The document discusses the ethics of knowing or not knowing students in the context of distance education. It raises questions about what institutions know about students, who has access to student data, and how that data is used. While more data could help institutions support students, it also raises privacy and ethical concerns that must be considered. The presentation examines issues around surveillance of students and responsibilities that come with having more student information. It argues institutions should respond carefully and ensure student data is protected and used appropriately to care for students' well-being.
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Invited presentation at "Transforming the Curriculum: South African Imperatives and 21st Century Possibilities", University of Pretoria 28 January 2016. A voice-over of the presentation is available on YouTube at https://www.youtube.com/watch?v=YFwQ6oa8_y0
A full draft version of the presentation can be found at https://www.researchgate.net/publication/292502252_Curricula_as_contested_and_contesting_spaces_Geographies_of_identity_resistance_and_desire
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Bring your own idea - Visual learning analyticsJoris Klerkx
Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
Innovating Pedagogy 2020. Innovation Report 8
Exploring new forms of teaching, learning and assessment, to
guide educators and policy makers. Institute of Educational Technology, The Open University
A keynote talk in which I present the Ecology of Resources model (Luckin, 2010), which conceptualizes a learner’s context. It is grounded on a socio-cultural view of learning and a learner centric definition of context. The Ecology of Resources model has been used as the underpinning for the development of a design framework that can be used to analyse existing situations, to design fresh learning activities, to design the way in which technology might best be used to support learning activities, or to design the technology itself. To date the framework has been used for a variety of purposes, including studying how teenagers might use simple technologies to support learning on a trip to a science exhibition and studying how the resources available to adults trying to learn a second language might be effectively co-ordinated and integrated through technology. I discuss an example of the way in which the framework can be used to explore how an on-line community can support teachers.
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Invited presentation at "Transforming the Curriculum: South African Imperatives and 21st Century Possibilities", University of Pretoria 28 January 2016. A voice-over of the presentation is available on YouTube at https://www.youtube.com/watch?v=YFwQ6oa8_y0
A full draft version of the presentation can be found at https://www.researchgate.net/publication/292502252_Curricula_as_contested_and_contesting_spaces_Geographies_of_identity_resistance_and_desire
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Bring your own idea - Visual learning analyticsJoris Klerkx
Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
Innovating Pedagogy 2020. Innovation Report 8
Exploring new forms of teaching, learning and assessment, to
guide educators and policy makers. Institute of Educational Technology, The Open University
A keynote talk in which I present the Ecology of Resources model (Luckin, 2010), which conceptualizes a learner’s context. It is grounded on a socio-cultural view of learning and a learner centric definition of context. The Ecology of Resources model has been used as the underpinning for the development of a design framework that can be used to analyse existing situations, to design fresh learning activities, to design the way in which technology might best be used to support learning activities, or to design the technology itself. To date the framework has been used for a variety of purposes, including studying how teenagers might use simple technologies to support learning on a trip to a science exhibition and studying how the resources available to adults trying to learn a second language might be effectively co-ordinated and integrated through technology. I discuss an example of the way in which the framework can be used to explore how an on-line community can support teachers.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
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.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Doing things differently or doing different things?Derek Moore
Almost 2 years of emergency remote teaching (ERT) have passed by and there’s the likelihood that we are all going to “return to normal”. Can we collectively engage in dialogue about the learning from the pandemic? In this session, I propose that we amplify, hospice and create (adapted from J Reich,) from what we’ve experienced. Lets find a way to stabilize an acceptance of circumstances that are beyond our control and identify practices (or different things) hat can aid and improve current digital education capacities. Presentation intended for #Heltasa21
CLARAfying project: http://utscic.edu.au/projects/uts-projects/science-learning-power
Developing Resilient Agency in Learning: use of CLARA for first year science students with coaching support
A work in progress briefing for the UTS First Year Experience Forum, Sept 2015
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
This first webinar on Wednesday 3 November 2021, 12:00-13:00 GMT covered the new guidance for institutes and individuals, highlight useful Advance HE resources, and include new award winners and ‘old’ hands sharing their journey to NTF.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
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.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Doing things differently or doing different things?Derek Moore
Almost 2 years of emergency remote teaching (ERT) have passed by and there’s the likelihood that we are all going to “return to normal”. Can we collectively engage in dialogue about the learning from the pandemic? In this session, I propose that we amplify, hospice and create (adapted from J Reich,) from what we’ve experienced. Lets find a way to stabilize an acceptance of circumstances that are beyond our control and identify practices (or different things) hat can aid and improve current digital education capacities. Presentation intended for #Heltasa21
CLARAfying project: http://utscic.edu.au/projects/uts-projects/science-learning-power
Developing Resilient Agency in Learning: use of CLARA for first year science students with coaching support
A work in progress briefing for the UTS First Year Experience Forum, Sept 2015
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
This first webinar on Wednesday 3 November 2021, 12:00-13:00 GMT covered the new guidance for institutes and individuals, highlight useful Advance HE resources, and include new award winners and ‘old’ hands sharing their journey to NTF.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Presentation on 27 October 2016 at an Ethics Symposium as part of the Siyaphumelela Project, Kopanong Hotel & Conference Centre, Johannesburg, South Africa
Presentation at the Operational Planning Workshop, Department of Business Management, University of South Africa (Unisa), 6-7 February 2017, Pretoria, South Africa
Presentation at the College of Economic and Management Sciences (CEMS),
University of South Africa (Unisa) Leadership Summit
21 -22 November 2016, Manhattan Hotel, Pretoria
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
Sdal air education workforce analytics workshop jan. 7 , 2014.pptxkimlyman
The American Institutes for Research (AIR) and Virginia Tech are collaborating to explore and develop new approaches to combining, manipulating and understanding big data. The two are also looking at how big data analytics can help answer questions critical to solving issues in education, workforce, health, and human and social development. They held two workshops on January 7 and 27, 2014- the first on Education and Workforce Analytics and the second on Health and Social Development Analytics.
Presentation by Rebecca Ferguson (IET, The Open University, UK) at the Learning Analytics Summer Institute event (LASI Asia) run in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
Information experience design: improving library customers' experiences of in...Kate Davis
This is the slide deck for the information experience design workshop my colleague Elham Sayyad Abdi and I facilitated at Information Online 2017 on 13 February 2017. The content behind this workshop was developed in collaboration with our colleague Kathleen Smeaton.
Confetti background images are digital paper available on Etsy from DanaGarsonDesign at https://www.etsy.com/listing/160330622/confetti-polka-dots-digital-paper-set
Icons are from The Noun Project and used without citation in line with their terms of service for premium account holders.
How do we protect the privacy of learners in the digital age? Who owns student information? What rights should students have to control their academic digital footprint?
Rolando Valentin High Tech Cheating Final Presentationrvalentin1125
The purpose of this project is to investigate the types of high-tech cheating in order to determine whether or not it is ethical to use technology to aid in academics. This project also not only identified types of high-tech cheating but explored ways in which to prevent this type of cheating from occurring in online and in classroom environments.
Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
Pages 235-244
Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
Presentation at the European Distance Education and E-Learning Network (EDEN) Conference, Genoa, Italy, 17-20 June 2018. Authors: Paul Prinsloo, Sharon Slade and Mohammad Khalil
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. The ethics of (not)
knowing our students
Paul Prinsloo
ODL Research Professor
Presentation @
the Ethics Roundtable
University of South Africa
(Unisa)
3 September
2015
2. Acknowledgement
• I don’t own the copyright of any of the images
used and hereby acknowledge their original
copyright and licensing regimes. All the images
used in this presentation have been sourced
from Google and were labeled for non-
commercial reuse
• This work (excluding the licencing regimes of
the images from Google) is licensed under a
Creative Commons Attribution-NonCommercial
4.0 International License
3. • I don’t have the answers
• I think we need to problematise ethics in the context of
knowing, not knowing and the (im)possibility of un-knowing
• There are many possible approaches to and lenses on the
ethics of (not)knowing and I approach the ethics of
(not)knowing from a social critical perspective in the broader
context of surveillance studies
• This presentation further develops ideas flowing from, inter
alia, my collaborative research with Dr Sharon Slade, Open
University, United Kingdom
Disclaimer
4. Do we know our students?
What are the challenges of planning for an
unknown student population?
What do we need to do to address the
problem?
5. A counter question: What does “knowing”
look like in the context of a mega distance
education institution?
Image credit: https://commons.wikimedia.org/wiki/File:BinaryData50.png
6. Some more counter-questions:
What responsibility comes with knowing our
students? [We cannot un-know knowing…]
To know our students does not necessarily imply
understanding …
Even if we knew and understood our students, do
we have the will and the resources to do
something about what we (think we) know?
8. OVERVIEW OF THE PRESENTATION
• What we know, who knows what, and what
we do about what we (think we) know…
• Responding to what we don’t know, if only
we knew…
• The responsibility (and ethics) arising from
knowing more…
• Towards a fiduciary duty of care…
9. So what do we know about our students?
• Demographic details – provided on
application/registration
• Registration data – qualification, number of courses
• Historical data of previously registered students
• Learning data – assignments (not) submitted,
learning histories – asynchronous, synchronous
and (increasingly) digital
• Contact/correspondence with various actors in the
institution
• Increasingly personal information
10. Who knows these things of our students?
• The ‘system’ – disparate databases that do
not (necessarily) talk to one another
• Various stakeholders – student advisors,
ICT, counsellors, academics, tutors, e-tutors,
& researchers, external markers
• Other external stakeholders – employers,
law enforcement agencies, data brokers,
labor brokers, commercial stakeholders
• Social media platforms and networks
11. We also know what we don’t know…
• Is s/he a “first generation” student or not?
• Socio-economic circumstances?
• Access, sustainability of access and cost of access
to the Internet?
• Do they have access to prescribed learning
resources?
• Motivation for registering for the qualification?
• Reading/comprehension skills?
• Support networks?
• Health and parental status, etc.?
12. What we don’t know and may never know…
What happens in the nexus between students
(and their life-worlds) and institutional
(operational, academic and social) identities and
processes and how do these impact and shape
student success and retention as a complex,
dynamic, non-linear, unfolding process consisting
of mutually constitutive and often
incommensurable factors…?
13. Processes
Inter & intra-
personal
domains
Modalities:
• Attribution
• Locus of control
• Self-efficacy
Processes
Modalities:
• Attribution
• Locus of control
• Self-efficacy
Domains
Academic
Operational
Social
TRANSFORMED INSTITUTIONAL IDENTITY & ATTRIBUTES
THE STUDENT AS AGENT
IDENTITY, ATTRIBUTES, HABITUS
Success
THE INSTITUTION AS AGENT
IDENTITY, ATTRIBUTES, HABITUS
SHAPING CONDITIONS: (predictable as well as uncertain)
SHAPING CONDITIONS: (predictable as well as uncertain)
Choice,
Admission
Learning
activities
Course
success
Gradua-
tion
THE STUDENT WALK
Multiple, mutually constitutive
interactions between student,
institution & networks
F
I
T
FIT
F
I
T
FIT
Employ-
ment/
citizenship
TRANSFORMED STUDENT IDENTITY & ATTRIBUTES
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
Retention/Progression/Positive experience
(From Subotzky & Prinsloo, 2011)
14. Who acts (if we do) on what we (think
we) know?
• Faculty – often, due to workloads and
student: staff ratios in a generalised, one-
size-fits-all way
• E-tutors
• Administrators – for everyone (new) contact,
a different administrator, starting over,
explaining everything again
• Tutors, counsellors, regional staff
15. How do we (they) verify & update what
we (they) know
• Do students have access to what we know
and/or think we know about them?
• How do we verify our assumptions about our
students, their learning needs and
trajectories?
• How do they verify and provide context to
their (digital) profiles?
16. And… who has access to what we know,
& under what conditions?
• We protect students from harm when we
approve research but how do we protect
students from harm when we act – change
pedagogy, assessment, staff allocation?
• How do we govern student databases, for
how long do we keep student data, on what
conditions do we share student data, with
whom?
17. We are stumbling through a dark room, not
knowing the meaning of the noises we hear,
reacting in kneejerk fashion, often in
uncoordinated ways, our actions based on
assumptions, hearsay, well-intended but non-
empirical, context-disjointed, fragmented
and possibly discipline-inappropriate ways…
Image credit: http://www.elmundodehector.com/wp-content/uploads/2015/04/door-dark.jpg
18. So, what are the ethical implications?
• The ethics of knowing – not only what we
know, but who knows what?
• The ethics of knowing – how do we
verify/test what we know? What are the
implications if we are wrong?
• The ethics of knowing and not acting
• The ethics of not knowing…
19. (Student) data as Medusa
Higher education is
mesmerized and
seduced by the
potential of the
collection, analysis
and use of student
data. If only we
know more…
Image credit: http://en.wikipedia.org/wiki/Medusa
20. We therefore need to critically consider the
ethical implications of …
• Knowing
• Not knowing
• Knowing more
The solution is not necessarily in knowing
more, but ensuring that once we know, we
respond in ethical, caring, discipline and
context-appropriate ways
21. The Paperholder – “le serre papiers” (1749)
The technology will allow the sovereign “…to know
every inch of the city as well as his own house, he
will know more about ordinary citizens than their
own neighbors and the people who see them
everyday (…) in their mass, copies of these
certificates will provide him with an absolute
faithful image of the city” (Chamayou, n.d)
• 1749 Jacques Francois
Gaullauté proposed “le
serre-papiers” – The
Paperholder – to King
Louis the 15th
• One of the first attempts
to articulate a new
technology of power –
one based on traces and
archives (Chamayou, nd)
• The stored documents
comprised individual
reports on each and
every citizen of Paris
Image source: https://www.mpiwg-berlin.mpg.de/en/news/features/feature14
Copyright could not be established
22. The great Ivy League photo scandal
1940-1970
“… a person’s body, measured
and analysed, could tell much
about intelligence, moral worth,
and probably future
achievement…
The data accumulated… will
eventually lead on to proposals
to ‘control and limit the
production of inferior and
useless organisms’”
(Rosenbaum, 1995)Image credit:
http://iconicphotos.wordpress.com/2010/07/29/the-
great-ivy-league-photo-scandal/
23. So how do we
understand and
critically engage
with the ethics
surrounding the
increasing
surveillance of
students in higher
education?
Image credit:
http://graffitiwatcher.deviantart.com/art/Big-
Brother-is-Watching-173890591
24. Understanding the collection, analysis and
use of student data in the contexts of
• Broader trends in higher education
• From surveillance to sousveillance
• The discourses in data and increasingly
Big Data
25. So what do we need to consider when
thinking about what we (don’t) know about
our students… (1)
1. Changes in funding regimes – funding follows
performance rather than preceding it – evidence-
based policy versus research led…
2. Increasing concerns regarding student retention
and dropout
3. Ranking systems and the internationalization
of higher education
26. So what do we need to consider when
thinking about what we (don’t) know about
our students… (2)
4. Higher education as business
5. The algorithmic turn and the quantification
fetish in higher education
6. The increasing digitization of learning and
teaching – and our beliefs about the ‘evidence’
7. The gospel of technosolutionism in higher
education
8. The hype, promise and dangers of (Big) data
27. The ethics of the collection, analysis and
use of student data in the context of the
change from surveillance to sousveilance
Image credit: http://commons.wikimedia.org/wiki/File:SurSousVeillanceByStephanieMannAge6.png
28. Jennifer Ringely – 1996-2003 – webcam
Source: http://onedio.com/haber/tum-zamanlarin-en-
etkili-ve-onemli-internet-videolari-36465
If I did not share it on
Facebook, did it really
happen?
We share more than
ever before, we are
watched more than
ever before and we
watch each other more
than ever before…
29. Three sources of data
Directed
A digital form of
surveillance
wherein the
“gaze of the
technology is
focused on a
person or place
by a human
operator”
Volunteered
“gifted by users
and include
interactions
across social
media and the
crowdsourcing of
data wherein
users generate
data” (emphasis
added)
(Kitchen, 2013, pp. 262—263)
Automated
Generated as “an
inherent,
automatic function
of the device or
system and
include traces …”
31. • The claim that Big Data is
equavalent to “allness” (Lagoze,
2014) – n=all – providing a
complete view of reality
• Big data “lessen our desire for
exactitude” (Mayer-Schönberger
& Cukier, 2013 in Lagoze, 2014)
• It is no longer necessary to
investigate the why things
happen… More important is to
note what is happening – data
speaks for itself…
32. Critical questions for (big) student data (1)
1. Big data changes the definition of knowledge – “Who
knows why people do what they do? The point is they do it,
and we can track and measure it with unprecedented
fidelity. With enough data, the numbers speak for
themselves” (Anderson, 2008, in boyd & Crawford, 2012, p. 666)
1. Claims to objectivity and accuracy are misleading –
“working with Big Data is still subjective, and what it
quantifies does not necessarily have a closer claim on
objective truth” (Boyd & Crawford, 2012, p. 667). Big Data
“enables the practice of apophenia: seeing patterns where
none actually exist, simply because enormous quantities of
data can offer connections that radiate in all directions”
(ibid., p. 668)
33. 3. Bigger data are not (necessarily) better data
4. Taken out of context, big and more data loses its
meaning – leading to context collapse & lack of
contextual integrity
5. Just because it is accessible does not make it
ethical – the difference in ethical review procedures
and overview between research and ‘institutional
research’
Critical questions for (big) student data (2)
34. Exploring the ethics of knowing and not
knowing through the seven dimensions
of surveillance (Knox 2010)
1. Automation
2. Visibility
3. Directionality
4. Assemblage
5. Temporality
6. Sorting
7. Structuring
35. Automation
Key questions Dimensional intensity
What is the timing of
the collection?
Intermittently/
infrequently
Continuous
Locus of control? Human Machine
Can it be turned on
and off (and by
whom?)
All the
monitoring can
be turned
on/off
None of the
monitoring can be
turned off
36. Visibility
Key questions Dimensional intensity
Is the surveillance
apparent and
transparent?
All parts
(collection,
storage,
processing and
viewing) are
visible
None of the
monitoring is visible
Ratio of self-to-
surveillant knowledge?
Subject knows
everything the
surveillant
knows
Subject does not
know anything that
the surveillant
knows
37. Directionality
Key questions Dimensional intensity
What is the relative
power of surveillant to
subject?
Subjects hold
all the power
Surveillant holds all
the power
Who has access to
monitoring/recording/
broadcasting functions?
Subjects Surveillant
38. Assemblage
Key questions Dimensional intensity
Medium of surveillance Single medium
(e.g. text)
Multimedia
Are the data stored? No Yes
Who stores the data? Subject or
collector
Third party
39. Temporality
Key questions Dimensional intensity
When does the monitoring
occur?
Confined to the
present
Combines the present
with the past
How long is the monitoring
frame?
One, isolated,
relatively short frame
(e.g. test)
Long periods, or
indefinitely
Does the system attempt to
predict future
behavior/outcomes
No – only
assessment of the
present
Present + past used to
predict the future
When are the data available? All of the data
available only after
event is completed
Available in real-time and
experienced as
instantaneous
40. Sorting
Key questions Dimensional intensity
Are subjects’ data
compared with other
data – other individuals/
groups/ abstract
configurations/ state
mandates?
None Other data are used
as basis for
comparison
41. Structuring
Key questions Dimensional intensity
Are data used to alter
the environment (i.e.
treatment, experience,
etc.)?
Not used Used to alter the
environment of all
subjects
Are data used to target
the subject for different
treatment that they
would otherwise
receive?
No data are used
as basis for
differing
treatment
Based on data,
treatment is
prescribed
42. Do students know/have the right to know…
• what data we harvest from them
• about the assumptions that guide our actions
and algorithms
• when we collect data & for what purposes
• who will have access to the data (now & later)
• how long we will keep the data & for what
purpose & in what format
• how will we verify the data &
• do they have access to confirm/enrich their
digital profiles…?
Adapted from Prinsloo, P., & Slade, S. (2015). Student privacy self-management: implications for learning
analytics. Presentation at LAK15, Poughkeepsie, NY, 16 March 2015
http://www.slideshare.net/prinsp/lak15-workshop-vulnerability-final
43. Do they know?
Do they have the right to know?
Can they opt out and what are
the implications if they do/don’t?
Adapted from Prinsloo, P., & Slade, S. (2015). Student privacy self-management:
implications for learning analytics. Presentation at LAK15, Poughkeepsie, NY, 16
March 2015
http://www.slideshare.net/prinsp/lak15-workshop-vulnerability-final
44. What are the implications for the collection,
analysis and use of student (digital) data?
1. The duty of reciprocal care
• Make TOCs as accessible and understandable (the
latter may mean longer…)
• Make it clear what data is collected, when, for what
purpose, for how long it will be kept and who will have
access and under what circumstances
• Students as stakeholders – current, correct information
• Provide users access to information and data held
about them, to verify and/or question the conclusions
drawn, and where necessary, provide context
• Provide access to a neutral ombudsperson
(Prinsloo & Slade, 2015)
45. What are the implications …? (2)
2. The contextual integrity of privacy and data – ensure the
contextual integrity and lifespan of personal data. Context
matters…
3. Student agency and privacy self-management
• The fiduciary duty of higher education implies a social
contract of goodwill and ‘do no harm’
• The asymmetrical power relationship between institution and
students necessitates transparency, accountability, access
and input/collaboration
• Empower students – digital citizenship/care
• The costs and benefits of sharing data with the institution
should be clear
• Higher education should not accept a non-response as equal
to opting in…
(Prinsloo & Slade, 2015)
46. What are the implications …? (3)
4. Future direction and reflection
• Rethink consent and employ nudges – move away from
thinking just in terms of a binary of opting in or out – but
provide a range of choices in specific contexts or needs
• Develop partial privacy self-management – based on
context/need/value
• Adjust privacy’s timing and focus - the downstream use of
data, the importance of contextual integrity, the lifespan of
data
• Moving toward substance over neutrality – blocking
troublesome and immoral practices, but also soft, negotiated
spaces of reciprocal care
(Prinsloo & Slade, 2015)
47. (In)conclusions
The gathering, analysis and use of student data
act as a structuring device. It is not neutral. It is
informed by current beliefs about what counts as
knowledge and learning, colored by assumptions
about gender/race/class/capital/literacy and in
service of and perpetuating existing or new power
relations.
Welcome to a brave new world…
48. THANK YOU
Paul Prinsloo (Prof)
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences,
Office number 3-15, Club 1, Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
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