Next Generation Teaching and Learning ??? Technologies and Trends

The landscape of teaching and learning has been radically shifted in the last 15 years by the advent of web technologies, which enabled the emergence of Learning Management Systems (LMS). These systems changed the educational paradigm by extending the classroom borders, capturing and persisting course content and giving instructors more flexibility and access to students and other resources. However, they also constrained and limited the evolution of teaching and learning by imposing a traditional, instructional framework. With the advent of Web 2.0 technologies, participation and collaboration have become predominant experiences on the Web. The teaching and learning community, as a whole, has been late to capitalize on these technologies in the classroom. Part of this trend is due to constraints in the technology (LMS), and part is due to the fact that participatory media tools require an additional shift in educational paradigms, from instructional, on-the-pulpit type of teaching, to a student-centered, adaptive environment where students can contribute to the course material and learn from one another. This panel will discuss the next generation of teaching and learning, involving more lightweight, modular systems to empower instructors to be flexible, explore new student-centered paradigms, and plug and play tools as needed. We will also discuss how the iSchools are and should be increasingly involved in studying these new forms, formulating best practices and supporting the needs of teachers as they move toward more collaborative learning environments

An Autonomous Discord Bot to Improve Online Course Experience and Engagement: Lessons Learned Amid the COVID-19 Pandemic

The COVID-19 pandemic pushed many educational institutions to adopt online learning models for most or all of their courses. As a result, the effectiveness of remote learning is more important now than ever before. In this paper, we report on work that was conducted in the Spring of 2021 at Utah Valley University. We explored the use of Discord as a delivery mechanism for online course content during the 2020-2021 school year. We also developed a Discord bot to autonomously track attendance. Based on our experience to date, the Discord bot appears to enhance remote learning. We describe the design, implementation, and deployment of our bot. We also discuss what worked well, as well as areas for improvement. In future semesters we plan to collect data by which we may begin to answer fundamental questions about the impact of such bots on remote learning

Privacy and e-learning: a pending task

Most educational software programs use and gather personal information and metadata from students. Additionally, most of the educational software programs are no longer operated by the learning institutions but are run by third-party agencies. This means that in the decade since 2020, information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems and online learning tools is increasingly in custody of cloud computing platforms, software-as-a-service providers, and learning tool vendors. There is an increasing will to use all the data and metadata from the activity of the students for research, to develop education management strategies, pedagogy approaches, and develop behavior control tools or learning tools informed by behavior analysis from learning analytics. Many times, these studies lack the ethical and moral perspective. In addition, there is an increasing number of cases in which this information has leaked or has been used in a shady way. Additionally, this information will be around for a long time, tied to the future digital profiles of the students whose data has been leaked. This paper hypothesizes that there has been an ongoing process of technological evolution that leads to a loss of control over personal information, which makes it even more difficult to protect user confidentiality and ensuring privacy, that data surveillance has entered the world of education, and that the current legal frameworks are not enough to really protect the student’s personal information. The paper analyzes how this situation came to pass, and why this is wrong. We conclude with some proposals to address it from its different root dimensions: technical, cultural, legal, and organizational.Peer ReviewedPostprint (published version

Clustering projects for eLearning interoperability

Since the beginning of the discipline, eLearning has been about innovation. New software, systems, contents and tools are being created and experimented with and in constant evolution. But when systems, contents and tools become successful and part of the regular infrastructure of educational institutions, interoperability becomes an issue. Systems that are consolidated and regularly used need to be able to interoperate with new ones. And the new tendencies need to fit within the current infrastructure. This paper states how several research and development projects with heterogeneous funding sources and locations worldwide, gathered together to find a solution to this common problem, providing open specifications and standards, plus Free/Libre, Open Source reference implementations.This work has been funded by the “Spanish Ministry of Science and Innovation” (http://micinn.es) in project LearningApps in the program INNPACTO 2010, the project MiPLE code TIN2010-21695-C02-02.8 and Google Research Award.Peer ReviewedPostprint (published version

Clustering Projects for eLearning Interoperability

[ES]Desde el principio de la disciplina, el eLearning ha sido un campo novedoso que ha generado nuevo software, sistemas, contenidos y herramientas con los que se está experimentando. la interoperabilidad se convierte, en este contexto, en un problema. Los sistemas consolidados y empleados regularmente tienen que ser capaces de interoperar con otros nuevos. Este artículo trata sobre cómo varias investigaciones y lproyectos de desarrollo se reunieron para encontrar una solución a este problema, proporcionando especificaciones abiertas y normas, además de ibre, implementaciones de referencia de código abierto.[EN] Since the beginning of the discipline, eLearning has been about innovation. New software, systems, contents and tools are being created and experimented with and in constant evolution. But when systems, contents and tools become successful and part of the regular infrastructure of educational institutions, interoperability becomes an issue. Systems that are consolidated and regularly used need to be able to interoperate with new ones. And the new tendencies need to fit within the current infrastructure. This paper states how several research and development projects with heterogeneous funding sources and locations worldwide, gathered together to find a solution to this common problem, providing open specifications and standards, plus Free/Libre, Open Source reference implementations

Convective distribution of tropospheric ozone and tracers in the Central American ITCZ region: Evidence from observations during TC4

During the Tropical Composition, Clouds and Climate Coupling (TC4) experiment that occurred in July and August of 2007, extensive sampling of active convection in the ITCZ region near Central America was performed from multiple aircraft and satellite sensors. As part of a sampling strategy designed to study cloud processes, the NASA ER-2, WB-57 and DC-8 flew in stacked “racetrack patterns” in convective cells. On July 24, 2007, the ER-2 and DC-8 probed an actively developing storm and the DC-8 was hit by lightning. Case studies of this flight, and of convective outflow on August 5, 2007 reveal a significant anti-correlation between ozone and condensed cloud water content. With little variability in the boundary layer and a vertical gradient, low ozone in the upper troposphere indicates convective transport. Because of the large spatial and temporal variability in surface CO and other pollutants in this region, low ozone is a better convective indicator. Lower tropospheric tracers methyl hydrogen peroxide, total organic bromine and calcium substantiate the ozone results. OMI measurements of mean upper tropospheric ozone near convection show lower ozone in convective outflow. A mass balance estimation of the amount of convective turnover below the tropical tropopause transition layer (TTL) is 50%, with an altitude of maximum convective outflow located between 10 and 11 km, 4 km below the cirrus anvil tops. It appears that convective lofting in this region of the ITCZ is either a two-stage or a rapid mixing process, because undiluted boundary layer air is never sampled in the convective outflow

Endovascular Embolization for Epistaxis: A Single Center Experience and Meta-Analysis

The optimal treatment for intractable epistaxis is still controversial. Various studies have demonstrated high success rates and low complication rates for endovascular embolization. Herein, the authors report an institutional experience and meta-analysis in terms of efficacy and safety of endovascular embolization of intractable epistaxis. This was a retrospective observational study of 35 patients with epistaxis who underwent 40 embolization procedures between 2010 and 2023. The primary outcome was immediate success defined by immediate cessation of epistaxis at the end of the procedure. Immediate success was achieved in most of the procedures (39, 97.5%). During follow-up, three (7.5%) patients experienced a rebleed. Forty-one studies from 3595 articles were identified for inclusion in the meta-analysis and comprised 1632 patients. The mean pooled age was 57.5 years (95% CI: 57.2-57.8) and most patients were males (mean: 70.4, 95% CI: 69.8-71.0). Immediate success was achieved at a pooled mean of 90.9% (95% CI: 90.4-91.4) and rebleeding was observed at a pooled mean of 17% (95% CI: 16.5-17.5). In conclusion, endovascular embolization proved to be both safe and effective in treating intractable epistaxis carrying a low risk of post-operative stroke

SI/Coursera - Programming for Everybody

This course teaches basic Python programming skills through data analysis. There is no complex math in the course, the programs are generally quite short, and the workload is no more than a few hours per week. By the time you complete the course, you will understand and be able to read, parse, and manipulate data using Python. The course is also being packaged as a "remixer kit" to be used by instructors and/or learners who want to remix or change any of these materials. ¶ Course Audience: This course has no prerequisites. Literally anyone can and everyone should take this course. ¶ What You Will Learn: Upon completing this course you will have basic Python programming skills. Hopefully you will like programming well enough to take another course in programming or web development.http://deepblue.lib.umich.edu/bitstream/2027.42/120496/1/information-si_coursera_programming_for_everybody-February14.zi

SI 502 - Networked Computing: Storage, Communication, and Processing, Winter 2009

To appreciate the opportunities and make wise choices about the use of technology, information professionals need to understand the architectures of modern information systems. In alternative system architectures, storage, communication, and processing substitute for and complement each other in different ways. This course introduces students, at several different levels of abstraction, to sets of functional components and alternative ways of combining those components to form systems. It also introduces a set of desirable system properties and a core set of techniques that are useful in building systems that have those 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SI/Coursera - Internet History, Technology, and Security

The impact of technology and networks on our lives, culture, and society continues to increase. The very fact that you can take this course from anywhere in the world requires a technological infrastructure that was designed, engineered, and built over the past sixty years. To function in an information-centric world, we need to understand the workings of network technology. This course will open up the Internet and show you how it was created, who created it and how it works. Along the way we will meet many of the innovators who developed the Internet and Web technologies that we use today. ¶ Course Audience ¶ This course has no prerequisites and there will be no programming. Literally anyone can and everyone should take this course. ¶ What You Will Learn ¶ After this course you will not take the Internet and Web for granted. You will be better informed about important technological issues currently facing society. You will realize that the Internet and Web are spaces for innovation and you will get a better understanding of how you might fit into that innovation. If you get excited about the material in this course, it is a great lead-in to taking a course in Web design, Web development, programming, or even network administration. At a minimum, you will be a much wiser network citizen.http://deepblue.lib.umich.edu/bitstream/2027.42/117620/1/information-SI_Coursera_Internet_History_Technology_and_Security-June12.zi