Archive for the ‘Presentations’ Category

Artificial Intelligence for and in Vocational Education and Training

June 30th, 2020 by Graham Attwell

Last week the Taccle AI project organised a workshop at the European Distance Education Network (EDEN) Annual Conference. The conference, which had been scheduled to be held in Romania, was moved online due to the Covid 19 pandemic.There were four short presentations followed by an online discussion.

Graham Attwell introduced the workshop and explained the aims of the Taccle AI project. In the next years, he said “AI will change learning, teaching, and education. The speed of technological change will be very fast, and it will create high pressure to transform educational practices, institutions, and policies.” He was followed by Vidmantas Tulys who focused on AI and human work. He put forward five scenarios for the future of work in the light of AI and the fourth industrial revolution. Ludger Deitmer looked at the changes in the mechatronics occupation due to the impact of AI. He examine dhow training was being redesigned to meet new curriculum and occupational needs and how AI was being introduced in the curriculum. Finally, Sofia Roppertz focused on AI for VET, exploring how AI can support access to education, collaborative environments and intelligent tutoring systems to support teachers and trainers.

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Woodstock for Geeks

June 17th, 2019 by Graham Attwell

I love the description of big academic conferences as “Woodstock for Geeks.” This is a brilliantly made cartoon by Mike Morrison, not only explaining the problem with poster sessions at conferences but putting forward a simple template for designing research posters as a practical help to overcoming the problem.

One part of the design idea is to include a QR code providing access to further information, papers and so on. My friends from Kubify have gone one step further producing mini posters linking to ‘stacks’ of interactive and multimedia material.

Kubify’s Learning Toolbox, they say,  “is an award-winning ePoster platform and is a versatile tool that can also be used to support other event and education activities.

Learning Toolbox allows people to quickly and easily build their own stacks of interactive and multimedia material and share them with others. These dynamic stacks can be used as ePosters, research calling cards or learning resources.”

Rich ePoster content

“A Learning Toolbox ePoster can contain many different rich resources such as videos, images, audio, apps, presentations, twitter and links to interactive online resources.”

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Workplace Learning Analytics for Facilitation in European Public Employment Services

April 29th, 2016 by Graham Attwell

This week I have been at the pre-conference workshops for the Learning analytics conference in Edinburgh. This is my presentation at the workshop on Workplace Learning Analytics. And below is the abstract of my paper together with a link to download the full paper, if you should wish. In the next few days,  I will write up a reflection on the workshops, plus some new ideas that emerged from talking with participants.
Abstract

The paper is based on early research and practices in developing workplace Learning Analytics for the EU funded EmployID project, focused on identity transformation and continuing professional development in Public Employment Services (PES) in Europe. Workplace learning is mostly informal with little agreement of proxies for learning, driven by demands of work tasks or intrinsic interests of the learner, by self-directed exploration and social exchange that is tightly connected to processes and the places of work. Rather than focusing on formal learning, LA in PES needs to be based on individual and collective social practices and informal learning and facilitation processes rather than formal education. Furthermore, there are considerable concerns and restraints over the use of data in PES including data privacy and issues including power relations and hierarchies.

Following a consultation process about what innovations PES would like to pilot and what best meets their needs, PES defined priorities for competence advancement around the ‘resourceful learner’, self-reflection and self-efficacy as core competences for their professional identity transformation. The paper describes an approach based on Social Learning Analytics linked to the activities of the EmployID project in developing social learning including advanced coaching, reflection, networking and learning support services. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The final section of the paper reports on work in progress to build a series of tools to embed SLA within communities and practices in PES organisations.

Download the paper (PDF)

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Student Voice

August 23rd, 2013 by Graham Attwell

“What do we mean by student voice” asks Catherine Cronin in the blog which accompanies this presentation.  She says “the term tends to signify a set of values and behaviours which includes Sound (the act of speaking), Participation (student presence and involvement), and Power or Agency (see Cook-Sather, 2006). Making space for student voices confronts the power dynamics within schools, classrooms, and the relationships between teachers and students. Without addressing the notion of power in these relationships, student voice initiatives may be simply window dressing. When we truly value and create spaces for student voices, students feel respected and engaged, teachers listen, and students and teachers learn from one another.”

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The reality is complex, messy and diverse!

July 23rd, 2013 by Graham Attwell

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We are spending a lot of time at the moment designing a mobile e-learning application for apprentices in the construction industry in Germany. There are many issues – but we seem to be getting on top of the technology. Much more difficult is the pedagogic approach. I like this slideshow by Geoff Stead, recently joined Qualcomm to lead their m-learning initiatives. He says there is no single, correct answer.  The reality is complex, messy and diverse!

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Everything Unplugged

June 27th, 2013 by Graham Attwell

Lets face it, most presentations don’t add a lot new. But I always enjoy presentations by Fred Garnet. There is always something there to make you think. This presentation, from September 2012, “captures the history of and learning from the Everything Unplugged project. Learning conversations with the aim of change.” It was been prepared to help with the launch of Everything Unplugged East in Norwich on September 7th, 2012.

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Theories for a digital age

May 12th, 2013 by Graham Attwell

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I enjoyed this presentation by Steve Wheeler at a recent Elesig seminar. Nothing new here. But Steve always produces great slides and it provides a very neat overview pulling together developments in the pedagogy of learning using technology. There is also a recording of the seminar, attended by some 95 participants, on the Elesig portal (login required).

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Digital Scholarship

April 18th, 2013 by Graham Attwell

I have recently had a series of conversations with Cristina Costa on ideas around digital scholarship (we might even publish something together on this in the future!). And by luck I found this interesting presentation by Cristobal Cobo Romaní. The presnetation is based on a paper he has written. Cristobal says on his blog: “Widespread access to digital technologies has enabled digital scholars to access, create, share, and disseminate academic contents in innovative and diversified ways. Today academic teams in different places can collaborate in virtual environments by conducting scholarly work on the Internet. Two relevant dimensions that have been deeply affected by the emergence of digital scholarship are new facets of knowledge generation (wikis, e-science, online education, distributed R&D, open innovation, open science, peer-based production, online encyclopedias, user generated content) and new models of knowledge circulation and distribution (e-journals, open repositories, open licenses, academic podcasting initiatives, etc.).:

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Teaching and learning in Contexts

February 5th, 2013 by Graham Attwell

Neat presentation by Cristina Costa. I particularly like the way that mixing a very few words with pictures tells a story – even without an audio track. And at a time when we are struggling to understand the different contexts in which learning takes place this is a good introduction.

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Knowledge is grown, not created

December 6th, 2012 by Graham Attwell

Good presentation by Stephen Downes. It was interesting to note that, unlike in the popular press, delegates at Online Educa Berlin 2012, mostly understood the difference between the cMOOCs, as developed by Stephen and friends, and the xMOOCs now being pushed out by the likes of Coursera and Udacity. I especially like slide 20 where Stephen says “Knowledge is grown, not created – we can stimulate it; we can’t manage it.”

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    Racial bias in algorithms

    From the UK Open Data Institute’s Week in Data newsletter

    This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.

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    Gap between rich and poor university students widest for 12 years

    Via The Canary.

    The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

    Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

    The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.

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    Quality Training

    From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.

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    News from 1994

    This is from a Tweet. In 1994 Stephen Heppell wrote in something called SCET” “Teachers are fundamental to this. They are professionals of considerable calibre. They are skilled at observing their students’ capability and progressing it. They are creative and imaginative but the curriculum must give them space and opportunity to explore the new potential for learning that technology offers.” Nothing changes!

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