These are the slides from my presentation from the excellent session on Digital Identities at the Online Educa Berlin conference held earlier this month.
One frequent comment I get from teachers when talking about the use of new technologies for learning is the need for examples of effective use in practice. And all too many projects, national and European, talk about changing practice but from a research or theoretical perspective.
The ICONET project has taken a different route. Based on the earlier ICOVET work, it sought to take a basic tool for identifying and recognising informal learning with socially disadvantaged young people, and implement it in different situations with different groups of learners. In the UK we worked in two quite different contexts, although both were located at Salford University. The first, called Cartoon Planet and working with Salford Young People’s University, has already been published on this blog.
The second sought to embed the process within a Personal Development through Enterprise initiative. In this report Helen Keegan explains the background and results of the project work.
“The University of Salford is a Widening Participation university, with a student body largely made up of ‘first generation’ students – that is, students who are the first in their family to enter higher education. For many of our students, studying for a degree is particularly challenging. Students often fail to see the bigger picture in terms of the acquisition of invaluable life-skills, preferring instead to take an assessment-driven approach where formal learning is prized (i.e. what needs to be remembered/prepared in order to pass a module) at the expense of informal learning and skills development. However, in terms of pedagogy and public policy it is increasingly acknowledged that informal skills are equally as important (if not more so) than formally learnt curricula through the course of one’s life, where participation in a rapidly changing, networked society demands significant informal competencies which lie outside of mainstream curricula.
Finding ways of developing learners’ informal competencies alongside subject specific knowledge within mainstream curricula is therefore crucial. The Personal Development through Enterprise initiative focuses on developing informal competencies alongside Enterprise within the curriculum, through nurturing reflective practice on learning that goes on outside the classroom, alongside a core suite of 21st century competencies which are recognised as being essential attributes for the successful lifelong learner. Ultimately we want to equip our learners with the skills to self-direct their learning for life, through a process of meta-learning, critical reflection, and the ability to recognise their informal skills and how these enable them to become lifelong learners.
Personal Development through Enterprise focuses on the development of innovative learning activities and teaching and mentoring methodologies as to foster the development of informal competencies and reflective skills alongside formal Enterprise curricula.
Over many years teaching in the classroom, the tutor had noticed how students appreciated being asked about what they do OUTSIDE the classroom – that is, their interests and activities in their spare time. Many of these activities have real value, and yet the students don’t think of their informal learning as being valuable as it is not being assessed. The aim was to recognise what people do outside the classroom, getting the students thinking about how the skills developed through their off-campus interests can be used across different contexts – valuing their informal learning alongside formal, and integrate the two.
Alongside this was the problem of the student’s perception of Enterprise in the curriculum. While entrepreneurial skills (and even more so, INTRAPRENEURIAL) are commonly seen as being essential skills in the workplace (the ability to lead, make decisions, and drive change from within), many students are resistant to the idea of Enterprise teaching as they see it as something which is only relevant to those who want to start their own business. This is a common misconception, but one which needs to be addressed and the skills required for Entrepreneurship are required in nearly all walks of life.
In order to engage the learners, encouraging them to reflect on their informal learning and how this leads to a set of behaviours which are transferrable across contexts – including organisational – we wanted to address the perceived lack of relevance of informal skill sets through active pedagogy and experiential learning rooted firmly in the real lives of our students, in order for them to realise their potential in the wider world as lifelong learners.
We wanted to make the classroom more dynamic, giving learners control in terms of how the sessions were run – and even what content they covered. There was a strong emphasis placed on peer mentoring.
The class were split into groups and each week a different group would lead the session. Suggested (and covered) topics were:
Each group was only given a brief outline of the topic/goals for the session and they had to create the lesson themselves, sourcing information and using examples from their everyday lives and first-hand experiences.
They were asked to design classroom sessions which were fun and interactive – some of the things they came up with included games, debates, role-playing and even a song competition!
There was an emphasis on imaginative uses of technology to support their sessions and learning, e.g. wikis, videos, audio, visual aids and props. They were encouraged to use idea creation techniques such as brainstorming (both within groups for session planning and in the sessions they actually led). The students developed skills in using and managing information, particularly in the sense of synthesising their informal learning into what they commonly thought of as ‘learning’ (which tended to be formal). They communicated ideas to others using multiple forms of media and technology (which involved them developing a fundamental understanding of the ethical/legal issues surrounding the access and use of media), and reflected critically on their learning which helped them to develop the ability to self-direct their learning.
As in the case of Cristina Costa’s Cartoon Planet project (one of the other ICONET studies), the curriculum criteria were based on three broad aspects of teaching and learning:
A learning development journal was kept by each student in order to stimulate individual, peer and group reflection, and this gave them a structure within which to translate their informal competences – gained within, but also (and more importantly) outside the classroom – into a ‘CV-ready’ format, enabling them to recognise the links between their informal learning and how this can be reported in a more formalised manner.
As in the case of Cartoon Planet, the outcomes envisaged were:
However, in this case one of the most empowering aspects of the project was that students were given a brief which was wide open in terms of the way that they used ICT – obviously this is much easier to do when the students are older, as in this case. Through giving the students the opportunity to develop the content and design their own sessions (the main instructions being to base everything on their experiences OUTSIDE of the university and to use whatever ICT they wanted in innovative ways), the students became highly engaged and started to realise that the concepts, knowledge and transferrable skills which are covered in Enterprise teaching are in fact everyday skills which they have been practicing throughout their lives without actually realising it!
Issues around leadership and roles were viewed through the lens of friends and family, then teased out and viewed through the lens of the workplace. Issues around presenting using broadcast materials and business ethics were viewed through the lens of file sharing on the internet (of which many students have first hand experience).
Each group delivered a final presentation outlining ideas for a business which drew on their informal learning (i.e. hobbies outside of university) but informed by concepts covered in class, and they came up with some fantastic ideas based on their informal skills which they wouldn’t ordinarily bring into the classroom environment. By leading workshop sessions themselves they developed real confidence in their ability to stand up and express their ideas, and did so in an engaging and imaginative way.
The personal development journals were particularly effective not only for the recognition of competences, but for the identification of problematic areas (some students reflected on their difficulties with time-keeping and organisation which they had not picked up on before, purely because they hadn’t needed to direct their own learning and be responsible to a team to such a great extent). They developed valuable skills in reflecting on their own learning, both inside and outside the classroom, and how they influence one another.
Feedback from the students indicated that they found their self-directed workshops to be of real value, although at first they were nervous about taking responsibility for their learning in this way. They also expressed surprise that so many of the skills they brought into the workshops were skills that they had developed outside of the classroom. Through being encouraged to work independently in groups, using a diverse range of media, they were able to develop a range of 21st century skills – particularly in terms of collaboration and creativity – based on their informal learning.
Something which worked particularly well was their final presentations, where they were asked to work in their groups and develop an idea for a business and present it without using Powerpoint. This meant that they came up with innovative ways to ‘sell’ their idea, such as panel games and role-playing. One group was made up of boating hobbyists and 2 environmental campaigners (all activities which they were involved in outside of the university), and so they came up with an idea to run water-taxis between Manchester City Centre and a new MediaCity development, cleaning up the waterways in the process. One month later there was an announcement in the local news that a water-taxi business is going ahead in the area – nearly identical to their idea! For them, to be able to bring in their informal learning and present it in a business-like way gave them a real sense of worth, and a genuine appreciation that they had been able to use their informal learning in a formal setting.
The personal development journals worked really well as they helped the learners to reflect and develop meta-skills needed for lifelong learning. Also, the PDJ gave the learners a method for the translation of informal competences into a more formal framework, which is especially useful when it comes to CV-writing.
Overall, the emphasis placed on their extra-curricula activities and ‘accidental’ learning allowed them to see themselves differently, recognising that they have valuable skills which haven’t been acquired formally and therefore valuing what goes on outside the classroom much more than they did before. In this sense, it was transformative.
In summary, the elements which really helped to engage the learners were:
Last week I welcomed Facrebook’s announcement of new fine grained access controls which they claimed would allow users to decide what and iwth whom they wished to share.
On Wednesday they started rolling out the new interface pushing an “important message” to all users:
“We’re making some changes to give you more control of your information and help you stay connected. We’ve simplified the Privacy page and added the ability to set privacy on everything you share, from status updates to photos.
At the same time, we’re helping everyone find and connect with each other by keeping some information—like your name and profile picture—publicly available.”
The new controls are far from simple. And after an hour playing with them it appears they provide far less potential privacy than the original settings. Name, profile picture and as far as I can see your personal wall is set to public and cannot be hidden. So what is behind this? Is Facebook really concerned to protect privacy. It seems a bit too much of a coincidence that the new settings were launched a week or so after the announcement of deals with Google and Microsoft to provide Facebook data for real time search (just an aside – what is the value of real time search – I don’t get that one).
I might be paranoid but I suspect the real point of the new controls is to make sure data is available to the search engines, rather than allowing users more control over their own data. In the discussion over the new settings in the Guardian yesterday, some commentators asked why so much fuss given that it was a free service. Well firstly is Facebook really free. We provide our data which makes the site valuable for advertisers who pay Facebook. That doesn’t sound so free to me.
The question of access controls will not go away. Digital identities are becoming increasingly important especially for young people. A couple of weeks ago a Romanian CEO of an advertising agency said in a confernce I was at that he would not hire anyone who did not have a good digital identity. Our on line identities are fast replacing the traditional Curriculum Vitae. We have a situation where the main spaces young epopel use to meet. communicate and share their lives together are controlled by private companies who are claiming ownership of our data. That is not a minor issue. OK – we can delete our accounts (although then Facebook still retains the data). But young people are not going to do this. Regulation is probably the only answer, although it is hard to regulate international platform providers. And of course, education on not just digital safety but education about the importance of digital identities and how to develop and manage them.
In my next post I will post a report for the EU ICONET project on a great course developed at Salford University and looking at digital media and identities.
The Web 2.0 model is essentially built on the wisdom of the crowd. Rather than relying on experts users are encouraged to rate or recommend other people as friends, products or software applications. But does the model scale? And can the crowd keep growing for ever? Is their a finite level at which wisdom becomes aggregated to the lowest common denominator? And are we reaching that point now?
Putting it another way how many social software sites can we manage? Facebook, Twitter, Flickr, Slideshare, Blip.fm, Blip.tv, YouTube, GoogleWave, Linkedin – the list goes on. And how many ‘friends’ can we follow?
But perhaps the most obvious example that the model does not scale is the Apple Aps store. A year ago I used to regularly surf the latest apps for my Pod touch, looking at user ratings and reviews. Now with over 120000 apps on the site it is a waste of time. There is simply too many apps with no way of finding what might be useful. furthermore the ratings system does little to help. Most have a rating of 3 or 4 as one might expect. furthermore, Apple has just suspended 100 apps due to suspicions that the reviews are being fiddled. Increasingly the only way to find new applications is to use review sites – in other words to go back to a reliance on so called experts. Although on a lesser scale, the same problem exists with WordPress plug-ins. And there seems to be a move with WordPress away form free and open source plug-ins towards commercial software. Trust through payment?
So what is the way out of all this? Probably we will see more specialised social networking sites, targeted at particular interests or groups. In that respect Linkedin, which always seemed a bit staid and boring, may well prove to have got the model right. And trust relationships will become more important. Recommendations will be based not on the numbers of the crowd but on who the people are. To an extent that is already happening through Twitter. Instead of trying to keep up with the flood of new blog entries on a Feedreader we are choosing to follow recommendations from our trusted friends of what to read. And I suspect that the word friend will come to mean more what it used to. Instead of blindly accepting friendship from anyone who offers it, we will develop smaller networks of those we really trust.
For those of you who have not been there, On-line Educa Berlin, which claims to be Europe’s biggest event on Technology Enhanced Learning, is a mix between a party, a meet up, a trade exhibition and oh yes, a conference. this year there were once again over 2000 delegates, which, considering the price of the conference for non presenters is over 800 Euro and the general impact of the recession is impressive. Is e-learning standing up despite financial cutbacks? According to the organisers the largest ‘country group; was the Netherlands, followed by the UK, Finland and Norway – although I don’t know quite what this signifies.
Online-Educa is probably not the place to go for cutting edge research and development. Rather it tends ot rflect what is main-streaming and this make sit all the more interesting. the following is a highly impressionistic account fo this years trends / non trends and general goings-on.
Probably the biggest trend is the movement away from a focus on VLEs towards looking at the use of social software for learning. And, linked to that, is a growing realisation or concern about the gap between the way (not just) young people are using social software for communication, leisure, information seeking and learning and the way educational institutions are stumble trying to manage learning through the walled gardens of LMS systems and VLEs. Equally, many speakers pointed out the growing availability of free resources for informal and self directed learning and the need for institutions to rethink their role and how they facilitate learning. None of this is new. What is new is that the idea has moved from being a fringe or minority viewpoint to at least entering the mainstream educational technology discourse. Indeed, in this respect it is interesting to see the recent Guardian newspaper article by Victor Keegan. Keegan says”
” … YouTube is developing into a kind of University of the Grassroots. Instead of learning being a top-down process, dictated by institutions and governments, it is evolving into a bottom-up process driven by users.
If you want to learn, say, the Python programming language (often used in mobile phones) then your first move may not be to sign up at a local educational institution but instead to look at one of the YouTube videos and benefit from the reactions of other viewers. Education has been slower than other sectors to respond to the digital revolution but, as elsewhere, the direction is being dictated by users….
It is difficult to predict what effect all this will eventually have on education but it could be profound. It must be questionable whether you need three years to complete a PhD when you have instant access to so many archived books as a result of Google’s book-scanning programme. …But, increasingly, the basic street-wise skills people will need during the digital revolution may more easily, and certainly more quickly, be learned from the People’s University of the Internet than from an academic institution.”
In the sessions I attended, there seemed to be more of a focus on pedagogy or suing technology for tecahing and learning, than using technology as a starting point, as in sessions I attended in recent years. Equally, there was less product placement and less focus on corporate learning than in previous years: whether this is the result of the recession or because of a concious decision by the conference organisers I am not sure.
Last year there was a big buzz around Multi User Virtual environments such as Second Life. The bubble has burst this year: presenters were still enthusiastic about the potential for tecahing and learning but the feeling was that present commercial worlds were just not good enough (in this respect it is interesting that Linden Labs did not even have a stand).
Wandering around the extensive exhibition area there seemed to be little new. One surprising omission was the paucity of attention paid to the potential of mobile devices (apart from Blackboard promoting their mobile platform integration). Despite many of teh delegates sporting their iPhones few seemed to have thought about how they might be used for learning. However, perhaps that just is a reflection of Online-Educa: mobiles have not yet entered the mainstream!
Online- Educa Berlin tends to be one or two years behind the research in Technology Enhanced Learning. But it is a great indicator of what technologies and ideas are mainstreaming. This year there is little or no discussion of Virtual Learning Environments: all the talk is of the use of social software for learning.
And with that discussion, comes concerns over users control of their own data, of data security, of privacy and safety – and of course issues related to digital identities.
In this respect, it is very good to see Jerry Zuckerberg’s open letter on the future of Facebook, pledging to provide greater and more fine grained control for users over who can access their data.
However Zuckermann’s letter, or rather the responses to it illustrate one of the big problems facing Facebook. At the time I looked at it, it had 33858 comments. And, as far as I can see, the vast majority were spam (see selection above). If Facebook cannot provide Jerry with user controls to prevent spam, what hope is there for teh rest of us?
Some great presentations at Online Educa Berlin. And over the next ten days we will be bringing you some of the slides and videos. This presentation, by Cristina Costa looks at Digital Storytelling.
Are wiffys tweets with attitude?
Following on from 25 ways of using mobile phones for learning, I thought I might blogsquat on Graham’s blog and look at some of my favourite mobile apps.
Today I am being excited about Wiffiti. You can get yourself a free account (just Google it) then create a screen, load a picture, publish it and (subject to the permissions you have created) anyone can text a message or load an image (from phone or lap top which will appear on your screen. It’s a bit like Twittering in Cinemascope…
You can go to http://wiffiti.com/screens/12568 and add your own message to the screen above in real time through your browser or just Text @wif12568 + your message to 87884.
I like….
20 things you could use Wiffys for….
(is good because you have permanent record, and you can take questions in any order or group questions together to reply)
“will the person who put that great poster up on m-learning come and find Jen Hughes cos she’s really interested in a chat”
“Jen Hughes is outside the main door having a cigarette – will Graham come and find me”
“Jen Hughes is desperate to borrow a Mac adaptor for the projector”
“How many of you agree that….”
It’s anonymous so can increase confidence in contributing
You can run a brainstorm over an extended period not just for 10 mins in the classroom.
“one thing you liked about today’s lesson and one thing you didn’t”
It’s just like big screen public Twittering so wiffys are like tweets with attitude
“Post a photo by the end of the day representing ‘learning’ and vote on the best ones”
Tell a story, get kids to write their own endings….or build up a story from scratch. I’m currently loving the idea of non-sequential narrative ie synchronous rather than linear stories. Wiffiti is excellent as the posts fade in and out and are backgrounded and foregrounded constantly. Also helps kids get used to writing for web pages rater than ‘essays’.
“One key point from today’s lesson
“Post up an emoticon that tells me how you felt about school today”
“Tell me one thing you remember from the 60s or your favourite sporting moment”
(it has to be the Scott Gibbs try at Wembley when Wales beat England 32-31 in injury time)
“We are going to make a collection of screens on shapes / colours etc. This week use your phones to take pics of things which have 4 sides /red things etc”
“Use your computers to find some images of food that gives you energy and post them up”
On any subject under the sun – text anecdotes / memories, pictures – how about something easy like ‘our village’ to start off.
“If I were prime minister I would….”
Oops – almost forgot Graham’s contribution, which I really liked
Some of you may remember that in May I posted an order form for the EU Taccle project handbook on e-Learning – snappily entitled “Teachers Aids on Creating Content for Learning Environments.” Don’t be put off by the title – in my mind this is the best practical handbook I have seen yet about using Web @.0 and social software for teaching and learning. For those of you who did pre-order paper copies they should be with you shortly, although we may have to reduce some of the numbers on bulk orders. for those of you who did not order a copy – do not despair. the handbook is now available for free download from the Taccle site (although you will have to register on the site first). The handbook is available in English, Spanish, French, Portuguese, Dutch, Italian and German languages! It is also licensed under a Creative Commons licence and you are free to adapt and remix the materials if you so wish. If you need any more persuasion before rushing to download your copy, the following excerpt is from the foreword.
“Information and Communication Technologies are being increasingly used to create richer learning environments. In all sectors of education from primary schools to adult education, in schools for pupils with special education needs and in colleges and universities, technologies are being used across the curriculum to enhance students’ experiences.
However, technology is not enough. The creation of high quality content is essential if the potential of ‘e-learning’ is to be realised in a way that stimulates and fosters Life Long Learning. It is important to train teachers how to design and develop their own content and generate learning materials that can help their own students and
can also be freely exchanged with others.
The European Commission Comenius programme funded Taccle project aims through training teachers to create e-learning materials and raising their awareness of e-learning in general, to help establish a culture of innovation in the schools in which they work.
This handbook has been produced by the Taccle project partners in five different European countries. It has been written by teachers for teachers and caters for those with only basic computer skills and limited technical support.
The handbook is geared to the needs of the classroom teacher but teacher trainers, ICT support staff and resource centre staff may find it useful too! It provides both practical support for
teachers who want a ‘hands on experience and also help and information for teachers who just want to find out about e-learning.
The handbook is designed to provide practical support for teachers to:
If you do not understand some of these terms do not worry. The handbook provides friendly step by step guidance about how to do it and explains the different terms along the way.
Of course it might seem a little strange and old fashioned producing a printed handbook about the use of new technologies. But, as Jenny Hughes says in her introduction to the handbook, we felt that the very teachers for whom this book is written are probably the group least likely to use or feel confident about using web-based materials. A book is comfortable and familiar and that is exactly how we would like teachers to feel about e-learning.
Technologies are changing very fast. When we originally applied for a grant from the European Commission, we anticipated the main focus of the handbook would be the use of Learning Management Systems – systems that help to organize and administer learning programs for students and store and organize learning materials. At the time, this seemed to be the most important technology for creating and managing content. But since then , we have seen an explosion in the use of social networking applications like blogs and wikis, as part of what has been called Web 2.0. These are tools which make it very easy for people to create and publish their own content in different forms – text, pictures, audio and video.
These technologies make it easy not just for teachers, but for students to produce materials themselves and are increasingly being used in the classroom mixing traditional teaching methods with some e-learning methods in what is called Blended Learning.
Therefore, we have shifted the main focus of the handbook to provide a hands on guide to the use of such tools in the classroom.”
Last Wednesday I was honoured to speak (via skype) at the launch of the New Media School in Bucharest. The launch took place in the Modern Art Museum who are a partner in the project. The New Media School is a fascinating initiative by the students union to promote social and collaborative learning. For me the most encouraging thing is how they plan to use social media for teaching and learning. Anyway, whilst we were waiting for the start of the meeting, I made a short interview with Gabi Solomon and Vlas Atansui who have been two of the prime movers behind the project. Congratulations to them and everyone else associated with this project. Below is a text Gabi sent me about the project.
New Media School
What?
The New Media School project is an initiative to support a community of practice of young students, responsible with communication in their organizations. The members of the community will be chosen for their interest and passion for web 2.0 and communication, and for the willingness to develop their skills in this regard. Their learning experiences, as far as the project is concerned, start with the real-life challenges they encounter while trying to develop communication and dialogue within and outside the organization, and ends with the changes they manage to implement while interacting with the New Media School community. Along the way, the project will facilitate a learning environment both on-line and offline, making use of a variety of tools like: wikis, a google group, googledocs, a social platform, twitter.
The project aims to empower 30 students who study in Bucharest to create multimedia content about their projects and their organizations and to promote it using new media tools in experimental/inovative ways. Our assumption is that today’s literacy goes beyond being able to read and write. Nowadays it’s all about being able to effectively communicate your ideas by crafting powerful messages using text, sound, music, image and graphics and then promoting your message using web2.0 platforms. We are also interested in better engaging students in the conversation about education by helping them to deliver high impact messages about the way they are learning and the learning opportunities that they value.
How?
For the next month we planned three meetings:
• the launching meeting (where we will have a discussion about the project and a “get-to-know” session for the members)
• a Web 2.0 workshop (where we will explain the tools we want to use and what you can achieve by using them)
• a video workshop (where we will have an expert on social campaigns talking about the concept of a video, how you film, how you cut a short movie)
Working in small teams over the course of the project, the participants will develop the skills needed for shooting, editing and publishing video clips related to their projects, their organization, education, non-formal and informal learning. In addition to the hands-on approach the participants will explore, together with trainers and guests (bloggers, communication experts, video editors and directors) new practical ways of delivering their mesages to other young people and to the world. They will be encouraged to link up with other educational initiatives – which include anything, from campaigns, conferences, trainings, other youth projects etc. – and use their new media skills to promote these types of non-formal education. The content produced will be also published on the project website and promoted on-line through the use of social media and established on-line publications.
The project is both a learning experiment in the innovative use of digital technologies as a form of self-expression, as well as a contribution to the creation of a free online resource of content generated by the learners themselves.
Which methods we plan to use?
Sharing Meetings
We believe that the motivation for learning comes firstly from our real needs and desires. During these meetings, the members will share their experiences and the challenges they’ve met in the organizations, looking up new ways of solving them and integrating their individual experiences in a broader context.
Training
The community will also grow with the help of experts who have a lot of knowledge about this domain and are willing to share it with us. We will invite trainers to facilitate the process of learning and by doing this we will add value to the process of sharing and collaborative learning.
Collaborative workshops
Sometimes we can learn something only by doing. The workshops we plan are learning events, where we learn by experimenting together communication techniques, where we develop challenges and we obtain unexpected results.
Social experiences
We learn best from and with our friends. We will include in the New Media School experience Time for knowing each other, for relaxing and having fun together. We like watching movies, seeing a theater play, cooking together or playing sports.
Access to mentoring and coaching experiences
Each and everyone of us enjoys meeting special persons, who are able to inspire and guide us, who help us find our own path and answer our questions. We invite those people to join our community and help us in the process of learning.
Learning log
Learning is something that we experience all the time, not only in the classroom or in training workshops. Sometimes we have no time to process the lessons learned from our experiences and that leaves room for forgetting. We will encourage the use of a learning log or of an individual portfolio for all our members. For example, they can use a blog where they would write about their experiences, they would reflect upon them, so they would enhance the learning process and they will have the record of their achievements
Blended learning
Usually, the answers that we find during our meetings spark new other questions. Because of that we will keep these ideas and questions alive after the meetings, on an online platform made of many social and collaborative tools.
Cyborg patented?
Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.
Racial bias in algorithms
From the UK Open Data Institute’s Week in Data newsletter
This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.
Gap between rich and poor university students widest for 12 years
Via The Canary.
The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).
Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.
The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.
Quality Training
From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.
Our Wikispace for teaching and learning
Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.
We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.