This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
1. The study aimed to evaluate how pre-service teachers' narratives and peer feedback ("co-supervision") in an online blog promoted reflection during a teacher training program.
2. Analysis of blog posts and comments found that while interaction was high, the level of critical thinking and metacognition in posts and feedback in comments was relatively low.
3. Students found value in sharing experiences online and receiving peer support, but the activities may need improving to better encourage questioning and critical reflection in online interactions.
Confidence in Learning Analytics aka. The Pulse of Learning AnalyticsHendrik Drachsler
Presentation of the paper by Drachsler & Greller on Confidence in Learning Analytics given at LAK12 conference, April 30th 2012, Vancouver, Canada
Data and survey available at:
http://bit.ly/la_survey
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
This is an updated version of my presentation at LAK12 that includes related research on TEL RecSys and the new LinkedUp project that will address the current challenges we are facing like the lack of datasets, common evaluation framework and real world examples for LA and data supported education.
This document outlines an instructional module for training educators on how to use SMART Boards. It includes the module's goals and objectives, instructional strategies, and evaluation plans. The strategies follow a sequence including an introduction, pre-test, presentations, group activities, Q&A, workbooks, and a post-test. Data would be collected from pre- and post-tests to analyze learner performance and the module's effectiveness. Revisions would modify content as needed and adapt to changes in classroom sizes and technology.
Learning, technology and collaboration in mobile environmentsThe Open University
The document discusses methodological challenges in evaluating learning and technology use in informal mobile settings and proposes a task model based on cultural historical activity theory to systematically represent user activity and capture the complexity of these settings. Case studies from two mobile learning projects are analyzed using the task model to identify how the technological and semiotic layers interact and where they provide support or cause conflicts.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
1. The study aimed to evaluate how pre-service teachers' narratives and peer feedback ("co-supervision") in an online blog promoted reflection during a teacher training program.
2. Analysis of blog posts and comments found that while interaction was high, the level of critical thinking and metacognition in posts and feedback in comments was relatively low.
3. Students found value in sharing experiences online and receiving peer support, but the activities may need improving to better encourage questioning and critical reflection in online interactions.
Confidence in Learning Analytics aka. The Pulse of Learning AnalyticsHendrik Drachsler
Presentation of the paper by Drachsler & Greller on Confidence in Learning Analytics given at LAK12 conference, April 30th 2012, Vancouver, Canada
Data and survey available at:
http://bit.ly/la_survey
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
This is an updated version of my presentation at LAK12 that includes related research on TEL RecSys and the new LinkedUp project that will address the current challenges we are facing like the lack of datasets, common evaluation framework and real world examples for LA and data supported education.
This document outlines an instructional module for training educators on how to use SMART Boards. It includes the module's goals and objectives, instructional strategies, and evaluation plans. The strategies follow a sequence including an introduction, pre-test, presentations, group activities, Q&A, workbooks, and a post-test. Data would be collected from pre- and post-tests to analyze learner performance and the module's effectiveness. Revisions would modify content as needed and adapt to changes in classroom sizes and technology.
Learning, technology and collaboration in mobile environmentsThe Open University
The document discusses methodological challenges in evaluating learning and technology use in informal mobile settings and proposes a task model based on cultural historical activity theory to systematically represent user activity and capture the complexity of these settings. Case studies from two mobile learning projects are analyzed using the task model to identify how the technological and semiotic layers interact and where they provide support or cause conflicts.
This document discusses the levels of organization of life from cells to the biosphere. It begins by outlining the hierarchical organization from cells to tissues, organs, organisms, populations, communities, ecosystems, and ultimately the biosphere. It then discusses the reductionist principle of breaking down complex life into more simple compartments like chemicals, cells, tissues, organs, and systems within an organism. The next section defines cells and describes the two main types - prokaryotic and eukaryotic. The last section describes the key characteristics of living organisms such as being made of cells, reproduction, genetic code, growth, obtaining and using energy, responding to the environment, and evolving over time.
El documento habla sobre una presentación sobre drones que se llevará a cabo en el Museo de Arte de San José. Mark Jacobsen, fundador de Uplift Aeronautics, Inc., presentará un drone real y discutirá usos actuales y emergentes de los drones. También explicará cómo Uplift Aeronautics usa drones para entregar ayuda humanitaria a áreas inaccesibles. La presentación es gratuita con la admisión al Museo.
Balance general combinado al 31 julio 2014 grupo surfaxSurfax
This document is the combined balance sheet for Grupo Surfax as of July 31, 2014. It combines the financial information for Surfax, Surfax Col, Viaiker, LASFALTO, and VIATEST. The balance sheet shows total assets of $135,979,774.90 which includes current assets like cash, accounts receivable, and inventory. Total liabilities are $83,491,918.75, including current liabilities like accounts payable, taxes payable, and credit lines. Shareholders' equity is $52,487,856.15, consisting of capital stock, retained earnings, and net income.
Protocols define rules for formatting and transmitting data over a network. Common protocols include TCP/IP, HTTP, FTP, and SMTP. TCP/IP provides reliable data transmission and IP specifies packet delivery. HTTP is the protocol for web pages and hyperlinks. FTP transfers files between hosts using separate channels for commands and data. SMTP enables email transmission over IP networks.
This document discusses digital media buying and how artificial intelligence (AI) can optimize the process. It explains that AI can analyze user behavior at an individual level in real-time, optimizing decisions across many variables simultaneously for maximum return on investment. The approach presented uses AI and big data to identify high-value opportunities and apply learnings at the impression level through predictive modeling to automatically optimize campaigns toward high-performing audiences, messaging, and contexts. Harnessing AI and continuous integration of insights allows for improved marketing ROI across web, mobile, video and social channels.
This document outlines the 5 E instructional model, a framework for inquiry-based science instruction. It describes the 5 phases - Engage, Explore, Explain, Elaborate, Evaluate - and provides examples of activities for each phase, such as demonstrations, investigations, and assessments. It also lists science process skills like observing, measuring, and predicting. The document aims to provide guidance for designing lessons according to the 5 E model in order to engage students in active science learning.
This document discusses action research methodology for improving teaching. It covers several key areas:
1. It introduces the major parts of presenting action research, including context, initiatives, and possibilities.
2. It discusses pedagogy, equity, curriculum, and essential learnings.
3. It provides an overview of the action research process, including identifying problems, collecting data, reflecting and analyzing, taking action, and redefining problems. The goal is to try new ideas in practice and improve teaching and learning.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.
This document discusses developing tools to facilitate integrated reflection. It provides an overview of key concepts like e-portfolios, reflection, and reflective practice. It discusses the need for tools that better support reflection, which is recognized as important for learning but tools currently offer little beyond basic journal templates. Opportunities exist to develop new tools using techniques like question generation and answering to better scaffold learning through inquiry and reflection.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
This document discusses developing tools to facilitate integrated reflection. It provides context on e-portfolios and defines reflection and reflective practice. The document identifies opportunities to develop new tools that support inquiry-based learning and questioning. In particular, tools that facilitate question generation and answering could help scaffold learning by exposing students to more high-quality inquiry. Overall, the document argues reflection is important for learning but current tools provide limited support, and there is potential to develop new technologies that better facilitate integrated reflection.
The document discusses using action research and inquiry processes to embed literacy and numeracy skills. It provides examples of individual teacher projects from 2010-2011 that addressed issues like numeracy, writing skills, and reading comprehension. The projects involved observing issues, planning and testing interventions, and reflecting on results. Interviews found the processes helped teachers think more strategically and engage in "research on training wheels." Students reported the interventions as helpful. The discussion concludes the approaches helped teachers reflect and focus on practice while growing research capability.
Asynchronous curriculum creation and id modelsekramer4
This document discusses and compares several instructional design models for developing asynchronous online curriculum: the Indiana Partnership for Stateside Education guidelines, ADDIE, Dick and Carey, KEMP, the Three-Dimensional ITD Model, and the use of learning objects. It provides an overview of the key stages and components of each model. The models vary in their structure and focus areas, but generally involve analyzing learner and instructional needs, designing assessments and content, developing materials, implementing the course, and evaluating effectiveness.
This document outlines the key aspects of action research in education. It defines action research as a systematic process conducted by teachers to gather information and improve their educational setting, teaching practices, and student learning. The document then discusses several distinguishing features of action research, including that it is participatory, contextual, aims to enact change, and involves a cyclical process of planning, acting, observing, and reflecting. Finally, the document provides an overview of common action research procedures and methods, such as identifying a problem, collecting and analyzing various forms of qualitative and quantitative data, and triangulating findings.
This document provides guidance on instructional design. It outlines five steps:
1. Delineate the parameters of the instructional design project by analyzing factors like curriculum, clientele, resources, and goals.
2. Analyze available resources and technologies, and consider appropriate pedagogical strategies and frameworks. Provide examples of good and bad models.
3. Expand one's techno-pedagogical mindset by considering how technologies can support constructivist learning and social interaction through tools, activities, and collaboration.
4. Produce an initial instructional design based on the analysis.
5. Test, prototype, evaluate and adjust the design through an iterative process.
This document discusses the levels of organization of life from cells to the biosphere. It begins by outlining the hierarchical organization from cells to tissues, organs, organisms, populations, communities, ecosystems, and ultimately the biosphere. It then discusses the reductionist principle of breaking down complex life into more simple compartments like chemicals, cells, tissues, organs, and systems within an organism. The next section defines cells and describes the two main types - prokaryotic and eukaryotic. The last section describes the key characteristics of living organisms such as being made of cells, reproduction, genetic code, growth, obtaining and using energy, responding to the environment, and evolving over time.
El documento habla sobre una presentación sobre drones que se llevará a cabo en el Museo de Arte de San José. Mark Jacobsen, fundador de Uplift Aeronautics, Inc., presentará un drone real y discutirá usos actuales y emergentes de los drones. También explicará cómo Uplift Aeronautics usa drones para entregar ayuda humanitaria a áreas inaccesibles. La presentación es gratuita con la admisión al Museo.
Balance general combinado al 31 julio 2014 grupo surfaxSurfax
This document is the combined balance sheet for Grupo Surfax as of July 31, 2014. It combines the financial information for Surfax, Surfax Col, Viaiker, LASFALTO, and VIATEST. The balance sheet shows total assets of $135,979,774.90 which includes current assets like cash, accounts receivable, and inventory. Total liabilities are $83,491,918.75, including current liabilities like accounts payable, taxes payable, and credit lines. Shareholders' equity is $52,487,856.15, consisting of capital stock, retained earnings, and net income.
Protocols define rules for formatting and transmitting data over a network. Common protocols include TCP/IP, HTTP, FTP, and SMTP. TCP/IP provides reliable data transmission and IP specifies packet delivery. HTTP is the protocol for web pages and hyperlinks. FTP transfers files between hosts using separate channels for commands and data. SMTP enables email transmission over IP networks.
This document discusses digital media buying and how artificial intelligence (AI) can optimize the process. It explains that AI can analyze user behavior at an individual level in real-time, optimizing decisions across many variables simultaneously for maximum return on investment. The approach presented uses AI and big data to identify high-value opportunities and apply learnings at the impression level through predictive modeling to automatically optimize campaigns toward high-performing audiences, messaging, and contexts. Harnessing AI and continuous integration of insights allows for improved marketing ROI across web, mobile, video and social channels.
This document outlines the 5 E instructional model, a framework for inquiry-based science instruction. It describes the 5 phases - Engage, Explore, Explain, Elaborate, Evaluate - and provides examples of activities for each phase, such as demonstrations, investigations, and assessments. It also lists science process skills like observing, measuring, and predicting. The document aims to provide guidance for designing lessons according to the 5 E model in order to engage students in active science learning.
This document discusses action research methodology for improving teaching. It covers several key areas:
1. It introduces the major parts of presenting action research, including context, initiatives, and possibilities.
2. It discusses pedagogy, equity, curriculum, and essential learnings.
3. It provides an overview of the action research process, including identifying problems, collecting data, reflecting and analyzing, taking action, and redefining problems. The goal is to try new ideas in practice and improve teaching and learning.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.
This document discusses developing tools to facilitate integrated reflection. It provides an overview of key concepts like e-portfolios, reflection, and reflective practice. It discusses the need for tools that better support reflection, which is recognized as important for learning but tools currently offer little beyond basic journal templates. Opportunities exist to develop new tools using techniques like question generation and answering to better scaffold learning through inquiry and reflection.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
This document discusses developing tools to facilitate integrated reflection. It provides context on e-portfolios and defines reflection and reflective practice. The document identifies opportunities to develop new tools that support inquiry-based learning and questioning. In particular, tools that facilitate question generation and answering could help scaffold learning by exposing students to more high-quality inquiry. Overall, the document argues reflection is important for learning but current tools provide limited support, and there is potential to develop new technologies that better facilitate integrated reflection.
The document discusses using action research and inquiry processes to embed literacy and numeracy skills. It provides examples of individual teacher projects from 2010-2011 that addressed issues like numeracy, writing skills, and reading comprehension. The projects involved observing issues, planning and testing interventions, and reflecting on results. Interviews found the processes helped teachers think more strategically and engage in "research on training wheels." Students reported the interventions as helpful. The discussion concludes the approaches helped teachers reflect and focus on practice while growing research capability.
Asynchronous curriculum creation and id modelsekramer4
This document discusses and compares several instructional design models for developing asynchronous online curriculum: the Indiana Partnership for Stateside Education guidelines, ADDIE, Dick and Carey, KEMP, the Three-Dimensional ITD Model, and the use of learning objects. It provides an overview of the key stages and components of each model. The models vary in their structure and focus areas, but generally involve analyzing learner and instructional needs, designing assessments and content, developing materials, implementing the course, and evaluating effectiveness.
This document outlines the key aspects of action research in education. It defines action research as a systematic process conducted by teachers to gather information and improve their educational setting, teaching practices, and student learning. The document then discusses several distinguishing features of action research, including that it is participatory, contextual, aims to enact change, and involves a cyclical process of planning, acting, observing, and reflecting. Finally, the document provides an overview of common action research procedures and methods, such as identifying a problem, collecting and analyzing various forms of qualitative and quantitative data, and triangulating findings.
This document provides guidance on instructional design. It outlines five steps:
1. Delineate the parameters of the instructional design project by analyzing factors like curriculum, clientele, resources, and goals.
2. Analyze available resources and technologies, and consider appropriate pedagogical strategies and frameworks. Provide examples of good and bad models.
3. Expand one's techno-pedagogical mindset by considering how technologies can support constructivist learning and social interaction through tools, activities, and collaboration.
4. Produce an initial instructional design based on the analysis.
5. Test, prototype, evaluate and adjust the design through an iterative process.
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
Collaborative action research is a process where educators systematically examine their own practices using research techniques to improve student learning. It involves teams of practitioners working together to investigate issues relevant to them. There are typically five phases: (1) identifying problems, (2) planning actions, (3) collecting data, (4) analyzing data, and (5) planning for future actions based on results. Collaborative action research is advocated for because it allows educators without research expertise to improve, and collaboration facilitates discussion of issues and perspectives.
Instructional design is the process of improving instruction through analyzing learning needs and systematically designing and developing learning environments and materials. It involves analyzing the learning context and objectives, designing appropriate learning activities, content, teaching methods and materials based on student characteristics, and evaluating whether the objectives are achieved. Technology and multimedia are often used as tools to enhance instruction. Common instructional design models include ADDIE, which involves the phases of analysis, design, development, implementation and evaluation.
This document discusses harnessing research on open educational resources (OERs) to develop better tools and more supportive environments for OER use. It proposes a network of OER producers, users, and researchers to foster collaboration. The network would include people, meta-analyses, tools/methods, and designs/evaluations. Research has focused on OER creation/use, learner experience, pedagogy, and specific tools like CompendiumLD and Cloudworks. Better supporting learner navigation and sense-making requires specialized visualization and aggregation tools. The vision is a participatory network to advance OER research.
The document describes an experimental software engineering (ESE) course designed using the OULDI learning design approach. The course aims to teach students how to provide evidence for the validity of novel software engineering methods and tools. Key aspects of the ESE course design include determining objectives and mapping them, developing the learning outcomes and activities using different OULDI views, and evaluating the pedagogical balance of the course. The OULDI approach provides tools to explicitly represent the course design and foster collaboration among educators.
Semelhante a LAK13 Supporting Action Research with Learning Analytics (20)
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
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.
Diese Themen werden behandelt
- 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
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
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4. Students
Teachers
Requirements
Useful Tool Action Research
Diverse Scenarios
Non-experts
Different Questions
University
Related Indicators
4
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
5. Action Research and Learning Analytics
Summary of Prior Research
Research Questions and Method
Discussion of Findings
Recap
5
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
6. Active improvement of teaching Feedback for awareness & reflection
Human-driven Data-driven
Manually Automatically
Individual, perfectly fitting Standardized, approved by experts
Limited by time-constraints ... Limited by missing data ...
6
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
7. Develop
Question
Share Formulate
Research Plan
Action Research
Record in Collect Data
Writing
Develop Action
Analyze &
Reflect Learning Analytics
Plan
7
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
8. Do native speakers
How do students Are there specific have fewer problems
value specific learning learning offerings NOT with learning offerings
offerings? used at all? than non-native
speakers?
Are students using
specific learning Which didactical Is the performance in
materials (e.g., lecture acitivities, e.g. email e-tests somehow
recordings) in addition notifications, facilitate related to exam
to attendance or continous learning? grades?
alternatively?
Dyckhoff, 2010
8
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
9. Q1 - Indicator-Question-Mapping:
Which questions cannot be mapped to the available (sets of) indicators?
Which indicators could deliver what kind of enlightenment?
Q2 - Teacher-Data-Indicators:
Are there tools that explicitly correlate teacher data with student data?
How should teacher data be correlated?
Q3 - Missing Impact Analysis:
How could learning analytics impact teaching?
How could this impact be evaluated?
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LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
10. Study is based on
results of a qualitative meta-analysis (Dyckhoff, 2011)
collection of publications on 27 learning analytics tools
Collected Question Analysis
198 Categorized Indicator and
Indicators Mapping Discussion
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LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
13. Questions that can be answered
EASY NOT so EASY
Qualitative measure
Effects on performance
Quantitative measure
Complex correlation
Different data sources
Missing: Teacher Data Indicators
13
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
14. • Current situation
• Possible Scenarios Sociogram (Dawson, 2010)
- Forum Participation
- Correspondence Indicator
- Average assignment grading time
14
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
15. Tool Classroom Impact Exit
Conclusions
Availability State Prediction Interviews
15
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
16. International Context Set of all indicators
German International
teachers’ indicators of 27
questions available tool
16
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
17. Supporting Action Research with Learning Analytics
Several Questions NOT yet answered by indicators
Teacher Data Indicators should be researched
What’s the Impact of Learning Analytics?
Participatory Design for LA Tools/Indicators
Inform Tool Design/Learning Technologies Design
17
LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
18. Dyckhoff, A.L. 2011. Implications for Learning Analytics Tools: A Meta-Analysis of
Applied Research Questions. IJCISIM. 3, (2011), 594–601.
Dawson, S. 2010. “Seeing” the learning community: An exploration of the development
of a resource for monitoring online student networking. BRIT J EDUC TECHNOL. 41, 5
(Sep. 2010), 736–752.
Dyckhoff, A.L., Lukarov V., Muslim A., Chatti M.A. and Schroeder, U. 2013.
Supporting Action Research with Learning Analytics. Proceedings of LAK’13, April 08-
12 2013, Leuven, Belgium, 220-229.
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LAK13 "Learning Analytics and Action Research" Dyckhoff, Lukarov
Version 1:In yesterday’s workshop on teacher’s analytics, during the discussion of one talk the question was raised, what’s the impact on Learning Analytics?Version 2: So what’s the impact of Learning analytics? This questions was actually raised at yesterday’s workshop on teaching analytics.
When you read the literature, I extracted goals that were mentioned in the paper. I sorted them by goals concerning tools, what tools should do. For example track users, track interactons, etc. There are also goals for educators…And also there are goals for students…From this table, you can find out how Learning Analytics should/supposed to impact the teaching and learning processes. This is how it is supposed to be, but in the papers there is no information how the actual situation..there are the goals that come in literature (a collection of goals) about how Learning analytics should impact the learning/teaching processes
We had problems identifying what questions exactly these indicators answer/represent. Only a few indicators were well documented.For us, it was unclear what data exactly these indicators need, in order to calculate and present information to the teachers. Also, only a few of them provided information about the limitations concerning usage/interpretation. This led us thinking that we need to figure out a way how to present,and structure these pieces of information, which is crucial and necessary. If we, as researchers (and experts in the field) have problems identifying these things (issues), then I am positively inclined to say that educators, teachers will definitely have problems in understanding the purpose of the indicators.
This is a sample snapshot of our mapping of indicators with questions
Quantitative measureDiverse indicators can answer these questions, because they are concerned with quantitative measures on the basis of student generated usage data.Qualitative measures which are concerned with the satisfaction and preferences of students, still cannot be answered sufficiently. Performance indicators are also present in the research communities, but not in the tools we analyzed. There are questions that cannot be mapped, or answered by single indicators, or from single data source. So this raises the question of combining different data sources and making complex correlations. Don’t get me wrong, there are indicators that calculate complex correlations (especially in EDM), but we have seen only few indicators in the tools we analyzed. Furthermore, our analysis and discussion revealed that we have something missing… We don’t really have Indicators that represent Teacher data.
The closest thing that we have to using teacher data, or having teachers’ indicators are sociograms from Social Network analysis which correlate Student and Teacher activities. They correlate data of the course phase, course events, and show the interaction between teachers and students.Of course we need to collect teacher data in order to build these indicators. There already exists activity data from teachers available from log files. But, we also need to think about ways how to collect the missing data such as data about the quality of the learning materials, metadata of information about course events, and activities outside the classroom/lecture.Possible scenarios:We think that it would be good for the teachers to see the patterns of their participation and their online presence in the forum discussions. Also, it would be interesting to see whether in the periods when the teacher was more active and more present on the forum, students’ online presence and activities also increased. For the other two, you are more than welcomed to read our paper. :-) Missing indicators does not mean that they don’t exist in the research world.There isEDM research that does this.There are tools/indicators that exist but they might be not usable for the normal user. And these ideas led us to our thrid research questions, about how we can analyze the impact of indicators and the LA tools.
This is not THE method how to measure impact. This is just a method that we want to discuss, and we want to know what do you think how this method can be improved to measure the impact of the tool. This is very similar to design based research, but here we try to evaluate, measure, and describe more closely the impact of these tools. Make the tool available to diverse group of users (Non experts) for use during an extensive amount of time. We ourselves have a LA tool, and we started impact analysis and evaluation of it last semester. It was available to the teachers for about 10 weeks, and it turned out that’s not enough. It shows some impact, but we need longer studies for at least a whole semester. In our method we suggest to discern and understand the current state and of the classroom, so we have a reference point for comparison and measurement later in the study. In our study, we did this with questionnaires. And this questionnaire should not be revealing or providing information that might bias the activities that come after. This is why we try to find out what are they doing now. (preferably not related to LA, to see whether they are already reflecting on their teaching, and what they think about the students?) Once the current state is well established, we need to identify which activities are likely to improve by the usage of the LA tool/indicators. This is the place where we pose hypotheses how the usage of the tool will improve (have impact on) the behavior of students and teachers, their activities, and the learning process. With out tool, we have the goal to initialize action research, or initiate awareness on a lower level, or reflection on a higher level. Conduct interviews, ask questions, give questionnaires to be filled in, evaluation forms for feedback with both teachers and students. These can help in capturing their personal feelings, and opinions after using the tool in the given time period. Did a specific indicator puzzled them? Did they reflect upon the data presented to them? Did they revise the action plan? In the exit interviews, we are trying to find any signs for action research initiations. The final step is to compare the results in a “before/after” fashion to draw conclusions on how the hypothesized impact relates to the actual impact of the learning analytics tool.
The point in every context you have specific questions. If the international tools and indicators don’t fit into our specific context, we need to create our own tool. The idea behind is to acknowledge that there exist questions in the context that cannot be answered, and these questions should be addressed by the LA tool. We are aware of the limitations, and you should also be aware of these limitations. There will be new questions, new data.
Put reference from an exact location, reference it.