يوم الجامعة وأيام عُمان الخالدة

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يمكن القول إن جامعة السلطان قابوس بما وفرته لها الدولة من إمكانات مادية وبشرية أصبح لها الريادة على المستوى الوطني في مجالات التعليم والتعلم والبحث العلمي والابتكار وخدمة المجتمع. وقد حققت ذلك من خلال الالتزام بمبادئ التحليل العلمي وتعزيز التفكير الإبداعي والمشاركة في إنتاج المعرفة وتطويرها ونشرها والتفاعل مع المجتمعين المحلي والدولي. وتؤكد القيم الأساسية التي تلتزم بها الجامعة مثل المهنية، والتميز، والالتزام، والنزاهة، والولاء، والتعاون، والمساواة، قدرتها على الاستمرار في أداء رسالتها بكفاءة عالية.

ومن واقع عملي بالجامعة لسنوات طويلة نسبيا أستطيع أن أقول إن الأهداف التي يتضمنها قانون الجامعة، ليست حبرا علي ورق علي الإطلاق، بل إنها واقع فعلي نعايشه مع كل دفعة جديدة تتخرج في الجامعة. ويؤكد كل من تعامل مع طلاب وخريجي الجامعة أن الجامعة نجحت في إعداد أجيال متعلمة تعي تراثها الحضاري والإسلامي وتتمتع بالخلق القويم وتحرص على الالتزام بالمنهج العلمي، ولديها القدرة على الإبداع والابتكار والتعلم الذاتي والاعتماد على النفس، والاستعداد المستمر لخدمة الوطن. وعلى مستوى البحث العلمي نجحت الجامعة في تقديم العديد من البحوث والدراسات النظرية والتطبيقية التي تخدم المجتمع وتطرح حلولا علمية للمشكلات التي يواجهها. وترتبط غالبية تلك البحوث بخطط التنمية الشاملة والرؤى المستقبلية للمجتمع، والاهم في رأيي هو النجاح في إعداد أجيال من العلماء والباحثين والخبراء العمانيين في مختلف المعارف والعلوم. أما على مستوى خدمة المجتمع وتنميته فإنه مما يحسب لجامعة السلطان قابوس هو الدور الذي تلعبه في تنمية الموارد البشرية الوطنية وزيادة قدراتها المهنية بما توفره من برامج التعليم والتدريب المستمر، إلى جانب تقديم الاستشارات العلمية والفنية لمؤسسات المجتمع المختلفة.

أ. د. حسني نصر – جامعة السلطان قابوس

رابط المقال الأصلي
http://goo.gl/EwoRux

How Free Online Courses Are Changing Traditional Education

As tuition costs continue to rise, it seems counterintuitive that professors at top universities would give away their courses for free. But that’s exactly what they’re doing, on web-based platforms known as “Massive Open Online Courses.” Spencer Michels reports on how a boom in online learning could change higher education.

An In-Depth Analysis of User Comments on YouTube

User comments are the most popular but also extremely controversial form of communication on YouTube. Their public image is very poor; users generally expect that most comments will be of little value or even in thoroughly bad taste. Nevertheless, heaps of comments continue to be posted every day. We propose an explanation for this contradiction in user attitudes and behaviour based on a new comment classification approach which captures salient aspects of YouTube comments. We show that, based on our new classification, we are able to perform very fast lightweight semantic video analysis. In addition, our results indicate that users’ video perceptions (Likes and Dislikes) are indeed influenced by the dispersion of valuable and inferior comments.

Full article: http://goo.gl/t7NfmE

Making the most of MOOCs via video tutorials

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The use of online video tutorials as a supplement to traditional materials has become increasingly popular in MOOCs. Video is growing in popularity as a powerful communication and instructional medium in online courses. Using video, instructors can deliver instruction that is difficult to convey using other channels. Today, MOOCs providers are investing in video-based technology such as lecture capture and video streaming services with the aim of providing better access to quality video materials. However, video production technology varies from simple desktop recording tools to sophisticated studio production systems. Many organizational and financial factors influence how these systems are implemented, including the instructors’ experiences and skills, infrastructure and support, budget, and the educational context in which the video will be used. The findings of research indicate that both lecture capture and screencasting recordings served as useful types of video for student learning in MOOCs. However, the majority of students preferred the quality and usefulness of the screencasting recordings to lecture capture recordings. One reason reported by students is that screencasting videos combined quality sound with rich graphical and textual content, items that were not available during the process of capturing live lectures. This note is considered a step toward exploring how to produce and use video tutorials in different scenarios to improve student experience and interest in MOOCs.

YouTube API 3.0 Video Uploader

Video Uploader 3.0 is a YouTube API-based PHP script that lets you add YouTube uploading functionality to your own website or web application. It allows your users to upload videos directly to your own YouTube Channel, without the need to sign in to YouTube or even have Google Account. The script uses the latest version (3.0) of YouTube Application Programming Interface (API) to upload videos and and set the video’s metadata (title, description, tags, status, and category). The script uses Google OAuth 2.0 endpoints to create web server application that use OAuth 2.0 authorization to access Google APIs. OAuth 2.0 allows you to share specific data with an application while keeping your Google Account usernames, passwords, and other information private.

http://viduploader3.com

ICEL 2016 Kwynote: Making the most of MOOCs via video tutorials

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The use of online video tutorials as a supplement to traditional materials has become increasingly popular in MOOCs. Video is growing in popularity as a powerful communication and instructional medium in online courses. Using video, instructors can deliver instruction that is difficult to convey using other channels. Today, MOOCs providers are investing in video-based technology such as lecture capture and video streaming services with the aim of providing better access to quality video materials. However, video production technology varies from simple desktop recording tools to sophisticated studioproduction systems. Many organizational and financial factors influence how these systems are implemented, including the instructors’ experiences and skills, infrastructure and support, budget, and the educational context in which the video will be used.The findings of research indicate that both lecture capture and screencasting recordings served as useful types of video for student learning in MOOCs. However, the majority of students preferred the quality and usefulness of the screencasting recordings to lecture capture recordings. One reason reported by students is that screencasting videos combined quality sound with rich graphical and textual content, items that were not available during the process of capturing live lectures.This note is considered a step toward exploring how toproduce and use video tutorials in different scenarios to improve student experience and interest in MOOCs.

http://www.academic-conferences.org/conferences/icel