This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
This document discusses the importance of developing a professional digital profile for job seekers. It provides the following key points:
- Employers are increasingly using social media to evaluate candidates and find potential hires. Having an online presence that highlights skills and experiences can help applicants stand out.
- Students and recent graduates should curate an online brand through platforms like LinkedIn, blogs, and content sharing to demonstrate their digital literacy skills to employers.
- Building connections, collaborating with others, and creating/curating digital content can boost one's reputation and skills in areas valuable for future careers. Maintaining an appropriate online profile is important for future employability.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This paper proposes a twelve dimensional classification schema for analyzing and designing MOOCs. The schema includes dimensions such as openness, scale, diversity, use of multimedia, communication, collaboration, learning pathways, quality assurance and certification. The paper applies the schema to analyze five example MOOCs that emphasize different pedagogical approaches such as associative, cognitive, constructive, situative and connective learning. It concludes that the schema can be used to design effective MOOCs by considering each dimension and to evaluate existing MOOCs.
MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years. MOOCs make university-level courses available online for free to unlimited participants worldwide. While MOOCs increase access to education, they also face challenges around completion rates, quality assurance, pedagogy, and business models. The document discusses the history and types of MOOCs, issues like certification and privacy, and considerations for participating in or creating a MOOC.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
The document discusses emerging technologies in education and their implications. It provides an overview of the evolution of e-learning technologies from the 1980s to present. Key topics covered include open educational resources (OER), massive open online courses (MOOCs), and learning analytics. The author advocates for the use of learning design frameworks to help educators make informed pedagogical choices when integrating technologies. Overall, the document examines how new models like OERs, MOOCs, and learning analytics are challenging traditional education and calls for appropriate pedagogical approaches to leverage emerging opportunities.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
1) Gráinne Conole has had an interdisciplinary career in chemistry and e-learning, beginning with a degree in chemistry and PhD in crystallography before moving into teaching and learning roles.
2) She has held various roles in universities focused on learning innovation, technology enhanced learning, and e-learning, and is now an independent consultant.
3) Throughout her career she has focused her research on enhancing the learner experience through effective and innovative use of technologies, and has built an international network through blogging, social media, conferences and publishing.
The career trajectory for PhD – making the most of opportunities and changes
This document summarizes Gráinne Conole's career history and provides reflections on key turning points. It outlines her path from studying chemistry in university to various roles in academia focusing on educational technology and innovation. It discusses her positions at several universities leading programs in learning and teaching technology. The document also highlights Conole's research interests in enhancing the learner experience through innovative uses of technology and her work to promote open practices in learning.
Open Online Courses: Responding to Design ChallengesHans Põldoja
This document summarizes a study on the pedagogical design challenges of open online courses (MOOCs). It examines three open online courses on composing educational resources, learning environments and networks, and learning analytics. The challenges explored are creating community engagement, monitoring participation and content, designing adaptive materials and activities, and providing feedback. Case studies of each course describe their design approaches to addressing these challenges through tools like blogs, forums, and video conferences. The conclusions emphasize that open online course designs must support planned learning activities with carefully selected online tools and see openness as an opportunity rather than a threat.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
This document outlines the agenda and content for a workshop on re-evaluating online teaching. The workshop aims to enable reflection on learning and teaching experiences, articulate characteristics of good learning, and develop strategies for effective course design, evaluation, and sharing of good practices. The agenda includes discussions of what constitutes good learning, the importance of e-learning, emerging technologies, and strategies for collaborative learning and course evaluation. Resources on open educational practices and a taxonomy of MOOCs are also presented and discussed.
1) The document evaluates MOOCs through a study of the University of Leicester's MOOCs on FutureLearn.
2) Survey findings showed high engagement levels but low tutor contact. Interviews revealed challenges around platform design and managing expectations.
3) A new MOOC classification system is proposed to evaluate MOOCs across dimensions of context, learning, and autonomy.
4) Recommendations include more strategic course selection, leveraging learning analytics, and exploring connections to formal education. MOOCs are seen as disruptive but requiring new pedagogies to realize their potential.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
The document discusses a study evaluating Massive Open Online Courses (MOOCs). It provides background on the emergence of MOOCs and different types (cMOOCs and xMOOCs). The study evaluated two MOOCs on the University of Leicester's FutureLearn platform using surveys, interviews, and analytics. Key findings included that over 50% of participants had prior MOOC experience, most visited courses a few times per week, and 91% had a positive experience. Recommendations focused on strategic course selection, learner support, analytics use, and exploring business models.
1. MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years, enabled by new online platforms and technologies. MOOCs allow unlimited participation and are typically offered free of charge online.
2. There are different types of MOOCs, with variations in pedagogical approach, level of interaction, and connection to formal learning pathways. Issues around business models, quality, completion rates, certification, and impact on traditional higher education models remain open questions.
3. Participating in a MOOC requires self-direction, digital literacy skills, and a commitment of time that is often underestimated. Institutions developing MOOCs must consider pedagogical design, technical
This document summarizes a workshop that aimed to explore how MOOCs can help unemployed youth in Europe. A study was conducted that included a literature review of MOOCs, a survey of over 2,800 individuals, and expert reviews. The survey found high demand for MOOCs in web design and a need for hands-on, practical courses that develop job skills. Recommendations included improving the mapping of supply and demand of MOOCs, establishing quality standards, and ensuring courses acknowledge learner demands for practical, skills-based content with opportunities for feedback and networking.
The document discusses designing a framework for making use of MOOCs. It begins by defining MOOCs and describing the University of Cape Town's (UCT) MOOCs project goals, which included developing 12 MOOCs to showcase teaching and research. The project encountered experiences like high geographic reach and participation rates. UCT also analyzed MOOC materials licensing and developed a framework for reuse consisting of whole/partial course reuse and materials reuse models. The framework aims to support new pedagogical strategies and opportunities through MOOC creation and adaptation.
The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
Using Digital Media to enhance organizational & professional knowledge, cultu...Claudia Megele
In line with recommendations of Professor David Croisdale Appleby highlighting the importance of a culture of continuous professional development (CPD) and considering the importance and potential of social and digital media, this is a presentation that offers a practical solution for blended approach using social media (Yammer) and organizational knowledge hub in combination with face-to-face forums that support practice learning and professional development for social workers and OTs.
Some of the objectives of this platform are:
It creates a dynamic learning environment that is grounded in professional practice;
It allows social learning and offer a supportive environment for CPD and sharing work related questions, challenges, and experiences;
It can overcome the divide in services;
It offers a digital platform that can serve as the foundation for developing e-portfolios and personal development plans.
So if you are interested in human resource development or CPD, or if you are interested in use of social media for cultivating a community of practice (CoP) or a community of interest (CoI) in your local authority to sustain a culture continuous learning and professional development then this presentation may be of interest to you.
Presentation for LGA's Innovation Zone (9 July 2014)
Qualität von MOOCs - Folien zum GMW Workshop mit Rolf Schulmeister, Claudia B...Ulf-Daniel Ehlers
The document discusses quality criteria for MOOCs based on a project called "The MOOC Quality Project". It provides 10 recommendations for ensuring quality in MOOCs based on the results of the project. The recommendations include having a clear target audience in mind, being aware of how different groups may interact in a MOOC, defining the context and purpose of a MOOC, using peer-to-peer learning approaches, leveraging massive participation through social learning tools, recognizing that MOOCs encourage optional learning, allowing for choice-based learning, and understanding the disaggregation of learning and assessment with MOOCs.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
This document provides an agenda for a training on training CLIL teachers online. It discusses the differences between face-to-face and online learning, the role of the online tutor, skills for effective online tutoring, and using the Moodle learning platform. The training will cover discussing experiences as online learners and trainers, the online learning community, challenges of online teaching, qualities of successful online trainers, tutor competencies, communication strategies, assessment tools in Moodle, and copyright issues with online materials. Trainees will participate in an online CLIL course and potentially tutor online CLIL courses in the future.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
Catherine Paul and Emily Renoe from the University of British Columbia presented on the history and use of ePortfolios at UBC. They provided many examples of how ePortfolios have been implemented across different faculties and disciplines at UBC. The presentation covered the objectives, agenda, brief history of ePortfolios at UBC, challenges and successes from past pilots, examples of tools and current ePortfolio projects, and plans to revive the ePortfolio community of practice. It concluded with a discussion portion and opportunities for hands-on practice with ePortfolio platforms.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes the key findings from an analysis of the top open access journal articles in the field of education from 2016 to 2018. Three main takeaways are discussed. First, there has been an increasing number of systematic literature reviews published. Second, the boundaries between open and closed publications have become blurred. Third, there is a question of whether the "best" articles still remain in closed journals rather than open access journals. The document concludes by posing the question of whether open scholarship needs to be recentered.
This document discusses open education and the future of learning. It covers several topics:
1) The phases and affordances of digital technologies in education, including their ability to enable interaction, help with retention, and personalize learning.
2) Opportunities that technologies provide for extending the classroom and providing timely feedback, but that their impact depends on how they are used.
3) Top trends in education, such as how technology is changing learners' identities and the nature of work.
4) Open practices like OER, MOOCs, and e-textbooks and how they can make education more complex, personalized and contextual.
The document describes the augmented 7Cs of Learning Design framework, which can be used to design or redesign modules. It then provides 15 activities (A1-A15) that guide users through the learning design process. The activities address topics like identifying course features and resources, mapping learning outcomes to assessments, and devising evaluation criteria. The overall purpose is to help academics and instructors systematically plan their course or module design using constructive alignment and ensuring a balanced variety of learning activities and technologies.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
The document provides guidance on submitting effective conference presentations for the 2019 WCOL conference in Dublin. It outlines the conference themes of online education and its role in transforming lives and societies. Attendees will discuss questions around the future of online learning and its ability to expand access, promote inclusion, and support lifelong learning. The document reviews submission types and tips for crafting concise abstracts or papers that address a problem, methods, findings and implications within the word limit. Attendees are encouraged to brainstorm topics, choose a format and theme, and prepare slides adhering to templates to effectively work the conference, network, and potentially convert presentations to journal articles.
This document discusses continuing professional development (CPD) and the potential of digital technologies to support it. It defines CPD as the development of professional skills through structured learning that improves teacher knowledge and practices. The document outlines different types of CPD activities and discusses tools that can support various CPD activities, including presentation, communication, collaboration, brainstorming, reflection, feedback, assessment, and file sharing tools. It emphasizes the need for rigorous learning design approaches when using digital technologies for CPD and implementing innovative pedagogies.
The document discusses tools that can support different types of learning activities. It provides tips for using tools for presentations, moderating discussions, and collaboration. Benefits are listed for brainstorming, reflection, feedback, recording, voting, annotation, and file sharing. Table 1 maps example tools to activities like presentation, communication, and assessment. Table 2 maps the 7Cs framework of learning to specific activities and tools.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
This document outlines the agenda and activities for a 3-day learning design workshop. It introduces the concept of learning design and the 7Cs framework. It describes various activities participants will complete, including analyzing how technologies can ruin a course, exploring common communication tools, developing student personas, and mapping a course. The document also discusses challenges of using technology in education and the promise of learning design in shifting approaches to more explicit, reflective practices that encourage sharing.
The document discusses strategies and tools for teachers to create and find educational resources. It provides a template called a resource audit for teachers to catalog existing resources they find and note how they will use and adapt them. Examples of a completed resource audit are given. Guidance is provided on finding resources through search engines, open educational repositories, MOOCs, discipline-specific sites and more. Suggested free tools for creating different types of multimedia resources are also listed. The overall aim is to help teachers effectively evaluate and incorporate relevant materials into their courses.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, with trends including mobile learning, learning analytics, and artificial intelligence. She emphasized that learners will need 21st century competencies like critical thinking, problem solving, and digital literacies. Both teachers and learners will take on changing roles, with teachers facilitating more and learners having more autonomy. Education needs new approaches to learning design and using analytics to develop lifelong learners and competency-based learning.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
Digital literacies and digital identities were discussed. Key points included:
1) Digital literacies involve social practices and meaning making with digital tools, going beyond just skills to include competence and participation.
2) Digital identity involves how one presents and interacts online through facets like reputation, impact, and openness. Issues around privacy, interpretation, and vulnerability were raised.
3) The future will involve challenges around disaggregation of education, needing new digital literacies, business models, and pedagogies as boundaries continue to blur with technology advancement.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
Role of Pedagogy in Effective Learning
Pedagogy Impact on Learner
Pedagogical Skills
10 Innovative Learning Strategies For Modern Pedagogy
Types of Pedagogy
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
The word “Gymnosperm” comes from the Greek words “gymnos”(naked) and “sperma”(seed), hence known as “Naked seeds.” Gymnosperms are the seed-producing plants, but unlike angiosperms, they produce seeds without fruits. These plants develop on the surface of scales or leaves, or at the end of stalks forming a cone-like structure.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
How to Use Pre Init hook in Odoo 17 -Odoo 17 SlidesCeline George
In Odoo, Hooks are Python methods or functions that are invoked at specific points during the execution of Odoo's processing cycle. The pre-init hook is a method provided by the Odoo framework to execute custom code before the initialization of the module's data. ie, it works before the module installation.
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
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Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
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How To Sell Hamster Kombat Coin In Pre Market
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Stay in Touch: After the sale, check in with the customer to ensure they were given the coins. If viable, leave feedback in the network to expose you’re truthful.
How To Sell Hamster Kombat Coin In Pre Market
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1. The open academic: what does open
practice mean for the practitioner?
Gráinne Conole, Bath Spa University
Shaping the future of food safety together conference
Milan, Italy, 15th October 2015
National
Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
2. Outline
• Career history
• Turning points and
reflections
• Research interests
– The Internet and open
practices
– Learning Design
– Social media
3. Early years…
• Born in Cork, Ireland
• Moved to London when
five years old
• One sister, Moya
• Dog named James Joyce!
• Schools
– Holy Mary, Kingston
– St Philomenas, Carshalton
4. Academic performance
• Secondary School 74-
82
– A late developer!
– 10 O’ levels
– 4 A levels
• Chem, Biol, Maths, Art
• University 82-85
– Chemistry, 2.1
– Sheffield University
5. The Thatcher influence…
• …..or life in the ‘real’ world
• 85-86
– Graduate training programme
– Allied bakeries
– Area retail manager
– 150 staff in 10 outfits across
London!
6. Life as a Chemist
• 86-90
– PhD X-Ray
Crystallography
– P/T demonstrating and
lecturing
• 90-91
– Lecturer on newly
established Foundation
Science course – HITECC
• 91-96
– Lecturer (Inorganic
Chemistry)
7. Changing roles
• UNL June 96 - Sept 99
– Project Director Learning
and Teaching Innovation
– Director of Teaching and
Learning Technology
Centre
– Head of Technology-
based Learning
• Bristol Sept 99 –April 02
– Director of Institute for
Learning and Research
Technology
8. Changing roles….
• Southampton 2002 – 2006
– Chair in educational
innovation in post-
compulsory education
• OU 2006 - 2011
– Professor of e-learning
• Leicester 2011 - 2014
– Professor of Learning
Innovation
• Bath Spa University Feb
2015
– Chair in Education
– Cross institutional e-learning
remit
9. Early turning points
• Moving to England
– Identity crisis – Irish or English?
Integrating into a new society
• O’ and A’ level choices
– Switch from Sociology to
Chemistry O’ level
– Switch from Geography to
Maths A’ level
– Lack of career advice or choice
of university
10. Turning points
• Retail manager! and switch to PhD
(phew)
• Securing lectureship
• Promotion to Principle Lecturer (96)
• Birth of Eleanor (94) & Tabby (98)
• Taking the Bristol post, Tabby 6
months
• Nannies and au pairs!
• Chair at Southampton, then OU &
now Leicester
• JISC & EU funded projects
• Increasing involvement in national
and international activities
11. Focus of research
• Enhancing the learner
experience
• Effective & innovative
use of technologies
• New approaches to
design
• Open practices in
learning, teaching and
research
13. Barriers to adoption
• Lack of digital literacy skills
• No reward for teaching
• Competition from other
providers
• Scaling innovation
• Democratisation
14. The importance of e-learning
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
16. Innovating pedagogy
• Massive open social
learning
• Learning design
informed by analytics
• Flipped classroom
• Bring your own
devices
• Learning to learn
20. Three phases
• The Internet and open practices
• Learning Design
• Social and Participatory Media
21. Openness
• Digital technologies enable
more open practices
• Emergence of OER and
MOOCs
• Increase of free resource and
expertise, via Webinars, blogs,
open repositories and
journals, social media
22. The good and the bad…
• Transparency
• Greater reach
• Equity and social
inclusion
• Challenging existing
business models
• Disaggregation of
education
• “Laying yourself bare”
• Surveillance
• Misuse of data
• Misinterpretation
• Issues re quality and
accreditation
• Ownership
24. Blogs
• Of the moment
reflections
• Digital archive
• The power of peer review
• Record of events, reviews
and resources
• Wider audience reach
and hence profile
• Link into facebook and
Twitter
• Complements traditional
publication routes
e4innovation.com
gconole.wordpress,com
28. Conferences
• Purpose: presentation & feedback
• Network, network, network!
• Potential collaborators & bid partners
• Put in a symposium of experts
• Expert validation workshops
• Put papers/presentations online
• Follow up contacts afterwards: email,
fb, Twitter, blogs, etc.
• Work up into a research paper
• Work the hashtag
• Live blog or follow conference-related
blogs
A personal example
29. Publishing
•Write books and chapters
•Become an editor of a special issue of a journal
•Keep publication list up to date in your research
repository
•Set up a writing group or workshop (real/virtual)
•Co-write with lots of different people
•Disseminate publications via Tweet, fb etc.
•Set up a blog and read other blogs
•See Twitter, blogs, journals, books as
complementary
GO OPEN!!!!
31. The promise and the reality
New forms of interaction,
communication and
collaboration. Lots of free
resources
Not fully exploited
Bad pedagogies
Teachers don’t have the time
or the skills
https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
32. What is learning design? (1)
Guidance
https://www.flickr.com/photos/anonymouscollective/1899303123
33. What is learning design? (2)
https://www.flickr.com/photos/frawemedia/5187769740
34. What is learning design? (3)
https://www.flickr.com/photos/10075621@N06/3810402230
Sharing
35. Learning Design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Encourages reflective, scholarly
practices
Promotes sharing and discussion
Learning Design
A design-based approach to
creation and support of
courses
http://olds.ac.uk
36. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
37. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
39. http://www.larnacadeclaration.org/
• What is Learning Design?
• Teachers need help with making effective design
decisions that are pedagogically based and make
appropriate use of digital technologoies
40. Many learners wish to have formal
transferable recognition of their
knowledge & skills
Challenges:
Open learning recognition is a recent
topic, lack of guidelines for interested
actors
Assessment and recongition might
become a businees model for OER
and MOOCs
Accreditation of non-formal learning
41. Information from
OER provider (HEI)
Information from
learner
Information from
assessing/certifying
institution
Learning Passport for accreditation
42. MOOCs
• MOOCs are challenging formal education
• New business models emerging
• Ways to accredit informal and non-formal
learning
• EFQUEL MOOC blogs
– http://mooc.efquel.org/
43. Beyond cMOOCs or xMOOCs
cMOOCs
• Weekly centred
• Participant reflective spaces
• Social and networked
participation
• Hashtag: #etmooc
• Use of a range of social
media
xMOOCs
• Linear learning pathway
• Mainly text and video
• Formative feedback through
MCQs
• Individually focused
44. Dimension Characteristics
Context
Open Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
46. Social media
• Shift from a passive web to
a participatory, interactive
and social web
– Distributed, networked,
dynamic, participatory,
complex, open
• Range of tools to
communicate and
collaborate
• Being part of a global
community of peers
47. The good and the bad…
• Rich ways to communicate
and collaborate
• Part of a global community
of peers
• Access to vast amount of
information
• Rapid dissemination of
information
• Crowd sourcing
• Lack of privacy
• Negative digital traces
• Misuse of data
• Cyberbulling and trolling
• Privacy and security
• Corporate control
• Time consuming
• Addictive
48. Reflections
• Difficulty of balancing home
and work
• Significance of turning points
• Importance of support –
partners, friends and childcare
support
• Clash of having children and
career breaks
• Politics!