direct user comments and feedback to enhance the evaluations.
Instructional Design Models for Well-Structured and Ill-Structured Problem-So...z121532
The document outlines the key steps and considerations in designing problem solving instruction for well-structured versus ill-structured problems. For well-structured problems, it recommends presenting conceptual models, worked examples, and practice problems with support. For ill-structured problems, it suggests articulating the context, constraints, developing case studies, supporting knowledge construction, argument building, and assessing solutions. The overall goal is to help learners effectively solve different types of problems.
This document provides assessment criteria for achieving excellence in a level 3 photography portfolio. To meet the criteria, a student must:
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The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
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Standards-based instruction focuses on content and performance standards that define what students should know and be able to do at each grade level. Content standards provide broad statements about skills, while performance standards provide specific grade-level expectations and examples. In a standards-based classroom, essential questions are posed related to the standards, a variety of resources are used by both teachers and students, and students are actively engaged in performance tasks directly linked to real-world applications of the standards. Standards-based instruction changes assessment practices to be more authentic and uses assessments to guide lesson planning and differentiate instruction. High-achieving schools that implement standards-based instruction have attributes like high expectations, personalized learning, respect and responsibility, collaboration time, performance-
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Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as individual posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint is uploaded as the first post with full presentation features. Videos are the second post in order and properly sized. The Excel file is the third post without links or changes. Your self-evaluation and comment were also posted and your assessment finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint is uploaded as the first post with full presentation features. Videos are the second post in order and properly sized. The Excel file is the third post without links or changes. Your self-evaluation and comment were also posted and your assessment was completed in under 50 minutes.
Your blog is personalized and has completed all activities. It has a picture of you from Gravatar, an "About Me" page with information and another picture. All activities from the session are uploaded in the same "Technology Bim. 1" entry and categorized as "Assessment". The PowerPoint, videos, Excel file and self-evaluation are uploaded as posts with required attributes. Your comment on the assessment page includes all needed information and the assessment was finished in under 50 minutes.
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Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
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Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
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Programming Foundation Models with DSPy - Meetup SlidesZilliz
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AI-Powered Food Delivery Transforming App Development in Saudi Arabia.pdfTechgropse Pvt.Ltd.
In this blog post, we'll delve into the intersection of AI and app development in Saudi Arabia, focusing on the food delivery sector. We'll explore how AI is revolutionizing the way Saudi consumers order food, how restaurants manage their operations, and how delivery partners navigate the bustling streets of cities like Riyadh, Jeddah, and Dammam. Through real-world case studies, we'll showcase how leading Saudi food delivery apps are leveraging AI to redefine convenience, personalization, and efficiency.
Things to Consider When Choosing a Website Developer for your Website | FODUUFODUU
Choosing the right website developer is crucial for your business. This article covers essential factors to consider, including experience, portfolio, technical skills, communication, pricing, reputation & reviews, cost and budget considerations and post-launch support. Make an informed decision to ensure your website meets your business goals.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
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- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
National Security Agency - NSA mobile device best practices
Technology assessment criteria of 7th grade02
1. Technology assessment criteria of 7th grade
Criteria 1 points 2 Points 3 points 4 points 5 Points 6 Points
The student explains the
The student describes the The student explains the problem, discussing its
problem, mentioning its problem, mentioning its relevance and critically
The student states the The student describes the
relevance and investigates the relevance and investigates investigates the problem,
problem and investigates problem, mentioning its
The student states the problem, selecting information the problem, evaluating evaluating information from a
the problem, collecting relevance and investigates
A: Investigate problem and investigates
information from sources the problem, selecting
from some acknowledged information from some broad range of appropriate,
the problem. sources and describes a test acknowledged sources and acknowledged sources and
and lists some information from some describes detailed methods for
to evaluate the describes a test to evaluate
specifications. acknowledged sources. appropriate testing to evaluate
product/solution against the the product/solution against
design specification. the design specification. the product/solution against the
design specification.
The student generates a The student generates The student generates a The student generates a range
The student generates a of feasible designs, each
The student generates few designs, justifying the some designs, justifying range of feasible designs,
range of designs, justifying evaluated against the design
one design, and makes choice of one design and the choice of one design justifying the choice of one
B: Design some attempt to justify makes some attempt to and makes some attempt
the choice of one design and
design and evaluates it fully
specification and justifies the
evaluates it this against the chosen design and evaluates
it. justify this against the to justify this against the this against the design it fully and critically against the
design specification.
design specification. design specification. specification. design specification.
The student produces a plan
The student produces a plan that contains a number of
The student produces a The student produces a The student produces a plan
The student produces a that contains a number of detailed, logical steps that
plan that contains some plan that contains a number that contains a number of
plan that contains a few logical steps that describe the describe the use of resources
C: Plan details of the steps and/or
details of the steps and of logical steps that
use of resources and time, and
logical steps that describe
and time. The student critically
includes resources and describe the use of the use of resources and evaluates the plan and justifies
the resources required. makes some attempt to
time. resources and time. time, evaluating the plan. any modifications to the
evaluate the plan.
design.
2. Criteria 1 points 2 Points 3 points 4 points 5 Points 6 Points
The student uses The student uses appropriate The student competently The student competently
The student considers the appropriate techniques and techniques and equipment, uses appropriate techniques uses appropriate techniques
and equipment. The student
The student considers the plan and uses appropriate equipment, and follows the and follows the plan, and equipment and follows
follows the plan and justifies
D: Create plan and creates at least techniques and equipment plan and mentions any justifying any modifications the plan, justifying any
any modifications made,
part of a product/solution. to create a modifications made, made, resulting in a modifications made, resulting resulting in a product/solution
product/solution. resulting in a product/solution of good in a product/solution of of appropriate quality using
product/solution. quality. appropriate quality. the resources available.
The student evaluates the
success of the
The student evaluates
The student evaluates the product/solution in an
product/solution in an
The student evaluates the product/solution in an objective objective manner based on
objective manner based on
product/solution and his or manner based on the results of the results of testing, and the
The student evaluates the The student evaluates the the results of testing, and the
her own performance, and testing, and provides an views of the intended users,
product/solution or his or product/solution and his or views of the intended users,
suggests ways in which evaluation of his or her own providing an evaluation of his
E: Evaluate her own performance and her own performance, and
these could be improved, performance, and provides an
providing an evaluation of his
or her own performance, and
makes some attempt to makes some attempt to test or her own performance, and
testing the product/solution appropriate evaluation of the suggests improvements,
test the product/solution. the product/solution. suggests improvements,
to evaluate it against the impact of the product/solution providing an appropriate
providing an appropriate
design specification. on life, society and/or the evaluation of the impact of
evaluation of the impact of
environment. the product/solution on life,
the product/solution.
society and/or the
environment.
The student rarely
The student occasionally The student sometimes The student frequently The student consistently
displays a satisfactory The student often displays a
displays a satisfactory displays a satisfactory displays a satisfactory displays a satisfactory
standard in personal satisfactory standard in
standard in personal standard in personal standard in personal standard in personal
engagement (motivation, personal engagement
engagement (motivation, engagement (motivation, engagement (motivation, engagement (motivation,
F: Attitudes in independence, general
independence, general independence, general independence, general
(motivation, independence,
independence, general
Technology positive attitude) or in general positive attitude) and
positive attitude) or in team positive attitude) and in positive attitude) and in team positive attitude) and in team
team work (attitudes in team work (attitudes
work (attitudes towards team work (attitudes work (attitudes towards safety, work (attitudes towards
towards safety, towards safety, cooperation
safety, cooperation and towards safety, cooperation cooperation and respect for safety, cooperation and
cooperation and respect and respect for others).
respect for others). and respect for others). others). respect for others).
for others).
Average: