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Exam Code: 300-100 Practice test 2022 by Killexams.com team
300-100 LPIC-3 test 300: Mixed Environments, version 1.0

Exam Title : LPIC-3 Mixed Environment
Exam ID : 300-100
Exam Duration : 90 mins
Questions in test : 60
Passing Score : 500 / 800
Exam Center : LPI Marketplace
Real Questions : LPI LPIC-3 Real Questions
VCE practice test : LPI 300-100 Certification VCE Practice Test

Topic 390: OpenLDAP Configuration
390.1 OpenLDAP Replication
Description: Candidates should be familiar with the server replication available with OpenLDAP.
Key Knowledge Areas:
- Replication concepts
- Configure OpenLDAP replication
- Analyze replication log files
- Understand replica hubs
- LDAP referrals
- LDAP sync replication
The following is a partial list of the used files, terms and utilities:
- master / slave server
- multi-master replication
- consumer
- replica hub
- one-shot mode
- referral
- syncrepl
- pull-based / push-based synchronization
- refreshOnly and refreshAndPersist
- replog
390.2 Securing the Directory
Weight: 3
Description: Candidates should be able to configure encrypted access to the LDAP directory, and restrict access at the firewall level.
Key Knowledge Areas:
- Securing the directory with SSL and TLS
- Firewall considerations
- Unauthenticated access methods
- User / password authentication methods
- Maintanence of SASL user DB
- Client / server certificates
Terms and Utilities:
- SSL / TLS
- Security Strength Factors (SSF)
- SASL
- proxy authorization
- StartTLS
- iptables
390.3 OpenLDAP Server Performance Tuning
Weight: 2
Description: Candidates should be capable of measuring the performance of an LDAP server, and tuning configuration directives.
Key Knowledge Areas:
- Measure OpenLDAP performance
- Tune software configuration to increase performance
- Understand indexes
Terms and Utilities:
- index
- DB_CONFIG
Topic 391: OpenLDAP as an Authentication Backend
391.1 LDAP Integration with PAM and NSS
Weight: 2
Description: Candidates should be able to configure PAM and NSS to retrieve information from an LDAP directory.
Key Knowledge Areas:
- Configure PAM to use LDAP for authentication
- Configure NSS to retrieve information from LDAP
- Configure PAM modules in various Unix environments
Terms and Utilities:
- PAM
- NSS
- /etc/pam.d/
- /etc/nsswitch.conf
391.2 Integrating LDAP with Active Directory and Kerberos
Weight: 2
Description: Candidates should be able to integrate LDAP with Active Directory Services.
Key Knowledge Areas:
- Kerberos integration with LDAP
- Cross platform authentication
- Single sign-on concepts
- Integration and compatibility limitations between OpenLDAP and Active Directory
Terms and Utilities:
- Kerberos
- Active Directory
- single sign-on
- DNS
Topic 392: Samba Basics
392.1 Samba Concepts and Architecture
Weight: 2
Description: Candidates should understand the essential concepts of Samba. As well, the major differences between Samba3 and Samba4 should be known.
Key Knowledge Areas:
- Understand the roles of the Samba daemons and components
- Understand key issues regarding heterogeneous networks
- Identify key TCP/UDP ports used with SMB/CIFS
- Knowledge of Samba3 and Samba4 differences
The following is a partial list of the used files, terms and utilities:
- /etc/services
- Samba daemons: smbd, nmbd, samba, winbindd
392.2 Configure Samba
Weight: 4
Description: Candidates should be able to configure the Samba daemons for a wide variety of purposes.
Key Knowledge Areas:
- Knowledge of Samba server configuration file structure
- Knowledge of Samba variables and configuration parameters
- Troubleshoot and debug configuration problems with Samba
Terms and Utilities:
- smb.conf
- smb.conf parameters
- smb.conf variables
- testparm
- secrets.tdb
392.3 Regular Samba Maintenance
Weight: 2
Description: Candidates should know about the various tools and utilities that are part of a Samba installation.
Key Knowledge Areas:
- Monitor and interact with running Samba daemons
- Perform regular backups of Samba configuration and state data Terms and Utilities:
- smbcontrol
- smbstatus
- tdbbackup
392.4 Troubleshooting Samba
Weight: 2
Description: Candidates should understand the structure of trivial database files and know how troubleshoot problems.
Key Knowledge Areas:
- Configure Samba logging
- Backup TDB files
- Restore TDB files
- Identify TDB file corruption
- Edit / list TDB file content
Terms and Utilities:
- /var/log/samba/
- log level
- debuglevel
- smbpasswd
- pdbedit
- secrets.tdb
- tdbbackup
- tdbdump
- tdbrestore
- tdbtool
392.5 Internationalization
Weight: 1
Description: Candidates should be able to work with internationalization character codes and code pages.
Key Knowledge Areas:
- Understand internationalization character codes and code pages
- Understand the difference in the name space between Windows and Linux/Unix with respect to share, file and directory names in a non-English environment
- Understand the difference in the name space between Windows and Linux/Unix with respect to user and group naming in a non-English environment
- Understand the difference in the name space between Windows and Linux/Unix with respect to computer naming in a non-English environment
Terms and Utilities:
- internationalization
- character codes
- code pages
- smb.conf
- dos charset, display charset and unix charset
Topic 393: Samba Share Configuration
393.1 File Services
Weight: 4
Description: Candidates should be able to create and configure file shares in a mixed environment.
Key Knowledge Areas:
- Create and configure file sharing
- Plan file service migration
- Limit access to IPC$
- Create scripts for user and group handling of file shares
- Samba share access configuration parameters
Terms and Utilities:
- smb.conf
- [homes]
- smbcquotas
- smbsh
- browseable, writeable, valid users, write list, read list, read only and guest ok
- IPC$
- mount, smbmount
393.2 Linux File System and Share/Service Permissions
Weight: 3
Description: Candidates should understand file permissions on a Linux file system in a mixed environment.
Key Knowledge Areas:
- Knowledge of file / directory permission control
- Understand how Samba interacts with Linux file system permissions and ACLs
- Use Samba VFS to store Windows ACLs
Terms and Utilities:
- smb.conf
- chmod, chown
- create mask, directory mask, force create mode, force directory mode
- smbcacls
- getfacl, setfacl
- vfs_acl_xattr, vfs_acl_tdb and vfs objects
393.3 Print Services
Weight: 2
Description: Candidates should be able to create and manage print shares in a mixed environment.
Key Knowledge Areas:
- Create and configure printer sharing
- Configure integration between Samba and CUPS
- Manage Windows print drivers and configure downloading of print drivers
- Configure [print$]
- Understand security concerns with printer sharing
- Uploading printer drivers for Point’n’Print driver installation using ‘Add Print Driver Wizard’ in Windows
Terms and Utilities:
- smb.conf
- [print$]
- CUPS
- cupsd.conf
- /var/spool/samba/.
- smbspool
- rpcclient
- net Topic 394: Samba User and Group Management
394.1 Managing User Accounts and Groups
Weight: 4
Description: Candidates should be able to manage user and group accounts in a mixed environment.
Key Knowledge Areas:
- Manager user and group accounts
- Understand user and group mapping
- Knowledge of user account management tools
- Use of the smbpasswd program
- Force ownership of file and directory objects
Terms and Utilities:
- pdbedit
- smb.conf
- samba-tool user (with subcommands)
- samba-tool group (with subcommands)
- smbpasswd
- /etc/passwd
- /etc/group
- force user, force group.
- idmap
394.2 Authentication, Authorization and Winbind
Weight: 5
Description: Candidates should understand the various authentication mechanisms and configure access control. Candidates should be able to install and configure the Winbind service.
Key Knowledge Areas:
- Setup a local password database
- Perform password synchronization
- Knowledge of different passdb backends
- Convert between Samba passdb backends
- Integrate Samba with LDAP
- Configure Winbind service
- Configure PAM and NSS
Terms and Utilities:
- smb.conf
- smbpasswd, tdbsam, ldapsam
- passdb backend
- libnss_winbind
- libpam_winbind
- libpam_smbpass
- wbinfo
- getent
- SID and foreign SID
- /etc/passwd
- /etc/group
Topic 395: Samba Domain Integration
395.1 Samba as a PDC and BDC
Weight: 3
Description: Candidates should be able to setup and maintain primary and backup domain controllers. Candidates should be able to manage Windows/Linux client access to the NT-Style domains.
Key Knowledge Areas:
- Understand and configure domain membership and trust relationships
- Create and maintain a primary domain controller with Samba3 and Samba4
- Create and maintain a backup domain controller with Samba3 and Samba4
- Add computers to an existing domain
- Configure logon scripts
- Configure roaming profiles
- Configure system policies
Terms and Utilities:
- smb.conf
- security mode
- server role
- domain logons
- domain master
- logon script
- logon path
- NTConfig.pol
- net
- profiles
- add machine script
- profile acls
395.2 Samba4 as an AD compatible Domain Controller
Weight: 3
Description: Candidates should be able to configure Samba 4 as an AD Domain Controller.
Key Knowledge Areas:
- Configure and test Samba 4 as an AD DC
- Using smbclient to confirm AD operation
- Understand how Samba integrates with AD services: DNS, Kerberos, NTP, LDAP
Terms and Utilities:
- smb.conf
- server role
- samba-tool domain (with subcommands)
- samba
395.3 Configure Samba as a Domain Member Server
Weight: 3
Description: Candidates should be able to integrate Linux servers into an environment where Active Directory is present.
Key Knowledge Areas:
- Joining Samba to an existing NT4 domain
- Joining Samba to an existing AD domain
- Ability to obtain a TGT from a KDC
Terms and Utilities:
- smb.conf
- server role
- server security
- net command
- kinit, TGT and REALM
Topic 396: Samba Name Services
396.1 NetBIOS and WINS
Weight: 3
Description: Candidates should be familiar with NetBIOS/WINS concepts and understand network browsing.
Key Knowledge Areas:
- Understand WINS concepts
- Understand NetBIOS concepts
- Understand the role of a local master browser
- Understand the role of a domain master browser
- Understand the role of Samba as a WINS server
- Understand name resolution
- Configure Samba as a WINS server
- Configure WINS replication
- Understand NetBIOS browsing and browser elections
- Understand NETBIOS name types
Terms and Utilities:
- smb.conf
- nmblookup
- smbclient
- name resolve order
- lmhosts
- wins support, wins server, wins proxy, dns proxy
- domain master, os level, preferred master
396.2 Active Directory Name Resolution
Weight: 2
Description: Candidates should be familiar with the internal DNS server with Samba4.
Key Knowledge Areas:
- Understand and manage DNS for Samba4 as an AD Domain Controller
- DNS forwarding with the internal DNS server of Samba4
Terms and Utilities:
- samba-tool dns (with subcommands)
- smb.conf
- dns forwarder
- /etc/resolv.conf
- dig, host
Topic 397: Working with Linux and Windows Clients
397.1 CIFS Integration
Weight: 3
Description: Candidates should be comfortable working with CIFS in a mixed environment.
Key Knowledge Areas:
- Understand SMB/CIFS concepts
- Access and mount remote CIFS shares from a Linux client
- Securely storing CIFS credentials
- Understand features and benefits of CIFS
- Understand permissions and file ownership of remote CIFS shares
Terms and Utilities:
- SMB/CIFS
- mount, mount.cifs
- smbclient
- smbget
- smbtar
- smbtree
- findsmb
- smb.conf
- smbcquotas
- /etc/fstab
397.2 Working with Windows Clients
Weight: 2
Description: Candidates should be able to interact with remote Windows clients, and configure Windows workstations to access file and print services from Linux servers.
Key Knowledge Areas:
- Knowledge of Windows clients
- Explore browse lists and SMB clients from Windows
- Share file / print resources from Windows
- Use of the smbclient program
- Use of the Windows net utility
Terms and Utilities:
- Windows net command
- smbclient
- control panel
- rdesktop
- workgroup

LPIC-3 test 300: Mixed Environments, version 1.0
LPI Environments, learn
Killexams : LPI Environments, learn - BingNews https://killexams.com/pass4sure/exam-detail/300-100 Search results Killexams : LPI Environments, learn - BingNews https://killexams.com/pass4sure/exam-detail/300-100 https://killexams.com/exam_list/LPI Killexams : How to Create the Right Environment for Students to Develop a Growth Mindset

When Carol Dweck’s book Mindset came out in 2006, it radically transformed the way people thought about working with young people. Mindset sold over 2 million copies. Whole organizations were created to spread its gospel. Millions of dollars poured in from the federal government and philanthropic communities to promote its practices.

Millions of people became convinced of Mindset’s seminal thesis that what people believe about their abilities has everything to do with how they perform in school and life. For example, those who believe their intelligence can be developed (growth mindset) perform better than those who see it as hardwired at birth (fixed mindset). In other words, success hinges on whether “you believe you can be successful.”

Unfortunately, the results of growth-mindset programs have been underwhelming. In large studies, growth-mindset interventions have not led to improved academic outcomes for students. It’s not because the premise of the growth mindset is wrong. It’s the implementation of the growth mindset that falls short.

Growth-mindset programs have tended to focus on changing students’ mindsets. While there’s truth in the Gautama Buddha quote, “The mind is everything, what you think, you become,” settings can also support or stymie success. What has been overlooked are students’ learning environments.

We’ve asked students to adopt growth mindsets in systems that reinforce and reward fixed mindsets.

It’s akin to recruiting athletes to play football on a volleyball court. If we want students to change their mindsets, we have to change their environments—the very goals, rules, and feedback that make up our education system.

Fixed-mindset education

Currently, students exist in an education system where the goals, rules, and feedback encourage and reward fixed mindsets. 

Fixed goals: Winning is everything. Goals in the U.S. education system are fixed by federal and state governments, and passed down to schools and teachers. For example, fixed goals in a calculus course would be to analyze functions using limits, derivatives, and integrals. 

In creating objectives and standards that society deems important, education overlooks students’ goals and what’s personally important to them. This is costing students. Less than 50% of U.S. students are engaged in school. Seventy-five percent of students’ feelings about school are negative. Record numbers of students are dropping out of college, or choosing not to go in the first place. Even if students have a growth mindset, they aren’t motivated to work hard in school, if they don’t see how it’s relevant to their lives.

What’s worse, by framing education as a race to get into “elite” colleges and universities, we’re sending a dangerous message that school is a cutthroat, zero-sum competition with few winners and many losers.

We have to ask ourselves: what’s the point of a growth mindset if students don’t see the point in using it?

Fixed rules: The game is rigged. Education systems are replete with fixed rules. You must learn certain material within a certain amount of time, using a certain methodology.  An enduring remnant of test-based accountability, born from the No Child Left Behind Act and the Common Core Standards, is the ubiquitous testing required for students to graduate, so teachers can keep their jobs and schools won’t be penalized for poor performance.

An unfortunate outcome of testing is that success becomes contingent on how fast students learn, rather than how much they can grow. Timed tests fly in the face of fostering a growth mindset, which tells students that over time they can learn anything. When students struggle, growth-mindset oriented teachers respond by saying, “You can’t do this, yet.” The word “yet” implies that with enough effort, practice, and time, students can overcome any challenge or adversity.

In reality, the clock is ticking. Learning is not actually about whether students can learn the material eventually, but whether they can learn fast enough to be rewarded through grades and test scores. In a game where the rules make learning time-bound, a growth mindset cannot thrive.

Ultimately, fixed rules rig the game: They will always advantage some students while disadvantaging others. Just as tall people have an advantage in basketball because the “rules” dictate that a basketball rim is 10 feet tall, standardized tests have been shown to disadvantage historically marginalized student populations. 

Fixed feedback. In any game, feedback is information that shows whether we are winning or not. Feedback in schools is dominated by grades and grade point averages. Students strive for an A+ because they are rare and thus offer a leg up in the college application process. Or they strive for a C- to maintain their ability to play sports. As a result, grades become the carrots and sticks needed to “motivate students.” In school systems where success is signified by getting into highly rejective colleges, students are taught that it’s not what you learn that counts, it’s your grades.

In centering grades as what’s valued in school, we encourage students to focus on outcomes (a fixed mindset), not the process of learning (a growth mindset). Unfortunately, students who get higher grades tend to show shallow learning styles, reduced intellectual risk-taking, and reduced intrinsic motivation—hallmarks of a fixed mindset. The more emphasis we place on grades, the less students adopt a growth mindset.

For a growth mindset to matter, we must stop forcing students to play fixed games. Addressing this very point, Dweck released a revised edition of her book denouncing the “false” growth mindset and stating, “It is our responsibility to create a context in which a growth mindset can flourish” (emphasis ours). In other words, students can only adopt a growth mindset if we build an environment around them that promotes it. The recently launched Growth Mindset Initiative aims to advance evidence-based teaching practices that promote growth mindset cultures.

As we discuss in our new book, How to Navigate Life: The New Science of Finding Your Way in School, Career, and Beyond, schools and other systems can design growth cultures by changing their goals, rules, and feedback. Here’s how.

Growth goals: Keep it real and relevant

For a growth culture to thrive, its purpose should be student-centered. Classes must feel personally relevant to students so they understand the inherent value of what they are learning. In a growth culture, when students ask, “When will I ever use this in real life?,” their teachers can provide experience-near, personally meaningful answers. Students need to want to learn what they’re being taught. To accomplish that, students must understand how classroom goals have bearing on their personal goals.

For some educators, especially ones who perceive their content as highly specialized, this might seem impossible. How do we make learning discrete skills such as analyzing functions, writing a five-paragraph essay, or using APA citation, personally relevant?

Making content relevant involves helping students reflect on the why behind learning various skills. Analyzing functions in calculus is about understanding how and why things change over time. Writing an essay can help you express yourself and deliver you skills for persuading and arguing your position. Learning APA citation can Excellerate your critical thinking and deliver you a tool for defending against misinformation. Ask any student: Do you want to get better at expressing your ideas and opinions? Do you want to be able to differentiate fact from fiction? Suddenly, once seemingly irrelevant tasks feel personally meaningful. Connecting the dots between academic content and its personal value to students changes the purpose of school from someone else’s goals to “my” goals.

Creating relatable and relevant course goals also ensures that learning outcomes extend beyond the classroom; they should focus on developing lasting skills that students see the value in using in school, work, and life. Becoming a better communicator and critical thinker is a lifelong process. Such skills have enduring value and diverse utility.

When classroom goals are aligned with each student’s personal and unique goals, every student can be successful. As a result, an inclusive learning environment emerges that not only promotes a growth culture but also has been found to motivate students to work harder, Excellerate their academic performance, and enhance their relationship with their teachers and peers. 

To create growth goals, educators can consider: What’s something I hope my students will keep on doing after taking my class, that’s also important to them? What’s the most important thing from this course students should take away into the future?

Growth rules: Be a guide, not a referee

When students see the value in their learning, it changes their relationship with the rules of a class. Growth rules are permissive, not restrictive; they tell students what they can and should do, not what they should not do.

Referees enforce rules and penalize students for not following them. Guides empower students to use the rules to promote learning. In fact, when students are truly motivated in the classroom, they shift from a performance orientation to a mastery mindset by persisting through difficulty, exerting more effort, striving after failure, and seeking challenges. In other words, they actually seek out rules, as rules can provide key information and strategies to help them grow and learn. Rigid rules of a classroom are traded for rules of thumb.

A fixed classroom rule would be to penalize students for arriving late to class and submitting assignments late. These rules only tell students what they should or shouldn’t do. They don’t explain why these rules are important or how they help students learn.

A growth rule reveals why a rule exists: “Students are more happy and successful when they form strong relationships with their peers and teachers. We start every class by getting to know each other better, so deliver yourself 15 minutes to get to class on time.” Growth rules explain how they can help students thrive: “Students who did well in this class carved out 60 to 90 minutes a week to get their work done on time. I would suggest doing your classwork during my office hours (Tuesdays + Thursdays from 12:00 to 3:00 pm) so you can reach out to me if you get stuck. If those times don’t work with your schedule, we will form study groups during the first week of class.” 

Growth rules not only provide different learning strategies (working in groups, seeking out one-on-one support), but they also normalize failure. By showing students what they should do when they struggle, growth rules communicate, “It’s not a question of if you struggle in this class, but when you struggle.”

Educators need not create growth rules unilaterally. They can co-create these rules with their students via community agreements.

When creating classroom rules or agreements (e.g., your syllabi or classroom expectations), educators can consider: Do our growth rules focus on what students should do, or what they shouldn’t do? Do these growth rules provide a variety of learning strategies? Do they tell students what they can do when they are struggling? Do our rules help all students succeed?

Growth feedback: Be a coach, not a critic

Whether we like it or not, in most schools, grades aren’t going away any time soon. So, how can they be leveraged to promote a growth mindset?

Make grading policies insightful, not just informational. Rather than just putting a letter or number on a paper without context, provide specific feedback about what students are doing well and where they can improve, while also providing different strategies to help them overcome difficulties.

Whereas a critic focuses on pointing out flaws, a (good) coach provides timely feedback to help players get better by adjusting their technique and form. Educators can make that same shift from critic to coach by emphasizing formative feedback, rather than stopping at evaluative feedback.

When creating feedback or grading systems, educators can consider: How can my feedback help my students grow? How do I want them to use my grades to get better? Do my grades highlight and reward students’ efforts or their outcomes? Does my feedback inspire continued effort?
 
The potential of a growth mindset is as great as it’s ever been. Now it’s time to transform fixed games to growth cultures where a growth mindset can truly flourish. This won’t be easy, but no noble mission is.

Tue, 02 Aug 2022 02:46:00 -0500 en text/html https://greatergood.berkeley.edu/article/item/how_to_create_the_right_environment_for_students_to_develop_a_growth_mindset
Killexams : Upcoming SOFWERX event to tackle challenges associated with omnipresent sensor networks Written by

SOFWERX — an innovation hub focused on solving U.S. Special Operations Command’s toughest problems — is organizing an “innovation foundry” event to brainstorm the tools commandos will need in the future to conduct missions in environments where sensors are everywhere.

The confab, named IF11, will bring together U.S. and international Special Operations Forces (SOF), government officials, industry, academia and futurists to think through scenarios that the world’s most elite warfighters might face as the internet of things proliferates.

“The goal of the event is to develop concepts and approaches for the framework, technologies, infrastructure, and capabilities required to effectively conduct SOF operations in a world where omnipresent sensors track people, organizations, vehicles, and systems throughout their lives, at home and around the world in both the physical and virtual realms,” according to a special notice posted on SAM.gov.

Areas of interest include sensor design and development; radio frequency (RF) tech; low probability of intercept/low probability of detection (LPI/LPD) solutions; data analysis and visualization; communications; networking; autonomous systems, robotics, artificial intelligence and machine learning; and situational awareness tools.

The gathering, held in collaboration with Special Operations Command’s science and technology directorate, will include personnel from SOCOM’s Next-Generation Intelligence, Surveillance, and Reconnaissance and Tactically Relevant Situational Awareness (NGISR/SA) capability focus area, international S&T liaisons, and Joint Staff Intelligence (J2).

“To ground the discussion, IF11 participants will use a fictional mission scenario that reflects the future operating environment with omnipresent sensor networks that are part of the civilian infrastructure. This scenario will also consider the potential for additional sensor networks emplaced by military and intelligence organizations who may be friendly, neutral, or adversaries. Participants will emphasize the opportunities and challenges related to these sensor networks and their resultant information products, reflecting the complex interplays of social, technological, political, and cultural factors as they might play out in the 2035 timeframe,” according to the special notice.

SOFWERX and SOCOM want to explore how the command and its international partners can transition from relying on traditional ISR platforms and sensors to “future state-of-the-art methods to understand and conduct operations in this future environment, considering both offensive and defensive perspectives.”

They also want to identify ways to better collect, analyze, and disseminate data, and use that information to fight in contested or operationally constrained environments.

Those interested in attending the event must respond to the special notice by Aug. 15. The confab will be held Sept. 27-29 at the SOFWERX facility in Tampa, Florida, near SOCOM’s headquarters.

The IF11 initiative could eventually lead to business-to-business research and development agreements; other transaction agreements (OTAs) for research and prototype projects; procurement for experimental purposes; cooperate R&D agreements; prizes for advanced technology achievements; or Federal Acquisition Regulation-based procurement contracts, according to the special notice.

Fri, 05 Aug 2022 03:58:00 -0500 Jon Harper en text/html https://www.fedscoop.com/upcoming-sofwerx-event-to-tackle-challenges-associated-with-omnipresent-sensor-networks%ef%bf%bc/
Killexams : X2O Media Achieves Learning Technologies Accreditation for X2O OneRoom from the Learning Performance Institute

MONTRÉAL, July 20, 2022 /PRNewswire/ -- X2O Media, an international provider of hybrid collaboration technology, today announces it has been awarded the status of Accredited Learning Technologies for its X2O OneRoom solution by the LPI (Learning and Performance Institute), the leading global authority on workplace learning and development.

X2O OneRoom technology is an immersive hybrid training platform that provides an engaging learning experience with a human element for in-room and remote learners. To achieve this accreditation, X2O OneRoom technology underwent a rigorous evaluation against a comprehensive set of KPIs developed by industry experts. The assessment included a review of the OneRoom product, the teaching and learning experience and product development roadmap.

Commenting on the accreditation, Edmund Monk, CEO of LPI said: "LPI accreditation is not only an independent validation of an organisation's quality, but also a statement of intent: that it will constantly improve, innovate and develop its portfolio to the benefit of its customers. I am proud to hear of X2O Media's outstanding achievement and look forward to working with them throughout the coming years as they seek to strengthen their position in the market. I have no hesitation in recommending X2O Media to prospective customers and partners as their accreditation proves they are an exceptional provider of learning technologies."

"At X2O Media we are passionate about developing hybrid and virtual learning spaces that meet the high standards and needs of our customers. We are proud to have our OneRoom solution endorsed by the LPI as it reflects our commitment to providing quality, immersive learning experiences," said Mansour Brek, President of X2O Media.

As part of the continued development of X2O OneRoom, X2O Media have also announced the latest release of OneRoom version 2.5 which introduces dynamic seating charts, anonymous polls/quizzes, and the evolution of breakout groups to provide an enhanced learning environment for hybrid learners.

Join an X2O OneRoom demo session and discover the interactive hybrid learning environment, or find out more about OneRoom on our website.

About X2O Media

X2O Media provides technology to build virtual collaboration solutions and unified visual communication solutions for higher education and corporations across the globe. The award-winning X2O Platform represents a new category of communication tools that improves how enterprises and learning institutions engage with their employees and students. X2O Media's collaboration technology has helped organizations like Nestlé, IMD Business School, HEC Montréal, FutureDJs and City of London Freemen's School set a new standard for hybrid meetings, training and learning.

X2O Media is part of the STRATACACHE family of digital media/marketing technology companies and is headquartered in Montréal, Canada with an EMEA office in the UK. For information, contact X2O Media at sales@x2omedia.com and follow X2O Media updates on LinkedIn and Twitter.

About STRATACACHE

STRATACACHE provides scalable customer experiences, empowering retailers to learn deeply about their customers' shopping preferences and behaviors, allowing for personalized shopper interaction. Our solutions deliver consumer activation at the point-of-decision, generating new sales opportunities and enhanced retail profitability. With 3.3 million+ software activations globally, we power the biggest digital networks for the world's largest brands. Across the STRATACACHE family of complementary digital media/ad tech solution companies, we have the technology, expertise, and track record to bring retail innovation that delivers results. Learn more about the STRATACACHE family at www.stratacache.com on LinkedIn and Twitter.

About LPI

Established in 1995 as the Institute for IT Training, the LPI (Learning and Performance Institute) is now the leading authority on workplace Learning & Development. With a comprehensive range of membership, certification, accreditation, events, awards, networks and consulting, our mission is to promote the skills and professional status of individuals and organisations engaged in learning activities, and to provide practical solutions for business performance improvement through effective learning. Our unique focus is on learning efficacy; the demonstrable impact of learning on individual and organisational performance. The LPI is: self-determining, objective, vendor neutral, and determined to raise the standard and value of workplace learning.

Tue, 19 Jul 2022 22:00:00 -0500 en text/html https://www.asiaone.com/business/x2o-media-achieves-learning-technologies-accreditation-x2o-oneroom-learning-performance
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MONTRÉAL, July 20, 2022 /CNW/ -- X2O Media, an international provider of hybrid collaboration technology, today announces it has been awarded the status of Accredited Learning Technologies for its X2O OneRoom solution by the LPI (Learning and Performance Institute), the leading global authority on workplace learning and development.

X2O OneRoom is an immersive hybrid training platform that provides an engaging learning experience with a human element for in-room and remote learners.

X2O OneRoom technology is an immersive hybrid training platform that provides an engaging learning experience with a human element for in-room and remote learners. To achieve this accreditation, X2O OneRoom technology underwent a rigorous evaluation against a comprehensive set of KPIs developed by industry experts. The assessment included a review of the OneRoom product, the teaching and learning experience and product development roadmap.

Commenting on the accreditation, Edmund Monk, CEO of LPI said: "LPI accreditation is not only an independent validation of an organisation's quality, but also a statement of intent: that it will constantly improve, innovate and develop its portfolio to the benefit of its customers. I am proud to hear of X2O Media's outstanding achievement and look forward to working with them throughout the coming years as they seek to strengthen their position in the market. I have no hesitation in recommending X2O Media to prospective customers and partners as their accreditation proves they are an exceptional provider of learning technologies."

"At X2O Media we are passionate about developing hybrid and virtual learning spaces that meet the high standards and needs of our customers. We are proud to have our OneRoom solution endorsed by the LPI as it reflects our commitment to providing quality, immersive learning experiences," said Mansour Brek, President of X2O Media.

As part of the continued development of X2O OneRoom, X2O Media have also announced the latest release of OneRoom version 2.5 which introduces dynamic seating charts, anonymous polls/quizzes, and the evolution of breakout groups to provide an enhanced learning environment for hybrid learners.

Join an X2O OneRoom demo session and discover the interactive hybrid learning environment, or find out more about OneRoom on our website.

About X2O Media

X2O Media provides technology to build virtual collaboration solutions and unified visual communication solutions for higher education and corporations across the globe. The award-winning X2O Platform represents a new category of communication tools that improves how enterprises and learning institutions engage with their employees and students. X2O Media's collaboration technology has helped organizations like Nestlé, IMD Business School, HEC Montréal, FutureDJs and City of London Freemen's School set a new standard for hybrid meetings, training and learning.

X2O Media is part of the STRATACACHE family of digital media/marketing technology companies and is headquartered in Montréal, Canada with an EMEA office in the UK. For information, contact X2O Media at sales@x2omedia.com and follow X2O Media updates on LinkedIn and Twitter.

About STRATACACHE

STRATACACHE provides scalable customer experiences, empowering retailers to learn deeply about their customers' shopping preferences and behaviors, allowing for personalized shopper interaction. Our solutions deliver consumer activation at the point-of-decision, generating new sales opportunities and enhanced retail profitability. With 3.3 million+ software activations globally, we power the biggest digital networks for the world's largest brands. Across the STRATACACHE family of complementary digital media/ad tech solution companies, we have the technology, expertise, and track record to bring retail innovation that delivers results. Learn more about the STRATACACHE family at www.stratacache.com on LinkedIn and Twitter.

About LPI

Established in 1995 as the Institute for IT Training, the LPI (Learning and Performance Institute) is now the leading authority on workplace Learning & Development. With a comprehensive range of membership, certification, accreditation, events, awards, networks and consulting, our mission is to promote the skills and professional status of individuals and organisations engaged in learning activities, and to provide practical solutions for business performance improvement through effective learning. Our unique focus is on learning efficacy; the demonstrable impact of learning on individual and organisational performance. The LPI is: self-determining, objective, vendor neutral, and determined to raise the standard and value of workplace learning.

(PRNewsfoto/STRATACACHE)

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