A couple of months ago I mentioned this event organised by RIN that I went to. The event sought to answer the following question The future of scholarly publishing – where we go from here? The debate shifted in many … Continue reading
Participants at the PLe2010 conference have been invited to make their own conference badges. These have been shared on TwitPic
When we launched the PLe2010 conference way back last September we were determined it would not be just another conference. Twenty minute paper presentations, endless slides with bullet points, limited discussion. Yes, we wanted people to have a good time in the evenings but how could we move those evening knowledge sharing sessions inside the conference.
Unconferencing formats such as BarCamps or TeachMeets have generated much enthusiasm and creativity. But for researchers, especially young or emergent researchers, to secure funding for attending international conferences and events, many institutions demand the presentation of an academic paper.
So, we tried to get the best of both worlds. We appointed an academic board and all papers were subjected to a two person blind review process. We then grouped the various contributions by theme and language and went on to appoint chairs for each session. We wrote to each chair asking them to contact the presenters in their session and to agree a format for the session. We left the final format to the chair and presenters but indicated we wished for the sessions to involve all participants in as far as was possible. And we got some great proposals. Here is a selection of some of the formats which have been proposed for the different sessions at PLE20010.
Speed Learning Cafe (Jane Challinor)
Poster Session (Graham Attwell)
We will provide participants 10 minutes to look at the posters
Each of you will be invited to introduce your poster for 5 minutes
There will be space for participants to ask questions..
Participants will be invited to write down issues arising from your posters on a sticky note.
We will then group the issues and depending on the number of groups rate the importance.
We will then form groups for discussing those issues and hold a brief plenary at the end
Speed / learning café (Cristina Costa)
What does that mean?
It means that you will have 7 minutes to present your paper, focusing on the main key points (only 1 slide is allowed!… that is if you are using slides at all. You can use whatever you want!) It may sound a bit mad, but the fact is that short presentations are more focused and therefore more appealing to the listener.
The presentations will be followed by rotating groups discussions, as delegates will take turns participating in the discussions started by your presentations (hence the importance of making your presentation thought provoking).
Each discussion will last for 10 minutes. Every 10 minutes delegates will move to the next table. In each table there will be a laptop (please bring one along if you have one!) so that participants can annotate their discussions in a wiki page.
The session will end with a short presentation (3 minutes) by each group about the conclusions they have reached.
Paper Session (Maria Perifanou)
Time available for the session: 75min
Introduction of the presenters: 2min
Presentation of the findings of your research: 15min
Conclusion of the presentation with some questions for the audience asking for their feedback ( possible problems that you have faced during your research, future research questions….): 10min
Questions from the audience: 10min
Time for work for the participants: 20 min. The participants will be divided in groups. Each group will have to do a quick reasearch regarding the integration of technology in the education (and in everyday life) in their countries with a focus on the PLE concept. Are students on the way for the development of their PLEs or is it something that looks like a “dream” for the future
based on the findings of their research?
Presentation of the groups work findings – comparison of them with the findings of your research: 15min
End of the session: Conclusions 3min
Paper Session (Isamel Pena Lopez)
I see the common denominator of the session is _support_ in the sense of “let’s tell our ‘supportees’ what does work so they can put it into practice”. Which means:
1.- there are some problems in my learning process that need being addressed
2.- solutions to fix these problems that do not work
3.- solutions that do
4.- (and likely) an assessment on how these solutions that work were
4a.—— put into practice
4b.—— their performance evaluated
My proposal.
GOAL: Instead of everyone telling their story, let’s try to end up with a shared one.
GOAL: let’s have it written so people can take it away with them
15:45 I would begin with an über-short presentation of everyone of you. That is not more than 6 minutes (2 per presenting group). And a presentation of how we will proceed. Total, 10′. I sit up with a blank powerpoint.
15:55 Each group has 3′ to explain what problems (point 1 aforementioned) they are addressing. I put them on the powerpoint without attribution, so I can merge them, rephrase them, avoid repetitions, etc.
16:04 Same with point 2.
16:13 Same with point 3.
16:22 Same with point 4a.
16:31 Same with point 4b.
16:40 We review the (now) shared presentation, let everyone in the room speak out their thoughts, add things, delete others, etc.
17:00 End of session.
Paper Session (Maria Perifanou)
4 presentations, 8min each (32min total) + 3 min (12min total) for the conclusion of each presentation with a presenter’s question to the audience for feedback (maybe a research question for the future, something that troubles him/her in his research).
Participants write sticky notes at the same time -5min participants to add sticky notes (also
presenters can add issues for their feedback) -3min for 4 groups division (12min in total)
-15min groups work -4min each group to report back (16min in total) -2min for presenters’ feedback to the 4 groups: (8min in total)
Alec Couros and Graham Attwell have been paired together as co-keynotes at the PLE Conference in Barcelona, Spain, July 8-9. The organizers have asked us to do something different than a typical keynote, so we have been thinking about an unKeynote format. In keeping with the theme of the conference (PLEs), we’re hoping that individuals in our network would be willing to help us frame what this might look like.
How the Session is Going to Work:
We have put together a a list of questions (see below) and are inviting your responses. We will put together a joint presentation based on your slides.
We will present the ‘keynote’ together but will be encouraging participants – both face to face and remotely – to contribute to the keynote as it develops.
Where We Need Help:
Key Questions:
Well, this is a question many people have been asking me. This is equally a question I ask myself. Simply because it is still hard to articulate my purpose and choices in such a way it becomes clear enough to those who ask. As Einstein once said, if you can’t explain it simply, you don’t […]
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.