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I had a great opportunity to get introduced to yet another variable of Universal Design For Learning (UDL) at the ETAD Studio conference hosted in Muenster, Saskatchewan. The yearly ETAD Studio event represents a three day conference where educators, instructional design, innovation and technology specialists meet to share current experiences and practices. One of the 2015 ETAD event speakers was Professor Valerie Irvine from the University of Victoria. Valerie specializes in the area of Educational Technologies that can be used to enhance and or assist instructors and learners to break down the traditional barriers of course and educational delivery.
Valerie presented on the topic of Multi-Acessing Learning. One of the key concepts discussed was should the instructor’s or institutions preferences for program delivery over ride a learners modality preferences or accessibility capabilities? Do modality biases exist or are they created by an instructor or program’s lack of flexibility to provide a variety of mediums to deliver instruction. Do these modality biases also influence or determine the variety of mediums a participants can access to express their understanding of a given concept? In a day and time when technology is used to break down barriers and personalized learning environments for students there are still numerous traditional institutional and program barriers preventing “Open Access’ to educational
opportunities. Valerie elaborated on how physical infrastructure of educational institutions are being design to accommodate physical disabilities but what about distance, cognitive or psychological disadvantages? A number of possible post graduate or doctoral students who would like to continue their education are limited or restricted by the entrance requirements, program delivery costs, program delivery models and schedules which conflict with their current careers and life experiences. Should the programming adapt to the leaner or the learner to the program? Have these traditional educational barriers developed over time as a means to ensure each program has the best program participants or just as a means to restrict the number of participants in any given program. Considering some of the latest statistics around the number of people with university degrees living in poverty; post secondary institutions may need to reinvent the program entrance, accessibility and modality preferences based on the learner requirements instead of the other way around. The workforce and employment opportunities are now based on a global economy which has resulted in a career becoming an obsolete term. Life long learning and continuous improvement is no longer an option. Students graduating today will have anywhere from 15 – 25 different employment opportunities throughout their life time working experience. Educational institutions need to provide flexible access for potential students who are continually looking to re-invent themselves in order to develop the necessary skills for a different job.
Considering Peter Thiel, the co-founder of PayPal, latest project, post secondary institutions need to redesign and think differently in regards to attracting potential students to potential programs. The project will pay 24 college-aged students $100,000 to not attend college for two years. Instead, the students will spend their time developing business ideas in areas such as biotechnology, education and energy.
Of the 400 entrepreneurial-minded applicants, the 24 winners, who are all 20-years-old or younger, will work — where else? — in Silicon Valley with a network of more than 100 mentors who will help develop their ideas. The fellowship program, which plucked students from institutions such as Harvard, Stanford and the Massachusetts Institute of Technology, has been quite controversial as Thiel openly admits he is hoping the winners will learn more in those two years working than they would have by being in school.
Special thanks to Richard Schwier from the ETAD Master Program at the University of Saskatchewan.
The publication includes a number of ETAD Master program essays covering various topics around educational technology.
Session One – Achieve the Apple Trifecta – Using DEP – VPP and Jamf Software
Need to reference keynote presentation. Tons of information.
*Need to look at DEP and Jamf JSS workflow to ensure the users can still connect the iPad to a computer and the iPad is still supervised.
Session Two – The JSS Ruby Gem
Pixar’s release of Ruby integration to the JSS.
Now open source release. Will require presentation to complete installation and setup.
cgrouper – command line computer group tool
subnet-update – subnet data to create, modify or delete network segments
Session Three – AD Integration and JSS
Better password security and user experience
Extension Attribute customization to check AD binding and generate a email to a group for checking.
Coco Dialogue? User prompts
Session Four – AutoCasperNBI Workflow
Casper Netinstall Creator
Less network traffic going to the server.
Jamf Nation discussion boards a great place to post and or review Jamf Administrator career opportunities.
JNUC attendance increasing year by year. 1300 participants this year.
Chris Smaistig and Randon Ruggles discuss the VPP workflow between the JSS and Apple programs. Key findings were that the JSS VPP invitation does not need to the the email address of the Apple ID assigned to the user. The user is prompted once the email address is received to use whatever Apple ID they use to authenticate and accept the VPP request. So organizations can use the a common institution email address to ensure there are not issues with receiving the request.
Session Two – Unwrap the Image Enigma
Steve Wood from Integer Group
Discussing monolithic imaging vs modular image deployment.
Thin imaging or hybrid imaging discusses how to complete updates to the OS and applications on pre-imaging scripts.
Booting the image. Netboot – External Drive – Target Disk Mode
Apply image – Fat – Modular – Thin
Verify image after imaging. Checking log files for the imaging process.
Imaging – AutoDMG – successor to InstaDMG
Jamf JSS netboot creator AutoCasperNBI from Ben Toms
*Important to create light or small netboot images. Key to enable root user and enable JSS certificate. Capture the high OS.
Use System Image Utility to create the NBI. Use the same machine.
JamfHelp, Enrolment and Clean Up, Software Update Scripts
Rsync data transfer for data transfer
Pixar’s Metro deployment workflow developing a zero touch workflow.
True Zero Touch with DEP and Casper coming.
1. Order from Apple
2. Assest tag
3. Give you user and DEP program would deployment all company Apps to the end user. Self Service would deploy custom packages after the fact.
4. Need to develop user document transfer.
Session Three – Auto Update Magic Keep Apple Updates Current Using Casper and AutoPkgr
Elliot Jordan Linde Group
Apps can be running for the backdrop scripting update to work.
AutoPkg – Greg Neagle, Tim Sutton Per Olofsson
jss-autopkg-addon – James Barclay, Elliot Jordan, Josh Senick, Eldon Ahrold
Three different ways:
1. Self Service Only
AutoPkg imports new versions of packages directly into your JSS, creates a Self Service Policy, and scopes it to the Testing group.
Easy to configure
2. Auto Update to Test Group
3. Auto Update to complete JSS
How to Make Animated GIFs on iPhone Easily with GifMillMay 30, 2014 – Leave a Comment Animated GIFs are little moving images and they can be a lot of fun, particularly since they can be sent and received playing through iMessages to other iPhone, iPad, and Mac users. While the iOS Camera is packed with plenty of features and can take pictures or video, it’s lacking an ability to create animated GIFs natively, so you’ll need to turn to a third party app to do that. GifMill does that job well, plus it’s free, so we’ll focus on creating animated GIFs directly on an iPhone from the app.