This document summarizes a design rationale workshop held in 2006 in Eindhoven on argumentation-based design rationale. It discusses the history and evolution of issue-based information systems (IBIS) and graphical IBIS (gIBIS) into practical argument mapping tools like Compendium. It also outlines challenges faced in applying design rationale approaches and how tools like Compendium address these by supporting collaborative argument mapping, meeting replay, and interoperability with other data and services.
With print publishers increasingly being pushed online the design department is being forced to adapt and manage across multiple mediums. This talk tries to identify common mistakes and differences between the mediums and tries to get designers to think seriously about how best to carry brands onto the internet.
presentation by Paul Wilkinson to CIMCIG BIM conference, Building Centre, London WC1 on Wednesday 25 April 2012.
Presentation explains what BIM is (and isn't), and outlines why it has become important in 2012, as the UK construction industry looks to meet a UK Government BIM deadline by 2016.
Towards Contested Collective Intelligence
Simon Buckingham Shum, Director Connected Intelligence Centre, University of Technology Sydney
This talk is to open up a dialogue with the important work of the SWARM project. I’ll introduce the key ideas that have shaped my work on interactive software tools to make thinking visible, shareable and contestable, some of the design prototypes, and some of the lessons we’ve learnt en route.
With print publishers increasingly being pushed online the design department is being forced to adapt and manage across multiple mediums. This talk tries to identify common mistakes and differences between the mediums and tries to get designers to think seriously about how best to carry brands onto the internet.
presentation by Paul Wilkinson to CIMCIG BIM conference, Building Centre, London WC1 on Wednesday 25 April 2012.
Presentation explains what BIM is (and isn't), and outlines why it has become important in 2012, as the UK construction industry looks to meet a UK Government BIM deadline by 2016.
Towards Contested Collective Intelligence
Simon Buckingham Shum, Director Connected Intelligence Centre, University of Technology Sydney
This talk is to open up a dialogue with the important work of the SWARM project. I’ll introduce the key ideas that have shaped my work on interactive software tools to make thinking visible, shareable and contestable, some of the design prototypes, and some of the lessons we’ve learnt en route.
Sketches the design space of some Open U social learning technologies, as part of the Social Learning Symposium, 17 March 2010, hosted at Open Systems Research Group: http://cloudworks.ac.uk/cloudscape/view/2034
WICSA 2011 Tutorial T2: Architectural Knowledge Management with Semantic WikisRemco de Boer
Architectural knowledge is increasingly regarded as an organizational asset that should be managed. Consequently, the architecture community has been researching and developing tools and techniques to support architectural knowledge management. Ideally, such tools and techniques support management of formal, structured architectural knowledge (e.g., architectural decision graphs); documented, unstructured architectural knowledge (e.g., text) and even tacit architectural knowledge (e.g., community building). Semantic wikis are capable of delivering this type of support for managing architectural knowledge.
In this tutorial, the participants will learn how semantic wikis can be used to manage architectural knowledge. We will address the nature of architectural knowledge, and draw a distinction between tacit and explicit and between generic and organization-specific architectural knowledge. We will then look at what a semantic wiki is, and what its main differences and advantages are as compared to a regular wikis. This is followed by real life examples of different forms of architectural knowledge in Semantic MediaWiki, including models, principles, design decisions and their interrelations. We discuss the underlying knowledge model, how it can be registered in the wiki, and what types of inference can and cannot be performed from within the wiki. We finish the tutorial with an investigation of how a semantic architecture wiki can be linked to other repositories, such as modelling environments and even other semantic architecture wikis, thereby providing an effective means of reusing existing architectural knowledge.
Identifying and Responding to Emerging Technologieslisbk
Slides for a talk on "Identifying and Responding to Emerging Technologies" to be given by Brian Kelly, UKOLN at the IWMW 2012 event to be held in Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/sessions/jisc-observatory/
A presentation I gave at MIMA Summit 2009. I also posted a list of Content Strategy resources on my blog. Some articles and sites that provide detailed information and tips on several of the content best practices that I mentioned in the presentation. http://bit.ly/15wtNI
Building Information Modelling (BIM) awareness Seminar for Civil Engineering and Development Department on 6-Mar-2014
Speaker: Ir. Francis LEUNG - Founding Chairman of HKIBIM
HKIBIM Website: www.hkibim.org
HKIBIM Facebook: https://www.facebook.com/hkibim
This was a joint presentation with Jon Corner, MediaCity:UK Director, University of Salford. It was given at WorkTech11 at MediaCity:UK, Salford on June 29th 2011. It was a
Building Information Modelling (BIM)Entities Promoting.docxcurwenmichaela
Building Information Modelling (BIM)
Entities Promoting BIM
Name:
Date:
Institute
Introduction:
Building Information Modeling (BIM) is an extensive learning area inside the Architecture, Engineering, Construction and Operations (AECO) industry. To permit a precise examination of BIM's divergent fields, its learning parts must be characterized and growing limits portrayed. This paper focuses on promoting BIM and presents the BIM Framework, an exploration and conveyance establishment for industry stakeholders (Succar, 2009)
Entities Promoting BIM
Although BIM hasten small number strength problems, on insure it is intensively effective instrument for storing and sharing impression relevant to a building project. Its prevalence is perhaps to resume growing in the future. BIM software soon features explanation engines, an optimized highlight specific taxonomy and a programming environment to create ideal components. The drug addict gave a pink slip look and interacts by the entire epitome in three-dimensional views as cleanly as orthographic two-dimensional bill, sections and pride of place views of the model. The review in generative capacity has risen in concert by the whole of computer technology which has automated repetitious tasks in all disciplines. Although some of the earliest programs for architectural representation second-hand a BIM overstatement, limitations in computer away with and apprehensive user interfaces for BIM platforms assist a riches in two-dimensional confines drawing programs one as AutoCAD and Bentley micro station. the roots of the claim to fame BIM platforms that are in handle today have been extended by programmers by the whole of the extra territorial input of half-blood programmer architects and a of great scope user headquarters who serve the lifestyle of the software by the agency of ‘wish lists’ or online forums to what place grievances can be aired virtually a output workflow. The grievances typically show once and for all in dressy features and set up upon the at this moment interface. (Quirk, 2012) Comment by Prof J: I dont understand this sentence make it simpler. Comment by Prof J: This too Comment by Prof J: Your sentences are not clear Comment by Prof J: ?? Comment by Prof J: A very long sentence, break it into sentences and make it clear.
The blend of building impression modelling (BIM) and geographic impression System (GIS) in gist management is a nifty and hasty developing that a way in late years, from scrutinize to scholarly practice. BIM has advantages on lush geometric and semantic reference on the building all one born day cycle, at the same time GIS is a broad trade covering revisualization-based term making and geospatial modelling. The building a whole of building impression modelling (BIM) and geographic information system/science (GIS) is a strong corroborate for no backwards and forwards sustainable city guerdon to its capabilities in data fusion, quantitative experiment.
Elliot felix creating value with design strategyElliot Felix
Presentation / discussion prompt for Parsons Design Think Lab, introducing business models, value propositions, scenario planning, and Osterwalder's' Business Model Canvas
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Sketches the design space of some Open U social learning technologies, as part of the Social Learning Symposium, 17 March 2010, hosted at Open Systems Research Group: http://cloudworks.ac.uk/cloudscape/view/2034
WICSA 2011 Tutorial T2: Architectural Knowledge Management with Semantic WikisRemco de Boer
Architectural knowledge is increasingly regarded as an organizational asset that should be managed. Consequently, the architecture community has been researching and developing tools and techniques to support architectural knowledge management. Ideally, such tools and techniques support management of formal, structured architectural knowledge (e.g., architectural decision graphs); documented, unstructured architectural knowledge (e.g., text) and even tacit architectural knowledge (e.g., community building). Semantic wikis are capable of delivering this type of support for managing architectural knowledge.
In this tutorial, the participants will learn how semantic wikis can be used to manage architectural knowledge. We will address the nature of architectural knowledge, and draw a distinction between tacit and explicit and between generic and organization-specific architectural knowledge. We will then look at what a semantic wiki is, and what its main differences and advantages are as compared to a regular wikis. This is followed by real life examples of different forms of architectural knowledge in Semantic MediaWiki, including models, principles, design decisions and their interrelations. We discuss the underlying knowledge model, how it can be registered in the wiki, and what types of inference can and cannot be performed from within the wiki. We finish the tutorial with an investigation of how a semantic architecture wiki can be linked to other repositories, such as modelling environments and even other semantic architecture wikis, thereby providing an effective means of reusing existing architectural knowledge.
Identifying and Responding to Emerging Technologieslisbk
Slides for a talk on "Identifying and Responding to Emerging Technologies" to be given by Brian Kelly, UKOLN at the IWMW 2012 event to be held in Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/sessions/jisc-observatory/
A presentation I gave at MIMA Summit 2009. I also posted a list of Content Strategy resources on my blog. Some articles and sites that provide detailed information and tips on several of the content best practices that I mentioned in the presentation. http://bit.ly/15wtNI
Building Information Modelling (BIM) awareness Seminar for Civil Engineering and Development Department on 6-Mar-2014
Speaker: Ir. Francis LEUNG - Founding Chairman of HKIBIM
HKIBIM Website: www.hkibim.org
HKIBIM Facebook: https://www.facebook.com/hkibim
This was a joint presentation with Jon Corner, MediaCity:UK Director, University of Salford. It was given at WorkTech11 at MediaCity:UK, Salford on June 29th 2011. It was a
Building Information Modelling (BIM)Entities Promoting.docxcurwenmichaela
Building Information Modelling (BIM)
Entities Promoting BIM
Name:
Date:
Institute
Introduction:
Building Information Modeling (BIM) is an extensive learning area inside the Architecture, Engineering, Construction and Operations (AECO) industry. To permit a precise examination of BIM's divergent fields, its learning parts must be characterized and growing limits portrayed. This paper focuses on promoting BIM and presents the BIM Framework, an exploration and conveyance establishment for industry stakeholders (Succar, 2009)
Entities Promoting BIM
Although BIM hasten small number strength problems, on insure it is intensively effective instrument for storing and sharing impression relevant to a building project. Its prevalence is perhaps to resume growing in the future. BIM software soon features explanation engines, an optimized highlight specific taxonomy and a programming environment to create ideal components. The drug addict gave a pink slip look and interacts by the entire epitome in three-dimensional views as cleanly as orthographic two-dimensional bill, sections and pride of place views of the model. The review in generative capacity has risen in concert by the whole of computer technology which has automated repetitious tasks in all disciplines. Although some of the earliest programs for architectural representation second-hand a BIM overstatement, limitations in computer away with and apprehensive user interfaces for BIM platforms assist a riches in two-dimensional confines drawing programs one as AutoCAD and Bentley micro station. the roots of the claim to fame BIM platforms that are in handle today have been extended by programmers by the whole of the extra territorial input of half-blood programmer architects and a of great scope user headquarters who serve the lifestyle of the software by the agency of ‘wish lists’ or online forums to what place grievances can be aired virtually a output workflow. The grievances typically show once and for all in dressy features and set up upon the at this moment interface. (Quirk, 2012) Comment by Prof J: I dont understand this sentence make it simpler. Comment by Prof J: This too Comment by Prof J: Your sentences are not clear Comment by Prof J: ?? Comment by Prof J: A very long sentence, break it into sentences and make it clear.
The blend of building impression modelling (BIM) and geographic impression System (GIS) in gist management is a nifty and hasty developing that a way in late years, from scrutinize to scholarly practice. BIM has advantages on lush geometric and semantic reference on the building all one born day cycle, at the same time GIS is a broad trade covering revisualization-based term making and geospatial modelling. The building a whole of building impression modelling (BIM) and geographic information system/science (GIS) is a strong corroborate for no backwards and forwards sustainable city guerdon to its capabilities in data fusion, quantitative experiment.
Elliot felix creating value with design strategyElliot Felix
Presentation / discussion prompt for Parsons Design Think Lab, introducing business models, value propositions, scenario planning, and Osterwalder's' Business Model Canvas
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Slides from my contribution to the panel convened by Jeremy Roschelle at the International Society for the Learning Sciences: Engaging Learning Scientists in Policy Challenges: AI and the Future of Learning
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...Simon Buckingham Shum
Slides accompanying the monthly UTS educator briefing https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-18-march/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions). This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-2-dec/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions).
This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Webinar: Learning Informatics Lab, University of Minnesota
Replay the talk: https://youtu.be/dcJZeDIMr2I
Learning Informatics
AI • Analytics • Accountability • Agency
Simon Buckingham Shum
Professor of Learning Informatics
Director, Connected Intelligence Centre
University of Technology Sydney
Abstract:
“Health Informatics”. “Urban Informatics”. “Social Informatics”. Informatics offers systemic ways of analyzing and designing the interaction of natural and artificial information processing systems. In the context of education, I will describe some Learning Informatics lenses and practices which we have developed for co-designing analytics and AI with educators and students. We have a particular focus on closing the feedback loop to equip learners with competencies to navigate a complex, uncertain future, such as critical thinking, professional reflection and teamwork. En route, we will touch on how we build educators’ trust in novel tools, our design philosophy of “embracing imperfection” in machine intelligence, and the ways that these infrastructures embody values. Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences spark productive reflection around as the UMN Learning Informatics Lab builds its program.
Biography:
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as inaugural director of the Connected Intelligence Centre. CIC is a transdisciplinary innovation centre, using analytics to provide new insights for university teams, with particular expertise in educational data science. Simon’s career-long fascination with software’s ability to make thinking visible has seen him active in communities including Computer-Supported Cooperative Work, Hypertext, Design Rationale, Scholarly Publishing, Semantic Web, Computational Argumentation, Educational Technology and Learning Analytics. The challenge of visualizing contested knowledge has produced several books: Visualizing Argumentation, Knowledge Cartography, and Constructing Knowledge Art. He has been active over the last decade in shaping the field of Learning Analytics, co-founding the Society for Learning Analytics Research, and catalyzing several strands: Social Learning Analytics, Discourse Analytics, Dispositional Analytics and Writing Analytics. http://Simon.BuckinghamShum.net
Despite AI’s potential for beneficial use, it creates important risks for Australians. AI, big data, and AI-informed decision making can cause exclusion, discrimination, skill loss, and economic impact; and can affect privacy, security of critical infrastructure and social well-being. What types of technology raise particular human rights concerns? Which human rights are particularly implicated?
Abstract: The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners, teaching and teachers – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. What should we see when open the black box powering analytics? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? This isn’t just interesting to ponder academically: your school or university will be buying products that are being designed now. Or perhaps educational institutions should take control, building and sharing their own open source tools? How are universities accelerating the transition from analytics innovation to infrastructure? Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
Vanessa Echeverria, Roberto Martinez-Maldonado, and Simon Buck- ingham Shum.. 2019. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data. In Proceedings of ACM CHI conference (CHI’19). ACM, New York, NY, USA, Paper 39, 16 pages. https://doi.org/10.1145/3290605.3300269
Collocated, face-to-face teamwork remains a pervasive mode of working, which is hard to replicate online. Team members’ embodied, multimodal interaction with each other and artefacts has been studied by researchers, but due to its complexity, has remained opaque to automated analysis. However, the ready availability of sensors makes it increasingly affordable to instrument work spaces to study teamwork and groupwork. The possibility of visualising key aspects of a collaboration has huge potential for both academic and professional learning, but a frontline challenge is the enrichment of quantitative data streams with the qualitative insights needed to make sense of them. In response, we introduce the concept of collaboration translucence, an approach to make visible selected features of group activity. This is grounded both theoretically (in the physical, epistemic, social and affective dimensions of group activity), and contextually (using domain-specific concepts). We illustrate the approach from the automated analysis of healthcare simulations to train nurses, generating four visual proxies that fuse multimodal data into higher order patterns.
Panel held at LAK13: 3rd International Conference on Learning Analytics & Knowledge
http://simon.buckinghamshum.net/2013/03/lak13-edu-data-scientists-scarce-breed
Educational Data Scientists: A Scarce Breed
The Educational Data Scientist is currently a poorly understood, rarely sighted breed. Reports vary: some are known to be largely nocturnal, solitary creatures, while others have been reported to display highly social behaviour in broad daylight. What are their primary habits? How do they see the world? What ecological niches do they occupy now, and will predicted seismic shifts transform the landscape in their favour? What survival skills do they need when running into other breeds? Will their numbers grow, and how might they evolve? In this panel, the conference will hear and debate not only broad perspectives on the terrain, but will have been exposed to some real life specimens, and caught glimpses of the future ecosystem.
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Digital Tools and AI for Teaching Learning and Research
From gIBIS to MEMETIC: DCC 2006
1. Design Rationale Workshop: Design, Computing & Cognition Conference, 2006, Eindhoven
From gIBIS to MEMETIC
Evolving a Research Vision into a Practical Tool
Simon Buckingham Shum1, Albert Selvin1,2, Maarten Sierhuis3, Jeff Conklin4 , Mike
Daw, Andrew Rowley5, Ben Juby, Danius Michaelides6, Roger Slack7, Michelle
Daw, Juby,
Bachler, Clara Mancini1, Rob Procter7 , David De Roure6, Tim Chown6 , Terry Hewitt5
Bachler,
1
Knowledge Media Institute, The Open Univ., UK,
Univ.
2
Verizon, USA
Verizon,
3
RIACS, NASA Ames Research Center, USA
Center,
4
Cognexus Institute, USA
5
Access Grid Support Centre, Univ. Manchester, UK
Univ.
6
Intelligence, Agents, Multimedia Group, Univ. Southampton, UK
Univ.
7
School of Informatics, Univ. Edinburgh, UK
Univ.
Funding gratefully acknowledged: Verizon, NASA, EPSRC, ESRC, JISC, DARPA
Verizon,