ASMF Pro Learning Management System

This Project is to design and develop an online learning management system for students, which will be an open source learning management tools like blackboard, which will provide an online platform for conducting and taking classes online. Where students can register for the classes and get access to the online lectures provided by the instructor that can be in any file format. This system consists of a registration module where a new student can register and login. The students who got registered will get the access to register for the course. And instructor module has the separate registration and can have access to the student details and list of students registered for the course. The student module has student registration and login, at the registration page student need to provide with all the details like his name, email, phone number and it provide a student to add or drop a course and get access to the course description and details. The students can access the lectures in the portal provided by the instructor, the lecture can be in any type for example it can be a material or video or link to the source etc. The files can be of any format like pdf, doc, ppt, video etc. There will be an assignment submission portal or link where all the students can submit the assignment and can access their grades. The instructor module will have the different registration form and after login to their portal an instructor can have access to all the student details and list of students that has registered for the class and adding and removing a student. Instructor can send a notification email to all the students and can also notify through text messages via mobile phone. Instructor can provide the lecture through uploading and updating the materials and video lectures to the system so that all the students can access to the materials provided by the instructor. And the instructor can provide record on-screen activity to students for assist with software installation and course related support, with the help of screencast tools. Instructor has the portal to post the assignments and check the assignments posted by students and grade them

Mining and linking crowd-based software engineering how-to screencasts

In recent years, crowd-based content in the form of screencast videos has gained in popularity among software engineers. Screencasts are viewed and created for different purposes, such as a learning aid, being part of a software project’s documentation, or as a general knowledge sharing resource. For organizations to remain competitive in attracting and retaining their workforce, they must adapt to these technological and social changes in software engineering practices. In this thesis, we propose a novel methodology for mining and integrating crowd-based multi- media content in existing workflows to help provide software engineers of different levels of experience and roles access to a documentation they are familiar with or prefer. As a result, we first aim to gain insights on how a user’s background and the task to be performed influence the use of certain documentation media. We focus on tutorial screencasts to identify their important information sources and provide insights on their usage, advantages, and disadvantages from a practitioner’s perspective. To that end, we conduct a survey of software engineers. We discuss how software engineers benefit from screencasts as well as challenges they face in using screencasts as project documentation. Our survey results revealed that screencasts and question and answers sites are among the most popular crowd-based information sources used by software engineers. Also, the level of experience and the role or reason for resorting to a documentation source affects the types of documentation used by software engineers. The results of our survey support our motivation in this thesis and show that for screencasts, high quality content and a narrator are very important components for users. Unfortunately, the binary format of videos makes analyzing video content difficult. As a result, dissecting and filtering multimedia information based on its relevance to a given project is an inherently difficult task. Therefore, it is necessary to provide automated approaches for mining and linking this crowd-based multimedia documentation to their relevant software artifacts. In this thesis, we apply LDA-based (Latent Dirichlet Allocation) mining approaches that take as input a set of screencast artifacts, such as GUI (Graphical User Interface) text (labels) and spoken words, to perform information extraction and, therefore, increase the availability of both textual and multimedia documentation for various stakeholders of a software product. For example, this allows screencasts to be linked to other software artifacts such as source code to help software developers/maintainers have access to the implementation details of an application feature. We also present applications of our proposed methodology that include: 1) an LDA-based mining approach that extracts use case scenarios in text format from screencasts, 2) an LDA-based approach that links screencasts to their relevant artifacts (e.g., source code), and 3) a Semantic Web-based approach to establish direct links between vulnerability exploitation screencasts and their relevant vulnerability descriptions in the National Vulnerability Database (NVD) and indirectly link screencasts to their relevant Maven dependencies. To evaluate the applicability of the proposed approach, we report on empirical case studies conducted on existing screencasts that describe different use case scenarios of the WordPress and Firefox open source applications or vulnerability exploitation scenarios

Using Google Analytics Data to Expand Discovery and Use of Digital Archival Content

This article presents opportunities for the use of Google Analytics, a popular and freely available web analytics tool, to inform decision making for digital archivists managing online digital archives content. Emphasis is placed on the analysis of Google Analytics data to increase the visibility and discoverability of content. The article describes the use of Google Analytics to support fruitful digital outreach programs, to guide metadata creation for enhancing access, and to measure user demand to aid selection for digitization. Valuable reports, features, and tools in Google Analytics are identified and the use of these tools to gather meaningful data is explained

Using Mobile Technology to Engage Middle School Students in the Scientific Practice of Argumentation via Screencasting

This case study examined the use of mobile devices in supporting data collection and argumentation in the sixth grade science classroom. Mobile devices were used for data collection during laboratory activities and for constructing screencasts of science arguments. Findings revealed that students exhibit little planning when collecting digital data. Students used the digital data to add visual interest to their screencasts, support observations, and support inferences. Students who used the screencasting application’s narration and annotating tools were more likely to create appropriate and sufficient science arguments than their peers. One of the low achieving students in this study was able to create a sophisticated scientific argument through the use of annotation and narration, indicating the potential for screencasting as a viable alternative for struggling students to convey their conceptual understanding of scientific principles. Both students and the classroom teacher viewed the use mobile devices for creating screencasts of scientific arguments to be valuable. Other findings included that some students avoided narrating their screencast out of anxiety and that workflow issues arose due to the sharing of iPads

Blending for student engagement: lessons learned for the MOOCs and beyond

The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for undergraduate teacher education students. Results from qualitative data collected through instructor journals and field notes and student mid-term and exit surveys during year one, indicate blended learning can be effective for modelling how to use technology to shift learners towards more active agency. The immediacy of the localised university classroom delivered a viable research setting for digital experimentation, while providing a significant lived experience for undergraduates to springboard their future technological practices with K–12 students. Four pedagogical opportunities for digital intentionality in virtual spaces emerged during data analysis and are shared as considerations for future innovation: (1) designing digital resources, (2) scaffolding student learning, (3) learner customisation, and (4) promoting the lived experience. Lessons learned could be effective in helping develop higher quality educational experiences for on-campus students, as well as scaffolding greater engagement in online formats involving more global populations (e.g., massive online open courses – MOOCs)

Video tutorial screencast and sketchup make (VTS-SUM) for low achievers in learning 3d geometry

Students’ weaknesses in learning 3-Dimensional (3D) geometry are mostly associated with their low level of geometric thinking. Although a 3D software has been proposed as a manipulative learning tool, they had difficulties using it. Therefore, a suitable learning strategy should be designed to overcome the problems. The purpose of the study was to assess a learning strategy, known as Video Tutorial Screencast SketchUp Make (VTS-SUM), which integrates screencast techniques with a 3D software. VTS-SUM is a know-how video that assists students to visualize steps in drawing the orthogonal projections for 3D objects. A total of 180 students from a secondary school were involved in the study, conducted using a quantitative approach, where, a van Hiele Geometric Thinking (vHGT) test was employed to find out the level of students’ geometric thinking. The findings obtained showed that the majority of the students were at the Lowest Level (Level L1). As for usability test, a total of thirty students were selected from among those below this level. They were given some time to watch the video and perform hands-on activities using the software. A seven-point Likert scale questionnaire, comprising four constructs, namely, usefulness, ease of use, ease of learning and satisfaction, was used to measure the students’ perceptions of the usability test. The results obtained indicated that the students had positive perceptions towards the usage of VTS-SUM in their learning, thus accentuating its good potentials to enhance learning in mathematics

Interdisciplinary Discussions about the Conservation of Software-Based Art.

In 2015/16 Tate organised a series of virtual discussions related to the preservation of softwarebased art as part of Tate’s partnership in PERICLES, a European‐funded project which focuses on the long‐term digital conservation and preservation of digital resources, with particular focus on actively managing change and risk as part of this process. The idea for this series arose from the realisation that managing technical change in software‐based art is not only a common concern for practitioners working in the field but also of interest to the research community. A group of engaged expert practitioners and researchers were invited to consider a set of topics at the core of the conservation of software‐based artworks. Six discussion sessions were organised over a period of one year. This report summarises the outcomes of these meetings and examines some of the key points