In this study, constraints of start page services used by learners to create PLE are discussed and in order to get over these constraints a mobile application based PLE creation approach is suggested. In order to see the applicability of the suggested approach, an prototype software has been developed and user friendly specifications are added onto it. It is observed that, with the help of the newly developed mobile application, learners had a sustainable mobile learning environment.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
This document discusses various Web 2.0 tools and their potential applications for teaching English as a foreign language in Indonesia. It defines Web 2.0 and describes tools like blogs, wikis, social bookmarking, multimedia sharing services, RSS feeds, collaborative editing tools, and social networking. It provides examples of how each tool can be used educationally, such as having teachers use blogs for announcements or students collaboratively writing assignments on a wiki. It concludes by advising educators to only adopt technologies that meaningfully support student learning.
Educational tools of Web 2.0 like Flickr, Delicious, and Bubbleshare can expand curriculum by supporting a new collaborative learning environment. Web 2.0 represents a shift from static to social web where users can create and share knowledge. Common Web 2.0 tools for classrooms include social bookmarking sites to share research bookmarks, photo sharing sites to post presentations, and wikis or blogs for collaborative document writing and discussion.
This document introduces Web 2.0 and various Web 2.0 tools. It defines Web 2.0 as facilitating interactive information sharing and collaboration on the World Wide Web through communities, services, applications, social networking, videos, wikis and blogs. It then discusses key features of Web 2.0 like search, links, authoring, tags and extensions. Various Web 2.0 tools are introduced, including social bookmarking tool del.icio.us, presentation sharing tool SlideShare, wiki tool Wikispaces, photo sharing tool Picasa, document collaboration tool Google Docs, feed reader Google Reader, video platform YouTube, and presentation tool Prezi.
This document summarizes a presentation on incorporating Web 2.0 tools into classroom practice. It describes technologies like RSS, blogs, wikis, podcasting, social bookmarking, social networking, Flickr, YouTube, e-portfolios and virtual worlds. Examples are given of how each tool can be used for teaching, learning, collaboration and professional development. The document concludes that adopting social software in schools requires developing teacher and student comfort, confidence and creativity with these new technologies.
The document discusses the origins and key concepts of Web 2.0. It was coined at a conference in 2004 to refer to second generation web development focusing on communication, sharing, and collaboration. Web 2.0 led to social networking sites, video sharing, wikis, blogs, and folksonomies (collaborative tagging). Key attributes include harnessing collective intelligence, data sharing, and user-centered design. Examples provided are Google Apps, Dropbox, Wikis, and social networking sites.
This document summarizes Cynthia Sistek-Chandler's presentation on Web 2.0 tools for education. It discusses how collaboration is increasingly important for student projects and workplace skills. Web 2.0 tools like wikis, Google Docs, and file sharing sites facilitate collaboration. Students are now evaluated not just on outcomes but on group dynamics and use of collaboration tools. The presentation then outlines key concepts of Web 2.0 and education and profiles various Web 2.0 sites for educational use, including Google, wikis, voice and screen capture tools, avatars, Edmodo, and interactive sites from Thinkfinity.org.
The Future of Moodle and How Not to Stop ItHans de Zwart
There has been a lot of discussion lately about whether the VLE is dead and what should come in its place. This presentations tries to see how the main points in this debate reflect on Moodle.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
This document discusses various Web 2.0 tools and their potential applications for teaching English as a foreign language in Indonesia. It defines Web 2.0 and describes tools like blogs, wikis, social bookmarking, multimedia sharing services, RSS feeds, collaborative editing tools, and social networking. It provides examples of how each tool can be used educationally, such as having teachers use blogs for announcements or students collaboratively writing assignments on a wiki. It concludes by advising educators to only adopt technologies that meaningfully support student learning.
Educational tools of Web 2.0 like Flickr, Delicious, and Bubbleshare can expand curriculum by supporting a new collaborative learning environment. Web 2.0 represents a shift from static to social web where users can create and share knowledge. Common Web 2.0 tools for classrooms include social bookmarking sites to share research bookmarks, photo sharing sites to post presentations, and wikis or blogs for collaborative document writing and discussion.
This document introduces Web 2.0 and various Web 2.0 tools. It defines Web 2.0 as facilitating interactive information sharing and collaboration on the World Wide Web through communities, services, applications, social networking, videos, wikis and blogs. It then discusses key features of Web 2.0 like search, links, authoring, tags and extensions. Various Web 2.0 tools are introduced, including social bookmarking tool del.icio.us, presentation sharing tool SlideShare, wiki tool Wikispaces, photo sharing tool Picasa, document collaboration tool Google Docs, feed reader Google Reader, video platform YouTube, and presentation tool Prezi.
This document summarizes a presentation on incorporating Web 2.0 tools into classroom practice. It describes technologies like RSS, blogs, wikis, podcasting, social bookmarking, social networking, Flickr, YouTube, e-portfolios and virtual worlds. Examples are given of how each tool can be used for teaching, learning, collaboration and professional development. The document concludes that adopting social software in schools requires developing teacher and student comfort, confidence and creativity with these new technologies.
The document discusses the origins and key concepts of Web 2.0. It was coined at a conference in 2004 to refer to second generation web development focusing on communication, sharing, and collaboration. Web 2.0 led to social networking sites, video sharing, wikis, blogs, and folksonomies (collaborative tagging). Key attributes include harnessing collective intelligence, data sharing, and user-centered design. Examples provided are Google Apps, Dropbox, Wikis, and social networking sites.
This document summarizes Cynthia Sistek-Chandler's presentation on Web 2.0 tools for education. It discusses how collaboration is increasingly important for student projects and workplace skills. Web 2.0 tools like wikis, Google Docs, and file sharing sites facilitate collaboration. Students are now evaluated not just on outcomes but on group dynamics and use of collaboration tools. The presentation then outlines key concepts of Web 2.0 and education and profiles various Web 2.0 sites for educational use, including Google, wikis, voice and screen capture tools, avatars, Edmodo, and interactive sites from Thinkfinity.org.
The Future of Moodle and How Not to Stop ItHans de Zwart
There has been a lot of discussion lately about whether the VLE is dead and what should come in its place. This presentations tries to see how the main points in this debate reflect on Moodle.
Schaffert/Hilzensauer:nderlying Concepts and Theories of Learning with the Se...Sandra Schön (aka Schoen)
the slides to our paper: Schaffert, Sandra; Bürger, Tobias; Hilzensauer, Wolf & Schaffert, Sebastian (2008). Underlying Concepts and Theories of Learning with the Semantic Web. http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-349/schaffert.pdf
This presentation was developed by our team on EDIT 611 - Innovations in Distance Learning. Our assignment was to explore Wiki's in the context of education (K-12), higher education, and professional training.
Invited online presentation for Alberta Distance Education and Training Association (ADETA) on some possible pedagogical uses of blogs, presented February 2005
This document summarizes 17 popular Moodle modules and plugins for enhancing online courses. They include tools for web conferencing (BigBlueButton), tracking attendance, sharing content between courses (Sharing Cart), monitoring student progress (ProgressBar), allowing students to upload documents (StudentFolder), estimating time spent on a course (CourseDedication), creating custom reports (ConfigurableReports), managing task lists (Checklist), improving course navigation (CollapsedTopics and GridFormat), setting learning objectives (LessonObjectives), offline paper quizzes (OfflineQuiz), accessibility options, audio/video question types (PoodLLRecording), gamification (Level Up!), creating questions (QuestionCreationActivity), and analytics on course activity (Heat
Web 2.0 refers to second generation web-based communities and hosted services like social networking sites and wikis that emphasize online collaboration and sharing among users. Some key educational Web 2.0 tools include Hot Potatoes, which allows teachers to create interactive exercises; PTable, an interactive online periodic table; and Edmodo, a social learning platform where teachers can share content and students can collaborate. These tools make education more engaging, social, and accessible anywhere by facilitating user-generated content, multimedia sharing, and online collaboration.
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
The document summarizes statistics about Moodle usage, provides examples of organizations using Moodle, and outlines Martin Dougiamas' vision and roadmap for ongoing development of the Moodle learning management system (LMS). Over 54,000 sites in 212 countries use Moodle, containing 41 million users, 4.4 million courses and 1.1 million teachers. Future plans include improvements to grading, competency tracking, mobile apps, and integration with other systems.
Using technology in teaching has the potential to improve student learning in STEM fields, but technology alone does not guarantee better outcomes. Technology makes it easier to implement innovative teaching methods that do enhance learning. Effective uses of technology include simulations, interactive learning tools, opportunities for feedback and reflection, and connecting students globally. However, technology can also hinder learning if misused or overused. Overall, integrating technology into student-centered teaching shows modest positive impacts on student achievement and attitudes when implemented appropriately.
Making moodle more accessible for staff and students UCL disability conferenc...Jessica Gramp
Moodle is not completely accessible, since it does not fully meet the Wide Web Consortium (W3C) WCAG 2.0 level AA web standard. Even if it were technically accessible, this would not guarantee an accessible experience to all disabled students and staff (W3C 2016b; Cooper et al 2007).
“When websites… are badly designed, they can create barriers that exclude people from using the Web.” (W3C 2016a).
At UCL, we formed an interdisciplinary team of Digital Education and Disability Support staff and conducted focus groups with disabled students and staff to discover difficulties they had using UCL Moodle and generated priority areas for improvements. The focus groups considered both improvements to Moodle and its interface and support for both disabled users and Moodle course editors.
Accessibility consultants, a developer and a designer were recruited to improve Moodle Accessibility from a variety of angles, by implementing:
A new, more accessible UCL Moodle visual design (theme) for use on desktop and mobile devices.
Enhanced UCL Moodle features (plugins) and configuration.
Improved training, staff development and support for disabled staff and students, as well as course editors.
Improvements to code within Moodle and theme.
The first two elements are discussed further in this poster from the First UCL Interdisciplinary Conference on Disability, 2018. See the conference programme at: http://www.ucl.ac.uk/grand-challenges/justice-and-equality/priorities/disability/conference-programme
The document describes a workshop on designing learning spaces with Web 2.0 tools. The workshop aims to provide an overview of how Web 2.0 tools can be integrated into formal, non-formal and informal learning environments. The agenda includes case studies of Web 2.0 tool integration, a discussion of various Web 2.0 tools and models of their use in education, and a question and answer session.
Martin Dougiamas is the founder and lead developer of Moodle, an open source learning platform. Some key points about Moodle and Dougiamas' vision:
- Moodle is used by over 45,000 sites in 210 countries with 30 million users, 3 million courses, and 1.2 million teachers. It has a large, global community for collaboration and support.
- Dougiamas sees quality education being achieved through open source and community-driven development. Moodle allows customization to support different pedagogical approaches.
- The likelihood of new features being added is based on supporting constructivist pedagogy, community support, ease of development, and integrating existing tools when possible.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
Moodle is open-source software for creating online courses and websites. It allows users to copy, modify, and share content under its open license as long as proper attribution is given. Moodle can be installed on computers running PHP and supporting SQL databases. Major universities like the Open University and University of Illinois are using Moodle to support online learning for students.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
This document provides an overview of collaboration tools like wikis and Google Apps for Education. It discusses why collaboration is important in the classroom and lists benefits to students like learning from each other. Examples are given of different types of collaborative projects using tools like Wikispaces and Google Docs across various subject areas and grade levels. Tips are provided on setting up and using features of wikis, Google Docs, Google Sites, Google Calendar and other collaboration apps. The document concludes with suggestions for assessing collaborative work using rubrics.
25 Tools: A Toolbox for Learning Professionals 2009Jane Hart
This document presents a toolbox of 25 categories of learning tools compiled by Jane Hart. It provides 3 tools within each category, including the most popular or emerging tools as selected by learning professionals in 2009. Within each category there is a short description of the tools and their purposes. The full details of all the tools can be found online at the provided website.
NJSBA Podcasts, Wikis and Other Interactive Multimediajpuglia
This document provides an overview of using podcasts, wikis, and other interactive multimedia in education. It discusses what podcasts and wikis are, how to create them, and examples of educational applications. Podcasts allow for differentiated learning and are easy to make and upload. Wikis enable collaboration and are useful for group projects. Examples of using wikis include science projects comparing planets and sharing study materials.
İngilizce Öğretmenliği Lisans Programı İnternet Destekli Açıköğretim Modelini...Mehmet Emin Mutlu
M.E.Mutlu, N. Çetinöz, S. Aydın, “İngilizce Öğretmenliği Lisans Programı İnternet Destekli Açıköğretim Modelinin Değerlendirilmesi", Turkiye'de Internet Konferansı, TOBB EKonomi ve Teknoloji Üniversitesi, Ankara, 21-23 Aralık 2006.
Schaffert/Hilzensauer:nderlying Concepts and Theories of Learning with the Se...Sandra Schön (aka Schoen)
the slides to our paper: Schaffert, Sandra; Bürger, Tobias; Hilzensauer, Wolf & Schaffert, Sebastian (2008). Underlying Concepts and Theories of Learning with the Semantic Web. http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-349/schaffert.pdf
This presentation was developed by our team on EDIT 611 - Innovations in Distance Learning. Our assignment was to explore Wiki's in the context of education (K-12), higher education, and professional training.
Invited online presentation for Alberta Distance Education and Training Association (ADETA) on some possible pedagogical uses of blogs, presented February 2005
This document summarizes 17 popular Moodle modules and plugins for enhancing online courses. They include tools for web conferencing (BigBlueButton), tracking attendance, sharing content between courses (Sharing Cart), monitoring student progress (ProgressBar), allowing students to upload documents (StudentFolder), estimating time spent on a course (CourseDedication), creating custom reports (ConfigurableReports), managing task lists (Checklist), improving course navigation (CollapsedTopics and GridFormat), setting learning objectives (LessonObjectives), offline paper quizzes (OfflineQuiz), accessibility options, audio/video question types (PoodLLRecording), gamification (Level Up!), creating questions (QuestionCreationActivity), and analytics on course activity (Heat
Web 2.0 refers to second generation web-based communities and hosted services like social networking sites and wikis that emphasize online collaboration and sharing among users. Some key educational Web 2.0 tools include Hot Potatoes, which allows teachers to create interactive exercises; PTable, an interactive online periodic table; and Edmodo, a social learning platform where teachers can share content and students can collaborate. These tools make education more engaging, social, and accessible anywhere by facilitating user-generated content, multimedia sharing, and online collaboration.
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
The document summarizes statistics about Moodle usage, provides examples of organizations using Moodle, and outlines Martin Dougiamas' vision and roadmap for ongoing development of the Moodle learning management system (LMS). Over 54,000 sites in 212 countries use Moodle, containing 41 million users, 4.4 million courses and 1.1 million teachers. Future plans include improvements to grading, competency tracking, mobile apps, and integration with other systems.
Using technology in teaching has the potential to improve student learning in STEM fields, but technology alone does not guarantee better outcomes. Technology makes it easier to implement innovative teaching methods that do enhance learning. Effective uses of technology include simulations, interactive learning tools, opportunities for feedback and reflection, and connecting students globally. However, technology can also hinder learning if misused or overused. Overall, integrating technology into student-centered teaching shows modest positive impacts on student achievement and attitudes when implemented appropriately.
Making moodle more accessible for staff and students UCL disability conferenc...Jessica Gramp
Moodle is not completely accessible, since it does not fully meet the Wide Web Consortium (W3C) WCAG 2.0 level AA web standard. Even if it were technically accessible, this would not guarantee an accessible experience to all disabled students and staff (W3C 2016b; Cooper et al 2007).
“When websites… are badly designed, they can create barriers that exclude people from using the Web.” (W3C 2016a).
At UCL, we formed an interdisciplinary team of Digital Education and Disability Support staff and conducted focus groups with disabled students and staff to discover difficulties they had using UCL Moodle and generated priority areas for improvements. The focus groups considered both improvements to Moodle and its interface and support for both disabled users and Moodle course editors.
Accessibility consultants, a developer and a designer were recruited to improve Moodle Accessibility from a variety of angles, by implementing:
A new, more accessible UCL Moodle visual design (theme) for use on desktop and mobile devices.
Enhanced UCL Moodle features (plugins) and configuration.
Improved training, staff development and support for disabled staff and students, as well as course editors.
Improvements to code within Moodle and theme.
The first two elements are discussed further in this poster from the First UCL Interdisciplinary Conference on Disability, 2018. See the conference programme at: http://www.ucl.ac.uk/grand-challenges/justice-and-equality/priorities/disability/conference-programme
The document describes a workshop on designing learning spaces with Web 2.0 tools. The workshop aims to provide an overview of how Web 2.0 tools can be integrated into formal, non-formal and informal learning environments. The agenda includes case studies of Web 2.0 tool integration, a discussion of various Web 2.0 tools and models of their use in education, and a question and answer session.
Martin Dougiamas is the founder and lead developer of Moodle, an open source learning platform. Some key points about Moodle and Dougiamas' vision:
- Moodle is used by over 45,000 sites in 210 countries with 30 million users, 3 million courses, and 1.2 million teachers. It has a large, global community for collaboration and support.
- Dougiamas sees quality education being achieved through open source and community-driven development. Moodle allows customization to support different pedagogical approaches.
- The likelihood of new features being added is based on supporting constructivist pedagogy, community support, ease of development, and integrating existing tools when possible.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
Moodle is open-source software for creating online courses and websites. It allows users to copy, modify, and share content under its open license as long as proper attribution is given. Moodle can be installed on computers running PHP and supporting SQL databases. Major universities like the Open University and University of Illinois are using Moodle to support online learning for students.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
This document provides an overview of collaboration tools like wikis and Google Apps for Education. It discusses why collaboration is important in the classroom and lists benefits to students like learning from each other. Examples are given of different types of collaborative projects using tools like Wikispaces and Google Docs across various subject areas and grade levels. Tips are provided on setting up and using features of wikis, Google Docs, Google Sites, Google Calendar and other collaboration apps. The document concludes with suggestions for assessing collaborative work using rubrics.
25 Tools: A Toolbox for Learning Professionals 2009Jane Hart
This document presents a toolbox of 25 categories of learning tools compiled by Jane Hart. It provides 3 tools within each category, including the most popular or emerging tools as selected by learning professionals in 2009. Within each category there is a short description of the tools and their purposes. The full details of all the tools can be found online at the provided website.
NJSBA Podcasts, Wikis and Other Interactive Multimediajpuglia
This document provides an overview of using podcasts, wikis, and other interactive multimedia in education. It discusses what podcasts and wikis are, how to create them, and examples of educational applications. Podcasts allow for differentiated learning and are easy to make and upload. Wikis enable collaboration and are useful for group projects. Examples of using wikis include science projects comparing planets and sharing study materials.
İngilizce Öğretmenliği Lisans Programı İnternet Destekli Açıköğretim Modelini...Mehmet Emin Mutlu
M.E.Mutlu, N. Çetinöz, S. Aydın, “İngilizce Öğretmenliği Lisans Programı İnternet Destekli Açıköğretim Modelinin Değerlendirilmesi", Turkiye'de Internet Konferansı, TOBB EKonomi ve Teknoloji Üniversitesi, Ankara, 21-23 Aralık 2006.
Uzaktan Dil Öğretiminde Yeni Öğrenme Ortamları: Anadolu Üniversitesi Türkçe S...Mehmet Emin Mutlu
M.E. Mutlu, Ö. Özöğüt Erorta, I. Uluslararası Eğitim ve Kültür Bağlamında Avrupalı Türkler Kongresi konferansı dahilinde "I. Uluslararası Eğitim ve Kültür Bağlamında Avrupalı Türkler Kongresi Cilt - 1" bildiri kitapçığındaki "Uzaktan Dil Öğretiminde Yeni Öğrenme Ortamları: Anadolu Üniversitesi Türkçe Sertifika Programları Örneği", 344-352 pp., Anvers, Belçika, 22-23 Şubat 2008
Akademik Personelin Akademik Sosyal Ağları Kullanım Düzeyi - Anadolu Üniversi...Mehmet Emin Mutlu
Bu çalışmada Akademik Sosyal Ağlar ele alınarak, Anadolu Üniversitesi öğretim elemanlarının akademik sosyal ağları kullanımı üzerinde bir araştırma gerçekleştirilmiştir.
Erdal Erdoğdu is a popular Turkish blogger who writes about various topics including travel, cooking, and corporate blogging. He started blogging out of curiosity and a love of writing. Erdoğdu believes blogging is an effective communication channel and that bloggers should represent themselves online. He has over 500 daily visitors to his blog and is one of the top search results for his name on Google.
The document discusses the history and principles of Web 2.0 technology. It describes how Web 2.0 enabled a shift from isolated web sites to user-generated content and social networking on online platforms. Examples are given of early Web 1.0 companies like Yahoo and Napster that later transitioned to Web 2.0 models by leveraging user participation to add value and build their databases. Potential effects of Web 2.0 principles on e-learning are explored, such as new collaboration and social features being added to learning management systems.
The document discusses the history and principles of Web 2.0 technology. It describes how Web 2.0 enabled a shift from isolated web sites to user-generated content and social networking on online platforms. Examples are given of early Web 1.0 companies like Yahoo and Napster that later transitioned to Web 2.0 models by leveraging user participation to add value and build their databases. Potential effects of Web 2.0 principles on e-learning are explored, such as new collaboration and social features being added to learning management systems.
GLUE! Architecture for the integration of external tools in Virtual Learning Environments. This presentation contains the description of the integration problem, analyzing previous works, the GLUE! architecture, and the current prototype
Cloudworks is a social networking site developed to allow educators to share and discuss teaching ideas. It provides functionality for users to start discussions, add content, and link resources. Evaluation of user behavior on the site found that it supports collaboration and knowledge sharing among communities of educators.
E Training In Broadwood Area School For Teacherscarolynb
The document introduces Web 2.0 tools and online resources that can be used to support teaching and learning. It provides examples of tools like blogs, wikis, podcasts, widgets, photo sharing sites, video hosting sites, and Google Documents that can be used to create and share content online. Instructions are given on setting up accounts on these sites and exploring their features.
Moodle Mobile is the official mobile app for the Moodle learning platform. It allows students and teachers to access course content and materials from their mobile devices both online and offline. The app supports viewing courses, files, assignments, forums and other activities. Upcoming versions will add support for additional features like SCORM and quizzes. The app is developed as an open source project with the goal of providing core mobile functionality for the Moodle platform within technical limitations.
Web 2.0 refers to online tools that allow users to collaborate and share information online. It emerged in the 2000s and enabled interactive features like blogs, wikis, and social media. Web 2.0 improved on Web 1.0 by allowing users to both consume and produce content. Adopting Web 2.0 tools in education can increase collaboration, engage learners, and better prepare students for a technology-focused future.
The document discusses emerging learning technologies and their impact on education. It describes how technologies are shifting from faculty-driven content to more student-centered, constructivist models. Current technologies like LMSs are limiting due to lack of interoperability. Emerging technologies like Web 2.0 tools, virtual worlds, and personal learning environments give more control to students. The document predicts that within 5 years, technologies will continue to decentralize away from monolithic LMS toward open, layered systems and more student-driven digital content creation and collaboration.
This document discusses the use of Web 2.0 tools for classroom applications. It introduces several tools such as Google Earth, Google Maps, iGoogle, Skype, TeacherTube, SchoolTube, and Boolify. These tools allow students to collaborate online, share videos and presentations, search effectively, and organize photos. The document advocates that teachers should become aware of these resources to enhance teaching and learning. Web 2.0 tools can create flexible learning environments and open new opportunities for learners.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
RockYou's Raymond Chan gave an informative presentation about OpenSocial at the Girls in Tech Developer Summit November 19, 2008 in San Francisco. Raymond gave a short history of OpenSocial and a lot of detailed information on coding for OpenSocial.
The document discusses replacing an outdated virtual learning environment (VLE) at Anglia Ruskin University with a new system built on Microsoft SharePoint. It reviewed several existing VLEs before deciding on a bespoke SharePoint-based solution. A closed pilot of the new SharePoint VLE was launched, which included basic features like modules, content, documents, and communication tools. The document outlines next steps to expand the VLE's functionality and enhance its support for learning and teaching.
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
Tips for creating Moodle Mobile friendly courses sites - MoodleMoot Spain 2014Juan Leyva Delgado
This document provides tips for creating Moodle courses and sites that are mobile friendly for use on the Moodle Mobile app. It discusses enabling features like push notifications and using a responsive design. It recommends using specific course formats and resources that are better supported in Moodle Mobile, as well as providing alternatives for unsupported activities. The document also provides tips for configuration at the site level, like installing additional plugins, creating a mobile theme, and bulk enrolling users in a custom course for mobile access.
This document discusses using technology and Web 2.0 tools to facilitate learner-centered language teaching. It recommends adopting an integrated infrastructure like Google Suite, which allows students to access blogs, wikis, documents and hangouts using one login. These tools allow students to interact, share content and receive feedback from real audiences. The document provides examples of using blogs for writing and speaking practice, wikis for collaborative project-based learning, Google Docs for simultaneous editing, and Google Hangouts for video conferencing. It emphasizes that technology should focus on meaningful language use and interaction, not just on the tools themselves.
Steve and I talk about the concept of PLEs, which includes physical and virtual spaces and tools. We also show how increasingly the institutional learning environment is opening up with project such as Bboogle and Google/Moodle integration. We final present our vision of how things may be and infact we can see some examples of such learning environments already (Sakai 3.0 OAE, Canvas) that can be classed a Open and Cloud based learning environments.
The document summarizes the author's work experience from 2010-2008. In 2010, the author developed an interactive mock-up of mobile library services and had the proposal accepted. In 2009, the author researched SharePoint and helped move a team to using it for collaboration and document storage. Examples of SharePoint pages and features are shown. In 2008, the author helped create a career resources Libguide that was later nominated as one of the best by the company that owns Libguide.
The Future for Educational Resource Repositories in a Web 2.0 Worldlisbk
Slides for a talk on "The Future for Educational Resource Repositories in a Web 2.0 World" given by Brian Kelly, UKOLN at an Edspaces workshop held at the University of Southampton on 4 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/workshops/edspace-2009/
Similar a Observed Technological Developments and Sustainability in PLE Diagrams - AECT2102 Presentation (20)
Açıköğretimde e-Öğrenmenin Yükselişi - Bilgisayar Destekli Eğitim DönemiMehmet Emin Mutlu
Anadolu Üniversitesi Bilgisayar Destekli Eğitim (BDE) Birimi BDE alanında araştırma, tasarım ve geliştirme yapmak amacıyla Açıköğretim Fakültesi bünyesinde 1989-90 öğretim yılında oluşturulmuştur. İlk dönemde ağırlıklı olarak Milli Eğitim Bakanlığına yönelik BDE malzemelerinin üretimi ve eğitim hizmetlerinin sunumu gerçekleştirilirken 1993’den itibaren BDE Biriminde geliştirilen Açıköğretim Alıştırma Yazılımları çeşitli illerde kurulan AÖF BDE Laboratuvarlarında açıköğretim öğrencilerine sunulmuştur. Aynı dönemde ses ve video barındıran çokluortam ders yazılımları hazırlanarak öğrencilere CD-ROM ortamında dağıtılmıştır. BDE Biriminde e-öğrenme hizmetlerinin ve içeriğinin yapımında öğretim tasarımcıları, yazılım ve sistem uzmanları, eğitim teknologları, ses-görüntü-video-canlandırma tasarımcıları görev almaktadırlar. BDE Birimi sunduğu eğitsel içeriğin tasarımını, geliştirilmesini ve uygulanmasını kendi bünyesindeki uzmanların yanı sıra Açıköğretim Kitap Birimi, Açıköğretim Televizyon Yapım Merkezi, Açıköğretim Test Araştırma Birimi, Bilgisayar Araştırma ve Uygulama Merkezi ile çok sayıda editör, yazar, sunucu ve tasarımcının desteği ile geçekleştirmektedir. Bu çalışmada Anadolu Üniversitesi Açıköğretim sisteminde 1989-2000 yılları arasındaki BDE dönemindeki e-öğrenme uygulamalarının tasarlanması, geliştirilmesi, uygulamaya konulması ve değerlendirilmesi amacıyla gerçekleştirilen yayınlar taranmış ve Açıköğretim sisteminde BDE dönemindeki e-öğrenmenin gelişimine yönelik kapsamlı bir çerçeve elde edilmeye çalışılmıştır.
Öğrenme deneyimleri yaşam deneyimlerinin içerisine serpilmişlerdir ve dijital yaşam günlüğü kullanılarak kişisel deneyimlerin yakalanmasıyla öğrenme deneyimleri de yakalanabilmektedir. Yaşam günlüğü araştırmalarında, yakalanan kişisel deneyimlerin bireyler tarafından etkinlikler/olaylar, epizodlar ve öyküler biçiminde hiyerarşik olarak yorumlanabileceği gösterilmiştir. Aynı yaklaşım öğrenme deneyimlerinin yorumlanmasında da uygulanabilmektedir. Bu çalışmada biçimsel olmayan öğrenme deneyimlerinin yorumlanmasında elde edilen sonuçlar genişletilerek, yaşam genişliğinde öğrenme deneyimlerinin yakalanması ve yorumlanmasını kapsayan bir çerçeve oluşturulması amaçlanmıştır. Bu amaçla, çoklu cihaz ve çoklu algılayıcılarla deneyimlerin pasif ve aktif olarak yakalanması ele alınmış, “öğrenme deneyimleri” kavramına ağırlıklı olarak yer veren öğrenme kuramları gözden geçirilmiş, “genişletilmiş” yaşam genişliğinde öğrenme modelinden yararlanılmış ve sonuç olarak biçimsel, yarı biçimsel ve biçimsel olmayan öğrenme deneyimlerinin sistematik biçimde yorumlanmasını sağlayacak bir yaklaşım geliştirilmiştir. Elde edilen yaklaşım yaşam boyu öğrenme ve yaşam derinliğinde öğrenme açısından da tartışılmıştır. Öğrenme deneyimlerinin bireyler tarafından etkili bir biçimde yorumlanmasını sağlayacak yaklaşımın, önceden kaydedilmiş deneyimlerin gözden geçirilerek yorumlanabilmesinin yanı sıra, bireylere deneyimleri kaydederken eş zamanlı olarak yorumlayabilme ve gelecekteki öğrenme deneyimlerini ön-yorumlama olanaklarına da yer vermesi gerektiği görülmüştür.
Experience API ile Yaşam Günlüğüne Dayalı Öğrenme Deneyimlerinin KaydedilmesiMehmet Emin Mutlu
Bireylerin biçimsel ve yarı biçimsel öğrenme deneyimlerinin olduğu kadar biçimsel olmayan öğrenme deneyimlerinin de yakalanması ve değerlendirilmesi giderek daha fazla önem kazanmaktadır. Advanced Distributed Learning (ADL) tarafından geliştirilen ve başlıca e-öğrenme standartı olan SCORM mimarisi ile bireylerin öğrenme yönetim sistemleri (ÖYS) üzerinde gerçekleştirdikleri öğrenme deneyimlerini izlemek ve tamamlanma düzeyi ve test sonuçları gibi verileri kaydetmek mümkün olabilmektedir. ADL yakın zamanda bireylerin ÖYS dışındaki öğrenme etkinliklerini de izleyebilecek ve depolayabilecek bir mimarinin geliştirilmesinde öncülük etmektedir. Experience API adı verilen yazılım kitaplığı ile bireylerin ve grupların gerçek ve sanal dünya deneyimleri yakalanabilmekte ve bir öğrenme kayıtları deposuna kaydedilerek raporlanabilmektedir. Bu çalışmada öğrenme deneyimleri yönetimi yaklaşımını uygulamak amacıyla geliştirilen ve yaşam günlüğü sistemiyle yakalanan deneyimlerin işlenmesine olanak sağlayan bir yazılımda öğrenme deneyimlerinin Experience API yardımıyla tanımlanması ve bir öğrenme kayıtları deposuna kaydedilmesi olanağı araştırılmıştır. Kaydedilen öğrenme deneyimlerinin sorgulanmasıyla kişisel öğrenme analitiklerine ait raporlar elde edilebilmiştir.
Anadolu Üniversitesi Açıköğretim Sistemi Öğrencileri İçin Bir Kişisel Öğrenme...Mehmet Emin Mutlu
Kişisel öğrenme ortamları yaşam boyu öğrenenlerin öğrenme hedeflerine erişmeleri amacıyla kendileri tarafından tasarlanan, geliştirilen ve yönetilen ve ağırlıklı olarak web 2.0 teknolojilerine dayalı olan ortamlardır. Sürekli beta sürümü durumunda olan bu ortamlar teknolojik araçların çeşitlenmesine ve öğrenenlerin teknolojik becerilerinin artmasına paralel olarak gelişirler. Kurumların sadece belirli bir dönem hizmet veren öğrenme yönetim sistemleri ve sanal öğrenme ortamlarından farklı olarak bireyin yaşam boyu öğrenme süreci boyunca yaşadığı öğrenme deneyimlerine ait içerik ve iletişimin büyük bir bölümünü barındırırlar. Anadolu Üniversitesi Açıköğretim Sistemi kurulduğu 1982 yılından günümüze ülkemizdeki en fazla öğrenciye sahip uzaktan eğitim kurumudur. Açıköğretim Sistemi öğrencilerinin Anadolu Üniversitesinin onlara öğrencilik süresi boyunca sağladığı e-öğrenme hizmetleriyle yetinmemeleri, kendilerine ait kişisel öğrenme ortamlarını oluşturmaları ve kullanmaları yaşam boyu öğrenme süreçleri için önem kazanmaktadır. Bu çalışmada Anadolu Üniversitesi Açıköğretim Sistemi öğrencilerinin kendi kişisel öğrenme ortamlarını oluşturmaları için literatürden ve Açıköğretim Sistemine ait öğrenme kaynaklarından yararlanarak uygulanabilir ve sürdürülebilir bir çerçeve önerisinde bulunulmuştur.
Bu çalışmada kişisel bilgi yönetimi için üç katmanlı bir mimari önerilmiştir. Bu mimariye göre en altta bireylerin değişik fiziksel ve sanal ortamlarda bilgi çalışmasını gerçekleştirdikleri bir “kişisel bilgi çalışması ortamları katmanı” bulunmaktadır. Mimarinin ikinci katmanında bilgi çalışması ortamlarındaki deneyimlerin çoklu cihaz tabanlı yaşam günlüğü sistemiyle kaydedildiği bir “deneyim kaydetme katmanı” yeralmaktadır. Mimarinin en üst katmanında ise bireyin kişisel veri ve enformasyon kaynaklarından sistematik bir biçimde derlediği kişisel bilgilerini barındırabildiği ve üzerinde çalışabildiği “kişisel bilgi tabanı katmanı” bulunmaktadır. Bireyler bu üç katmanlı yapı üzerinde çalışmada önerilen süreçleri uygulayarak, kişisel bilgi çalışması ortamlarındaki deneyimlerini planlayabilecek, denetleyebilecek ve değerlendirebileceklerdir.
Yaşam Günlüğüne Dayalı Bir Kişisel Bilgi Tabanı Sistemi TasarımıMehmet Emin Mutlu
Kişisel bilgi tabanları bireyin kişisel bilgisini ifade edebilmesine, yakalayabilmesine ve daha sonra erişebilmesine olanak sağlayan elektronik araçlardır. Kişisel bilgi tabanları Nonaka ve Tageuchi’nin SECI modelindeki örtük bilgi ile açık bilgi arasındaki dönüşümleri belirleyen “dışsallaştırma”, “içselleştirme”, birleştirme” ve “ sosyalleştirme” adımlarına ait kayıtları da tutabilmelidirler. Bu amaçla bu çalışmada bireyin bütün bilgi çalışması deneyimlerinin ekran görüntüsü ve kamera görüntüsü ile kaydedilmesini sağlayan bir yaşam günlüğü sistemiyle bütünleşik bir kişisel bilgi tabanı tasarımı gerçekleştirilmiştir. Tasarlanan sisteme ait bir yazılım geliştirilmiş ve beş ay süreyle uygulanarak elde edilen deneyimler yorumlanmıştır. Çalışmada ayrıca tasarlanan sistemin gelecekteki geliştirilmesine yönelik tartışmalara yer verilmiştir.
Yaşam Deneyimlerinin Yönetimi İçin Bir Sistem ÖnerisiMehmet Emin Mutlu
Bireylerin yaşam deneyimlerinin bir bölümü önceden planlanmış ve bilinçli olarak gerçekleşirken, çoğu deneyim önceden planlanmadan ve bilincinde olmadan yaşanmaktadır. Yaşam deneyimlerinin farkında olmak ve gerçekçi biçimde değerlendirebilmek etkili bireysel yol haritaları oluşturabilmek için gereklidir. Bu çalışmada bireylerin yaşam deneyimlerini yönetebilmeleri amacıyla yararlanabilecekleri bir sistem önerisi geliştirilmiştir. Bu amaçla fiziksel ve sanal ortamlardaki yaşam deneyimlerini ekran görüntüleri ve kamera görüntüleri ile kendiliğinden ve sürekli olarak kaydeden bir yaşam günlüğü katmanı ile yaşam günlüğü kayıtlarını değişik zaman düzlemlerinde yorumlama ve deneyimleri planlama, denetleme, değerlendirme olanağı sağlayan deneyim işleme katmanından oluşan bir sistem tasarlanmıştır. Sistemi denemek amacıyla bir prototip uygulama geliştirilmiş ve beş aylık bir deneme sonucunda elde edilen ilk bulgular tartışılmış, gelecekteki olası geliştirmeler için önerilerde bulunulmuştur.
Öğrenme Deneyimlerinin Kaydedilmesi için Çoklu Cihaz Tabanlı Bir Yaşam Günlüğ...Mehmet Emin Mutlu
Bu çalışmada bireylerin yaşam boyu öğrenme süreçlerindeki öğrenme deneyimlerinin kaydedilebilmesi için bir sistem geliştirilmiştir. Bu amaçla öğrenme deneyimlerinin yaşandığı fiziksel ve sanal ortamlar göz önüne alınmış ve bu ortamlarda gerçekleşen öğrenme deneyimlerinin kendiliğinden ve sürekli olarak kaydedilmesi amacıyla bir yaşam günlüğü sistemi tasarlanmıştır. Tasarım tabanlı araştırma yaklaşımı kullanılarak, masaüstü, diz üstü, tablet, akıllı telefon ve giyilebilir kamera gibi birden fazla cihazda çalışabilecek ekran görüntüsü yakalama yazılımları ile kamera görüntüsü yakalama yazılımları geliştirilmiş ve yakalanan görüntülerin bulut altyapısı üzerinden taşınarak çalışma bilgisayarında bir araya getirilmesi sağlanmıştır. Geliştirilen sistem dokuz ay süreyle denenmiş ve öğrenme deneyimlerini hatırlama ve değerlendirme açısından etkili olduğu görülmüştür.
Kitlesel Açık Çevrimiçi Derslerin Anadolu Üniversitesinde UygulanabilirliğiMehmet Emin Mutlu
Bu çalışmada kitlesel açık çevrimiçi derslerin gelişimi ele alınarak Anadolu Üniversitesi açıköğretim sisteminde uygulanabilirliği tartışılmıştır. Yunusemre Açık Öğrenme Portalı hizmetinin kitlesel açık çevrimiçi ders yapısına dönüştürülmesi için gerekli işlemler önerilmiştir.
Platform Bağımsız Kişisel Öğrenme Ortamlarının TasarımıMehmet Emin Mutlu
Bu çalışmada öğrenenlerin kişisel öğrenme ortamlarını oluşturmaları için tarayıcı tabanlı uygulamaları kullanarak başlangıç sayfaları oluşturmaları için bir tasarım modeli önerilmiştir.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Observed Technological Developments and Sustainability in PLE Diagrams - AECT2102 Presentation
1. Observed Technological
Developments and Sustainability in
PLE Diagrams
Mehmet Emin Mutlu
Anadolu University, Turkey
2012 AECT International Convention
Louisville/Kentucky, USA
October 30 – November 3, 2012
2. Personal Learning Environments
It is observed that Learning Management Systems (LMS) and Virtual Learning
Environments (VLEs), which are used for application of e-learning processes, are
inefficient especially in the areas such as lifelong learning and self-regulated
learning; because of the fact that students may lose their adopted learning
environments due to being disconnected to the either course or the institution
(Mott and Wiley 2009).
In order to solve this problem, for students an infrastructure to set their own
learning goals, design and manage their learning environments and processes,
reach these goals and enable them to communicate with the others is developed
and as a result of these studies, the concept of personal learning environment is
appeared (Milligan et al. 2006).
PLEs can be formed by putting together Web 2.0 tools such as search engine,
blog, wiki, rss, social networks, and file sharing websites, social bookmarks with a
mash up or start page loosely (Lubensky 2006).
3. PLE Diagrams
In 2005, pioneer PLE architecture diagrams, created by Scott
Wilson, provided inspiration for many authors and until today
PLE diagrams have been suggested by a lot of authors (Wilson
2005).
4. PLE Diagrams
Today, many of the Web 2.0 technology used in first
diagrams in 2005, when Web 2.0 technologies are
at infancy, have been abolished and replaced with
new Web 2.0 technologies.
http://edtechpost.wikispaces.com/PLE+Diagrams
Technological changes of Web 2.0 world have been
reflected to PLE architecture diagrams day by day
and some tools are preferred more than the others
year by year.
5. Approaches of PLE Building
According to Kompen and Edirisingha (2008), approaches used for creating PLE can be collected under
two groups:
(a) PLE as an object (environment or hub that contains all the applications and tools),
(b) PLE as a framework for integrating a variety of Web 2.0 tools chosen by the learner to support
learning”.
In all PLEs of the first group, a common technological infrastructure and interface are provided to all of
the users. In this approach, PLE servers based on Widget Engines/Services are created and individuals
can both create and use their personal learning environments by signing into the these servers (Wilson
et al. 2008).
Second group of PLEs are created and managed by the users. This can be named as do-it-yourself (DIY)
approach as well. In this approach various frameworks are suggested. For example, Kompen and
Edirisingha (2008) suggested Wiki-based PLE (Google sites), Social network-based PLE (Facebook), Social
aggregator-based PLE (Netvibes) and Browser-based PLE (Flock) frameworks.
Also, Downes used a blog site and a blog reader as a starting area to create him PLE (Downes 2010). In
this approach, most of the Web 2.0 tools, in which the required connections of the most common and
other Web 2.0 tools can be embedded, are used as a starting point.
6. Start Page Approach
The Web 2.0 service which enables us to reach other Web 2.0
tools via a webpage by prepaid widgets is named as “start page”.
Start pages approach is created by putting together PLEs via
selected Web 2.0 tools by user on a page which is chosen by user
as well.
7. Start Pages in the Literature
Various authors also examined and evaluated start
pages as a whole:
• M. Ivanova (2009) review eight start page services:
– 24eyes (www.24eyes.com),
– Personalized Google Homepage (www.google.com/ig),
– Jimdo (www.jimdo.com),
– Netvibes (www.netvibes.com),
– PageFlakes (www.pageflakes. com),
– Protopage (protopage.com),
– Microsoft Personal Start Page (start.com),
– SurfNinja (www.surfninja.com).
8. Start Pages in the Literature
• M. Palmér et al. examined six different platforms in
which contain start pages in 2009:
– iGoogle (www.igoogle.com) (start page),
– Netvibes (www.netvibes.com) (start page),
– Moodle+ Wookie (getwookie.org/moodle/) (LMS),
– Google Wave (wave.google.com/help/ wave/about.html)
(communication and collaboration),
– Afrous (www.afrous.com) (mashup) and G.ho.st (g.ho.st) (Web
desktop) (Palmer et al., 2009).
9. Start Pages in the Literature
• M. Ivanova (2008) review 14 start page services in other paper:
– 24eyes (www.24eyes.com),
– Eskobo (www.eskobo.com/default.aspx),
– ItsAstart (www.itsastart.com),
– Favoor (http://www.favoor.com),
– MyGetgo (http://mygetgo.com/index.html),
– Personalized Google homepage (www.google.com/ig),
– Goovy (www.goowy. com),
– Jimdo (www.jimdo.com),
– Netvibes (www.netvibes.com),
– PageFlakes (www.pageflakes.com),
– Protopage (protopage.com),
– Microsoft Personal Start Page (www.start.com),
– SuprGlu (www.suprglu.com),
– SurfNinja (www.surfninja.com ).
10. Start Pages in the Literature
• In addition to these examinations,
– SymbalooEdu (Harwood 2011),
– My Yahoo (Goodwin-jones, 2009) and
– stHrt (http://en.wikipedia.org/wiki/Sthrt) start page services are also
included in literature.
11. Mashup Editors
Firms, which provide start page service, offer prepared widgets to their users. For
example users can add Web 2.0 sites such as Facebook or SlideShare onto their own
web pages by using these widgets. Preparing a widget requires programming skills. Big
software companies offer development environments which are called as “mashup
editor” to the user in order to enable them developing the widgets they need without
programming skills (Chatti et al., 2011).
• Chatti et al. (2011) reviewed three mashup editors: Microsoft Popfly
(www.popfly.com), Google Mashup Editor (code.google.com/gme/) and Yahoo
Pipes (pipes.yahoo.com/).
• Luong et al. (2010) reviewed Yahoo! Pipes (pipes.yahoo.com/pipes/), Microsoft
Popfly, Google Mashup Editor, MashMaker (software.intel.com/en-
us/articles/intel-mash-maker-mashups-for-the-masses/) and Marmite
(www.cs.cmu.edu/~jasonh/publications/chi2007-marmite-final.pdf) mashup
building environments.
12. Sustainability of Start Pages
Sustainability of Start Pages is dependent on the attitude of the firms/institutions which provide these services.
Many of the firms/institutions which offer start page services but unable to create an income model had to
terminate their services. The status of the firms that offer start pages service are defined with a scan made on
22th of July 2012. The results are listed below:
– PageFlakes (Ended in January 2012)
– iGoogle (Will end on November 1, 2013)
– Windows Live Personalized Experience (Began as start.com, continued as my.Live.com, then redirected to
my.msn.com) (Ended on 30 March 2010)
– SurfNinja (Cannot be accessed on 22/07/2012)
– G.ho.st (Ended in April 2010)
– Google Wave (Ended in April 2010)
– Eskobo (Cannot be accessed on 22/07/2012)
– ItsAstart (Cannot be accessed on 22/07/2012)
– MyGetGo (Cannot be accessed on 22/07/2012)
– Goovy (Cannot be accessed on 22/07/2012)
– SuprGlu (Cannot be accessed on 22/07/2012)
– SurfNinja (Cannot be accessed on 22/07/2012)
– Flock (it is not a Start page, a browser plug-in to build PLEs) (Kompen and Edirisingha, 2008) (Ended in April 2010)
– Microsoft PopFly - Mashup Creator (Ended on August 24, 2009)
– Google Mashup Editor (Merged with Google Apps on January 15, 2009)
– An Intel research project MashMaker‘s website last updated on January 20, 2010. Product is not accessible.
– A Carnegie Mellon University research project Marmite‘s website last updated in 2007. Product is not accessible.
13. Sustainability of Start Pages
List of Start Pages and Mash up Editors sites of which are on service on 22 July 2012:
• ProtoPage
• NetVibes
• Afrous (Mashup)
• 24eyes
• Jimdo
• SymbalooEdu
• My Yahoo
• stHrt
• Favoor
• Yahoo Pipes (Mashup Editor)
• Moodle + Wookie (LMS)
28 web sites are examined and 17 of them have terminated their services, 11 of them are still on
service.
14. Proposal a New Approach for PLE Building
– Mobile Application Based PLE
Sustainability of the start pages which provide service as a web site usually cannot be ensured. It is
estimated that personal learning environments will support learners’ learning in scope of lifelong
learning. Weak sustainability prevents achieving this goal. A more permanent tool is needed to create
PLE.
In this study, creating a mobile application based PLE approach is suggested to support lifelong learning
of the learners. To test this approach, an application software can be used by the users to create PLE is
developed. The software has the specifications listed below:
• The application will be developed for at least one of the iOS, Android or Windows operating
systems. In this study, it is decided to develop an application which can work under Windows 8
operating system. I
• Applications can be downloaded from virtual stores such as App Store, Google Play and Windows
Store for free by the users. In this study, developed application will be distributed via Windows
Store for free.
• With the application software developed specifically for this purpose answers to the “(a) Can a PLE
be formed with this application?” and “(b) Can this PLE be used for lifelong learning?” are being
searched.
At first, a prototype (MyPLE) is developed as a method, in this application, tests of PLE are made and
then this function is transferred to another software which has same infrastructure but more
sophisticated then strengths and weaknesses of the new application are discussed.
15. Initial Design of Application –
MyPLE Version 1
First version of MyPLE: At first stage, a design in which PLE tools are installed on main page in sequence is
being tried.
Figure 1. First version of MyPLE (Single level hierarchical structure)
In this version user can reach the PLE tool he/she needs by scrolling display left to right and use it by displaying
full screen.
16. MyPLE Version 2
Second version of MyPLE: Even though this usage type is so simple, it has a data structure which is not very suitable to expand.
Because of this reason, it is observed that putting PLE tools into data model of the application with a hierarchy which has two
levels. In this new usage method, user can create the lists he/she needs on main page and add web sites belong to PLE tools as an
item of these lists. So, PLE can be designed in a more rationally and useful way and it has a structure which is suitable to expand.
In a PLE, various Web 2.0 tools can be used according to competences and required learning activities of the learner (Castañeda &
Soto 2010). For example, the following lists can be created in MyPLE Version 2:
• Blog and Wiki lists
• E- portfolio and VLE lists
• File share web sites lists (SlideShare, Scribd, Youtube, Flickr, etc.)
• Open Educational Resources (MIT Courseware, OpenLearn, TÜBA Open Course, Yunus Emre, etc.)
• Social Networks (Twitter, Facebook, Linkedin, Google+, etc.)
• Social Bookmarking Websites (Diigo, Delicious, etc.)
New items related to headlines of the each of the lists created can be added. For example addresses such as
http://www.slideshare.net/downes, http://www.slideshare.net/gsiemens can be added to the “SlideShare list” (Figure 2).
Figure 2. Screenshots of MyPLE prototype (Two level hierarchical structure)
17. Final version of the Application –
AllMyListsMetro
The activities below are made to enhanced version of this software:
• Analyzed the structure of the MyPLE application.
• PLE building function of the MyPLE application was transferred to
the full-featured AllMyListsMetro software
– Recently, using the same template “Split App”, AllMyListsMetro
software has been developed including filing, list management, item
management, printing, searching and sharing capabilities and features
(Mutlu, 2012).
– AllMyListsMetro application contains 15 different templates like “Note
List”, “To Do List”, “Event List” etc. With AllMyListsMetro application
can be created useful lists in these templates and can be input items
to the lists (Mutlu, 2012)
– By adding a special “Link List” template, MyPLE‘s PLE building function
was transferred to the AllMyListsMetro software.
– Thus, gained the ability to create PLE for AllMyListsMetro
19. Features of AllMyListsMetro
• Personal “start pages” can be created. So users can put together all the Web 2.0
tools they need to create PLE and reach them from one place.
• Dependency. The installation of a start page application in the user's computer,
eliminate dependence on outside.
• Offline design/online use. Internet connection is not required when user creating
a PLE on the application. Internet connection needed when start using PLE tools
are accessing the content
• Mobility (tablet, phone and laptop - with Windows 8). User can carry his/her PLE
in a mobile platform with him/her. Users can reach their PLEs device
independently if data is stored in a cloud environment. (Cloud storage feature has
not been added yet.
• Efficient data organization (such as files, lists, items, fields). User can save all of
his/her PLE in one file and create more than one PLE file. He/she can create the
lists he/she needs by using different templates defined in software, add items
he/she needs each of the lists (Figure 3) (Mutlu, 2012).
20. Features of AllMyListsMetro
• Transferability and shareability on file level. He/she can transfer PLE files to other
environments and share them with the other users using the same software.
• Sustainability. Mobile applications have become more widespread for five years. It
is anticipated that they will be in use for long time. (iOS since 2007, Android since
2008, Windows from 2012). If AllMyListsMetro software is pulled from market, this
cannot stop users, who downloaded it into their computers before, using it. This
situation is a more sustainable approach compare to start page approach of
lifelong learning.
• Readability. If a start page service is stopped suddenly, users cannot save
information belong to PLE they create and they have to trust their memory to
create a new PLE and start over. A PLE file created by using AllMyListsMetro is a
XML file as well so its content can be display via other XML software very easily.
• Personal Information management utility. AllMyListsMetro can be used not only
for PLE but also for personal information management with the help of list
management features it has. So users can plan their lifelong learning activities,
save information and documents related to persons, events, objects, places and
search them (Mutlu, 2012).
21. Weaknesses
Main weaknesses of the first tests of the mobile
application based PLE are listed below:
• Multitasking. Due to the lack of real multitasking,
more than one tool cannot be activated at the
same time.
• Caching. Due to the nature of embedded
browser, previously entered pages cannot be
saved in cache.
• Copy/Paste. Because of the structure of the
operating system, copy/paste transactions are
not as flexible as desktop applications.
22. Conclusion
• In this study, a mobile application based
approach is proposed to create PLE start
pages.
• To test the applicability of the suggested
approach, a software application is developed.
• AllMyListsMetro aplication shows that users
can create PLEs as easy as start page use and
use them to support lifelong learning.
23. Conclusion
• The proposed approach is not included the
limitations of the traditional Start Pages and
Mash up Editors to create PLE.
• But empirical studies on real users needed to
be made for determining strengths and
weaknesses this approach.
24. Conclusion
• In the future versions of the application based
PLE:
– Cloud storing. Saving files on the cloud capability
can be added
– Dashboard interface. Dashboard structure can be
created using the Live Tiles and Notification
properties of the Windows 8 Metro Style
– W3C Widget specs. More flexible pages can be
prepared by applying W3C Widget Specs.