The document summarizes research on the effectiveness of online summer course programmes in mathematics and economics at Maastricht University. It presents findings on:
1) Students' prior knowledge and participation rates in the online courses. 2) The online teaching models used and student evaluations. 3) Pass rates and exam performance correlated with course participation. 4) Appropriateness of individual vs. collaborative learning approaches. The results suggest that the online summer courses helped improve student performance and preparedness for their studies. However, questions remain about the need for such courses and the role of online learning environments.
The document appears to be a list of photo credits for an exhibition. It contains 11 entries all credited to Maëlys MARTIN and includes the subject "Maroc". The majority of the photos in this exhibition were taken by photographer Maëlys MARTIN, with at least one on the topic of Morocco.
Are the smartphone wars wearing your out? When asked to choose between Objective-C and Java do you answer “None of the Above”? Do you think app stores are so 1995? Then there is good news for you and it’s called the mobile web. This isn’t about trying to port iFart to the browser, and it’s definitely not about tweaking an existing website so it doesn’t look awful on your mom’s iPhone. It is about writing full featured, engaging applications on the web. This talk is all about how to create killer web apps using HTML5, CSS3, as well as some other not-so-standard technologies available on a wide variety of popular smartphones. We’re talking about multi-threaded, high performance apps that can track your movement or even take pictures of whatever you think is interesting.
1) The document discusses how an individual's hierarchical position within an organization can influence their activity and performance in a community of learning.
2) It presents research on a training program involving 27 communities of learning and 235 participants from different hierarchical levels.
3) The results found that some individuals from lower hierarchical positions took on leadership roles irrespective of position, while others from lower positions followed discussions. There was also a duality found among those in lower positions.
Hoe ziet de toekomst van Learning Analytics er uit?Hendrik Drachsler
Presentation given in the Dutch Masterclass: 'Hoe ziet de toekomst van Learning Analytics er uit?'
http://portal.ou.nl/documents/363049/1adc41e5-52f5-4b08-8b98-bf19b635931a
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H., (September, 2013). Hoe ziet de toekomst van Learning Analytics er uit? Open Universiteit, CELSTEC, Heerlen, The Netherlands.
This presentation provides an overview of the SIG TEL 4 Health that is located at the CELSTEC institute. We are cooperating with various medical partner organization in European projects on topics like patient safety and patient empowerment. We strongly believe that mobile solutions + semantic and analytic technologies will facilitated the empowered patient and health system of the future.
Muğla is a city located in southwestern Turkey along the Mediterranean coast. It has a population of over 715,000 people and has the longest coastline in Turkey. Muğla's economy is based on tourism along the coast as well as agriculture, forestry, and marble quarries. The document provides brief descriptions and images of various locations within Muğla including Fethiye, Yerkesik, and highlights Turkey's natural beauty and history in the region.
The document discusses various topics related to Rails deployment in the enterprise, including recommendations to use Ruby on Rails, MongoDB, and deployment tools like Capistrano and Puppet. It also covers some performance considerations and pitfalls to be aware of when using Rails.
HTTP::Parser::XS - writing a fast & secure XS moduleKazuho Oku
The document discusses the HTTP::Parser::XS module, which provides a fast and secure XS implementation for parsing HTTP requests and responses. It uses a two-layered approach with a stateless C implementation of the parser for speed and a Perl wrapper. While XS code is more difficult, only performance critical parts were rewritten in C to avoid security risks. The module strives for simplicity and consistent design to maximize speed and security.
This document provides guidance for a lesson teaching 4th grade students how to write engaging openings for expository writing about inventions. The lesson introduces students to slogans from famous inventions and identifies elements that make them memorable. Students then work to craft slogans for their own inventions. The lesson compares the "who, what, when, where" elements of narratives and expositions and has students answer these questions in their opening paragraphs to draw readers in without revealing later details. Assessment and modifications for English learners are also outlined.
The socio political culture and economy of the thirteen american coloniesPaulo Arieu
The document summarizes the socio-political culture and economy of the 13 American colonies. It describes how the colonies had representative governments elected by white male landowners. The economies grew substantially through the 1700s based on farming, trade, and slave labor. Society was unequal with differences between the bourgeoisie, landowners, settlers, and slaves. Religious freedom increased over time, though the Church of England and Congregationalism were initially dominant. Education varied by colony but the first universities were founded in the 1600s-1700s. The Enlightenment influenced American thinkers and ideals of reason and progress.
This document lists several popular tourist destinations around the world including Tibet, Halong Bay in Vietnam, Hangzhou in China, Kathmandu in Nepal, Elian Donan castle in Scotland, and Laos, each on their own line with various punctuation.
The document discusses an online remedial teaching model for a summer course. It presents the framework, model, research questions, methodology, and results of the study. The study found that an online summer course using collaborative learning helped improve students' mastery of economics and increased their passing rate, with 92% passing rate for one course. However, further research is needed to determine if collaborative learning has temporary or structural effects and on the motivation of participants.
The document summarizes the Arkansas PACE Grant implementation workshop at Ozarka College regarding developmental and technical math course redesign using NCAT principles. It discusses moving from a traditional math sequence to an emporium model with modularization, mastery-based learning, and computer lab utilization. Data shows improved retention rates and more students completing college-level math requirements under the redesigned model compared to the traditional sequence. Next steps discussed include adding a technical math component, transcripting module progress, outcomes assessment tracking attendance, demographics and early alerts.
Understanding current practice around the Assessment of Multimedia ArtefactsDenise Whitelock
This document discusses current practices around assessing multimedia artifacts. It provides perspectives from both tutors and students. Tutors find marking criteria open to interpretation and ranking artifacts easier than marking. Students have trouble understanding criteria, even with face-to-face explanation. Peer assessment has shown improvements in student performance and understanding of what constitutes good work. The document advocates for students understanding assessment standards and comparing their own work to develop self-monitoring skills.
The document describes a STEM Scholars Bridge Program at Harford Community College that aims to accelerate degree completion and increase retention of STEM students. The program provides an intensive pre-semester curriculum to strengthen math and other skills, and data shows it has helped increase student GPA, success in subsequent math courses, and retention in STEM degrees compared to non-participants. The presentation reviews the program design, curriculum, tracking of student outcomes, and feedback.
TASC: Teams in Academic Service Centers: A Model for Intervention and Extension within the School Day. A presentation by
ConVal Regional High School
to the NEASC/CPSS Conference 2012 Showcase of Model School Programs, October 11, 2012, Westford Regency Inn and Conference Center, Westford, MA.
Certificate in Geometry_ Dirac Geometry - EdukiteEduKite
If you want to have the progressive idea of unifying the geometry of a Poisson Structure with a closed two-form, unifying generalized complex geometry with complex and symplectic geometry, Dirac geometry is a must which is facilitated for you in this Certificate in Geometry: Dirac Geometry.
See More: https://bit.ly/2VqENSf
Since 1959, ACT has collected and reported data on students’ academic readiness for college—both nationally and state specific. Preparing for college and career is a process that occurs throughout elementary and secondary education. Measuring academic performance over time provides meaningful and compelling information about the college readiness of students. ACT research also shows that certain nonacademic factors can play a role in student college success. Learn what to look for beyond GPA and test scores to predict the greatest likelihood of college success.
The document summarizes a training program for high school teachers in computer science conducted by the University of Versailles St-Quentin. Over two years, teachers received 168 hours of training covering topics like programming, algorithms, architecture, and networks. Most teachers were satisfied overall but felt it demanded too much work and not all aspects of the official curriculum could be covered. The trainers found it rewarding to work with teachers but noted variability in backgrounds and limitations of resources for education.
This document summarizes a workshop on automatic assessment in mathematics education. It discusses using web-based exercises for learning and assessment, including on mobile devices. It covers authoring interactive exercises and building question banks and assignments. Case studies are presented on using the system for single variable calculus courses, high school math courses, and diagnostic testing in polytechnic schools. Results show student improvement after practicing online assignments.
Certificate in Algebraic Topology - EdukiteEduKite
Algebraic Topology is used for finding Algebraic invariants classifying topological spaces up to homeomorphism or homotopy equivalence. By studying Certificate in Algebraic Topology, you will be able to use algebra to study topological problems and vice versa.
See More: https://bit.ly/2lAomVG
The Advanced Visualization Diploma focus on cutting-edge research in visualization, in particular on topics related to spatial data visualization (colloquially known as “scientific visualization”). Advanced material related to the theory, numerical methods, and techniques for visualization spatial data will be covered.
See More: https://bit.ly/2uUHoHH
Conval High School has designed TASC (Teams in Academic Service Centers) as a daily response to intervention block (RTI). This model was presented at the New England Association of Schools and Colleges/Committee on Public Secondary Schools "Showcase of Model School Programs" on Thursday, October 11, 2012 at the Westford Regency Inn and Conference Center, Westford, MA.
This document provides details of a course on Information and Communication Technology in Biology, including:
1. The course discusses applications of ICT in biology education, covering topics like simulation, modeling, spreadsheets, data loggers, and interactive whiteboards.
2. Over 14 weeks, students will learn about various ICT tools, how to integrate them into lesson design, and evaluate issues related to ICT implementation.
3. Assessment includes online discussions, hands-on projects with tools like data logging and spreadsheets, and an ePortfolio.
This summary provides an overview of a faculty development institute focused on utilizing student evaluations to improve instruction. The institute will be facilitated by Dr. Carolyn Anderson and CETL faculty from June 15-19, 2009. Faculty will engage in dialogue around classroom dynamics and receive feedback to develop improved teaching strategies. The learning experiences will address classroom management, instructional methods, student engagement, and instructional feedback. Upon completion, faculty will develop and submit a plan to improve 5 measures on student evaluations and receive a stipend.
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
Sloan C Interdisciplinary Approach Presentation 2009jennife1
American Public University System (APUS) has developed internal processes to ensure the academic quality and integrity of online courses and programs. This session will focus on the process for conducting a system wide interdepartmental program review of academic programs. Quantitative and qualitative metrics will be discussed.
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
Case Study on a Global Learning ProgramMartin Rehm
The document describes a case study of a global learning program between 2006-2007 that involved 400 middle and top managers across 100 offices of a large international organization. The program aimed to enhance skills and capacity through a blended learning approach combining online modules and a face-to-face workshop. Results found that the 2007 cohort had significantly higher scores than 2006 in areas like collaboration, analysis skills, and career benefits. Lessons learned stressed the importance of situated, collaborative, and apprenticeship-style learning models as well as managing workload and facilitating online discussions.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
Similar to Effectiveness of an Online Summer course Programme (20)
Social Capital in Twitter Conversations among TeachersMartin Rehm
Social networking sites (SNS) provide a ready-made environment to acquire and share new information, while collaborating in social networks of diverse groups of people. This study focuses on the creation and distribution of social capital within SNS, such as Twitter. Social capital has been repeatedly proposed as a valuable theoretical concept to analyze SNS. Moreover, previous research has greatly contributed to our understanding of how individuals communicate via Twitter. Yet, past studies remained inconclusive about the precise role of social capital in SNS. Additionally, little is known about whether and how teachers use SNS (e.g. Twitter) to share and collect information. The present study addresses these shortcomings by providing empirical evidence from two hashtag conversations, namely #edchat and #edchatde. Both aim at teachers and cover the latest trends and developments in the field of (new) media in teaching and learning processes. We collected longitudinal ego-network data from 22.05. – 06.11.2014, yielding more than 144,000 Tweets from about 52,000 Twitter users. Building upon the work of Tsai and Goshal (1998), who acknowledged social network analysis as a valuable tool to assess (aspects of) of social capital, we determined egos’ betweenness and closeness centrality measures. Moreover, we also determined their hub and authority scores (Kleinberg, Kumar, Raghavan, Rajagopalan, & Tomkins, 1999), as well as brokerage roles (De Nooy, Mrvar, & Batagelj, 2011). Finally, we also assessed the existence and relevance of structural holes (e.g. Burt, 2009) in the emerging network structures of the hashtag conversations. The results show that there are overarching similarities among the Twitter conversations on how social capital is created and distributed. However, we also revealed decisive differences with respect to brokerage roles, as well as hub and authority scores. Based on these findings we will formulate recommendations for future studies, as well as discuss preliminary implications for practitioners.
Soziales Kapital als Möglichkeit zur Analyse von Twitter-Konversationen und „...Martin Rehm
(Poster) presented at the Herbsttagung der Sektion Medienpädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) - 13./14.11.2014, Augsburg (GER).
The document summarizes research on teachers' use of collaborative tagging systems (CTS) to share educational resources. It finds that teachers generally do not develop cultures of knowledge sharing, preventing access to peer experiences. The study examines usage data from EduTags, a German CTS, finding it grouped users into communities centered around subject areas like science, humanities, and open online courses. Tagging resources together may be a form of collaboration between teachers.
This document compares Twitter conversations among teachers using the hashtags #educhat and #acps. It finds that both hashtags contribute to Networks of Practice by connecting geographically distributed groups of teachers engaged in shared practices. Analysis of social network metrics and semantic networks reveal different characteristics between the two, including differences in homophily, structural roles, and discussion topics. The research suggests Twitter conversations can foster continuous professional development and knowledge sharing among teachers.
1) The document analyzes a Twitter conversation (#educhat) among teachers to study if it forms a network of practice and contributes to teachers' social capital. Data was collected on tweets using the hashtag from May-June 2014, involving 2095 users and 3884 tweets.
2) Social network analysis revealed three main communities within the network, and semantic analysis of the top 25 hashtags showed connections between users and topics.
3) It was found that the Twitter conversation partially formed a network of practice, contributing to the structural dimension of social capital in limited ways by connecting similar users, but the cognitive dimension and shared understanding was also limited.
Unified Yet Separated - Empirical Study on the Impact of Hierarchical Positio...Martin Rehm
Communities of Learning (CoL) are suggested to facilitate the co-construction of knowledge among participants of online trainings. Yet, previous studies often detached participants from the social context in which learning took place. The manuscript addresses this shortcoming by providing empirical evidence from 30 CoL of a global organization, where 337 staff members from different hierarchical positions collaboratively enhanced their knowledge via asynchronous discussion forums. The results from four dedicated studies clearly indicate that the higher participants’ hierarchical position, the higher their amount of social and cognitive messages, and the more central their network position within CoL. However, we also identified a group of “Stars” that outperformed their colleagues and who were at the centre of CoL networks, irrespective of their hierarchical positions. Based on these findings, HRD practitioners can better design and facilitate future collaborative learning activities that build upon the strength and weaknesses of all participants.
Birds of a Feather? - Do Participants’ Hierarchical Positions activate Homoph...Martin Rehm
This document summarizes a study that examined whether participants' hierarchical positions within an organization activated homophily (similarity) within online communities of learning (CoL). The study analyzed social networks of 249 participants in 25 CoL during a 14-week online training program. It found no evidence of homophily based on hierarchical position in the reading networks, but saw high fluctuation in active reply networks. The document recommends scaffolding activities and facilitator guidance to decrease selective interactions and more actively engage all participants.
1) Universities are challenged to develop innovative solutions to complex problems through collaboration. This document examines bottom-up approaches where tacit knowledge is shared among faculty to create new knowledge.
2) The research studied a project at Maastricht University aimed at educational innovation across faculties using social network analysis and surveys of knowledge sharing attitudes.
3) Preliminary findings suggest educational innovators collaborate through sharing experiences and that knowledge sharing creates strong relationships and is seen as valuable, though more research is needed comparing other universities.
Do Hierarchical Positions Influence Participant’s Network Behaviour within C...Martin Rehm
This document summarizes a study that examined how hierarchical positions influence participant behavior within online communities of learning. The study analyzed social network data from an online training program involving 249 participants from different hierarchical levels. It tested hypotheses that higher-level participants would have more connections (H1-H2) and interact more within their own level (H3), indicating homophily. The results found no differences in how much participants read posts across levels. However, higher-level participants had significantly more reply connections, contradicting H3 and suggesting learning occurred across levels rather than within. The findings imply hierarchical positions can impact engagement but not prevent cross-level collaboration.
Do hierarchical positions influence participant’s network behaviour within C...Martin Rehm
We investigate whether hierarchical positions have an impact on collaborative learning processes within
Communities of Learning(CoL). More specifically, we provide empirical evidence from a training program
of a global organization. Using social network analysis, our findings indicate that hierarchical positions
significantly influence participants’ network behaviour. Moreover, our results show that individuals tend to
gather information from outside of their own hierarchical position.
Support & Help for Academic Researchers by using Information Technology (SHA...Martin Rehm
The present paper will investigate how web 2.0 tools can contribute to the goal
of sharing (tacit) knowledge amongst young researchers from different disciplines, and
investigate the factors influencing the take-up of such tools. To this end, we will first
describe how a Dutch university has addressed this issue by means of a blog that is
developed to provide support and help for academic researchers by using information
technology (SHARE-IT). Next to providing an overview of the initiative, we will
describe how young researchers’ perceptions and attitudes of such blogs can be assessed.
Based on the seminal model on unified theory of acceptance and use of technology
(UTAUT) (Venkatesh, Morris, Gordon, & Davis, 2003), we will develop a questionnaire
that aims at determining young researchers’ web 2.0 behavior. Additionally, a second
questionnaire will be distributed, measuring factors that support or inhibit individuals’
knowledge sharing intentions (Bock, Zmund, Kim, & Lee, 2005). By contrasting the
findings with the results of similar research in the UK (Procter, Williams, & Stewart,
2010), we will then be able to provide valuable insights on the way young researchers,
across countries, approach and perceive blogs and other web 2.0 technologies.
Building bridges between academic tribes: Group Blogging for young researcher...Martin Rehm
We will present results of an experiment that has fostered a pro-active (tacit) knowledge exchange between young researchers across academic disciplines. To this end, we will describe how a university has created a group blog that provides support and help for academic researchers by using information technology. Moreover, we will present findings on young researchers’ behavior and willingness to openly share their knowledge in the context of web 2.0 technologies.
Building Bridges between Academic TribesMartin Rehm
The document discusses building an online group blog called SHARE-IT to facilitate knowledge sharing across academic disciplines. A survey of 18 researchers found generally positive attitudes toward contributing to and using the blog. Respondents anticipated the blog would strengthen relationships and help others. However, some expressed concerns that contributions may be too generic or that open accessibility could disincentivize sharing. The authors propose addressing such issues and expanding the blog's target groups and comparative research to help knowledge sharing.
SHARE-IT - A Blog “from Researchers for Researchers”Martin Rehm
SHARE-IT is a blog called "from Researchers for Researchers" that aims to support academic researchers by sharing knowledge and skills using information technology. The blog serves as a community of practice for researchers to exchange tacit knowledge, provide feedback, and link virtual knowledge with real-world events. While technology acceptance models provide guidance, the success of the blog depends on researchers finding it useful and participating in discussions.
Communities of Learning in Organizational Training: The influence of particip...Martin Rehm
Driven by today’s knowledge economy, many organizations have started looking for innovative methods to train their staff (Yamnill & MacLean, 2001). In this context, online Communities of Learning (CoL) have received a growing amount of attention among practitioners and researchers alike (Rehm, 2009). Yet, despite positive business showcases, empirical research on collaborative (learning) activities has only yielded mixed results (e.g. Simons, Pelled, & Smith, 1999). Moreover, past research on collaborative online communities has either not considered data from real organizations (Edmondson, 2002), or neglected participants’ hierarchical position as a major obstacle to collaborative learning processes (Romme, 1996). The present study addresses these shortcomings by providing empirical evidence from 25 CoL of an online training program that was being implemented for 249 staff members of a global organization. Each CoL consisted of 7 – 13 participants, from different hierarchical positions, who collaboratively enhanced their knowledge via asynchronous discussion forums.
Using social network analysis (Strijbos, Martens, Prins, & Jochems, 2006), we computed participants’ in- and out-degree ties, as well as centrality scores to determine their communication behaviour within CoL. Additionally, based on the content analysis scheme developed by Veerman & Veldhuis-Diermanse (2001), we assessed the level of participants’ contributions.
Our empirical results clearly indicate that hierarchical positions are transferred into the virtual realm and that higher level management plays an important role in CoL. More specifically, participants from higher up the hierarchical ladder held more central positions and contributed a higher amount of task-related messages than their colleagues. Taken together, these insights provide valuable input for future CoL. Considering that hierarchical positions have a significant impact on CoL, HRD practitioners can design collaborative activities that foster the active exchange of information, and device facilitation strategies that encourage an active participation of all members of a CoL.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894
Effectiveness of an Online Summer course Programme
1. Effectiveness of an Online Summer course Programme
13th Edineb Congress
Thursday 15th of June 2005, Lisbon, 9.00-10.30
http://www.web-spijkeren.nl
Bart Rienties (University Maastricht)
b.rienties@algec.unimaas.nl
Dirk Tempelaar
d.tempelaar@ke.unimaas.nl
Joost Dijkstra
Joost.dijkstra@educ.unimaas.nl
Martin Rehm
m.rehm@algec.unimaas.nl
Geke Blok
g.blok@educ.unimaas.nl
22/05/2008
2. Prior Knowledge (UCM)
54% 32% Proportions and percents
23%
Signed numbers and variables : difficult items
43% 27% 27%
22/05/2008
3. Agenda
1. Introduction
2. Online remedial teaching model
3. Methodology and research design
4. Evaluation of courses
5. Study success
6. Didactical scenarios
7. Discussion
22/05/2008
4. Introduction - Assumptions
• Increasing internationalization of enrollment
(60% of students is foreign)
• Introduction of Bachelor-Master structure
• New accreditation procedures (Treaty of Bolognia)
• Differences in prior knowledge
• Completion rates 1st year differ
– 12% “
other”foreign students
– 50 % Dutch/German students
• Incentive problems physical summer course
• Problems at Master level even higher
22/05/2008
6. Online Remedial Teaching Model
Electronic Learning Environment
Interaction
Student feedback Student
fee ck
db ba e
ad ac ed tiv
k fe
a pti ap
ve ad
Technology
tion
Inte
Fee
ck
24/7 online
rac
rac
dba
dba
Inte
tion
Fee
ck
Teacher
22/05/2008
8. Prior knowledge test
Mathematics
• # attempts 524
• # completed tests 230
• # above threshold 39 (17%)
• # below threshold 191 (83%)
• # of students starting at Maastricht 101
– 55 joined (55%), mainly German “
Grundkurs”students
Economics
• # attempts 379
• # completed tests 211
• # above threshold 60 (25%)
• # below threshold 151 (75%)
• # of students starting at Maastricht ??
– 50 joined
From 01-04-2005 till 01-09-2005
22/05/2008
9. Start of Online Summercourse
Intro in Economics Mathematics
• weeks of online &
4 •4 weeks of individual learning
collaborative Problem Based •200 items
Learning •Entry assessment of true
• PBL-tasks
6 mastery
•Online chapters, video’ and
s •Learning path individual and
animated graphs from Parkin & unique!
Bade (2004) •Use of ALEKS
•Use of Discussion forum •Final Assessment
(Polaris)
•15-20 hours per week.
•Use of Weekly Assessment
(Blackboard)
•Final Assessment
•15-20 hours week
22/05/2008
14. “Ideal”individual learning-path
Based on outcomes of entry-
assessment, a student could be
evaluated at any point on the knowledge
space of topic X.
Student A can have a different learning
path than Student D to reach point f
Ideally, the learning materials and
teachings methods should adapt to the
knowledge/skills of each individual
student.
22/05/2008
16. Evaluation Mathematics
n=38
Table 1 End evaluation online summer course mathematics
This Summer course offered me a lot 4,6 (0,6)
The contents of the Summer course were inspiring 4,2 (0,5)
The format of the Summer course was good 4,4 (0,7)
The Summer course was well organized 4,5 (0,6)
The quality of the material in ALEKS is good 4,3 (0,6)
The material in ALEKS motivated me to keep up with the subject matter 3,9 (0,7)
Learning in an e-learning environment as ALEKS is not different from learning from a hard-copy book 2,4 (0,9)
It was fun that I could attend this Summer course via the internet 4,2 (0,8)
I gained enough knowledge and skills in mathematics to start with my study in Maastricht 3,5 (0,8)
It was easy to motivate myself to finish this Summer course 3,5 (1,1)
It was good that I could work on the subject matter at my own pace 4,5 (0,6)
I think that I have learned more by individually attending this course than I would have learned if I had to collaborate 3,9 (1,0) (P)
3,0 (0,9) (NP)
T-value= 1,53**
Questions via e-mail were answered well by the teacher 3,8 (0,8)
Give an overall grade for the quality of support you were given by ALEKS in this Summer course (1 = very bad - 10 = very good) 8,4 (1,0)
Give an overall grade for the quality of this Summer course (1 = very bad - 10 = very good) 8,7 (0,9)
Hours worked per week 17,5 (5,1) (P)
6,7 (4,0) (NP)
T-value= 14,10**
Source: Rienties, Dijkstra, Rehm, Tempelaar, Blok (2005), p. 249.
Note:All questions on Likert scale of 1 (=totally disagee) to 5 (totally agree) with exception to last three questions. Standard deviation between brackets. If no distinction is made
between the groups (P=Passed, NP= Not Passed), then Independent T-sample test is not significant and average of entire group is depicted.
* p < .05; ** p < .01 of Independent T-sample test.
22/05/2008
17. Evaluation Economics
Passed Failed T-value
Table 2 End evaluation online summer course Economics
n=25 n=10
This Summer course offered me a lot 4,3 (0,5) 3,5 (1,0) 2,394*
The contents of the Summer course were inspiring 4,2 (0,6) 3,9 (0,6) 1,246
The format of the Summer course was good 4,2 (0,8) 3,6 (0,7) 1,764
The Summer course was well organized 4,2 (0,8) 3,4 (0,7) 2,817**
The quality of the digital material was good 4,5 (0,6) 3,9 (0,7) 2,626*
The digital material motivated me to keep up with the subject matter 3,8 (1,0) 2,9 (0,6) 2,520*
Learning with an E-book is not different from learning from a hard-copy book 2,3 (1,1) 2,2 (1,0) 0,303
It was fun that I could attend this Summer course via the internet 4,0 (0,8) 3,2 (0,6) 2,994**
I am satisfied with what I learned in terms of knowledge, skills and insight 4,0 (0,7) 2,8 (0,6) 4,989**
I gained enough knowledge and skills in economics to start with my study in Maastricht 3,8 (0,6) 3,2 (0,4) 2,968**
The group in which I participated functioned well 4,0 (0,9) 3,1 (0,9) 2,664*
It was fun to collaborate with others in this Summer course 4,2 (0,7) 3,1 (1,1) 3,529**
Collaborating with others facilitated my understanding of the subject matter 3,9 (0,6) 3,2 (0,8) 3,015**
I think I was motivated to finish this Summer course because I could work in my own pace 3,8 (1,0) 2,4 (0,5) 5,231**
Give an overall grade for the functioning of the Online Summer course team (1 = very bad - 10 = very good) 8,3 (1,0) 7,4 (1,9) 1,857
Give an overall grade for the quality of the Online Summer course team (1 = very bad - 10 = very good) 8,4 (1,0) 8,1 (1,6) 0,659
Hours worked per week 14,6 (5,7) 6,0 (4,9) 13,406**
Source: Rienties, Dijkstra, Rehm, Tempelaar, Blok (2005), p. 248.
Note:All questions on Likert scale of 1 (=totally disagee) to 5 (totally agree) with exception to last three22/05/2008 deviation between brackets.
questions. Standard
* p < .05; ** p < .01 of Independent T-sample test.
18. 5.1 Study success QM
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
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K
ac
LK
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at
at
W
O
O
C
S
G
tM
G
tM
W
W
V
S
In
In
V
V
Figure 2: Passing rates QM1 (in %)
22/05/2008
20. Figure 4: Partial scores in QM1 final exam (1-20)
16
14
12
10
SC Pass
8 SC Fail
NO SC
6
4
2
0
MathExam StatsExam
22/05/2008
21. Selection bias?
35
30
25
20
15
10
5
0
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in
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ac
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B1
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at
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VW
O
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C
S
G
G
tM
tM
W
W
S
In
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V
V
Figure 5: Hours studying with ALEKS during QM1
22/05/2008
22. 5.2 Study success Economics
100
95
90
85
80
75
70
65
60
55
50
EconPrior NoEconPrior SC-pas s SC-f ail
Figure 6: Passing rates EcBus (%)
22/05/2008
24. 6. Didactical scenario
• Mathematics (individual) vs. Economics (collaborative/PBL)
• “ think that I have learned more by individually attending
I
this course than I would have learned if I had to
collaborate” 3.6 for the math summer course
:
• “ think I learned more in this Summercourse through
I
collaboration with others than I would have learned if I had
to work” 3.2 score for the economics summer course.
:
• Individual learning is regarded more suitable for the math
summer course
• Collaborative learning most suitable for the economics
summer course.
• Students’ opinion on the appropriateness of the didactical
scenario is dependent upon success in the summer course
22/05/2008
25. 6. Discussion
1. Are summer courses necessary if one
wants to become a truly international
university?
2. Is online assessment/collaboration a
good tool to monitor progress of
students?
3. What is the role of Virtual Learning
Environments in providing summer
courses?
22/05/2008