Archive for the ‘Multimedia’ Category

Designing Learner Dashboards

May 2nd, 2018 by Graham Attwell


The UK Jisc are really good at producing on line reports of workshops and meetings (something which I am not!). This is one of the presentations from the Student Experience Experts Group meeting, two of which  events held every year to share the work of the student experience team at Jisc and to offer opportunities for feedback and consultation on current activities. The Jisc web page provides a brief summary of the meeting and all of the presentations. I picked this one by Liz Bennett from the University of Huddersfield because the issue of how to design dashboards is one which perplexes me at the moment.

Open Education

May 2nd, 2018 by Graham Attwell


According to OER Commons…

“The worldwide OER movement is rooted in the human right to access high-quality education. The Open Education Movement is not just about cost savings and easy access to openly licensed content; it’s about participation and co-creation.”

Thsi presentation by Lorna Cambell from her keynote at the FLOSS UK Spring Conference provides a great overview of the Open Education landscape. A transcript of her speech is available on her blog.

Another one bites the dust

February 14th, 2018 by Graham Attwell

A reminder of the problems of so called ‘free’ software and services. It is way past time for new sustainable models. Alan Levine says “A salute to just 59 once vibrant free web sites that have bitten the dust or were sent to the dead web cemetery when purchased.”

AI and Machine Learning Demystified

January 26th, 2018 by Graham Attwell

It is interesting that most of the featured presentations on Slideshare are about AI. This seems to me one of the better ones. Carol Smith, Senior Design Manager and Researcher at IBM Watson says any AI is only as good as the data and the time spent improving it and it is biased depending on what it is taught. She also says that it is dependent on experts. This seems to be a problem to me: how expert are the experts (and what makes someone an expert anyway?).

Fair Reuse

September 12th, 2017 by Graham Attwell

I like this very much. Cory Doctorow from BoingBoing says ”

Everything is a Remix (previously) is an important, entertaining series of short videos that trace the ways the creation is built on earlier creation — that “originality” is just mixing existing things in new ways.

In the latest EiR video, creator Kirby Ferguson covers Fair Use, the key legal principle that allows users of copyrighted works (including other creators) to use some (and, in some circumstances) all of a work for critical, transformative, or satirical purposes.”

My only question – to someone more knowledgeable than me – is how far such free use applies in Europe.

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”.

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    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


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