This document discusses replacing teachers with crowds and intelligent crowds. It covers topics like groups, networks and collectives; ten design principles for intelligent crowds including adaptability, stigmergy, evolvability, parcellation, and trust; contexts of use for technologies like social media sites; and issues with current platforms like limited interoperability, commercial monoliths, and trust models. The document advocates using various platforms together and references a book on control and constraint in e-learning.
This document provides guidance on using social media for sales purposes. It recommends setting goals, choosing appropriate tools like LinkedIn, SlideShare, YouTube and Facebook, and setting time limits for social media use. It also stresses the importance of measuring results through analytics and lead tracking to evaluate the effectiveness of one's social media strategy. The overall message is that social media can boost sales if used properly by aligning tools with goals and focusing content on providing value to prospects.
To become an inside sales superstar, you must:
1) Check your attitude at the door and look at every customer interaction as an opportunity to invest in the relationship.
2) Send two thank you cards daily to stay fresh in customers' minds and deepen relationships.
3) Actively listen to customers by repeating back what they say, rather than just listening.
4) Learn about customers' interests to send relevant items and maintain positive contact.
Arab Neonatal Medical Congress Brochure v8Doaa Said
This document provides information about the 2nd Arab Neonatal Medical Congress taking place from February 25-27, 2016. The congress will focus on practical management strategies and evidence-based clinical data to help neonatologists overcome challenges in the region. It will feature presentations, workshops, panel discussions and networking opportunities. Topics will include neonatal resuscitation, nutrition/gastroenterology, infectious diseases and critical care. Attendees will include neonatologists, pediatricians and other physicians. The program over the three days will cover issues like air leak syndrome, neurodevelopmental outcomes, neonatal seizures, nutrition/probiotics, necrotizing enterocolitis and growth in preterm infants.
Arab Paediatric Medical Congress Brochure v9 (SP)Doaa Said
The document provides information about the 3rd Arab Paediatric Medical Congress to be held from February 25-27, 2016 in Dubai, UAE. The congress will focus on practical management and latest evidence-based clinical data to highlight challenges faced by paediatricians in the region. It will feature over 50 scientific sessions on topics like paediatric respiratory disorders, nutrition/gastroenterology, infectious diseases, surgery/transplantation, and critical care/emergencies. Attendees will include directors of paediatrics, neonatologists, nurses and others. The program includes presentations, workshops, and panels with experts from the region and internationally.
St. Mark the Evangelist Catholic Church architectural presentationdavidlarson
The document provides floor plans and descriptions for a proposed new building for St. Mark The Evangelist Catholic Church. It includes spaces for gathering, prayer, and worship such as a narthex, liturgical narthex, reconciliation chapel, daily chapel, nave, baptismal font, sanctuary, and devotional spaces. Images and diagrams show how the different areas will be arranged and relate to each other to enhance the spiritual experience of parishioners.
Building a high performing customer service team requires focusing on seven key attributes: attitude, saying thank you creatively, product knowledge, wowing clients, learning daily, receiving coaching, and information gathering. Some strategies for developing these attributes include setting milestones to showcase ideal interactions, rewarding employees, providing constructive feedback, sending personalized thank you notes, ensuring employees can teach others about products, delivering snacks to job sites on behalf of clients, having employees write about what they learn from articles, and treating customer service members like sales reps to gather customer information.
The document discusses how effective use of transitions and organization in legal writing can help guide the reader through a document smoothly, similar to how the "It's a Small World" theme park ride guides visitors through its story. It notes that signs are used to inform riders where they are going and when they have moved to the next section. Deviating from what is signaled can confuse and annoy readers, just as unexpected changes would frustrate riders. Maintaining clear structure and signposting where the document is going helps ensure the reader understands and enjoys the experience.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
Applications for Social Networking Strategies in an Agency Context: Exploitin...BoaB Team
1. The document discusses using social networking strategies to create interlinked knowledge spaces by exploiting social capital, particularly in an agency context.
2. It proposes a system called n2Mate that would use social tools like popularity rankings, authority badges, and trust ratings to encourage people to reuse existing ontologies and standards when describing data.
3. The goal is to manageably reduce the number of ontologies created and increase interlinking between existing ones to improve semantic web functionality and avoid problems of limited interoperability.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
- Connectivism proposes that learning occurs through connections within networks, and is influenced by evolution over time as networks become more complex
- While connectivity has likely occurred naturally, new mathematical network analysis tools may help test whether connectivity leads to emergent behaviors
- If validated, network analysis could help optimize teaching methods by identifying influential student subgroups, at-risk students, and other insights from network dynamics
The document discusses learning analytics and the current and future state of higher education. It covers topics such as learning analytics frameworks including macro, meso, and micro levels; the convergence of learning analytics layers; and building an analytics ecosystem involving learners, educators, and various teams. It questions whether institutions will understand how to apply analytics at different levels or be dazzled by dashboards. It also discusses using analytics to identify effective learning conversations and different types of discourse.
ICDE Disruptive Open Educational ResourcesTerry Anderson
The document discusses open educational resources (OERs) and whether educators are ready to adopt disruptive OER technologies. It addresses common myths about OERs, barriers to adoption, and models for funding and producing OER content. The author argues that OERs can be adapted and recontextualized to local contexts through tools like wikis and mashups. Adopting disruptive OER technologies may be challenging but can provide advantages like lower costs. Networks and social software may help connect teachers and students to generate and share knowledge through OERs.
This document discusses using online social spaces to flatten classroom walls and encourage meaningful conversations among students. It provides rationale for incorporating these tools in education by arguing they promote literacy skills for the 21st century like collaboration and reflection. Best practices include using wikis, blogs, and Google docs to build skills like critical thinking, communication, and self-regulation. Research supports that collaborative online environments improve learning outcomes like motivation and problem-solving.
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
5 Ways Organizations Get eLearning WrongJohn Schulz
I delivered this presentation at the 2009 Chicago eLearning & Technology Showcase.
The issues were identified through an informal survey posted to several social networks. Participants were asked to identify one way their organization got elearning wrong - that is, to identify one 'thing' that threatened the success of elearning deployment within their organization.
Many of the responses were rather tactical - the specific way a particular course was designed, the particular tool used, etc. All of the responses, however, pointed to one of five strategic issues. Those are explored here, and were supported by research/comments from a number of industry sources.
This presentation really calls for a slidecast, as the presentation was designed to be very conversational. As a result, the slides are somewhat thin on text. Until a slide cast can be created, please feel free to write me with questions.
Again, many of the ideas represented here are not original thought. I try to reference these sources on the slides as appropriate. Please let me know if I missed someone.
Understanding Research 2.0 from a Socio-technical PerspectiveYuwei Lin
This document discusses Research 2.0 from a socio-technical perspective. It outlines key concepts of Web 2.0 like blogging, social networking, and wikis. It also discusses O'Reilly's design patterns for Web 2.0 and De Roure and Goble's six principles for software design. The document examines challenges in developing Research 2.0 environments like involving users and addressing ethical and legal issues. It argues a socio-technical approach is needed to develop Research 2.0 that considers both technological and social aspects.
Repositories and communities at cross-purposesColin Milligan
The document discusses tensions between learning object repositories (LORs) and their user communities. It analyzes case studies of two LORs, Jorum and DIDET, identifying contradictions between the perspectives of curators and users. Users saw the LORs as standalone tools rather than integrated into their existing systems. Curators had a long-term strategic view while users focused on short-term operational needs. The study also found mismatches between community identities and rewards for teaching versus research. It concludes with implications like better aligning repositories with user needs and involving users in development.
Harnessing the benefits of online communities of practice (CoPs)johnt
The document discusses how online communities of practice (CoPs) can help harness knowledge sharing in distributed global organizations like engineering consultancy firm Hatch Associates. It outlines how CoPs were introduced at Hatch to connect employees, facilitate knowledge exchange, and reduce time spent searching for information. Over 50 CoPs now operate based on employee needs and interests to improve collaboration and productivity.
Agile leadership practices for PIONEERSStefan Haas
This document outlines 8 principles for applying complexity thinking to leadership practices:
1. Address complexity with complexity by using stories, metaphors and pictures rather than just text.
2. Use a diversity of perspectives by considering multiple weak models rather than one strong model.
3. Assume dependence on context and that what worked in the past is not guaranteed for the future.
4. Anticipate, adapt and explore through safe-to-fail experiments rather than just reacting or following a plan.
5. Develop models in collaboration so they help people make sense of the world through many local interactions.
6. Shorten the feedback cycle to learn faster than others and adapt more quickly.
The document discusses redesigning the wayfinding system at Northeastern University. It begins by outlining the research process, which included discipline-based knowledge gathering, human-centered research, and synthesis. Key insights from the research included the importance of boundaries, orientation, consistency, and pathmaking for users. The solution proposes dividing the campus into color-coded zones for navigation. It also redesigns the campus map with a grid layout, color-coded zones, and landmark buildings labeled for reference. The new map orients the campus with major paths running horizontally and vertically and expands to show surrounding Boston landmarks for additional context.
This document discusses several ethical issues related to technology enhanced learning (TEL). It addresses issues that may arise as educational technology becomes more sophisticated, as well as existing issues due to increasing cultural diversity. Some key ethical frameworks and approaches discussed include Judeo-Christian ethics, Buddhist ethics, Kant's categorical imperative, human rights approaches, and care ethics. Technical effects of TEL related to issues of transparency, accountability, data protection, and more. Cultural issues discussed include cultural dominance, assumptions around interaction and performance, and potential ethnocentric biases. The document advocates examining cultural assumptions and recognizing that ethics are not one-size-fits-all.
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
The document discusses using social software like blogs, wikis, and media sharing tools to build community and facilitate collaboration among students. It provides examples of different types of social software and potential benefits of using these tools in education, like generating excitement, cultivating social skills, and providing feedback. The document also addresses questions about how to implement social software for community building, such as choosing applications, creating assignments, training faculty and students, and taking a gradual approach.
Slides from the 3rd International Seminar on Online Higher Education in Management, Santiago, Chile, October 2016. A 20 minute presentation intended to end in questions, the biggest of which being, in an age of plenty, with options for distributed content, distributed connections, distributed accreditation, and tools for personal sense making, whether there is a need for universities and other formal educational institutions any more. Unsurprisingly, the consensus among participants was a slightly equivocal 'yes'. However, thinking more deeply about the nature of those institutions, participants considered ways institutions can become network hubs with blurred boundaries, ways they might continue to preserve/transform culture, and ways they might focus more deeply on values, creativity, meaning, critical thinking, etc. Some great dialogues emerged.
It's hardly easy to be softly hard: freedom and control in learning spacesjondron
The document discusses different generations of distance learning pedagogies and how they align with different structures. The first generation used instructivist pedagogies focused on individual learning. The technologies of this generation included CAI, textbooks, and one-way broadcasts. The second generation used social constructivist pedagogies centered around groups and collaboration. However, groups have limitations in terms of openness, scale, and preparation for lifelong learning. The document then examines how different structures like groups, networks, and collectives relate to different levels of freedom and control in learning.
Presentation for Hybrid Days, making the point that we are part of technologies rather than them being part of us, so our technologies (at least the softer and collective ones) are cyborgs.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Revealing the elephant in the online classroomjondron
Pedagogies as technologies, soft and hard technologies, benefits of soft technologies for learning (spoiler - the elephant is the teacher, not the technical process of teaching)
The document discusses questioning assumptions about the role of technology in education. It raises questions about whether pedagogy or technology should come first, and suggests something else may be needed. It explores themes of how crowds can teach, giving learners more control, and the structures and behaviors that shape learning. The document considers why institutions like schools and universities exist, and what defines a learning technology, arguing it is how phenomena are programmed for educational purposes. It advocates for assemblies of technology, policies and pedagogies that work together to support learning.
Presentation from JTEL WinterSchool in Innsbruck, 2010, taking as a starting point that soft technologies such as pedagogies, institutional rules, timetabling methods and so have to be considered as integral to assemblies of learning technologies. This perspective has many interesting consequences.
This document discusses improving upon traditional folksonomies and tagging systems by making them richer and more multi-dimensional. It suggests moving beyond simple tags to implementing hierarchical tagging, tagging relationships between resources, allowing tags on tags ("tag tagging"), and tagged ratings. The document also briefly mentions issues like trust, privacy, and balancing top-down and bottom-up approaches when developing a richer folksonomic ecology to support learning.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
1. Replacing teachers with
crowds
TENCompetence Winter School ‘09
Jon Dron
Athabasca University, University of Brighton
http://www.cofind.net - jond@athabascau.ca
2. loose plan
Intelligent crowds and candy
Groups, Networks and Collectives
and play time
Ten principles and more play time
4. Some influences on
learning
external learner
drivers profile
VLEs tools
emergent
other people
behaviours
pedagogies subject
formalisms
environment
planned and context
institutional
behaviours
logistic
rules/norms community
processes
ethos
5. Some influences on
learning
external learner
drivers profile
VLEs tools
emergent
other people
behaviours
pedagogies subject
formalisms
environment
planned and context
institutional
behaviours
logistic
rules/norms community
processes
ethos
Technologies Contexts of use
6. Web 2.0, proper noun
The name given to the social and
technical sophistication and maturity that
mark the- Oh, screw it. Money! Money
money money! Money! The money’s back!
Ha ha! Money!
From The Devil’s Dictionary (2.0)
http://www.eod.com/devil/archive/web_20.html
24. Adaptability
• build from small parts and mash-up
• rapid development methodologies
• use standards like OpenSocial, RSS, FOAF,
OpenID, OAuth, JSON etc....
• Control with individuals, not teachers/
administrators/programmers
31. Many other processes
. uses
gs..
ellin y
imar
w
. D ture of pr
1
Mix
2. hort blocks d and new people
. S ture of ol tration of
3
Mix ncen
e.g.4. ense co
.D
5
• city dynamics
• market-based systems
Sit
Lim e Ma
Att ited a rket
ent tten
ion t
me ion
ans
size
and
rep
utatio
n
32. Parcellation
Photo by Kerry Lannert:: http://www.flickr.com/photos/stirwise/
2675405956/
44. Pedagogy
• Meaningful signposts
• If you design a mountain you will
get mountain goats
• If you design an ocean you will get
fish
• What is the shape and physics of
an educational environment?
45. Context
• A truly self-organised environment can
evolve into anything
• Institutional contexts
• The broader environment
• People wishing to learn
51. del.icio.us is cool but...
• single dimension of metadata
• limited interoperability
• commercial monolith
• limited parcellation
• very limited trust model
52. del.icio.us is cool but...
• single dimension of metadata
• limited interoperability
• commercial monolith
• limited parcellation
• very limited trust model
53. Facebook is cool but...
• single layer of hierarchy (the group)
• extendible but not very interoperable
• simple one-dimensional metadata
• limited trust model
• everyone is a friend or not
• commercial monolith
54. Ning is brilliant but...
• not distributed - single site
• relatively coarse privacy/trust control
55. Elgg is a bit better...
• richer trust model
• educational context
• institutional control (?)
• why does everyone have to be your friend?
56. Using them all...
• NetVibes
• Sniperoo
• Grazr
• iGoogle
• Widgets and Gadgets
57. Read the book...
Control and Constraint
in E-Learning: Choosing
When to Choose
jond@athabascau.ca
http://www.cofind.net
58. Read the book...
Control and Constraint
in E-Learning: Choosing
When to Choose
jond@athabascau.ca
http://www.cofind.net