Archive for the ‘Multimedia’ Category

Black Box Learning Analytics? Beyond Algorithmic Transparency

June 14th, 2017 by Graham Attwell

I guess we are all a bored with PowerPoint presentations these days. But when done well, presnetations can be brilliant for questioning what we are doing and should be doing. What are Algorithms? asks Simon Buckingham Shum, Professor of Learning Informatics / Director, Connected Intelligence Centre UTS. According to Paul Dourish in The Social Lives of Algorithm they are abstract rules for transforming data which to exert influence require programming as executable code operating on data structures running on a platform in an increasingly distributed architecture. Simon goes on to question the intentional secrecy technical illiteracy complexity of infrastructure that make algorithms opaque and looks at their growing impact in education.

 

Open Education and Story Telling

May 3rd, 2017 by Graham Attwell

I Like this short video by Frances Bell for many reasons. First it is a great example of how video can easily be used to tell a story. And it touches on many of the issues regarding academia and especially the challenges faced by PhD students in university today. As the title rightly says Open education and Open Journals are still a door half closed, especially in the world of metrics for measuring research.

Machines against humans?

March 17th, 2017 by Graham Attwell

I expect to see more of this debate in the future. Richard Palmer (Tribal) and Sheila MacNeil (Glasgow Caledonian University) had a debate at the Jisc Digifest17 about whether learning analytics interventions should always be mediated by a human being. Richard (for machines) and Sheila (for humans), speak about their thoughts on the topic in the Digifest studio with Robert and Louisa.

March 15th, 2017 by Graham Attwell

Brian Mulligan responded to my post on open MOOCs with a link to the Moocs4All web site. the web site includes this promo video for a free course held last year on ‘Making MOOCs on a budget. Brian says “Creating a course with thousands of participants is no longer something that only well-funded universities can do. Even individuals who are experts in their subject matter but not experts in technology and pedagogy are able to create a MOOC, simply by using the right set of tools and techniques.”

Time to tap the breaks?

January 15th, 2017 by Graham Attwell


Graham Brown Martin talks about Personalised Learning. Does #EdTech personalise, individualise or standardise, he asks? “In the age of big data and learning analytics, are we seeing Taylor’s ideas – masquerading as progressive “personalized learning” – forced upon unwitting education systems where all that matters is the what rather than the why?” And he says that despite the fact he is not anti technology it may be time to “tap the breaks”.

A social learning commons

October 19th, 2016 by Graham Attwell


I like this presentation by Jon Dron from the University of Athabasca. Jon looks at the pros and cons of groups, networks, sets and crowds for learning. He present Athabasca Landing as a safe space, a social learning commons and a social construction kit with no one in control, no hierarchies and few rules. Athabasca Landing, he says, is persistent, boundary-crossing and beyond the course.

 

 

A Young Person has to Know Everything

October 18th, 2016 by Graham Attwell

Sadly Dario Fo died earlier this week. I had the pleasure of meeting him at the San Marino International Arts Festival (SMIAF) where he kept an audience of about 60 young people spellbound in a 45 minute question and answer session. And I think this short video was made by SMIAF during the festival.

A Design for Learning

September 16th, 2016 by Graham Attwell

“We learn through experience; the abstract can only take us so far” says Peter Bryant from London School of Economics in the blog entry accompanying this presentation.  “Whether it is environmental, tactile, mental, affective, emotional or physical, learning experiences are the context in which learning and knowledge come together. Learning experiences are the art and design component of curriculum development.”

Intersections or Contradictions?

September 7th, 2016 by Graham Attwell

I like this presentation by Paul Prinsloo in that it draws out the differing motivations and pressures for developing Learning Analytics. But I wonder if Learning Analytics is at the intersections of thse different pressures – or rather if it exposes the contradictions facing the future of education today>

The future of Workplace Learning

June 13th, 2016 by Graham Attwell


I very much like this presentation by Jane Hart. I fully concur with the ways she says people are using technology for learning and with her suggestions about how companies should be supporting them. However, my problem is that most organisations are way behind such an agenda and in many cases, citing needs for data protection etc., actively hindering such developments, even when proposed by L&D professionals.

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    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


    Jobs in cyber security

    In a new fact sheet the Tech Partnership reveals that UK cyber workforce has grown by 160% in the five years to 2016. 58,000 people now work in cyber security, up from 22,000 in 2011, and they command an average salary of over £57,000 a year – 15% higher than tech specialists as a whole, and up 7% on last year. Just under half of the cyber workforce is employed in the digital industries, while banking accounts for one in five, and the public sector for 12%.


    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


    Peer Review

    According to the Guardian, research conducted with more than 6,300 authors of journal articles, peer reviewers and journal editors revealed that over two-thirds of researchers who have never peer reviewed a paper would like to. Of that group (drawn from the full range of subject areas) more than 60% said they would like the option to attend a workshop or formal training on peer reviewing. At the same time, over two-thirds of journal editors told the researchers that it is difficult to find reviewers


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