HP Innovations in Education Worldwide Summit

I've always maintained that we need to look to the students of today to figure out what the adults are going to be doing next. We look at it with most things of technology. I'm not sure if these forums would exist if it wasn't for student groups building and collaborating on social media trends around the internet.
HP has always been a proud supporter of primary and secondary education. We invest in providing technology for schools as we know that the future is relying on these students to build something amazing.
I won't be attending these sessions in person, but if you'd like to join on the virtual feed, I'm sure it will be worth your time. Please let people that you may know in the education field about this opportunity.
You’re invited – virtually! HP, in collaboration with the International Society for Technology in Education (ISTE), invites educators around the world to participate remotely in the 2010 HP Innovations in Education Worldwide Summit.
More than 100 educators in 23 countries will be attending the summit in person in California on 22-24 February to learn from education experts and innovation thought leaders such as:
- Michael Horn (co-author of “Disrupting Class”)
- Georges Haddad (UNESCO)
- Phil McKinney (HP Innovation “guru” www.philmckinney.com),
- David Williamson Schaffer (www.epistemicgames.org)
and students from California who will discuss how social media impacts their learning experience. You can join the excitement by participating in interactive webcasts, a virtual poster session contest, and following the event on Twitter (you can follow HP’s live tweets at @HP_OGSI or get involved in the conversation through #hpiie).
To participate, visit the Summit community at http://www.hpiie.org to download details about the speakers and the agenda.
Virtual sessions:
February 22, 2010
6:00 pm – 6:40 pm (PST)
Keynote “Changing the Education Equation” – Michael Mendenhall,
Michael Mendenhall is Senior Vice President and chief marketing officer at HP, where he directs all aspects of the company’s corporate marketing operations globally, including social innovations initiatives (live webcast)
Keynote “Innovation” – Phil McKinney
Phil McKinney is Vice President of the HP Innovation Program Office, and CTO for Personal Systems Group. Phil also shares his expertise on “creating killer innovations” on his blog, www.philmckinney.com
February 23, 2010
8:45 am – 9:15 am (PST)
Keynote – Michael Horn
“Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns” (live webcast)
10:45 am – 11:30am (PST)
Panel #2: Knowing What Your Students Don't Know: Classroom Assessment Techniques that Improve Student Engagement & Success
Beth Simon (UC San Diego, moderator), Frank Kowalski (Colorado School of Mines)
Panel #5: Educational Games and Assessment in the 21st Century
David Williamson Schaffer (Featured Speaker, epistemicgames.org & moderator); Rob Reed (ISTE Faculty, Q&A moderator)
4:00 pm - 5:30 pm (PST)
Poster Session #1 with online comments and rating
February 24, 2010
8:45 am – 9.30 am (PST)
Keynote & Global Education Roundtable on "The Next Decade - perspectives on key issues in education" (live webcast)
Mr. Georges Haddad, Director, Division of Higher Education, UNESCO
Roundtable Discussion: Gavin Dykes (Innovation Unit, UK), Georges Haddad (UNESCO); André Richier (European Commission); Representative of US Department of Education (tbc)
9:45 am – 11:15 am (PST)
Poster Session #2 with online comments and rating
1:30 pm – 2:15 pm (PST)
Panel #3: Learning without Limits: How Online Learning & Cloud Computing Support Mobile and Remote Learners
Joe Guarino (Boise State; moderator); Dejan Milojicic (HPLabs); Ray Schroeder (UI-S)
Panel #4: Student Perspectives: How Social Media & Collaboration Technologies are Changing the Student Experience
Ulrike Haug (Moderator, HP); Diane Mazzei and students (Woodside High School, CA)
HP Product Expert for the Officejet Pro X Series.
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Saluting Mike, Would you please alsoa dvice how many enterprise users are running Epic on AFF8K? Tks by Henry PAN

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Re-thinking public school education in U.S.

I was thinking that it's been a long time since public schools were introduced, and times have changed.
It's hard for most high school graduates to get decent jobs and not all can go to colleges even with grants and aid.
Although many at that "age" of graduating want to get out of the house and get on their own, some do want to focus on some aspect of an interest they developed in public school.
Why not re-think the whole system and make it grade K through 14 instead of 12 ?
For the last 2-3 years make the focus a choice of a variety of "real" interests and potential areas of real employment ...
Like, programming, networks, electronics, bio physics, chemisty, hvac, auto mechanics, health care, ( dont know what to call this one...but its helping senior citizens manage their affairs and networking for housing, health care, etc )...
And so on.
Some of this would be kinda like "technical school" stuff, and some would be similar to a community college WITHOUT the humanities "pre-requisites" often found in those schools.
Kids would have a MUCH better chance to find a job after graduation. They would also be much more "focused" and motivated by then ...making it easier to score high on college entrance exams if that is their choice instead of trying to find a job right away.
In short, the public school system is not working too great in part because kids today have to learn about 40 per cent MORE than I had to when I was their age...so many new things and technologies today...more of everything ! And we try to fit them into a world that demands so much with so little real chance to learn what they need to even FIND a job they are qualified for. Years ago companies would "train" their new employees and it was a long term relationship, between employer and employee. That is obviously going out the window, as things are not only outsourced to other countries but the global open trade stuff is putting so much more pressure on all business to be extremely competitive and frankly can't afford to train people if they can possibly avoid it.
New public school system would solve a lot of stuff...yet nobody has even mentioned this 14 year potential..
I think it's a good idea, and better than the alternatives being proposed ( longer school days, longer school weeks, more testing to insure students are all up to speed by some state standard or fed standard...
Why keep putting more pressure on kids to be supermen ( and women ) when part of this period in their lives should be balanced with actually "enjoying" life and discovery and growing up emotionally and the arts etc ??

Though I have attend more colleges that probably the next 3 people combined, I am a big proponent of the "technical school" concept, and have sat on a couple of boards.
It is probably my jaundiced view of "public education," however, that gets in the way. What I found was that the steering committees were highly political and all, that I was a part of, had some "agenda," to push.
It is probably far to late to change the structure, but I would advocate for State sponsored, but NOT State run, separate technical colleges. In a few instances, I was associated, or at least around privately endowed technical schools, with zero outside influence, once one got past accreditation. Those institutions did not have any agenda, and had no State educational direction, other than what the certificate, or diploma meant. Professors were hired for their abilities and their knowledge. There was no tenure. There were few standardized measures of results, other than from the students, who walked out the door. Most of these professors were also working in the various industries. In many cases, though the school had an endowment, those industries picked up some of the tab, often with services, like free film processing, access to professional equipment, etc.
In those limited cases, the students did get some theory, but more time was spent on actually doing.
When I was in film school (within a State University system), I managed to take many extra classes from such institutions, just to learn more. In each of those cases, it was for the learning of additional techniques, access to more equipment and services. I do not fault having done so. Yes, some were better than others, but that is life. I took the same class at Loyola four times. The professor was an excellent critic, and I wanted his criticism. Each time I took the class, I got special assignments, rather than the normal, as I had done those already. He would take extra time with me, as he could do the criticism for the rest of the class - on the same lesson. He never complained, and helped me develop a lot of new techniques. This was a still photo class.
My wife, in a totally unrelated field, feels the same for the conventional, structured educational system. She would never work in such an environment again. When she must do collaborative work with universities, and institutions of higher learning, she rules the conference table with an iron fist. If any university is going to partner with her, they MUST leave the political "stuff" at the door, as she will not abide with it.
This seems to have worked well. A couple of years ago, her hospital was given the Gold Award for medical education. It was the first time that a non-university hospital had ever won the award, and it was also the first time that any hospital had won it the first year that they had been nominated. After that win, she was appointed to the board that issues the award. She too feels that far too much effort and too much money are expended on aspects that do not benefit the students. Wasted time - wasted money - students, who never got the education, that they had been promised.
She is the chairman for a UK medical foundation, that concentrates on specialized medical education worldwide. When any university wants to partake, she is happy to have them, but explains "where" they will sit at the table. If they can deal with that, they are welcomed. If they cannot, then their "offer" is quickly declined. One must play by her rules, or they do not get to play. No politics allowed.
I would have that same problem, with your proposal. It is not that it could not work, but I would question whether it would work.
I have just seen politics (at several different levels - not just the national educational aspect) ruin things. I'd like to see such technical schools created in a more free-standing atmosphere. I could envision monetary and logistical support coming from other institutions and foundations, but would love to see them out from under the umbrella of any "educational system."
Just my personal and skewed view of education,
Hunt
PS - good topic!

Byte.toString() Encoder..................Seeking advice

Greetings folks,
I am currently workin on a small project (details given below) and was wondering whether y'all could give me some advice on the effectiveness / usefulness of the encoder I have devised.
- You see to store cipher text to a table or even to parse it as string (eg. in the URL of a web based app. for further processing) most people have opted to use the Base64 encoder. This Base64 encoder (converts the cipher text from byte.toString() and conducts low-level encoding on it)..................Problem : This low-level encoding is easily decoded to reveal the cryptic information. The pattern of Base64 is easily recognizable and upon decoding if the attacker can recognize the pattern you used to encrypt, you may consider your system compromised.
- What I have done : I have devised my own encoder (code named Kryptonite to support the cryptic process)..............The premise is to make it as easily implementable as the Base64 encoder but a whole lot more secure. It not only converts the cipher from byte.toString() but also gets the value of the chars (using CharAt()) and further manipulates it according to a self-devised calculation.
- As I am a novice in the field of cyptography, it would be helpful to know the advantageous and drawbacks of the approach I have taken........
Do you think that such a tool is a useful addition to the field or otherwise ???
Dont hesitate to be cruel (criticism is most welcomed)............. Your feedback on this matter is most appreciated and I do hope to hear from y'all soon.....
RGDS
DAZZ_MAN

tinbot -
I was fortune telling given restraints with the
intention of exploring new ideas in crypto education. Yeah, possibly. No offense - it's possible you're really one of the one-in-a-trillion innovators who can make significant strides without being "steeped in history". But my experience of the last 25 years is that the rhetoric you're spouting is invariably used as an excuse by and for people who are too damn lazy to do the hard work of innovation - they just want to be "the light bulb guys". "Oh, I don't need to look at anything that's Come Before - I'm Innovating," they cry, while recreating a bad, buggy version of code that Knuth described perfectly in a set of books printed in the '60s.
Those who don't know the past are not only doomed to repeat it - they're doomed to look like pretentious, ignorant idiots while doing so.
Processor speed WILL outrun today's cryptography IFF
The New Cryptographers are steeped in history to the point
of drowning.The New Cryptographers don't "drown". The real article revels in history, because it gives them reams of bad examples to avoid. Only the inexperienced, the lame, and the incompetent are incapable of dealing with and building upon previous work in any given field. I no longer fall for the "I'm so revolutionary, The Establishment fears me - look how critical They are of my simplest proposals!" Invariably, it's turned out that that's because those proposals are complete and utter hogwash. Yeah, they laughed at Galileo. But, as Carl Sagan noted - they laughed at Chuckles the Clown, too. You need to work pretty hard to convince me you're not the one wearing the funny nose...
As CS matures it will require innovations in education. CS will never mature so long as it refuses to learn from its own past. I've spent the last few years watching too many twenty-somethings recreate in exact, excruciating detail the same mistakes that computer companies were making IN THE SIXTIES, all the while crowing about how "cutting edge" it all was.
Buffer overflows. Unit mismatches. Formatting errors. Timing windows. Deadlocks. Resource allocation. These are FORTY YEAR OLD PROBLEMS, and most or all of them have well-known and well-understood solutions.
And every batch of New Age Programmers comes out of the gate and promptly trips over every single one of them. And then they spend man-years coming up with flawed analogs to the existing solutions. "Oh, that's not a relevant piece of technical literature - it's twenty years old!" Of course, the problem is THIRTY years old, and the solution works today...
I'm
hear to watch people teach and learn one of the sciences tougher domains.We're all here to help each other learn - but that's different than being here to teach. This is not a college classroom. This is a professional developer's forum. The expected cost-of-entry here is that you've done at least a modicum of research on your own. If you haven't, we're likely to be...rude. I'm going to continue to point people to what I consider to be appropriate sources for them to use to further their own careers/education. I am NOT here to use Socratic dialogue to lead the student to rediscovering old chestnuts.
Life is too damn short, and the field of comupting is too damn important for me to be patient any more with people who don't want to do anything RIGHT, they just want to do some half-assed blecherous hackery that occasionally kinda works if you don't look at it too hard. We have no more TIME for every programmer/software engineer/computer scientist out there to keep making the same tired old mistakes. Learn from what came before AND MOVE FORWARD, please - get off the freakin' treadmill.
And yeah, it's been One Of Those Days. I don't usually flame on these boards - but sometimes, you just have to say what needs to be said.
Grant

HTMLDB / ApEx in Higher Education at Sungard Summit 2006

Wellesley College at Sungard Summit 2006 in Orlando, Florida April 2-5
Tailor Your Own Web Using HTMLDB
If you are one of the many Higher Education organizations looking for rapid web application development and web-based reporting tools, its time to google for Oracle Application Express (ApEx, formerly HTMLDB ) .
Dont miss this unique HTMLDB/ApEx session at Sungard Summit 2006 on Monday April 3rd 11:30 am 12:30 pm presented by Wellesley College. Join Indira Persand and Amy Michelson during the Tailor Your Own Web Using HTMLDB session # 582 to understand how Wellesley College built sophisticated, feature-rich and secure web ApEx applications for the college community on and off campus. Learn how, with ApEx, you can use nothing but a web browser and the tools you already have to build compelling web applications. This will be an enlightening You can do it too session you just cannot afford to miss.
Wellesley College looks forward to see you in Orlando .
Session Finder : http://sctweb2.sct.com/sumsessioninfo.nsf/3b7d48172701320185256f2600651bac/A8924711DA0302CD852570C0005F7C70
Sungard Summit 2006 : http://sungardsummit.com/summit2006/index.html

Hi, Pat ,
Thanks for your posting. I'm glad you managed to get a copy of the slides.
I was waiting on Summit to mail the CDs which should contain everything , but I have not received anything yet.
As for your questions ::
Do you use the Banner ODS? Answer : We have a home-grown "ODS" which we call the Data Mart . It serves the same reporting functions as the ODS.
I see that you are using LDAP authentication using OID. But are you able to utilize Banner security as well or is all your security access control in ApEx?Answer : We do not use any banner security for our Apex applications. Nor did we want to "develop" any "authentication-related" security feaures with Apex.
We decided OID had all that we needed for security - so we delegated all the authentication and most of the authorization-related security to OID.
Of course, we still have many other levels of security we custom-built for the data and the application at either theApEx/application level or the Database level.
Did you install the database components of ApEx into the Banner instance or another instance? Answer : As shown on Slides #14 and #15, we installed ApEx in our Reporting Database (data mart or ODS) . Not in the Banner database.
Do you have the Apex database installed in the same instance as Banner? Answer : You can install ApEx on any oracle database. Banner databases are Oracle databases and I see no problems installing ApEx over a Banner database.
We chose not to install ApEx on the Banner database, but on the reporting database to answer our business/ERP requirements.
Do you also use Sungard's Luminis Portal? or is your "myportal.wellesley.edu" totally built on Apex? Answer : We do not use Luminis. We use Oracle Application Server and Oracle Collaboration Suite to build our "my.wellesley.edu" for the entire community.
And yes we do integrate ApEx a lot with our portal.
I am curious since we do use Luminis Portal and so would be curious how to integrate Portlets from Apex into Luminis.
I guess since Apex can authenticate against LDAP it should not be too difficult. Answer : I am sure ApEx will work with Luminis on an "LDAP" point of view because Luminus uses SunOne's LDAP from SunOne's Identitity Management suite.
But the SSO feature of Luminis is what you should investigate if you want to integrate ApEx seamlessly with Luminis.
I see from your slides that the Web component is installed on the same app server as the Banner forms/self service. Answer : Yes you can leverage the existing http server with OracleApplication Server since it is mod-plsql enabled. "One stone kills 2 birds"
Also, thus far it looks like you are mainly using it for read only applications.
Are you considering using Apex for any self-service or Forms alternative application development possibly using the new Banner APIs?Answer : Yes we are considering ApEx for other "non banner" transactions - possible candidates : events organized by the college, alumni etc etc.
Thanks
Indira

Announcement: Oracle BI, Warehousing and Analytics Summit, Dec. 2-3 2008

Oracle BIWA Summit 2008, December 2-3, 2008 (www.oraclebiwa.org)
Oracle World Headquarters, Redwood Shores, CA
IOUG Business Intelligence, Warehousing and Analytics SIG
”Transforming Data To Information For Competitive Advantage”
Oracle BIWA Summit 2008 is a forum for business intelligence (BI), warehousing and analytics professionals to exchange information, experiences and best practices. With over 75 presentations and workshops and the entire event focused on BI, Warehousing and Analytics (BIWA), you will get the knowledge and information critical to be successful in your work. You will hear experts present novel and interesting use cases of Oracle Database-centric BIWA topics through keynotes, technical talks, hands on workshops, discussion panels and more.
Call for Presentations & Technical Workshops
You are invited to submit an abstract for a Presentation (50 minutes) or hands-on Technical Workshop (110 minutes) to the Oracle Business Intelligence, Warehousing, and Analytics (BIWA) Summit 2008 at the Oracle Conference Center in Redwood Shore, CA! See submission instructions and important dates below.
Oracle Business Intelligence, Warehousing, and Analytics (BIWA) SIG
The Oracle BIWA Special Interest Group (BIWA SIG) functions as a special interest group of the Independent Oracle Users Group (IOUG). BIWA SIG represents a worldwide association of persons who share a vested interest in successfully deploying Oracle Database-centric BIWA products, features and Options—that is, the Oracle Database “BIWA” platform. Oracle Database BIWA platform includes, but is not limited to:
* Oracle Database, Oracle OLAP Option, Oracle Data Mining Option, Oracle Partitioning Option, Oracle Spatial Option, Oracle Warehouse Builder, SQL Statistical functions, SQL Analytics, Oracle Text, Oracle Multimedia, regular expression searches, text mining, BI Publisher
* Query and reporting tools, BI tools and BI dashboards including Oracle Business Intelligence SE, Oracle Business Intelligence EE, and similar tools from Oracle partners and ISVs
The Oracle BIWA Summit 2008 is designed to accelerate users' success with Oracle products by providing a forum for sharing information and best practices, discovering novel and innovative practices, and exposing issues and limitations concerning Oracle products.
Keynotes
Come hear from the industry leaders, visionaries and experts including:
* Jeanne Harris, co-author, with Tom Davenport, of the best-selling book “Competing on Analytics: The New Science of Winning” (Harvard Business School Press, 2007) and Executive Research Fellow and Director of Research at the Accenture Institute for High Performance Business
* Ray Roccaforte, Vice President of Data Warehousing and Business Intelligence Platform, Oracle Corporation
* Juan Loaiza, Senior Vice President Systems Technology, Oracle Corporation
* Dr. Usama Fayyad, Chief Data Officer and Executive Vice President, Research & Strategic Data Solutions, Yahoo!
Hands-on Technical Workshops
Oracle BIWA Summit includes hands-on workshops using provided laptops running the latest release of the Oracle Database and BIWA-related software.
-Learn from the experts
-Hands-on opportunities to work with the software
- 2-hour in-depth hands-on workshops
Partners and Sponsors
BIWA partners and sponsors will be exhibiting their products and services at the BIWA Summit 2008. And don’t miss the fast-paced fun Lightning Rounds!
-Partner and Sponsor Exhibits
-Evening Reception for all BIWA attendees on Tuesday Night, December 2 sponsored by Partner and Sponsors
-ISV Partners and Sponsors Lightning Rounds (just before lunch each day)
BIWA themes include: "Transforming data to information for competitive advantage", and “Better Information Better Results”

Hi,
Yes changed,i am just working on the BI Composer part. applied JDEV 13952743 patch then extended domain...by script..
got some error then rollback jdev patch file then reapplied.
FYI:
Applying JDev 13952743 Patch file.
E:\>cd E:\opatch_top\13952743
E:\opatch_top\13952743>set PATH=%PATH%;D:\Oracle\Middleware\Oracle_BI1\OPatch
set ORACLE_HOME=D:\Oracle\Middleware\oracle_common
set PATH=%ORACLE_HOME%\bin;%PATH%
set JAVA_HOME=%ORACLE_HOME%\jdk
set PATH=%JAVA_HOME%\bin;%PATH%
set PATH=%ORACLE_HOME%\OPatch;%PATH%
E:\opatch_top\13952743>opatch version
E:\opatch_top\13952743>opatch apply
used below command for rollback
opatch rollback -id 13952743
Thanks
Deva

Summer 2009 Workshops for Adobe Visual Communicator 3

Once again I will be offering summer workshops for users of Adobe Visual Communicator 3. Workshops will be held at Adobe's Worldwide showcase school facility for VC3 and led by Rob Zdrojewski, Adobe Education Leader and Community Expert for VC3.
Topics will cover school newscasts, classroom video projects, uploading shows, student crew jobs, hardware recommendations, connecting equipment, setting up a studio, etc. I will show how you can begin a studio for around $500 and up, depending on your budget and needs.
Summer 2008 workshops sold out fast, so I am offering a survey to get input prior to scheduling workshops for summer 2009. Please complete the survey if you are interested in learning more about VC3 for education, business, or personal uses. As an incentive, I will be awarding a copy of VC3, and my two Training DVDs to a chosen responder to the survey ($267 value).
My brief survey can be found here:
http://www.schooltvmadeeasy.com/forms.cfm?myform=9429

I have decided to ditch Visual Communicator as an option.
Apart from the poor support, I have tested the Trial version and it would not make sense to use the application in its cirrent form.
In a ten minute period using 2 cameras as a test, the application froze and crashed four times. Not acceptable as reliability is crucial.
The test was done on a Windows 7 64 bit machine with 4 physical Xeon Quad core 3GHZ processors and 32 GB RAM with a 2GB Graphics card, so performance was not the issue.
the application is just not stable.
I am getting better support and results from both Wirecast 4 and Cutfour.

Can I get an educational pack of Premiere Elements to install on students computers to teach video editing?

Mission/ Vision Statement
To provide an opportunity to share with community members digital skills that will enable individuals to conceive, plan and produce music videos and share them on social media sites. In this domain, my three main subject specialisations converge; teaching, psychology and music.
It is important for anyone who is interested in teaching to understand and value the many forms of intelligence, in themselves and others, outlined in Howard gardener's work in his book 'Frames of mind' 1983. It is also of value to see forms of therapy as a channel for self development and not exclusive to learning difficulties or trauma, but as a way to remove barriers for learning.
Music production has a value in popular culture and as a form of learning will relate to all seven of Gardener's original list of intelligences; 1) Linguistic intelligence is developed in consideration of spoken or sung narratives
2) Mathematical skills are engaged in the structuring of audio and video tracks,
3) musical intelligence is developed as familiarity of musical forms is utilised
4) kinaesthetic movement is a natural part of playing percussion and in timing,
5) spatial skills are also used in the lay out of tracks presented on the computer screens
6) interpersonal and 7) intrapersonal two forms of emotional intelligence are intrinsic to understanding and playing music as a form of emotional communication and reflection.
Carmichael and Atchinson (1997) describe how music enables and encourages emotional expression and how learning to perform creates a need for structure that generalises to other learning tasks (as it requires learning discipline for repetitive tasks). Manzano, Theorel, Harmat and Ullen (2010) describe how music musical performance is commonly accompanied by a subjective state of optimal experience called 'flow'. This is associated with intrinsically rewarding experience typified by feelings of well-being and belonging. Thus music production is a valuable learning medium for both external and internal states. Psychological wellbeing combined with the cultural value and prestige of producing a creative work in a popular medium will afford an identity and facilitate expression while developing numeracy, literacy and ICT skills.
The use of ICT in the effective delivery of music and video production, is a way of engaging learners, motivating ways of learning and facilitating choice about how and where to learn. The use of digital recording technology has a strong emphasis on harnessing technology to meet the needs of all learners by providing innovation and consistently reliable services for all, but also by recognizing that some learners may need extra support or resource. Personalised learning to meet individuals' needs is emphasized with developments such as personal learning spaces. Technology has an important role and huge potential as an enabler to help bridge the existing barriers to inclusion; either by improving access to information, connecting disparate communities together or by empowering individuals. There is considerable evidence of the benefits of access to a PC and the Internet at home or in the community for the excluded. ICT has the power to transform the educational opportunities and life chances of people with disabilities and special educational needs. Evidence supports the view that ICT can provide access to learning and interaction for those whose learning needs or disabilities would otherwise marginalise them. The Communication Aids Project (CAP) has demonstrated that where teachers integrate the use of assistive technologies in programmes of teaching and learning, they can transform the quality of the learning experience not just for the individual concerned but for others in the class whose learning styles may be more appropriately catered for through using that technology. There will be concerns in the costs of this technology and how to make it available to all as well as the integration of individual learners' pace and style into group sessions. These problems may be addressed by approaching manufacturers of both hardware and software to provide older versions of products that could be upgraded if the learner wishes to do so and using the ICT as a way of addressing and keeping secure records of individual learning needs.
The course designed runs over 3 days and encompasses all areas that will enable participants to produce a finished video project with soundtracks.
Day 1
Introduction /overview of principal components to video production; audio, video recording, mixing and uploading product onto social media sites/ DVD. Instructions reassure learners that they are to work at their own pace.
Audio Recording
Opening recording software and setting up track
Levels for optimum recording
Principals of editing audio tracks
Areas of strength and possible improvement
Ways of obtaining feedback from others
Receiving and responding positively to feedback
Personal action planning techniques
Day 2
Video recording
Opening video software and setting up project
Ways to identify areas of concern or under-performance
Importing audio recording into video project
Saving files
Day 3
Mixing
Synchronizing video and audio tracks
video blending and fades: in/ out, effects and transitions
Storyboarding for video narrative
Camera shots; Still, panning and tracking hand held and tripod strengths and weaknesses
Mixing down and uploading video to social media sites.
It is important to make sure your sessions are inclusive. This can be achieved by the use of various learning and teaching methods. Choosing which technique to use will depend on the learning context you are part of. The aim of selecting appropriately is to facilitate the whole group to ensure inclusion. This can be accomplished by discussing with learners what their requirements and support needs are. This knowledge will allow you to develop Individual learning Plans (ILP) and ensure all learners are supported. This inclusive strategy will meet the needs of learners and help them feel supported and valued and enable the teacher to ascertain individual needs and appropriate support strategy facilitating an informed choice of teaching and learning method tailored to the individual and their learning style(s).
Since 1997 a number of government policies have addressed different aspects of inclusion and demonstrated the impact exclusion has on the learning opportunities and life chances of children, young people and adults. They recognise that educational under-achievement and the risk of social and educational exclusion are complex areas with links to social deprivation and poverty. At the same time, legislation such as the Special Educational Needs and Disability Act (2001), has placed a duty on local authorities and post-16 providers to ensure they do not discriminate against disabled pupils for a reason relating to their disability. They are required to improve access to education not only for current pupils and students with disabilities, but also in anticipation of pupils and students who might wish to attend. The Government also launched a long-term strategy, Removing Barriers to Achievement (2004), to address how best the needs of pupils with special educational needs can be met.
The term inclusion is used in a wide variety of contexts. For some it focuses on social inclusion, or on equal opportunities in all areas of life, whilst for others it underpins the need to overcome inequities such as the digital divide. In the context of physical, sensory or cognitive disabilities, it is closely connected with issues of equal access, while for minority ethnic groups, inclusion is interconnected with concepts of diversity. In all these contexts ICT can support both individuals and groups, and break down some of the barriers that lead to educational exclusion, disaffection and under-achievement. ICT can be both a medium and a powerful tool in supporting inclusive practice.
There is wide-ranging evidence of technology supporting inclusion at a system and institutional level. The process of assessing needs, providing personalised learning programmes and recording progress and achievement are some of the essential tools for the creation of the inclusive learning institution. ICT makes the regular assessment of learners manageable to the teacher and accessible across the institution and beyond. Providing each learner with a profile to let them safely access their personal learning space which is set up to recognise their particular requirements, including their access needs. The Becta publication 'Extending the boundaries of learning' provides good examples of such practice, of schools providing secure access for pupils to also learn at home and of initiatives to supporting the education of mobile learners such as Gypsies and Travellers. However, the provision of technology alone will never fully capitalise on the opportunity ICT offers without the understanding and skill of the teachers in planning its implementation. There is a need for a clear understanding of those working in lifelong learning, at all levels. All initiatives seeking to extend the use of ICT in education now recognise that the teacher needs to be competent and confident in the use of technology, that the technology needs to be robust and sufficiently powerful to do the job, and that high-quality content should be available.
It is likely that you will be teaching a diverse group of students, from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensure that your teaching meets everyone’s need enabling students to learn effectively. As a result students will feel that they belong in the classroom. In recording and production the learner will be able to progress at their own pace and software has capacity to be set up in different languages to facilitate ethnic and cultural diversity.
Producing music and video's in popular culture and would be a desirable way to self express. In utilising popular social networking sites these products can be shared instantly. The technical requirements of such activity will place language and numeracy skills high on the agenda to facilitate the production.
Legal requirements to respect protected characteristics pertaining to; age, gender, ethnicity, sexual orientation and ability, outlined by the 2010 Equality Act, should be supported by an emergent agreement, within the group dynamic, of what is and is not considered acceptable behaviour. This type of activity will develop ICT skills and numeracy giving a desirable application of language and numeracy that will develop employment skills and increase self confidence.
Bibliography
http://archive.excellencegateway.org.uk/page.aspx?o=ferl.aclearn.page.id1591
Equality Act 2010 Home office
https://www.teachervision.com/teaching-methods/resource/5810.html
The inclusive learning and teaching handbook 2010
H. Gardener Frames of Mind 1983
Karla D. Carmichael, Debra Hairston Atchinson MUSIC IN PLAY THERAPY: PLAYING MY FEELINGS (1997)
Orjan de Manzano, Tores Theorell, Laszlo, Harmat
Fredrik Ullen: The Psychophysiology of Flow During Piano Playing (2010)

This may be of use: Education software licensing | Adobe Buying Programs.
Cheers,
Neale
Insanity is hereditary, you get it from your children
If this post or another user's post resolves the original issue, please mark the posts as correct accordingly. This helps other users with similar trouble get answers to their questions quicker. Thanks.

How can tear down the growing barriers to education using iphone?

Recently, I have had a growing feeling that the avialability, meaningfulness, and ease of use of educational app on the iphone has gotten worse not better. In fact it feels like there are a growing number of specific barriers to education using the iphone. I would like to discuss one specific "barrier" to education--avialability in your country's app store by using a specific example--Einstien Pedometer App.
Back in 2011, the Einstien pedometer App by Kami was all the rage. Even popular science a noneducation maganize noted this innovation-- http://www.popsci.com/technology/article/2011-04/new-ipod-app-calculates-how-spe cial-relativity-affects-your-daily-activities . However, now you cannot get this app unless your are in china as you can see from the orginal link:
http://itunes.apple.com/us/app/einsteins-pedometer/id427443192?mt=8
So I ask you all for help in tear down this barrier and tearing down this wall...
How can we tear down this barrier of country availability?
Is there a way to contact the orginal company like Kami?
Is there a way to change your country and install it? Is this safe for students to do?
Should I contact tech support?
This app like other by Vogt and Kuhn are important ones to me that I have found unavialable in the United States. Measuring Relativity not just calculating it is important for the iphone future, because phones are currently one of the few mainstream devices to have a guarunteed across the board GPS chip! Thus, unlike the innovations of Vogt and Kuhn, the Einstien Pedometer is a physics application that is only available using ones smartphone.
This is my tech support submission, which better explains why I felt this was a barrier:
What happened to the Einstien Pedometer App?
Back in 2011 there was a famous Einstien's Pedometer App by Kami. Recently as of February 2014, I found out that this app was unavailable on the App Store due to "unavailable in the United States". The android already has a similar app called "Proper Time" by N. Thinsell. I wanted to include this app as part of my physics smart phone laboratory series. Specifically, I have worked painstakingly to develop a lab so that students could measure special relativity time dilation using their smart phones GPS chip. (The lab is similar to the work of P Vogt and J Kuhn which is different from many of gimmick apps, which are only ebooks of text, not actual physics measuring devices.) The current unavailability of this app is simply another barrier to using iphones for education. This is why I am very disappointed right now. Incorporating Android systems into physics high school curriculum is easy; however, I have tried many times to try to incorporate apple products into the physics curriculum to no avail. It feels like with each successful year there are more and more barriers to using iphones for application-level understanding in physics education.
Message was edited by: lanebell who finished adding the rest of there comments

Dah Veed,
How? No really how do I contact the app developer from a foreign country?
Going back to my example, so far I was able to figure out alot of things about the app developer of the Einstien Pedometer app--except there contact information. Besides prehaps seeking apples supports help in contacting the developer, do you have any other suggestions?
Information that I know so far:
App: Einstein's pedometer
Developer's Name: Mitsuru kamiyama
Language: Japanese
AppStore Page: https://itunes.apple.com/us/artist/kami/id362020177?mt=8
Developers really old website: http://playoffline.ddo.jp/app/
P.S. While it didn't exactly solve the problem, your reply was very helpful, so I thank you for your reply.

Do i qualifie to education discount if, im Polish student and i want to get discount for Ipad in ireland.

I'm Polish student who is working in ireland for summer holiday, and question is do i qualifie to get education discount in ireland?

If you want to sync it to the iPad from that Mac, you need to upgrade it to at least 10.5.8.
If you want to copy the music to another Mac, you don't. Move the iTunes folder of the item in the Finder's sidebar over as you would any other folder. If you put it somewhere other than the Music folder, launch iTunes with the Option key held down and point it to that location.
(61713)

ASUG SAP Business One Summit 2014

Join the fifth annual ASUG SAP Business One Summit 2014 hosted at Schaumburg, Illinois from September 15-17 bringing SAP ecosystem together to deliver education, influence, and peer networking.
ASUG SAP Business One Summit 2014

The agenda is being formed and a preliminary announcment of the presentations will occur soon.
Users are being recruited to make presentations regarding how they use SAP Business One in their companies.

CLD, +MATLAB/SIMULINK/C/C++/VB/ETC, Control systems and robotics, M.Sc., happy to gain worldwide experience, located in Canada

Hi,
My name is Morteza Heydari Araghi. I am a Mechatronics Engineer (studied Electrical Engineering during BS and MS, but also worked on Mechanical and Mechatronics projects), and am currently looking for a job that matches my skills. I am willing, and actually happier to relocate, and gain worldwide experience. I would prefer Canada, the US and europe, however I would need a work permit if anywhere outside Canada. I am a self-motivated and focused engineer who sets his goals and works very well in a team to achieve them. Some highlights of my qualifications include:
Studied Control Systems and robotics for 8 years.
Certified LabVIEW Developer. Used LabVIEW for about 6 years.
Worked with NI vision builder for machine vision applications.
Designed several machine vision systems for industrial purposes
Worked with real-time and/or embedded systems for more than 5 years.
Worked with some professional programming software packages, including C/C++ language, VB, MATLAB, NI LabView, SolidWorks, etc.
Worked with actuation and measuring systems in the sense of design, automation, instrumentation, and robotic applications.
Finding innovative solutions for highly competitive studies. Sharp in understanding new concepts.
Should you like to discuss further, please contact me at mheydari at alumni.uwo.ca
Best wishes,
Morteza

Respected sir/madam,
i am surendra babu.now i am looking for a job
and i have one year experience in LABVIEW.
Herewith i have attach my resume.Please take a look.
if u find any openings on LABVIEW please forward my resume.
Thanks & Regards,
Surendra babu Pidikiti
Attachments:
RESUME-SURENDRA.doc.docx ‏42 KB

Eligible for education pricing?

Hi,
I'm a gonna be a senior in high school but I was wondering if I qualify for the education discount for buying a macbook pro. I work every summer at a private school that runs a enrichment camp and am called faculty there because I manage the tech department and assist for teachers of classes. I am on payroll there. Does this make me eligible for student/teacher discount? The more money I can save the better so I am hoping I am.
It is so annoying that they don't give us high schoolers any love. We are like one of their biggest consumer bases, at least where I'm from. Everyone in high school has a mac here. They should give us some incentive to return by offering discounts and promotions for our age group.
(ps the camp is for middle schoolers so the age group is right)

Hi Irina ...
Read here > Apple Education Pricing - Discounts for Student, Faculty, and Staff - Apple Store (U.S.)

Hurry! Call for Proposals to India's Annual Summit for Business Technologies Closes 30 June 2010!

To join Business Technology Summit 2010 as a speaker is a great opportunity to build brand equity for both you as an individual and for your organization. By presenting your experiences, technical & market knowledge, and innovations, through keynotes, focused sessions, case studies, power panels, hands-on workshops, you have the unique opportunity to reach out to one of the fastest growing markets for business software in the world, and that too in focused settings. Identify an issue/technology/project/innovation that is relevant and informative to the Cloud Computing and SOA (including BPM, EAI, MDM, BPEL, BI, DW, KM and SaaS) domains and submit your proposals here: http://bit.ly/btsummitCfP. Selected presenters are offered complimentary full conference registration to BT Summit 2010, which includes admission to the exhibit hall and conference, delegate luncheons, all after hour socialising, cool conference gear, and one copy of the conference proceedings.

Im not sure if this is the right place to post this, but anyway thanks for the info :)

How to buy Snow Leopard for education use?

We are a college located in the UK. Our Media Department has recently purchased several new Macs which have come with the latest Mac OS X on them. They need to be able to run certain pieces of software which require Snow Leopard as the newer versions are not fit for purpose (e.g. Final Cut Pro). We would like to know how to purchase the necessary licenses from Apple. We already tried telephoning but were told that Snow Leopard is not available from the Education Store and we would have to purchase it through the regular Consumer Store, but it does not show up on the Consumer Store web site at all (http://store.apple.com/uk). We have checked on this forum but other similar topics only have US telephone numbers to call - we need a UK one.
Thanks,
Dan Jackson (CSD Computer Technician)
Long Road Sixth Form College
Cambridge, CB2 8PX, UK.

My best guess would be amazon or ebay, and it probably won't be cheap.
If you get a new Mac, it may or may not run SL. We got a bunch of iMacs this summer model MC978LL/A - these are i3 based Macs that are only availble for schools, and they will run SL. I have no idea if other new models will run SL.

How can SD be implemented in education industry ??

Hi ,
can any one tell me the process of implementation of SD module in education industry .. how could be the requirements and the various steps
thank
madhan mohan
reward for sure

Hi,
SAP has SAP Campus Management package that can be configured for specific needs of Educational Institutions with the following features:
SAP for Higher Education & Research:
Features & Functions
SAP for Higher Education & Research offers comprehensive functionality that allows colleges, universities, and research institutions to address the challenges and opportunities of today's economy. A comprehensive set of functions supports student life-cycle management. Plus, SAP for Higher Education and research addresses other core business areas.
E-Procurement
Intelligent procurement and materials management
Requirements planning, purchasing, invoice verification, inventory management, and warehouse management
Direct links with funds management, financial accounting, and managerial accounting capabilities
Knowledge Management
Web check-in, authoring, and editing
Performance assessment workbench
Integration with document management
E-Learning
Personalized online educational offerings to match student needs and eligibility
Tailored learning paths to match student profiles
Student accounts and progress tracking
Assessment results integrated with ERP systems
Financial Management
Comprehensive budget and finance management across the institution
Optimized budget formulation processes
Managerial accounting tools and decision support for cost control of processes, products, and services
Return on investment (ROI) analyses
Comprehensive accounting functions for increased efficiency of accounts payable and accounts receivable accounting
Human Resources
Organization and position management, linking personnel budgets with work areas and employees
Recruitment processes for managing open positions, applicant screening, reporting, and cost analysis
Time and leave management
Personnel administration
SAP for Higher Education & Research:
Business Benefits
Technology bells and whistles are meaningless to higher education and research institutions. You need proven solutions that address key budgetary and service issues. And that position your institution to attract and retain the best academic talent and maximum funding. SAP is dedicated to building better institutions by helping you achieve the following objectives:
Reducing university administrative costs through efficient management SAP solutions support all processes from front office to back office including those involving prospects, students, and alumni, as well as financials, operations, procurement, human capital management, reporting, and analytics. Support for integrated workflow results in fast, organized, and productive management processes across the campus and research community.
Unifying students, faculty and staff with information and processes Many higher education and research organizations spend the bulk of their IT budgets on maintaining existing infrastructure and integrating heterogeneous systems, leaving few resources for innovation. In contrast, the SAP NetWeaver platform integrates your students, faculty, and staff with information and business processes while reducing complexity and cost.
Meeting compliance and governance requirements SAP allows you to meet demands for accountability and financial transparency with executive dashboards, alerting and reporting, security and identity management, content and records management, and workflow and business-process management. Deploying a common platform helps you meet risk mitigation objectives and comply with directives, such as SEVIS and OMB Circular A-21.
Promoting a relationship-focused mind-set with constituents SAP solutions help you improve the efficiency of communications with various stakeholders and foster a focus on your constituents, such as students, faculty, alumni, and suppliers. In today's competitive academic environment, organizations must differentiate themselves by providing personalized, timely, and easily accessed information.
<b>Reward if helpful.</b>

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