This document discusses the concept of a teacher bot named Teacherbot. It includes quotes and references related to artificial intelligence in education, automated tutoring systems, and the potential roles of technology and non-human actors in education. The document also discusses the Edcmooc MOOC run by Teacherbot in 2014 which had over 12,000 enrollments from 158 countries and engaged students through online discussions. One quote provides a student's perspective that while the course did not feel traditional, it did prompt thinking.
Introduction to Second Life for university-level life sciences research & teaching faculty. Images are from http://flickr.com/photos/rosefirerising/ . Podcast will soon be available at http://www.dent.umich.edu/informatics/bootcamp/ and/or http://www.lib.umich.edu/hsl/podcasts/ .
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
How they might connect in a digital context. Invited keynote presentation in DARIAH workshop Practices and Context in Contemporary Annotation Activities. University of Hamburg, 29 October, 2015.
Introduction to Second Life for university-level life sciences research & teaching faculty. Images are from http://flickr.com/photos/rosefirerising/ . Podcast will soon be available at http://www.dent.umich.edu/informatics/bootcamp/ and/or http://www.lib.umich.edu/hsl/podcasts/ .
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
How they might connect in a digital context. Invited keynote presentation in DARIAH workshop Practices and Context in Contemporary Annotation Activities. University of Hamburg, 29 October, 2015.
The following slide show is a collection of ideas I found extremely helpful when trying to gain a deeper understanding of the Net Generation. I have referenced scholarly sources to support my ideas and have organized the material into several subheadings:
Who is the Net Generation?/ How are they different?
How do they learn best?
What are their learning expectations?
What are the implications for teaching this generation?
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Digital Humanities at Small Liberal Arts Colleges
Digital methodologies and new media are changing the landscape of research and teaching in the humanities. Scholars can now computationally analyze entire corpora of texts or preserve and share materials through digital archives. Students can engage in authentic applied research linking literary texts to place or study Shakespeare in a virtual Globe Theater. Such developments collectively fall under the name “digital humanities,” which includes the humanities and humanistic social sciences and has largely been characterized by computing-intensive, collaborative, interdisciplinary projects at research institutions. Faculty, staff and students at small liberal arts colleges, however, are making significant contributions to the digital humanities, especially by engaging undergraduates both in and out of the classroom. Rebecca Frost Davis, Program Officer for the Humanities at the National Institute for Technology in Liberal Education (NITLE), will introduce the digital humanities landscape and share examples from small liberal arts colleges.
My presentation on 'Stewarding and Power in Networked Learning', discussing my research project with Lee Webster -- for Networked Learning 2018, Zagreb, Croatia
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
Establishing personal learning environments on tablet computers:Brian Whalley
Establishing personal learning environments on tablet computers: enhancing the student experience through HE/FE and beyond and exploring the implications
Workshop Paper given at 2012 Northwest Academic Libraries Conference
'Beyond the library: student transition and success'
The following slide show is a collection of ideas I found extremely helpful when trying to gain a deeper understanding of the Net Generation. I have referenced scholarly sources to support my ideas and have organized the material into several subheadings:
Who is the Net Generation?/ How are they different?
How do they learn best?
What are their learning expectations?
What are the implications for teaching this generation?
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Digital Humanities at Small Liberal Arts Colleges
Digital methodologies and new media are changing the landscape of research and teaching in the humanities. Scholars can now computationally analyze entire corpora of texts or preserve and share materials through digital archives. Students can engage in authentic applied research linking literary texts to place or study Shakespeare in a virtual Globe Theater. Such developments collectively fall under the name “digital humanities,” which includes the humanities and humanistic social sciences and has largely been characterized by computing-intensive, collaborative, interdisciplinary projects at research institutions. Faculty, staff and students at small liberal arts colleges, however, are making significant contributions to the digital humanities, especially by engaging undergraduates both in and out of the classroom. Rebecca Frost Davis, Program Officer for the Humanities at the National Institute for Technology in Liberal Education (NITLE), will introduce the digital humanities landscape and share examples from small liberal arts colleges.
My presentation on 'Stewarding and Power in Networked Learning', discussing my research project with Lee Webster -- for Networked Learning 2018, Zagreb, Croatia
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
Establishing personal learning environments on tablet computers:Brian Whalley
Establishing personal learning environments on tablet computers: enhancing the student experience through HE/FE and beyond and exploring the implications
Workshop Paper given at 2012 Northwest Academic Libraries Conference
'Beyond the library: student transition and success'
Multilingualism: a key skill enabling successful international communication Claudia Vaccarone
In the global world of business, some languages like English, Chinese and Spanish are paramount to master if you want to succeed in being an international player in communication. This session of the IABC World Conference 2016 explored why multilingualism is a must for global communicators by addressing how:
Language and cultural sensitivity enable conversations.
Being multilingual helps you see through the layers of cultural nuances and build bridges to professionals around the world.
Working in a different language than your mother tongue enables you to see things from a different perspective.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
Keynote talk given at the Learning Analytics Summer Institute 2016 (LASI16) at the University of Deusto, Bilbao, Spain in June 2016 by Rebecca Ferguson.
What does the future hold for learning analytics? In terms of Europe’s priorities for learning and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as employability, active-citizenship and well-being. This is a tall order and, in order to achieve it, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can avoid potential pitfalls and develop an action plan that will drive the development of analytics that enhance both learning and teaching.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/
Aprendizaje invisible: alfabetismos para un mundo plano.
Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".
Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?
Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
Power Up Learning with Human-Machine Communication chadcedwards
Our panel brings together scholars with varied expertise in communication technologies to share leading research and pedagogy that powers up the potentials of human-machine communication in education.
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
From Humanities to Metahumanities: Transhumanism and the Future of Education....eraser Juan José Calderón
From Humanities to Metahumanities: Transhumanism and the Future of Education. Poppy Frances Gibson
Abstract
Educational policy and provision is ever-changing; but how does pedagogy need to adapt to respond to transhumanism? This opinion piece discusses transhumanism, questions what it will mean to be posthuman, and considers the implications of this on the future of education. This piece aims to identify some key questions in the area of transhumanism and education as four themes are considered: teachers, human hardware, curriculum and lifelong learning.
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. Frey and Osborne (2013) The future of employment: how susceptible are jobs to computerisation?
Oxford Martin Programme on the Impacts of Future Technology. http://www.futuretech.ox.ac.uk/
5. “One can predict that in
a few more years
millions of school
children will have
access to what Philip of
Macedon’s son
Alexander enjoyed as a
royal prerogative: the
personal services of a
tutor as well-informed
and responsive as
Aristotle.”
Suppes, P. (1966). The uses of computers in education. Scientific American, 215(2): 206-20.
Laurillard, D. (2011) Productivity:achieving higher quality and more effective learning in
affordable and acceptable ways. http://tel.ioe.ac.uk
“Productivity: Improved
quantity or quality of
learner achievement per
unit of teacher time,
and/or learner time.”
6. “The electronic tutor will spread
across the planet as swiftly as the
transistor radio, with even more
momentous consequences. No social
or political system, no philosophy,
no culture, no religion can withstand
a technology whose time has
come.”
Clarke, A. C. (1980). The Electronic Tutor. Omni Magazine. June 1980.
7. “We believe AIED has the potential
to make a much broader
contribution to Education than it
currently does.”
“the role that AIED systems can play within the
broader educational settings of their use and with
respect to the other resources available to learners,
such as teachers, peers and the physical features of the
environment, must be more clearly explained.”
Underwood and Luckin (2011) A report for the UK’s TLRP Technology Enhanced Learning –
Artificial Intelligence in Education Theme. http://tel.ioe.ac.uk/
8. “In order to identify task-relevant
conceptual assertions, we worked
with domain experts and
instructors to develop a ‘gold
standard’ list of statements that
captured important concepts and
misconceptions for the unit of
study. Such statements were
drawn from both the experts’
knowledge and expectations and
from transcripts of an
unsupported dry-run of the task.”
Adamson, Dyke, Jang and Rosé (2014) Towards an Agile Approach to Adapting Dynamic Collaboration
Support to Student Needs. International Journal of Artificial Intelligence in Education 24(1), pp 92-124
9. “The goal [of corporate strategists and ‘futurologists’] is to
replace (at least for the masses) face-to-face teaching by
professional faculty with an industrial product, infinitely
reproducible at decreasing unit cost.”
Feenberg, A. (2003) Modernity theory and technology studies: reflections on bridging the gap
in Modernity and Technology, eds Misa, Brey and Feenberg. MIT Press. pp.73-104.
10. “The critical pedagogy
approach re-focuses
attention away from the
functionality of e-learning
environments back to the
core relations between
students and teachers and
the conditions in which they
find themselves.”
Clegg, S., Hudson, A. and Steel, J. (2003) The emperor's new clothes: globalisation and e-learning in
higher education, British Journal of Sociology of Education, 24(1): 39-53.
Faculty response: “a two-fold mobilization in defense of the
human touch.”
11. “Though none of the traditional disciplines does this, one
can trying seeing double: seeing the human and the
nonhuman at once, without trying to strip either away.”
Pickering, A. (2005). Asian eels and global warming: a posthumanist perspective on society
and the environment. Ethics and the Environment, 10(2), 29-43.
12. Bot culture
“Twitter bots are computer programs that tweet of their
own accord. While people access Twitter through its Web
site and other clients, bots connect directly to the Twitter
mainline, parsing the information in real time and posting at
will; it’s a code-to-code connection, made possible by
Twitter’s wide-open A.P.I.”
Dubbin, R. (2013) The Rise of Twitter Bots. The New Yorker. November 14, 2013.
“They foreground the influence of automation on modern
life, and they demystify it somewhat in the process.”
18. @CancelThatCard by Ben Bradshaw
@NeedADebitCard by ?
Bots should punch up (2013) News You Can Bruise, 27 November 2013. http://www.crummy.com/2013/11/27/0
21. ‘Bots of conviction’
“A computer program that reveals the injustice and
inequality of the world and imagines alternatives.... A
computer program whose indictments are so specific you
can’t mistake them for bullshit.”
Sample, M. (2014) A protest bot is a bot so specific you can’t mistake it for bullshit: A Call for
Bots of Conviction. https://medium.com/@samplereality
23. “In the software-centered future, individuals and institutions
won’t compete with computer programs so much as they’ll
compete with each other over who can work best alongside
computers.”
Sonnad, N. (2014) Beautiful Twitter bots tell us what the future of automation is all about.
Quartz, June 12 2014. http://qz.com/219696
24. “Where does this leave the human
teacher? Well, let me quote this
dictum. Any teacher who can be
replaced by a machine should be!”
Clarke, A. C. (1980). The Electronic Tutor. Omni Magazine. June 1980.
25. Teacherbot
EDCMOOC 2014
c.12,000 enrolments from 158 countries
4,000+ in the student Facebook group
9,000+ in the student G+ group
4000+ tweets to #edcmooc over course run
1,900 posts in Coursera forums
c.50% with postgraduate degrees
c.50% working in Education
33. “While I was trying to figure out what the hell ‘post-humanism’ means,
the teacher bot led me on a merry chase looking up quotes and
obscure academic references, which had the interesting side effect of
‘ambush teaching’ me. I will happily admit, that I do not feel like I have
been to a class. I do not feel like I have been taught, either. I do,
however, think I have learned something. I’ve certainly been prompted
to think. Isn’t this what every good teacher/trainer strives for?”
Giddens, Seth (2013) Chatting to Teacherbot. Why Posthuman Teachers Can Never Happen In
My Lifetime. http://www.digitalang.com/2014/11/
34.
35. “Though none of the traditional disciplines does this, one
can trying seeing double: seeing the human and the
nonhuman at once, without trying to strip either away.”
36. deficit excess
what works? what do we want?
supercession entanglement
embrace/resistance play
37. in print: Bayne, S (2015) Teacherbot: interventions in automated teaching, Teaching
in Higher Education, 20:4, 455-467
on github: https://github.com/Mehrpouya/Coding-the-MOOC
in the press: Ask teacherbot: are robots the answer? Times Higher Education,
May 21 2015
https://www.timeshighereducation.co.uk/news/ask-teacherbot-are-robots-the-
answer/2020326.article
in summary: https://codeactsineducation.wordpress.com/codinglearning-e-book/
Teacherbot
Editor's Notes
bbc series on intelligent machines, panorama ‘Could a robot do my job?’
automation as a ‘thing’ (disease) that’s going to ‘happen to us’ – machinic agency and supercession – tapping into dystopic popular cultures
redundancy algorithm from Frey and Osborne methodology/data
despite only a 3% likelihood, its been pursued for decades
often as a promise of enhanced efficiency, cost-effectiveness, etc
Suppes notion of democratised access to the best tutoring via automation bleeds quickly into neoliberal performativity and the ‘efficiency’ agenda which instrumentalises education
robot ***ck you http://metro.co.uk/2015/09/17/a-robot-said-fk-you-to-bbc-breakfasts-charlie-stayt-and-louise-minchin-live-on-air-5395489/
despite large programmes of investment, funding and so on, practitioners – esp beyond STEM – are not keen
AIED systems as just another resource available to students – a network assemblage – we might not object to such flattening if coming at this from a postANT post-anthropocentric position
however the history of teacher automation is bothersome when taking a critical perspective
teacher agency disappears from the programme, substituted by rather than in emergence with, machinic agency
Bazaar – programming in conversational agents for ‘academically productive talk’ based on discussion facilitation rather than content-specificity which can’t scale
3 lines of a 31 page paper indicate where teacher input informed agent response.
teacher/practitioner role/agency in the project of automation not evident
Faculty response to this rationalising imperative has been, according to Feenberg, a two-fold ‘mobilization in defense of the human touch’. This takes the form either of blanket opposition to all kinds of digital interruptions to education; or a favouring of a model of online education that places human communication at its centre – technology as a ‘support for human development and online community’ (100-1). For Feenberg, both the managerialist, ‘technocratic’ embrace of technology, and its ‘humanistic opposition’, function as instrumentalisations of digital technology: on the one hand to achieve efficiency gains, and on the other to facilitate ready access into a newly-constituted social world. Both perspectives, in fact, work on the basis of humanistic assumptions of rational autonomy and the ontological separation of human ‘subject’ and technological ‘object’, whether that technological ‘object’ is turned either to technocratic or to ‘democratising’ social ends.
Twitter bots are, essentially, computer programs that tweet of their own accord. While people access Twitter through its Web site and other clients, bots connect directly to the Twitter mainline, parsing the information in real time and posting at will; it’s a code-to-code connection, made possible by Twitter’s wide-open application programming interface, or A.P.I.
At a time when even our most glancing online activities are processed into marketing by for-profit bots in the shadows, Twitter bots foreground the influence of automation on modern life, and they demystify it somewhat in the process.
(Dubbin in New Yorker)
excess
funny ones: anagrambot, manbot; portmanteaubot
Now, technically speaking, @CancelThatCard is a spammer. It does nothing but find people who mentioned a certain phrase on Twitter and sends them a boilerplate message saying "Hey, look at my website!" For this reason, @CancelThatCard is constantly getting in trouble with Twitter.
As far as the Twitter TOS are concerned, @NeedADebitCard is the Gallant to @CancelThatCard's Goofus. It's retweeting things! Spreading the love! Extending the reach of your personal brand! But in real life, @CancelThatCard is providing a public service, and @NeedADebitCard is inviting you to steal money from teenagers. (Or, if you believe its bio instead of its name, @NeedADebitCard is a pathetic attempt to approximate what @CancelThatCard does without violating the Twitter TOS.)
The bot is an experiment in speculative surveillance
@NSA_PRISMbot is topical, of course, rooted in specificity. The Internet companies the bot names are the same services identified on the infamous NSA PowerPoint slide. When Microsoft later changed the name of SkyDrive to OneDrive, the bot even reflected that change. Similarly, @NSA_PRISMbot will occasionally flag (fake) social media activity using the list of keywords and search terms the Department of Homeland Security tracks on social media.
political ones: prismbot, illegal immigrant bot
So, in a modest effort to help America shed some of its historical baggage, we built a Twitter bot that replies to some of the people who tweet the words “illegal immigrant,” letting them know that in 2015, the preferred terms are “undocumented immigrant” or “unauthorized immigrant.”
From Quartz magazine: http://qz.com/219696
The conclusion to draw from such great material coming from algorithms is not that computers are preparing to displace humans. What these bots show is that the future of automation—whether of work, errands, or other routine tasks—is about the combination of human creativity and the raw processing power of machines. Only through the clever ideas of their creators and by drawing on tweets (a massive corpus of mostly human-produced material) are the bots any good.
robot ***ck you http://metro.co.uk/2015/09/17/a-robot-said-fk-you-to-bbc-breakfasts-charlie-stayt-and-louise-minchin-live-on-air-5395489/
teacher automation: turtlenexus of tech promise and tech threat; articulation of the human/nonhuman relation
teacherbot: impossible to disentangle the boundaries of human teaching team, twitter and the teacherbot algorithms