This document provides guidance on creating engaging video content for education and training. It discusses using video to illustrate processes, depict real-world scenarios, and enhance learning through activities, quizzes and interactive elements. Tips are provided on video production, including filming techniques, editing software, file formats and delivering video to learners. Effective uses of video include demonstrations, assessments, and supporting group projects. Overall the document aims to showcase how video can be integrated into education to improve learner engagement, identification with course material, and cater to different learning preferences.
Learning Technologist Network - Overview and January 2015 MeetingJames Little
The document summarizes the outcomes of a meeting of the Learning Technologists Network at the University of Leeds. Key points discussed include:
1. Recapping the timeline and activities of the network from 2013 to the end of 2014.
2. Distilling the discussion around what the network should start, stop, and continue doing in 2015, focusing on collaboration, professional development, being open and connected.
3. Planning next steps to relaunch the blog, map out a schedule of topic-focused meetings in various locations, and monitor activities throughout the year.
4. Discussing a New Media Consortium report on emerging educational technologies and how it relates to current and planned work.
5.
Altc2014 building a culture of flexible online learning one year on - james ...James Little
The document discusses the journey of building an online culture of flexible learning at the University of Leeds. It describes how last year's efforts identified opportunities from departmental, learner, and institutional perspectives. This year, the project aims to identify an effective technological solution, empower educators, and foster collaboration. WordPress was selected as the platform due to its flexibility, community support, and standards compliance. Implementation included setting up a network of sites, selecting plugins, and providing tools for content creation. Examples demonstrate the welcome page, training resources, and community site. Future directions include launching a separate professional development site and exploring badges and links to other systems.
A Blended Approach to Discovery Theme Module DevelopmentJames Little
This document discusses the development of a new blended learning Discovery Theme module at the University of Leeds. It summarizes that Discovery Theme modules allow students to explore subjects outside their major, but designing a new module required considering how to provide a rich experience while fitting students' schedules. The module was developed using lessons from MOOCs and a blended approach utilizing the VLE and face-to-face seminars. The final module incorporated design elements like video case studies and interactive activities to promote engagement with the material.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
The document discusses various methods for developing e-learning content and delivery, including developing bespoke content, purchasing generic content, and using informal learning resources. It also discusses passive vs. active learning approaches and recommends engaging learners through activities rather than just presenting content. Rapid e-learning tools that allow flexible, quick content development without programming are also mentioned. The document provides tips for integrating different media like audio, pictures, video and using activities to drive instructional design rather than just presenting content.
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
This document provides information about an eLearning induction program for RTO staff. It discusses blended learning models including face-to-face, self-paced, and online facilitated learning. Examples are given for different assessment methods that can be used for each model. The document also discusses trends in eAssessment, including using mobile devices to capture evidence through video, audio, images and QR codes. Staff are encouraged to think about how they can apply blended learning approaches to their own courses and which model may work best for their RTO.
PowerPoint is presentation software that allows users to combine text, images, and media to tell a story or enhance a verbal presentation. While there are many alternative presentation programs, PowerPoint remains the most useful for classrooms due to its wide availability and reliability compared to internet-dependent alternatives. PowerPoint provides tools for creativity and customization while supporting various learning outcomes when used across subjects. Teachers can have students create collaborative presentations on historical topics, for example, to demonstrate research and communication skills.
The document discusses e-content development for effective learning. It begins by defining synchronous and asynchronous learning and describes virtual classrooms and adaptive learning. It then discusses various tools for creating, editing, and publishing multimedia content like graphics, audio, video, and more. Authoring tools are presented for developing e-learning content like Adobe Captivate, Articulate Storyline, and iSpring Suite. Learning management systems (LMS) are introduced for administering, tracking, and delivering online courses. Popular open-source LMS like Moodle, Canvas, and Open edX are highlighted. The document concludes by emphasizing engagement and personalization when developing online courses.
Kathleen Doyle is an instructional designer who provides services to help faculty integrate technology into their courses. She has a Master's in Instructional Technology and experience in online learning and graphic design. She can help faculty design online course elements, create interactive content, and produce multimedia like videos and podcasts. Doyle oversees resources like software, equipment, and a faculty support website to help instructors enhance teaching and learning with technology.
In this session, our presentation will focus on the types of technologies we use to deliver content and curriculum in the asynchronous online environment. We will discuss how we use a variety of technological applications such as web conferencing tools, a learning management system, blogs, wikis and other web 2.0 applications to achieve learning goals and objectives in our workshops and courses.
This document discusses e-content development and editing. It defines e-learning as electronic learning using digital devices and the internet. E-content includes text, images, graphics, audio and video used for online or offline content. E-content lessons guide students and can be used by teachers in virtual classrooms. Various online learning platforms and learning management systems are discussed for delivering educational content. Open source software tools for course development, editing, and authoring are also presented.
7 Ways to Use the Not Release Conditions - Updated May 2018D2L Barry
Seven Ways to Use the "Not" Release Conditions to Impact Teaching & Learning
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the February 2016 update to the LE, you are now able to set release conditions for situations where students have not done something. In this session we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Presented and updated in May 2018 at the European Lunch & Learn sessions.
7) Using Brightspace Tools to Increase Student Engagement and Instructor Pres...D2L Barry
Using Brightspace Tools to Increase Student Engagement and Instructor Presence
There are many tools available within the D2L Learning Environment that instructors can use to increase their course presence and inspire greater levels of student engagement. We'll take a look at custom home page widgets, personalized text through Replacement Strings, and Release Conditions for customized mini-journeys. Resources for a deeper dive into each topic will be made available to participants.
This document provides an overview of topics and considerations for preparing to teach online, including pre-workshop preparation, instructor background, moving course content online, facilitating online discussions, online assessment options, and the differences between synchronous and asynchronous teaching. Key areas covered are managing student expectations in the online environment, communication policies, chunking content, creating an accessible online syllabus, recording microlectures, facilitating discussions, providing feedback, and using tools to enable interactive and collaborative learning experiences.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Digital skills and methods for distance and hybrid learningMatleena Laakso
This document provides an overview of a workshop on digital skills and methods for distance and hybrid learning. It introduces the presenter, Matleena Laakso, and outlines the agenda which includes getting to know each other, online meeting tools, creating online content for students using tools like Adobe Creative Cloud Express and ThingLink, and a reflection on learning. The document models good practices for online education through its use of images, polls, and opportunities for interaction.
Youth subcultures are defined by shared fashion, body art, language, interests and vehicles. Some subcultures are associated with specific music genres like emo, rockers, indie and ravers. Common youth subcultures include harajuku, rudeboys, scene, teddy boy, fandom and junglist. The document discusses planning a band's fashion and video based on their reggae/funk music genre.
Uncle Stash is an unsigned four-member band from Norwich, UK formed on July 27, 2008, consisting of Tom on lead vocals and guitar, Bill on bass guitar, Sparky on percussion instruments, and George on trumpet. Their musical influences include artists from Bob Marley to Radiohead. They have recorded two studio tracks titled "Where We Are Now" and "Summer Lovin'", and have chosen "Summer Lovin'" as the song for which they will make a music video.
Psychology on Second Life?: Learning, Support and Research in 3D Online Multi...Simon Bignell
Bignell, S.J. (2009). Psychology on Second Life?: Learning, Support and Research in 3D Online Multi-user Virtual Environments. Keynote Lecture at McCord Museum. International Conference on the Use of the Internet in Mental Health, McGill University, Canada. May 2009.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
This document provides an overview of tactics and tools for integrating social media into food and drink PR campaigns. It discusses social media outreach through blogs, Twitter, social networks and forums. It also covers online PR strategy, reputation management, and measuring ROI. Specific tactics covered include social media events, blogger outreach, using forums, podcasts and video. Case studies are also presented on campaigns by brands like Beck's, Hotel Chocolat, Smirnoff and Pizza Hut that have successfully utilized various social media.
The document discusses using simulations for training. It notes that simulations allow trainees to learn through actions and mistakes in a safe environment, and receive immediate feedback. Simulations can be used both in online and classroom settings to reinforce learning. When designing simulations, they should be realistic, encourage competition between teams, and combine learning objectives with open-ended problems. Simulations work best when targeted towards specific topics rather than used universally across all training needs.
CCA eLearning Presentation 3 Create and edit Video on your smart phone and Ta...Yum Studio
This document discusses using video in training. Some key points covered include:
- Video is good for demonstrations, illustrations, and showing concepts and examples. It can be supported by text, images, descriptions, etc.
- The cost of video production has decreased significantly over time.
- Learners can create their own videos which enhances interaction and personalization compared to just viewing others' videos.
- Short videos can replace lengthy text for explaining detailed processes.
- Videos can be used for scenarios, case studies, interviews, demonstrations, and enhancing active learning through quizzes and problem solving examples.
- Video promotes identification with job roles and supports visual and reflective learners.
This document provides information and guidance about using video in training. It discusses how video can illustrate concepts, demonstrate processes, and engage learners. Guidelines are presented for planning video projects, selecting recording equipment, capturing and formatting video, and embedding video within online learning systems like Moodle. Specific software, tools, and technical considerations are also reviewed. The overall document aims to equip readers with knowledge for effectively designing and incorporating video-based content into their training programs and delivery.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
Lesson 1 1 screencast o-matic description and usesFreemanNeal
This document discusses the description, benefits, and uses of the Screencast-O-Matic tool. It can be used to record computer screens and audio/video from other sources and create shareable videos. In education, it allows teachers to create engaging lessons, provide detailed feedback and instructions for students to review anytime. In business, it improves communication through detailed training and presentation videos employees and customers can access asynchronously.
1. Have learners record a workplace process or workflow using video to illustrate and explain the steps. This enhances interaction and personalization.
2. Instruct learners to conduct interviews on a topic and edit them together with transitions, effects and titles to demonstrate skills.
3. Provide learners with case studies or scenarios and have them film individual parts and edit the conversations together to make a cohesive video.
1) The document discusses using multimedia like video and audio to enhance teaching. It provides reasons for using multimedia, such as positive student feedback about supplemental materials.
2) Options for creating multimedia at RAU are reviewed, including available hardware, Panopto for uploading and sharing videos, and tips for storyboarding and producing content.
3) Various types of multimedia that could be used are suggested, such as lecture recordings, how-to guides, interviews, and virtual open days. Accessibility and interactive options are also covered.
This document provides guidance on creating mobile videos for educational purposes. It discusses planning videos, including scripting and storyboarding. Tips are provided for shooting quality video on mobile devices, such as using landscape orientation, stabilizing the camera, managing lighting and audio. The document reviews tools for editing videos on iOS and Android devices. It emphasizes the importance of testing videos and getting feedback. Guidelines are given for sharing videos, including using appropriate Creative Commons licenses and adding captions for accessibility. The overall message is that educational videos should add value to the learning process and be integrated into course assignments.
Making instructional video using PowerPoint. Tools include PowerPoint 2010 (or 2013), Photo Story 3, Screen-O-Matic and Window Media Player. To view videos I made:
https://www.youtube.com/user/ivclaoshi/videos
Take a look at several screencasting tools to find out hoe you can easily share with teachers and parents . . . and how teachers can share with their students! Easy and free solutions will be shared as well as practical ideas for using screencasting as an administrator.
The document discusses using video in training and provides guidance on video formats, production, and delivery. It notes that video can illustrate concepts, demonstrate processes, and engage learners through visualization. Recommendations are made to storyboard videos, use editing software, and choose file formats based on intended delivery method and viewer capabilities. Overall, the document outlines best practices for integrating instructional video into online and blended learning environments.
Screencasting is an easy (and FREE) way of making recordings in your classroom. Whether your students create them as they do project-based learning or you create them as you flip your classroom, you’ll love these relevant ideas and free tools to take screencasting to your classroom.
Attendees should be able to answer these questions after attending this session:
1. What is screencasting?
2. What tools can my students use to create screencasts and what is the process?
3. What are some example ideas for student creations and teacher creations?
In your organization, you frequently need to train others on how things are done. Whether it's for customers or new employees, there is information you know that they will benefit from.
Almost every organization offers some form of training or classes or seminars to employees (and sometimes to customers) but very few are succeeding in getting those “students” to learn. In this workshop, we will explore the use of technology and E-Learning environments to improve the actual knowledge transfer in your organization.
Much of today's learning can take place on-line in organized, downloadable segments and we'll show you the best way to create and deliver your important content using technology. We'll also discuss on-demand reference systems and the types of information that is best made available from a webpage or smartphone instead of asking people to memorize it. No more wasting time with on-the-job training or day-long classes that are not effective.
Here are some of the topics that will be covered:
• How to design courses so that learning really takes place
• What kinds of knowledge or information is best taught and what is best made available from a Wiki or other reference system?
• Tools for “recording” PowerPoint presentations (and other applications) so that others can learn on their own time
• The use of new media (video and audio) in your e-learning courseware
• Learning Management Systems and keeping track of learner’s progress
Tools Of Engagement Presenting And Training In Social MediaMark Moreno
This document discusses tools and strategies for engaging audiences in online presentations and training using social media. It provides examples of incorporating platforms like Twitter, Facebook, LinkedIn, YouTube and GoToTraining into the presentation process to encourage participation and continue the conversation. Tips include monitoring the Twitter backchannel, creating Facebook events and pages, leveraging LinkedIn for research, and using tools like Camtasia and AuthorStream to publish presentations online with embedded video and narration. The goal is to move from traditional one-way broadcasting to an ongoing dialogue.
Western Illinois University Libraries developed a video series called InfoSMACK to engage students in learning about basic library tools, services, and concepts. The video series uses a fun approach with live action, animation, and humor. A small team of instructional designers and librarians collaborates on the planning, development, marketing and distribution of the low-budget video series, which are shared on YouTube and library guides to meet students' interest in visual, mobile content.
Video marketing is growing in popularity as a lead generation strategy. Video content is now a vital part of inbound marketing to attract customers online. Short, informal videos can be easily created and promoted through platforms like YouTube and Facebook to share expertise and demonstrate products. Optimizing videos with relevant keywords, captions, and third-party interviews can help drive traffic and engagement.
DMAWest 2018 - Using Video to Market Your DestinationMark Rudyk
Learn best practices for video, what destinations use video in unique and new ways to promote, plus how influencers equip for the final product they make.
“Using Video to enhance the Project Communication Processes”Steve Fowler
Video is an extremely effective communication media and when properly crafted, projects to the intended audience a clear and concise message much more efficiently than via words or descriptions. Creating an effective video is a project requiring detailed planning, requirements collection, scheduling, team communications, storyboards, quality controls and much more familiar to the PM. Learn how you as a PM can use video to better communicate with your stakeholders and increase the project’s acceptance by end users.
*Note this SlideShare contains links to sample video clips hosted on a private video hosting site.
This document discusses video-based learning and UltraLearn.com's video learning solutions. It begins with an introduction to using videos for learning and the impact of interactive video from a case study. It then covers challenges in video-based learning and requirements for next-generation video learning solutions. UltraLearn.com's presentation follows, outlining their video authoring, management, distribution and tracking capabilities. Their solutions aim to make video learning interactive and measurable.
The document discusses using video for instruction across curriculums. It outlines strengths of video such as demonstrating processes, teaching values through examples, and making abstract concepts concrete. Video can gain and hold attention through effects and motion. Formats discussed include streaming, file types like MP4 and AVI, and players like RealPlayer. Editing software, screen sizes, and video equipment are also outlined. Added value categories of video include assisting learning, providing experiences, and nurturing motivation.
This document provides information about an e-learning presentation session taking place on July 4th. It outlines that there will be a 15 minute presentation slot for each of the 8 students listed, with a 5 minute turnover period in between each. It also mentions that feedback will be collected via a Google form. Finally, it indicates that the facilitation session and journals are due on specific dates in July as part of Assessment 3.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
This document discusses embedding and manipulating third party content in Moodle courses. It provides examples of embedding content from YouTube, Slideshare, Scribd and other sites using iframe tags or embed codes. The document also covers multimedia plugins, file formats, and settings for embedding content in Moodle.
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Social media tools for training: Facebook and Google+ Yum Studio
The document discusses using social media tools like Facebook and Google+ for training purposes. It provides an overview of setting up accounts and pages on these platforms and using groups and communities to connect with learners, engage them in discussions, and share content and resources. The document also discusses measuring performance on Facebook, creating different types of posts, and using tools on both platforms for training activities, knowledge building, and facilitating online learning events.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
This document discusses using Moodle's Lesson tool to create rapid eLearning content. It describes features of the Lesson tool like adding content, assessments, branching, and multimedia. It provides examples of content types like demonstrations, scenarios, and knowledge checks. It also discusses storyboarding, planning lessons, and using narratives and characters to engage learners. The document recommends developing a simple practice activity using choices, quizzes, or content modules in the Lesson tool.
CCA eLearning Presentation 2 How to use social media for marketing and networ...Yum Studio
This document provides an overview of how to use social media for marketing and networking. It discusses popular social media platforms like Facebook, Twitter, LinkedIn, YouTube and their features. It also describes how to use these platforms for networking, marketing a business, training and creating online communities. Specific tips are provided on setting up profiles, pages and groups, engaging audiences, blended learning approaches, online facilitation, measurements and policies.
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
Moodle Series #2 - Learn Local - Administering your Moodle CourseYum Studio
This document provides an overview of learner management systems and Moodle plugins. It discusses setting up courses and user accounts, managing cohorts, exploring and configuring plugins, and using filters. The presenter demonstrates adding categories and courses, uploading users via CSV files, and managing multimedia plugins and embedded media. Settings for passwords, backups, and filters are also overviewed. The goal is to help users understand common Moodle functions and customize their installation using various plugins and settings.
This document contains information and instructions for participants in the ACPET eLearning mentor program. It discusses presenting showcase presentations on their experiences in the program, including what attracted them to the program, how eLearning has helped achieve their goals, lessons learned, and plans for 2014. It provides topics and suggestions for the presentations, such as discussing the eLearning courses developed and trials conducted, and reflections on the program's impact and opportunities to further embed flexible learning.
ACPET ementor program - Webinar 6: RTO Project UpdateYum Studio
The document appears to be notes from an online mentor program session that included the following:
- A welcome and project updates
- A poll asking participants about the main issue with e-learning at their registered training organization
- A poll asking what participants wanted to work on in the next session
- Information about an upcoming state e-learning conference
- Details for the next session including date, time and location
Michael Gwyther presented on online facilitation techniques for live webinars. Some key points:
1) Webinars can be used for online workshops, tutorials, lectures, software demonstrations, and to bring in industry experts or have learners present their work.
2) When facilitating webinars, presenters should limit lectures to 7 minutes and include participant activities to keep learners engaged.
3) Common challenges for webinar facilitators include monitoring participation, starting on time, handling questions, and getting learners to work together remotely. Activities and assessments can help address these.
4) Preparing for webinars requires practicing, having backup plans, engaging learners before and
The document provides an overview and introduction to an online induction program for an e-mentor program in 2013. It includes information about project timelines and associated programs, introduces the e-mentors and their contact information, discusses the mentoring commitments and development of an e-learning plan, and lists the dates for upcoming face-to-face workshops. Participants are asked to introduce themselves and provide details about their desired project and experience.
Session 5 - Evaluation and Useability for elearningYum Studio
This document provides an agenda and discussion topics for an online mentor program session. The session covers learner evaluation, usability testing, updating a showcase presentation, and converging or sharing experiences at an e-learning conference. Participants discuss evaluating learners and resources through surveys, testing the usability of online tools and content, and continuously improving online programs based on feedback. The document guides an interactive discussion among mentors on delivering, supporting, and improving online learning programs.
Uncharted Together- Navigating AI's New Frontiers in LibrariesBrian Pichman
Journey into the heart of innovation where the collaborative spirit between information professionals, technologists, and researchers illuminates the path forward through AI's uncharted territories. This opening keynote celebrates the unique potential of special libraries to spearhead AI-driven transformations. Join Brian Pichman as we saddle up to ride into the history of Artificial Intelligence, how its evolved over the years, and how its transforming today's frontiers. We will explore a variety of tools and strategies that leverage AI including some new ideas that may enhance cataloging, unlock personalized user experiences, or pioneer new ways to access specialized research. As with any frontier exploration, we will confront shared ethical challenges and explore how joint efforts can not only navigate but also shape AI's impact on equitable access and information integrity in special libraries. For the remainder of the conference, we will equip you with a "digital compass" where you can submit ideas and thoughts of what you've learned in sessions for a final reveal in the closing keynote.
Vulnerability Management: A Comprehensive OverviewSteven Carlson
This talk will break down a modern approach to vulnerability management. The main focus is to find the root cause of software risk that may expose your organization to reputation damage. The presentation will be broken down into 3 main area, potential risk, occurrence, and exploitable risk. Each segment will help professionals understand why vulnerability management programs are so important.
Garbage In, Garbage Out: Why poor data curation is killing your AI models (an...Zilliz
Enterprises have traditionally prioritized data quantity, assuming more is better for AI performance. However, a new reality is setting in: high-quality data, not just volume, is the key. This shift exposes a critical gap – many organizations struggle to understand their existing data and lack effective curation strategies and tools. This talk dives into these data challenges and explores the methods of automating data curation.
Discovery Series - Zero to Hero - Task Mining Session 1DianaGray10
This session is focused on providing you with an introduction to task mining. We will go over different types of task mining and provide you with a real-world demo on each type of task mining in detail.
Sonkoloniya is a web-based realtime code editor with hosting functionality developed by Subham Mandal from ONEprojukti. Sonkoloniya enables users to write and run HTML, CSS, and JavaScript code in real-time. It features a user-friendly interface with separate code editing panes, live preview, console output, and file management capabilities.
It's your unstructured data: How to get your GenAI app to production (and spe...Zilliz
So you've successfully built a GenAI app POC for your company -- now comes the hard part: bringing it to production. Aparavi addresses the challenges of AI projects while addressing data privacy and PII. Our Service for RAG helps AI developers and data scientists to scale their app to 1000s to millions of users using corporate unstructured data. Aparavi’s AI Data Loader cleans, prepares and then loads only the relevant unstructured data for each AI project/app, enabling you to operationalize the creation of GenAI apps easily and accurately while giving you the time to focus on what you really want to do - building a great AI application with useful and relevant context. All within your environment and never having to share private corporate data with anyone - not even Aparavi.
Redefining Cybersecurity with AI CapabilitiesPriyanka Aash
In this comprehensive overview of Cisco's latest innovations in cybersecurity, the focus is squarely on resilience and adaptation in the face of evolving threats. The discussion covers the imperative of tackling Mal information, the increasing sophistication of insider attacks, and the expanding attack surfaces in a hybrid work environment. Emphasizing a shift towards integrated platforms over fragmented tools, Cisco introduces its Security Cloud, designed to provide end-to-end visibility and robust protection across user interactions, cloud environments, and breaches. AI emerges as a pivotal tool, from enhancing user experiences to predicting and defending against cyber threats. The blog underscores Cisco's commitment to simplifying security stacks while ensuring efficacy and economic feasibility, making a compelling case for their platform approach in safeguarding digital landscapes.
COVID-19 and the Level of Cloud Computing Adoption: A Study of Sri Lankan Inf...AimanAthambawa1
The study’s main objective is to analyse the level of cloud computing adoption and usage during COVID-19 in Sri
Lanka, especially in Information Technology (IT) organisations. Using senior IT employees, this study investigates
what extent their organisation adopts with cloud computing, the level of cloud computing usage, current use of
cloud service model, usage of cloud deployment model, preferred cloud service providers and reasons for adopting
and not adopting cloud computing. The study also describes why cloud computing is a solution for new normal
situations and the cloud-enabled services used during and after the COVID-19 pandemic. The finding suggests
that 87.7% of the organisations currently use cloud-enabled services, whereas 12.3% do not and intend to adopt.
Considering the benefits, cloud computing is the solution post COVID-19 pandemic to run the business way
forward.
Improving Learning Content Efficiency with Reusable Learning ContentEnterprise Knowledge
Enterprise Knowledge’s Emily Crockett, Content Engineering Consultant, presented “Improve Learning Content Efficiency with Reusable Learning Content” at the Learning Ideas conference on June 13th, 2024.
This presentation explored the basics of reusable learning content, including the types of reuse and the key benefits of reuse such as improved content maintenance efficiency, reduced organizational risk, and scalable differentiated instruction & personalization. After this primer on reuse, Crockett laid out the basic steps to start building reusable learning content alongside a real-life example and the technology stack needed to support dynamic content. Key objectives included:
- Be able to explain the difference between reusable learning content and duplicate content
- Explore how a well-designed learning content model can reduce duplicate content and improve your team’s efficiency
- Identify key tasks and steps in creating a learning content model
Retrieval Augmented Generation Evaluation with RagasZilliz
Retrieval Augmented Generation (RAG) enhances chatbots by incorporating custom data in the prompt. Using large language models (LLMs) as judge has gained prominence in modern RAG systems. This talk will demo Ragas, an open-source automation tool for RAG evaluations. Christy will talk about and demo evaluating a RAG pipeline using Milvus and RAG metrics like context F1-score and answer correctness.
6. You can use Video to support
learners to think out and present
workplace processes and work
flows using video.
Video in Training
7. • Videos are good for
illustration purposes.
• They are supported
by text and
interactions.
• 20 second video can
replace a full page of
text when trying to
explain a detailed
process
Video in Training
8. • Using video to depict
real scenario can make
whole situation so
much more engaging
Video in Training
9. • Scaffolding activities using video
ensures active learning – quizzes,
decision making trees, scenarios, case
studies and demonstrations can be
enhanced by integrating video into the
decision making and problem solving
resources and examples available to
the learner.
Video in Training
10. • Promote identification
with job roles, contexts
and workplace
processes
• Can be story driven
(narrative)
• Support a range of
learner preferences
(visual, reflective
learners)
Video in Training
23. • Promote identification
with job roles, contexts
and workplace
processes
• Can be story driven
(narrative)
• Support a range of
learner preferences
(visual, reflective
learners)
Video in Training
28. •Embed a video into a Learning Management
System - Moodle
•Locate a video that you want to use in your
course by searching an online video sharing site.
•When you have located a video you want to use
copy the Embed HTML Code.
•Paste the code into your wiki, LMS, blog,
website etc
Embedding Video
43. •The AVI Format
•The Windows Media Format
•The MPEG Format – MP4!
•The MOV Format
•The RealVideo Format
•The Shockwave (Flash) Format
•The Flash Video Format
•The Mobile Video Format 3gp
Video Formats
44. •Video files, which,
uncompressed, are HUGE
•Codec's can take a very large
video file that can’t be
downloaded and make it into a
file that can be “streamed”
online
•MOV
•Flash Video (FLV)
•h.264
•AVI
Video Codecs
52. •How will we deliver to our learners?
•CD/DVD
•Intranet/Internet – LMS/Blog/Wiki
etc
•Will the viewer need a plug in on
their browser/iphone to watch the
video?
•These decisions influence the codec
we will use to export the final video
Delivering video to our learners
53. Shoot Video
Edit and
Convert
File (if
necessary)
Add
Transitions
Titles
Audio
Voice Over
Export
(Convert)
Compress
Test
Publish to
LMS, Blog,
Website,
Web 2
Storyboard
& Script
Video Work Flow
54. • Aspect Ratio
• Standard Definition
• High Definition
(High-definition video or HD video
refers to any video system of higher
resolution than standard-definition
(SD) video, and most commonly
involves display resolutions of
1,280×720 pixels (720p) or
1,920×1,080 pixels (1080i/1080p)
16:9
4:3
Hardware
55. • Zoom
• Pan
• Focus
• Lighting
• Storage System
(DV Tape, HD, Disk)
• Computer Capture
(USB, Firewire, Bluetoooth)
Camera Concepts
59. • Camera glasses and video cameras,
are an emerging technical
innovation in the VET system
• allows trainers to create re-usable
cost effective learning resources as
well as enable skills assessments
Point Of View