The HLM And You
•Download as PPT, PDF•
0 likes•347 views
C
ciesThe document discusses the Hybrid Learning Model (HLM) and how it can help teaching practice. It describes the 8 learning events in the HLM: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. An activity is presented where participants pick one learning event and map out a related learning activity using verb cards describing the front and back of the event. The overall goal is to consider how the HLM can enhance teaching.
Report
Share
Report
Share
Recommended
Affordances of VLE and teaching presence
This document discusses virtual learning environments (VLEs) and their impact on teaching presence. It provides a brief history of VLE evolution from 1960-2010. It then discusses pedagogy-driven design principles for VLEs, including using instructional design models to structure content, metaphors to represent concepts, and modeling teaching workflows. The document also explores affordances of VLEs, comparing how different systems like IVA and Moodle support learning activities and impact indicators of teaching presence like design, facilitation and instruction. It suggests VLEs should invite rather than avoid critical thinking and that assignment types can help measure their effect on teaching presence.
Iterative research and development of teacher training in learning design
The METIS project aims to develop workshops and tools to help educators design effective learning experiences informed by research. Through data collection and analysis at workshops, the project seeks to identify design principles and patterns. The resulting integrated learning design environment and workshop structure aim to facilitate a research-guided process of designing learning activities. Next steps involve testing and refining the workshops, design knowledge, and tools. The overall goal is to help educators maximize technology's potential for enhancing learning.
Lesson 8 JONA,MARICRIS,KAROLYN..
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
2015 The persoanlised learner
The document discusses the concept of the personalized learner in 3 key areas: mobile learners who can learn anywhere using connected mobile devices; connected learners who see knowledge as part of a shared network; and learners who are ready to create by developing skills like digital literacy, self-regulated learning, and lifelong learning in both formal and informal settings.
Higher thinking skills through it based projects
This are the ways were we can effectively used in teaching in order to engage students in activities of a higher plane of thinking.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of constructivist projects for students, including resource-based projects, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding information to address problems or questions posed by the teacher. Guided hypermedia projects can involve students creating multimedia presentations using various media. Web-based projects allow students to create and post web pages on given topics, though this may be too sophisticated currently for most students. The document emphasizes that the teacher acts as a facilitator, providing tools and guidance for students to conduct self-directed learning through inquiry and discovery.
Learning Resource Design
This document summarizes a learning resource design session facilitated by Cindy Underhill. The session introduced learning resource design and focused on analyzing examples. Participants discussed conditions for online learning and analyzed projects like LEAP and Digital Tattoo to understand how design elements support learning conditions. The goal was to increase awareness of learning resource design and how standalone resources can effectively support learning inside and outside the classroom.
LTS Lunch 27 Jan 10 - Tools for Learning Design
The document discusses various tools for learning and course design, including Lecture Explorer for organizing course information, Electronic Timetabling tools, and workflow and collaboration tools. It also discusses learning design initiatives, templates, and tools like CompendiumLD for visually representing learning designs. Finally, it proposes workshop ideas for introducing tools that support pedagogical practice and designing courses, including representing a course outline in CompendiumLD.
Recommended
Affordances of VLE and teaching presence
This document discusses virtual learning environments (VLEs) and their impact on teaching presence. It provides a brief history of VLE evolution from 1960-2010. It then discusses pedagogy-driven design principles for VLEs, including using instructional design models to structure content, metaphors to represent concepts, and modeling teaching workflows. The document also explores affordances of VLEs, comparing how different systems like IVA and Moodle support learning activities and impact indicators of teaching presence like design, facilitation and instruction. It suggests VLEs should invite rather than avoid critical thinking and that assignment types can help measure their effect on teaching presence.
Iterative research and development of teacher training in learning design
The METIS project aims to develop workshops and tools to help educators design effective learning experiences informed by research. Through data collection and analysis at workshops, the project seeks to identify design principles and patterns. The resulting integrated learning design environment and workshop structure aim to facilitate a research-guided process of designing learning activities. Next steps involve testing and refining the workshops, design knowledge, and tools. The overall goal is to help educators maximize technology's potential for enhancing learning.
Lesson 8 JONA,MARICRIS,KAROLYN..
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
2015 The persoanlised learner
The document discusses the concept of the personalized learner in 3 key areas: mobile learners who can learn anywhere using connected mobile devices; connected learners who see knowledge as part of a shared network; and learners who are ready to create by developing skills like digital literacy, self-regulated learning, and lifelong learning in both formal and informal settings.
Higher thinking skills through it based projects
This are the ways were we can effectively used in teaching in order to engage students in activities of a higher plane of thinking.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of constructivist projects for students, including resource-based projects, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding information to address problems or questions posed by the teacher. Guided hypermedia projects can involve students creating multimedia presentations using various media. Web-based projects allow students to create and post web pages on given topics, though this may be too sophisticated currently for most students. The document emphasizes that the teacher acts as a facilitator, providing tools and guidance for students to conduct self-directed learning through inquiry and discovery.
Learning Resource Design
This document summarizes a learning resource design session facilitated by Cindy Underhill. The session introduced learning resource design and focused on analyzing examples. Participants discussed conditions for online learning and analyzed projects like LEAP and Digital Tattoo to understand how design elements support learning conditions. The goal was to increase awareness of learning resource design and how standalone resources can effectively support learning inside and outside the classroom.
LTS Lunch 27 Jan 10 - Tools for Learning Design
The document discusses various tools for learning and course design, including Lecture Explorer for organizing course information, Electronic Timetabling tools, and workflow and collaboration tools. It also discusses learning design initiatives, templates, and tools like CompendiumLD for visually representing learning designs. Finally, it proposes workshop ideas for introducing tools that support pedagogical practice and designing courses, including representing a course outline in CompendiumLD.
Intro to learning analytics universities scotland_dec2014_smn
Introduction to Learning Analytics - presentation to the Universities Scotland Learning and Teaching Committee, 3rd December 2014
Higher Thinking Skills Through IT-based Project
This document discusses using IT-based projects to develop higher thinking skills. It outlines a teacher's role in creating an environment that provides students with tools and facilities to facilitate learning. The process involves the teacher presenting a problem to the class, students finding information to respond to the problem, and organizing their findings. Traditional learning focuses on textbooks and facts while resource-based learning emphasizes inquiry, varied sources, and a focus on the learning process over products. The document also describes a 5-step process for simple IT-based creation that involves defining tasks, brainstorming, judging ideas, taking action, and allowing flexibility.
Integrating Ict´S Into Curriculum
The document discusses integrating information and communication technologies (ICTs) into curriculum. It recommends that ICTs be used naturally to support curriculum objectives and enhance learning in an enriched environment. ICTs can be integrated anywhere learning occurs and should be active, constructive, collaborative, intentional, and contextual. Successful integration faces challenges like time, training, resources, support, and willingness to change, requiring a shift in how classes are held. Phases of integration include access, adoption, adaptation, appropriation, and invention, supported by observation, analysis of alternatives, training, and familiarization with tools.
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Technology Integration BUT Workshops
The document discusses integrating educational technology into teaching using both objectivist and constructivist learning strategies. It defines educational technology and emphasizes that teachers are more important than technology. Both objectivist and constructivist approaches each have a place in learning. Examples are given of how different technologies, like tutorials, simulations, and web quests can support both approaches. Challenges teachers may face are provided along with potential technology-supported solutions.
Designing Effective Learning Environments for Graduate Teacher Education Prog...
These are the slides used for the session on designing effective learning environments for the Graduate Teacher Education Programme, September 23 2014.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
Umeå November 2021
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
Advisory Group 13th Feb
The document summarizes an open meeting for an e-learning project advisory group at the University of Brighton on February 13, 2008. The meeting agenda included introductory and concluding plenary sessions with activities in between to develop discussion, invite expertise, and encourage participation. Examples of work in progress and broader initiatives were to be discussed. A case study video from the JISC explored the learner's perspective on e-learning. The document also discussed learners' use of personal technologies and preferences being underrecognized in institutions, where e-learning skills are underestimated.
2016 Tertiary learning space design
1) The document discusses trends in blended learning and the design of learning spaces to support blended learning models.
2) It outlines key concepts in blended learning including formal on-campus teaching, informal learning spaces, and online learning. Guiding pedagogies discussed are authentic learning, authentic assessment, personalized learning, and peer learning.
3) The role of educators and importance of professional development to support new learning models and space design are also highlighted.
Higher thinking
The document discusses using IT-based projects to develop higher-order thinking skills. It explains that the teacher creates a learning environment and provides students with tools and resources, acting as a facilitator. Students are presented with a problem and use various information sources to organize their findings in response. Traditional learning focuses on factual information from textbooks, while resource-based learning emphasizes the inquiry process using diverse sources. IT-based projects involve defining tasks, brainstorming ideas, evaluating concepts, taking action, and remaining flexible.
2016 Pedagogy and Spaces
This document discusses trends in pedagogy and learning spaces at Swinburne University. It outlines guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. It also defines learning spaces as physical, blended, or online environments that enhance learning through authentic interactions. The role of educators is to optimize the affordances of these spaces for both teachers and learners.
Designing Problem Based Learning Online
This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
Horizon report. Redesigning Learning Spaces
The document discusses redesigning learning spaces by moving away from traditional classroom setups and incorporating digital technology and art into the physical space. It defines different learning space setups like "campfire" for lessons, "watering hole" for group discussions, "cave" for independent work, and "mountain top" for presenting work. A study found students in an active learning classroom had more discussions and higher test scores than a traditional classroom. Redesigning spaces allows for easier technology integration and areas for both technology and no-technology work. The impact on educators is discussed from the perspectives of new and experienced teachers.
LEARNING EXPERIENCE BY DESIGN-CAROL P. TAPIC
This document discusses student engagement in online classrooms using learning experience design (LXD). It introduces the LXD process, which includes discovering learner needs, defining objectives and goals, curating relevant content, developing the learning experience solution, delivering the course, and evolving it based on feedback. The goal of LXD is to design content and experiences that promote meaningful learning and transformation through student engagement. Key aspects of LXD covered are understanding learner pain points, defining measurable outcomes, identifying essential versus optional content, organizing content for effective learning, and gathering feedback to iterate the course.
Standards group work
The teacher assigned students to groups to create PowerPoint presentations about time zones in different regions of the United States. Each group researched images and information about their assigned region during a specific time period. The students used their existing knowledge along with online research to find appropriate data and pictures to include. They then designed PowerPoint presentations and presented their findings to the class. The project helped students better understand time zones and allowed them to practice important skills like collaboration, research, and digital presentation design.
Rev2020 Remote Engineering conference
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Before afteraddie rev
The document outlines the ADDIE model of instructional design. It describes analyzing learners' needs and designing learning objectives and activities for RN/BSN nursing students. The objectives are for learners to navigate online platforms, access nursing resources, identify APA components, and understand peer-reviewed sources. Authentic learning activities are designed to reinforce the objectives. Content, lectures, videos and other materials are then developed and implemented. Students participate in activities to solve real-world nursing problems. Finally, the session is evaluated through student feedback and assessment of learning outcomes.
Learning design and learning analytics
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
Betty Collis. Learning from Workplace Perspective
Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Registration Process
The registration process for new Computing students at Coleraine University involves 5 steps: 1) Arriving at the university and going to the South Building, 2) Attending a talk and checking enrollment forms in room LT1, 3) Being escorted to the Computer Science labs to learn about accessing networks and finding class schedules, 4) Being escorted to the Main Building to complete online registration and sort out fee payments, 5) Bringing necessary documents like photos, certificates, and ID.
Describing and disseminating practice in a transparent manner
This document describes a model for capturing and disseminating teaching and learning processes. The model involves mapping and recording learning events and activities using verbs to describe what the teacher and learner are doing. This provides a reflective opportunity for practitioners to review learning activities and designs. The model outputs could help design lesson plans and refine learning outcomes. It also provides a way to compare teacher and learner perspectives to evaluate practice. Benefits include a tool to record practices, a reflective process for practitioners, and a basis for discussing and disseminating effective teaching methods.
More Related Content
What's hot
Intro to learning analytics universities scotland_dec2014_smn
Introduction to Learning Analytics - presentation to the Universities Scotland Learning and Teaching Committee, 3rd December 2014
Higher Thinking Skills Through IT-based Project
This document discusses using IT-based projects to develop higher thinking skills. It outlines a teacher's role in creating an environment that provides students with tools and facilities to facilitate learning. The process involves the teacher presenting a problem to the class, students finding information to respond to the problem, and organizing their findings. Traditional learning focuses on textbooks and facts while resource-based learning emphasizes inquiry, varied sources, and a focus on the learning process over products. The document also describes a 5-step process for simple IT-based creation that involves defining tasks, brainstorming, judging ideas, taking action, and allowing flexibility.
Integrating Ict´S Into Curriculum
The document discusses integrating information and communication technologies (ICTs) into curriculum. It recommends that ICTs be used naturally to support curriculum objectives and enhance learning in an enriched environment. ICTs can be integrated anywhere learning occurs and should be active, constructive, collaborative, intentional, and contextual. Successful integration faces challenges like time, training, resources, support, and willingness to change, requiring a shift in how classes are held. Phases of integration include access, adoption, adaptation, appropriation, and invention, supported by observation, analysis of alternatives, training, and familiarization with tools.
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Technology Integration BUT Workshops
The document discusses integrating educational technology into teaching using both objectivist and constructivist learning strategies. It defines educational technology and emphasizes that teachers are more important than technology. Both objectivist and constructivist approaches each have a place in learning. Examples are given of how different technologies, like tutorials, simulations, and web quests can support both approaches. Challenges teachers may face are provided along with potential technology-supported solutions.
Designing Effective Learning Environments for Graduate Teacher Education Prog...
These are the slides used for the session on designing effective learning environments for the Graduate Teacher Education Programme, September 23 2014.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
Umeå November 2021
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
Advisory Group 13th Feb
The document summarizes an open meeting for an e-learning project advisory group at the University of Brighton on February 13, 2008. The meeting agenda included introductory and concluding plenary sessions with activities in between to develop discussion, invite expertise, and encourage participation. Examples of work in progress and broader initiatives were to be discussed. A case study video from the JISC explored the learner's perspective on e-learning. The document also discussed learners' use of personal technologies and preferences being underrecognized in institutions, where e-learning skills are underestimated.
2016 Tertiary learning space design
1) The document discusses trends in blended learning and the design of learning spaces to support blended learning models.
2) It outlines key concepts in blended learning including formal on-campus teaching, informal learning spaces, and online learning. Guiding pedagogies discussed are authentic learning, authentic assessment, personalized learning, and peer learning.
3) The role of educators and importance of professional development to support new learning models and space design are also highlighted.
Higher thinking
The document discusses using IT-based projects to develop higher-order thinking skills. It explains that the teacher creates a learning environment and provides students with tools and resources, acting as a facilitator. Students are presented with a problem and use various information sources to organize their findings in response. Traditional learning focuses on factual information from textbooks, while resource-based learning emphasizes the inquiry process using diverse sources. IT-based projects involve defining tasks, brainstorming ideas, evaluating concepts, taking action, and remaining flexible.
2016 Pedagogy and Spaces
This document discusses trends in pedagogy and learning spaces at Swinburne University. It outlines guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. It also defines learning spaces as physical, blended, or online environments that enhance learning through authentic interactions. The role of educators is to optimize the affordances of these spaces for both teachers and learners.
Designing Problem Based Learning Online
This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
Horizon report. Redesigning Learning Spaces
The document discusses redesigning learning spaces by moving away from traditional classroom setups and incorporating digital technology and art into the physical space. It defines different learning space setups like "campfire" for lessons, "watering hole" for group discussions, "cave" for independent work, and "mountain top" for presenting work. A study found students in an active learning classroom had more discussions and higher test scores than a traditional classroom. Redesigning spaces allows for easier technology integration and areas for both technology and no-technology work. The impact on educators is discussed from the perspectives of new and experienced teachers.
LEARNING EXPERIENCE BY DESIGN-CAROL P. TAPIC
This document discusses student engagement in online classrooms using learning experience design (LXD). It introduces the LXD process, which includes discovering learner needs, defining objectives and goals, curating relevant content, developing the learning experience solution, delivering the course, and evolving it based on feedback. The goal of LXD is to design content and experiences that promote meaningful learning and transformation through student engagement. Key aspects of LXD covered are understanding learner pain points, defining measurable outcomes, identifying essential versus optional content, organizing content for effective learning, and gathering feedback to iterate the course.
Standards group work
The teacher assigned students to groups to create PowerPoint presentations about time zones in different regions of the United States. Each group researched images and information about their assigned region during a specific time period. The students used their existing knowledge along with online research to find appropriate data and pictures to include. They then designed PowerPoint presentations and presented their findings to the class. The project helped students better understand time zones and allowed them to practice important skills like collaboration, research, and digital presentation design.
Rev2020 Remote Engineering conference
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Before afteraddie rev
The document outlines the ADDIE model of instructional design. It describes analyzing learners' needs and designing learning objectives and activities for RN/BSN nursing students. The objectives are for learners to navigate online platforms, access nursing resources, identify APA components, and understand peer-reviewed sources. Authentic learning activities are designed to reinforce the objectives. Content, lectures, videos and other materials are then developed and implemented. Students participate in activities to solve real-world nursing problems. Finally, the session is evaluated through student feedback and assessment of learning outcomes.
Learning design and learning analytics
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
Betty Collis. Learning from Workplace Perspective
Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
What's hot (20)
Intro to learning analytics universities scotland_dec2014_smn
Intro to learning analytics universities scotland_dec2014_smn
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...
Designing Effective Learning Environments for Graduate Teacher Education Prog...
Designing Effective Learning Environments for Graduate Teacher Education Prog...
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...
Viewers also liked
Registration Process
The registration process for new Computing students at Coleraine University involves 5 steps: 1) Arriving at the university and going to the South Building, 2) Attending a talk and checking enrollment forms in room LT1, 3) Being escorted to the Computer Science labs to learn about accessing networks and finding class schedules, 4) Being escorted to the Main Building to complete online registration and sort out fee payments, 5) Bringing necessary documents like photos, certificates, and ID.
Describing and disseminating practice in a transparent manner
This document describes a model for capturing and disseminating teaching and learning processes. The model involves mapping and recording learning events and activities using verbs to describe what the teacher and learner are doing. This provides a reflective opportunity for practitioners to review learning activities and designs. The model outputs could help design lesson plans and refine learning outcomes. It also provides a way to compare teacher and learner perspectives to evaluate practice. Benefits include a tool to record practices, a reflective process for practitioners, and a basis for discussing and disseminating effective teaching methods.
Facilitating reflective practice - experiences to date
The document discusses Dr. Alan Masson's experiences using a Hybrid Learning Model (HLM) to facilitate reflective practice among educators. The HLM uses visual flash cards to represent teaching interactions and roles in order to provide a structured view of practice and promote reflection. Practitioners found the HLM helped increase awareness of learners' perspectives and encouraged evaluating how expectations align with learning activities. Future work aims to develop the HLM into an online tool and connect it with other resources to further reflection, discussion, and community building among educators.
Knowing You Knowing Me
‘Knowing you, Knowing me’: Using a conversational model of practice to promote student-tutor interactions
Teaching and learning practice - the view from both sides of the fence
The document discusses a hybrid learning model developed by CETL(NI) to enhance the learning experience. The model brings together the 8 Learning Event Model and a closed set of learning verbs. It provides a common language for describing teaching and learning interactions and reflects what learners do in practice. Both teachers and learners found it useful for reflection, and it increased awareness of expectations of different roles.
Formalising the informal
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
CELT
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events - receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
Aishe2
This document discusses a hybrid learning model that brings together learning and teaching. It presents different learning events such as receives, debates, experiments, and creates. For each event, it suggests describing the teacher and learner roles using verbs. Practitioners found using this model helped them better understand the learner's role and perspective. It also helped capture teaching and learning processes in a way that is understandable, generic, reusable, and shareable.
Coleraine campus
The document provides photographs of various locations around the Coleraine Campus for orientation purposes, including aerial views of the campus, maps, buildings like the Tower building and Learning Resource Centre, facilities like computer labs and lecture theaters, accommodation sites, and signs for the Computing at Coleraine program area.
The Use Of Pedagogical Profiles To Establish An Educationally Centric Approac...
The document discusses using pedagogical profiles to connect teaching and learning resources and establish a learner-centered approach to managing these assets. It proposes applying educational metadata standards to siloed information systems to link related materials like case studies, training courses, and e-learning tools. This integrated approach aims to simplify access to relevant resources and encourage reuse. Initial progress includes adopting core applications and demonstrable connections between systems at some institutions.
Using models of learning practice to assist students in transition
The document discusses using a Hybrid Learning Model (HLM) to assist students in adapting to new learning situations. The HLM provides a structured framework that clarifies expectations and roles. Studies found that the HLM helped students understand what was expected and eased their transition to university. A pilot project used the HLM to introduce library resources and highlight support services available to students. Feedback indicated the HLM was an effective way to communicate expectations and promote independent learning.
'Here's Looking At You’ 3 Sept2007
'Here's Looking At You': A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model
Case studies: a potential nexus for communities of practice and research
This document outlines a session on using case studies as a potential connection point for communities of practice and research. It includes an agenda for the session which explores drivers of educational change, resources that inspire practitioners, and the benefits and challenges of practice-based case studies. It also describes the CETL (Centre for Excellence in Teaching and Learning) approach to developing an online case study tool, including focused questions and automated workflows. The tool is being implemented at the University of Ulster to enable sharing and reuse of teaching practices, with the goals of encouraging reflection, disseminating practices, and supporting an institution-wide community of teaching and learning.
Introduction to Web 2.0 tools
A staff development lunchtime seminar which introduces staff to a definition of \'web 2.0\', introduces them to a series of web 2.0 key concepts, talks about levels of participation online, online tools that use web 2.0 key ideas, \'digital natives\' and their adoption of new technologies, and case studies within the University of Ulster
Helping teachers understand their learners and their needs better in WebCT
This document discusses using data from a learning management system (LMS) to help teachers reflect on their teaching practices and better understand their students' needs and experiences. It proposes generating reports from LMS data that compare student cohorts, track tool usage over time, and highlight any tensions between students' experiences and course expectations. The goal is to facilitate reflection by teachers and promote awareness of how to positively impact student learning.
The Hybrid Learning Model: Supporting the Student Experience
A workshop presented at the SEDA Spring Teaching and Learning Conference 2009. Firday 8th May, Brighton.
Reward and Recognition Showcase Presentation
This document summarizes an event showcasing a Reward and Recognition (R&R) scheme for teachers at Ulster University. The R&R scheme aims to reward excellent teaching and support staff development. It provides funding for projects, workshops, and collaboration. Survey results found that participants valued networking, sharing ideas, learning new skills, and gaining insight into improving teaching. The event highlighted the benefits of the R&R scheme in enhancing teaching quality and the student experience.
‘Eyes Wide Shut’: The Challenge of Evaluating E-Learning
This document discusses evaluating e-learning and the challenges of using data from virtual learning environments (VLEs) like WebCT. It notes that VLE data requires context and careful interpretation to be useful. While the data provides information on usage, it does not necessarily reflect the learning experience. The Center for Excellence in Teaching and Learning promotes a holistic evaluation approach using both quantitative VLE data and qualitative methods like surveys, focus groups, and reflective journals to understand teaching practices and their impact on learning.
Empowering students to adapt to new learning situations
1) The document discusses a Hybrid Learning Model that uses flashcards to break down learning activities into interactions and roles to help students adapt to new learning situations.
2) An example is given of how the model was demonstrated to first-year marketing students to help them understand the process of compiling their portfolio for assessment.
3) Student feedback indicated that the model was useful in providing clarity around expectations and simplifying the task, with over 90% finding it helpful for adapting to the portfolio activity.
Viewers also liked (19)
Describing and disseminating practice in a transparent manner
Describing and disseminating practice in a transparent manner
Facilitating reflective practice - experiences to date
Facilitating reflective practice - experiences to date
Teaching and learning practice - the view from both sides of the fence
Teaching and learning practice - the view from both sides of the fence
The Use Of Pedagogical Profiles To Establish An Educationally Centric Approac...
The Use Of Pedagogical Profiles To Establish An Educationally Centric Approac...
Using models of learning practice to assist students in transition
Using models of learning practice to assist students in transition
Case studies: a potential nexus for communities of practice and research
Case studies: a potential nexus for communities of practice and research
Helping teachers understand their learners and their needs better in WebCT
Helping teachers understand their learners and their needs better in WebCT
The Hybrid Learning Model: Supporting the Student Experience
The Hybrid Learning Model: Supporting the Student Experience
‘Eyes Wide Shut’: The Challenge of Evaluating E-Learning
‘Eyes Wide Shut’: The Challenge of Evaluating E-Learning
Empowering students to adapt to new learning situations
Empowering students to adapt to new learning situations
Similar to The HLM And You
OU Learning Design workshops
These were developed by Grainne Conole, not me, but I ran four of the workshops. They were well received
PRHE Conference
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
isajahnke ictml umea 2011-05-v1
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
Isajahnke 2011-06-17-short - Creative Learning Cultures, educational innovati...
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
2016-04-06 research seminar
This document discusses new learning practices and learning analytics for educational innovation. It provides an overview of CEITER, a research center focusing on learning analytics and educational innovation. Some key points:
- CEITER aims to measure and support new collaborative, creative, and problem-based learning practices through learning analytics and educational research.
- Examples of projects include measuring technology use in schools, tools for collaborative learning, and tracing learning in digital environments.
- Research looks at the coupling of individual and collective learning, with cognition seen as mediated by social and material environments.
- CEITER aims to build research infrastructure to increase funding opportunities, recruit students, and boost visibility through a more systematic, collaborative approach.
Ppt4defense
This document outlines guidelines for designing inquiry-based learning environments on the web for teacher professional development. It presents a model with five phases for an inquiry process: Ask, Design, Explore, Construct, and Reflect. Design guidelines are provided for each phase as well as for nurturing learning environments and communities of inquiry. The study used multiple case studies of existing online programs to identify best practices and develop tentative guidelines. Future research is needed to empirically test the guidelines and address remaining open questions.
Design-based epistemic metareflection
This document discusses design-based epistemic metareflection as a key to evolving digital didactical design. It suggests that metalearning and reflecting on one's own learning process is important when designing digital education. The document outlines several studies and theories related to self-regulated learning, the importance of social interaction and feedback in online environments, and developing relational competence among teachers. It argues that digital didactical design should focus on fostering social interaction, empowering students to reflect on their own learning, and developing teachers' competencies in creating psychological safety and building relationships in technology-enhanced classrooms.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
Moodle en la enseñanza de lenguas
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
21stcenturizing Learning 2
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
From E-Learning to M-Learning
This document discusses the evolution from e-learning to m-learning using mobile technologies. It outlines key drivers for the shift to mobile, including student expectations, marketing, and employers seeking mobile skills. New affordances of mobile devices allow for learning anywhere and capturing multimedia. This enables new m-pedagogies focused on tasks, experiential learning, and social/collaborative approaches. The document maps different e-pedagogies to mobile technologies and applications. It presents frameworks for matching pedagogies to informal/formal and social/individual learning. Examples from the University of Leicester demonstrate personalized mobile learning environments. The future of m-learning is discussed as an emerging norm, with new business models, sophisticated
Berlin 2017 publish
1) The document discusses strategies for knowledge construction through e-learning platforms, including instructional strategies, pedagogical models, and learning technologies.
2) Key instructional strategies include collaboration, articulation, reflection, role-playing, and supporting multiple perspectives.
3) Important pedagogical models include open learning, distributed learning, and knowledge building communities.
4) Popular learning technologies mentioned are asynchronous/synchronous communication tools, hypermedia, multimedia tools, and course management systems.
Conole Eportfolio 24 June
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
Share fest 2010_modern_online_course
This document discusses modern online teaching and learning. It begins by outlining the key features of modern learning activities, including how technology has changed communication and made learning more interactive, collaborative, and continual. It then discusses how the Moodle learning system aims to support constructionist learning through social interaction. Finally, it provides tips for effective online course creation, such as managing content to meet teaching goals and encouraging student participation.
Digital learning theory stack
This document discusses learning theories that can be applied to digital resources and online learning. It provides brief explanations of several theories: constructivism, connectivism, situated learning, behaviorism, cognitivism, and experiential learning. Examples are given to illustrate how each theory could be applied to digital content and activities. The document also addresses what can go wrong in digital learning and what learners want, such as autonomy, short content, social and collaborative learning opportunities, and access anytime from any device.
Online Educa 2007
The document proposes a model for online education that integrates different theoretical learning approaches. The model includes three dimensions - instructional, collaborative, and personal - each with distinct learning aims, activities, and assessment tools. Activities in one dimension use the materials from another to connect the approaches. For example, an instructional video could trigger discussion and reflection. This integration allows for personalized, adaptive, and parallel learning paths suited to a learner's context, style, and goals.
Investigating the effectiveness of an ecological approach to learning design ...
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
Starting as we mean to go on: Technology-rich Inquiry Based Learning in the f...
Presented by Phiippa Levy and Sheila Webber (Information School, University of Sheffield) on 24th November 2010 at the Web 2.0 Untangled conference: http://www.cilip.org.uk/get-involved/special-interest-groups/ucr/divisions/bbo/pages/events.aspx
E-portfolio in teacher education
This document summarizes research on using ePortfolios in a personal learning environment for teacher education in Estonia. An ePortfolio called DiPo was developed and piloted with over 200 teachers. Interviews found that ePortfolios supported personal reflection and social learning through sharing experiences and getting feedback. Users said reflection was improved with a trusting mentor relationship and receiving written feedback. The research aims to understand how to scaffold collaborative knowledge building for novice teachers using ePortfolios.
Cognitivism
Cognitivism is a learning theory based on mental processes like thinking, memory, and problem solving. It focuses on exploring the "black box" of the human mind to understand how people learn. Key contributors include Paivio, Gagne, Gardner, and Bloom. The cognitive theory views learning as a change in a learner's mental schemas or representations. Classroom implications for teachers include integrating multiple teaching methods, relating new concepts to prior knowledge, and assessing changes in student cognition. For students, it means demonstrating learning through a variety of higher-order thinking skills and relating new ideas to existing knowledge structures.
Similar to The HLM And You (20)
Isajahnke 2011-06-17-short - Creative Learning Cultures, educational innovati...
Isajahnke 2011-06-17-short - Creative Learning Cultures, educational innovati...
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
Investigating the effectiveness of an ecological approach to learning design ...
Investigating the effectiveness of an ecological approach to learning design ...
Starting as we mean to go on: Technology-rich Inquiry Based Learning in the f...
Starting as we mean to go on: Technology-rich Inquiry Based Learning in the f...
More from cies
Not a world apart: Mapping out student expectations with the Hybrid Learning ...
1. The document discusses the Hybrid Learning Model (HLM), which was used to map out student expectations and learning activities at the University of Ulster.
2. Studies with first-year student cohorts found that the HLM helped students adapt to new learning situations and provided clarity around expectations. Over 65% of students found it useful.
3. Feedback indicated the HLM simplified concepts and broke activities into understandable parts, aiding the transition to university learning. Staff also felt it increased awareness of learner roles and expectations.
Assisting students to participate in Inquiry Based Learning
1. The document discusses introducing students to Inquiry Based Learning (IBL) through modeling the process. It describes modeling an IBL activity by breaking it down into a series of learning events using prompt cards.
2. Feedback from students on the modeled IBL activity was positive, with most students finding it helpful for understanding expectations and preparing their portfolio.
3. The Hybrid Learning Model (HLM) provides a simple and practical tool to help review and enhance teaching and learning practices through modeling activities and clarifying roles, expectations, and processes for students.
Assisting students to participate in Inquiry Based Learning
1. The document discusses introducing students to Inquiry Based Learning (IBL) through modeling the process. It describes modeling an IBL activity by breaking it down into a series of learning events using prompt cards.
2. Feedback from students on the modeled IBL activity was positive, with most students finding it helpful for understanding expectations and preparing their portfolio. It provided a structured approach and checklist for their learning.
3. The Hybrid Learning Model (HLM) that was used to model the IBL activity provides simplicity, encourages review of teaching practices, and gives clear guidelines to empower students in their learning. It has a range of uses including reflection, planning and evaluation.
Hybrid Learning Model
The document describes a hybrid learning model developed by CETL (NI) to enhance the learning experience. The model brings together the 8 learning event model and closed set of learning verbs to describe teaching and learning interactions. It focuses on using universal concepts and language. The model includes learning events like receives, debates, experiments, and creates. Activities are provided for practitioners to model their own teaching practices using the events and describe the teacher and learner roles. Benefits of the model include capturing processes, aiding reflection, and sharing practices across subjects. Feedback indicated the model helps students understand expectations and structure their learning.
Lost in transition - Helping students to adapt to new learning situations
This document discusses using a Hybrid Learning Model (HLM) to help first-year students adapt to new learning situations. The HLM captures 8 learning events and interactions between teachers and learners. A pilot study showed modeling an activity using the HLM helped over 90% of students adapt to portfolio requirements. Both teachers and learners found the model simplified expectations and broke activities into understandable parts. The HLM supports learners in new scenarios and helps teachers better introduce learning activities.
Development and Use of the Hybrid Learning Model
1) The Hybrid Learning Model was developed to describe teaching and learning processes with a focus on the learner perspective. It combines elements from existing models into a set of flashcards that capture interactions and roles.
2) Initial evaluations found it provided practitioners with greater awareness of the learner role and expectations, and learners felt it helped them understand what was expected and adapt to new learning situations.
3) Future developments include a fully online version of the tool and expanding its uses, such as for student research or academic induction. Evaluations so far have been very positive.
Designing for Learning - the Hybrid Learning Model
This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.
More from cies (7)
Not a world apart: Mapping out student expectations with the Hybrid Learning ...
Not a world apart: Mapping out student expectations with the Hybrid Learning ...
Assisting students to participate in Inquiry Based Learning
Assisting students to participate in Inquiry Based Learning
Assisting students to participate in Inquiry Based Learning
Assisting students to participate in Inquiry Based Learning
Lost in transition - Helping students to adapt to new learning situations
Lost in transition - Helping students to adapt to new learning situations
Designing for Learning - the Hybrid Learning Model
Designing for Learning - the Hybrid Learning Model
Recently uploaded
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
TrustArc Webinar - 2024 Global Privacy Survey
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Best 20 SEO Techniques To Improve Website Visibility In SERP
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
National Security Agency - NSA mobile device best practices
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.
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
Essentials of Automations: The Art of Triggers and Actions in FME
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Climate Impact of Software Testing at Nordic Testing Days
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
How to Get CNIC Information System with Paksim Ga.pptx
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Recently uploaded (20)
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for Life Science to increase LLM accuracy
Best 20 SEO Techniques To Improve Website Visibility In SERP
Best 20 SEO Techniques To Improve Website Visibility In SERP
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
National Security Agency - NSA mobile device best practices
National Security Agency - NSA mobile device best practices
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
Essentials of Automations: The Art of Triggers and Actions in FME
Essentials of Automations: The Art of Triggers and Actions in FME
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Climate Impact of Software Testing at Nordic Testing Days
Climate Impact of Software Testing at Nordic Testing Days
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
How to Get CNIC Information System with Paksim Ga.pptx
How to Get CNIC Information System with Paksim Ga.pptx
The HLM And You
- 2. The Hybrid Learning Model (HLM) and You! Micro-teaching Session 12 th March 2008 Fiona Doherty – E-Learning Development Officer CIES - C ETL(NI): I nstitutional E -Learning S ervices
- 4. The Aim of the Hybrid Learning Model
- 6. The 8 Learning Events
- 10. Cards – Front and Back
- 11. Verbs
- 12. Mapping out the learning activity
- 13. Example