emilyamf

[emilyamf]

EDC essay thoughts

TO BE SORTED…

Opacity/opaqueness and the obtuse - accountability and opportunity Dis/utopian dichotomies or dualism In digital education culture Transparency/complexity @evefensome tweet - me: algorithmic compromises (under whose authority and accountability) How account for all actors - human/non human in learning communities 1. algorithms represent the wider opposition to 2. OER movement 3. multimodality - better way to represent knowledge and ideas Remedies - 4. education/awareness (Can digital literacy save us from the ‘anti-human’ machine?) or 5. regulation 6. algor, software, infrastructure go beyond intentions of hum designers (Knox, 2014) 7.  Maybe HE students more vulnerable to algorithms in their education as they have more independence, but school students use informal learning practices and communities, as do the teachers who are designing their learning environments dig ped allows for new ways of learning, that makes the 8 knowledge versatile representation & reveals the structure of the argument 9. learning process more visible in some ways (as far as we can rely on digital proxies/ as far as LA designers share) 10. also shapes knowledge creation (LA, web algo) - this is less visible, may even be incomprehensible (Zeynep) 11. can hide authorship through collaboration 12. can mute/amplify voices through algorithms 13. can allow for greater knowledge production - connectivism 14. who is doing the hiding? Power and control > decentralised web? (E-learning 3.0 resources) 15. how sim/dissimilar is this to what has gone before 16. content moderation/ censorship good and bad https://illusionofvolition.com/ 17. breaches the cyber-human world, influences the physical world 17.1 for individuals, 17.2 for society, consumer world and political control 18. why socio-material perspective = imp for critical reflection (explore the assumptions/ things you have to accept see section 4 Knox 2014) 18.1 its difficult to make it visible but possible? • Latour – ‘action – node/knot/conglomerate of surprising sets of agencies – have to be slowly disentangled 18.2 can look at why cyber-culture, community culture (connectivism) didn’t fully explain algorithms, problems with instrumentalism, determinism etc, but also problem has evolved since early web - 2x themes - theory and practice have developed 18.3 cyberology book review tweet “Each resists technological determinism while giving careful attention to the materiality of code and its animation at the hands of user-publics. In their socio-technical analyses, each book also centralizes politics and power” links to point 20 19. Links with other blocks - have to accept new realities of posthumanism - no longer anthropocentric 19.1 do in style of that era - eg scifi comic block 1, chatroom text, block2 20 opportunity for who - knowledge production and sharing, existing institutuions/startups etc (neo lib), the individua, the community, the physical environment 21. At least it is written in code somewhere - does this make it easier to find/ reverse engineer - although some ML no longer understandable? E.g. of law, have a chance to see inside the bias and prejudices of judge’s minds that renders technology passive and invisible (Knox)

-previous focus (Cyber and community) hid tech and underestimated it, algorithmic perspective doesn’t.

-but to what extent? (with focus on ed)

 Influence of informal online learning on teachers?

 If elections can be ‘hacked’ and voters swayed – are our teachers vulnerable?

 Tribal mentality – thread on ideologies?

 Focus on MOOCs and formal education – community and algorithms – but what of informal education – can still impact on ‘Education’

e.g. CPD – ResearchED etc, Edutwitter (same thing in other ‘professions’?)

- notions of authorship, agency, visibility, ‘experts’ (quality control)

- who controls teacher development

- communities of teachers?

- algorithms?

- who? How?

- the best CPD? Often portrayed as emancipatory

- can be seen to embody ‘“intelligent content,” and personalization and adaptation’ Siemens

- not addressed with formal LA

- hijacked by politicians? Commercial companies? Celeb teachers?

- what from formal learning analytics and connectivist/ MOOC theories can be applied to informal learning situations?

 Choose edutwitter as

-          An example of prof dev (post grad ed)

-          Concerned with making ed decisions

Or go wider, better researched

Kialo – if there is to be a greater influence in informal learning, OL – need to find a new way to debate outside of Twitter echo chambers and this offers a chance to use a new medium to make the argument more visible, formal, analytical(?), and show the perspectives and analyse them of others

-          Drawbacks – a bit dry – could be limiting -could be disengaging/ inaccessible for some

-          Support with a crib sheet

Makes some voices very powerful

Almost an imperative to be on social media

FROM READingS

Useful: Haythornthwaite (2002) has more recently explored the impact of media type on the development of social ties.

Blog the research and drafting of the essay for transparency, learning analytical sakes – use some LA techniques

-While this is an academic work and will therefore rely on peer reviewed work as far as possible – the learning process has been influenced, consciously and unconsciously/ visibly and invisibly, known and unknown though many works. (find best adjectives for this)

-inspired by the processes of #mscedc I have kept a blog, live fed by the sources I use during the 2 weeks I write the essay in an effort to reveal the influences, debts to and digital traces

 From Wilson

o   networked learning (Goodyear 2002; Steeples, Jones, and Goodyear 2002) or

o   connectivist theories (Siemens 2005).

·       These theories essentially posit that students who are more connected to a (social) network of other learners are more likely to succeed.

·       This has led to recent developments incorporating the tools of Social Network Analysis

o   (Scott 2012) into learning analytic systems (Badge, Saunders, and Cann 2011; De Laat et al. 2007; Hecking, Ziebarth, and Hoppe 2014; Schreurs et al. 2013; Wise, Zhao, and Hausknecht 2013).

Look at informal learning from these perspectives

Bring in bots?

Use kozinets to identify ALL the members of the ol community and the approaches he describes in his article – e.g. dyad

[emilyamf]

EDC essay thoughts

TO BE SORTED...

Opacity/opaqueness and the obtuse - accountability and opportunity Dis/utopian dichotomies or dualism In digital education culture Transparency/complexity @evefensome tweet - me: algorithmic compromises (under whose authority and accountability) How account for all actors - human/non human in learning communities 1. algorithms represent the wider opposition to 2. OER movement 3. multimodality - better way to represent knowledge and ideas Remedies - 4. education/awareness (Can digital literacy save us from the ‘anti-human’ machine?) or 5. regulation 6. algor, software, infrastructure go beyond intentions of hum designers (Knox, 2014) 7.  Maybe HE students more vulnerable to algorithms in their education as they have more independence, but school students use informal learning practices and communities, as do the teachers who are designing their learning environments dig ped allows for new ways of learning, that makes the 8 knowledge versatile representation & reveals the structure of the argument 9. learning process more visible in some ways (as far as we can rely on digital proxies/ as far as LA designers share) 10. also shapes knowledge creation (LA, web algo) - this is less visible, may even be incomprehensible (Zeynep) 11. can hide authorship through collaboration 12. can mute/amplify voices through algorithms 13. can allow for greater knowledge production - connectivism 14. who is doing the hiding? Power and control > decentralised web? (E-learning 3.0 resources) 15. how sim/dissimilar is this to what has gone before 16. content moderation/ censorship good and bad https://illusionofvolition.com/ 17. breaches the cyber-human world, influences the physical world 17.1 for individuals, 17.2 for society, consumer world and political control 18. why socio-material perspective = imp for critical reflection (explore the assumptions/ things you have to accept see section 4 Knox 2014) 18.1 its difficult to make it visible but possible? • Latour – ‘action – node/knot/conglomerate of surprising sets of agencies – have to be slowly disentangled 18.2 can look at why cyber-culture, community culture (connectivism) didn't fully explain algorithms, problems with instrumentalism, determinism etc, but also problem has evolved since early web - 2x themes - theory and practice have developed 18.3 cyberology book review tweet "Each resists technological determinism while giving careful attention to the materiality of code and its animation at the hands of user-publics. In their socio-technical analyses, each book also centralizes politics and power" links to point 20 19. Links with other blocks - have to accept new realities of posthumanism - no longer anthropocentric 19.1 do in style of that era - eg scifi comic block 1, chatroom text, block2 20 opportunity for who - knowledge production and sharing, existing institutuions/startups etc (neo lib), the individua, the community, the physical environment 21. At least it is written in code somewhere - does this make it easier to find/ reverse engineer - although some ML no longer understandable? E.g. of law, have a chance to see inside the bias and prejudices of judge's minds that renders technology passive and invisible (Knox)

-previous focus (Cyber and community) hid tech and underestimated it, algorithmic perspective doesn’t.

-but to what extent? (with focus on ed)

 Influence of informal online learning on teachers?

 If elections can be ‘hacked’ and voters swayed – are our teachers vulnerable?

 Tribal mentality – thread on ideologies?

 Focus on MOOCs and formal education – community and algorithms – but what of informal education – can still impact on ‘Education’

e.g. CPD – ResearchED etc, Edutwitter (same thing in other ‘professions’?)

- notions of authorship, agency, visibility, ‘experts’ (quality control)

- who controls teacher development

- communities of teachers?

- algorithms?

- who? How?

- the best CPD? Often portrayed as emancipatory

- can be seen to embody ‘“intelligent content,” and personalization and adaptation’ Siemens

- not addressed with formal LA

- hijacked by politicians? Commercial companies? Celeb teachers?

- what from formal learning analytics and connectivist/ MOOC theories can be applied to informal learning situations?

 Choose edutwitter as

-          An example of prof dev (post grad ed)

-          Concerned with making ed decisions

Or go wider, better researched

Kialo – if there is to be a greater influence in informal learning, OL – need to find a new way to debate outside of Twitter echo chambers and this offers a chance to use a new medium to make the argument more visible, formal, analytical(?), and show the perspectives and analyse them of others

-          Drawbacks – a bit dry – could be limiting -could be disengaging/ inaccessible for some

-          Support with a crib sheet

Makes some voices very powerful

Almost an imperative to be on social media

FROM READingS

Useful: Haythornthwaite (2002) has more recently explored the impact of media type on the development of social ties.

 Blog the research and drafting of the essay for transparency, learning analytical sakes – use some LA techniques

-While this is an academic work and will therefore rely on peer reviewed work as far as possible – the learning process has been influenced, consciously and unconsciously/ visibly and invisibly, known and unknown though many works. (find best adjectives for this)

-inspired by the processes of #mscedc I have kept a blog, live fed by the sources I use during the 2 weeks I write the essay in an effort to reveal the influences, debts to and digital traces

 From Wilson

o   networked learning (Goodyear 2002; Steeples, Jones, and Goodyear 2002) or

o   connectivist theories (Siemens 2005).

·       These theories essentially posit that students who are more connected to a (social) network of other learners are more likely to succeed.

·       This has led to recent developments incorporating the tools of Social Network Analysis

o   (Scott 2012) into learning analytic systems (Badge, Saunders, and Cann 2011; De Laat et al. 2007; Hecking, Ziebarth, and Hoppe 2014; Schreurs et al. 2013; Wise, Zhao, and Hausknecht 2013).

Look at informal learning from these perspectives

 Bring in bots?

 Use kozinets to identify ALL the members of the ol community and the approaches he describes in his article – e.g. dyad

[emilyamf]

The difference between personalisation and personal learning in digital education

one is done to you - optimised/ manipulated/ hidden?

one is done by you - chosen/ co-created?

[emilyamf]

PRESENTATION OF “A GOVERNANCE FRAMEWORK FOR ALGORITHMIC ACCOUNTABILITY AND TRANSPARENCY” AT THE EUROPEAN PARLIAMENT

NOVEMBER 6, 2018 ANSGAR KOENE, https://t.co/FMDqSvJjwI

[emilyamf]

Inequality of power always leads to violence. Inequality of understanding does too.

Agency...how we know how to act in our best interest is almost impossible to do (within an algorithmic culture) https://www.youtube.com/watch?v=v9EKV2nSU8w&feature=youtu.be James Bridle

[emilyamf]

anthropologists have known for many years that people appropriate and improvise with technologies people shape their uses of tech socially and culturally to meet contingencies But dominant narratives continue to be led by the belief that tech solutions can solve societal problems

https://t.co/5BVKz6bfvd Sarah Pink, Why we need anthropologists see hypothes.is notes

[emilyamf]

The learning in a connectivist course is emergent; it is not defined and transferred or transmitted; rather it is created through the process of individual experiences and interactions. It is something new, different for each person in the course, and in a broader, more social sense, an outcome of the course as a whole

https://el30.mooc.ca/cgi-bin/page.cgi?module=3

[emilyamf]

In connectivism we have explored the idea of thinking of knowledge as a graph, and of learning as the growth and manipulation of a graph. It helps learners understand that each idea connects to another, and it’s not the individual idea that’s important, but rather how the entire graph grows and develops. It helps us see how a graph - and hence, knowledge - is not merely a representational system, but is rather a perceptual system, where the graph is not merely the repository, but a growing and dynamic entity shaped by - and shaping - the environment around itself.

https://el30.mooc.ca/cgi-bin/page.cgi?module=7

[emilyamf]

Hybrid Pedagogy, then, is about the intersections of: Physical Learning Space / Virtual Learning Space Academic Space / Extra-academic Space On-ground Classrooms / Online Classrooms Permanent Faculty / Contingent Faculty Institutional Education / Informal Education Garden-walled Academia / Open Education Scholars / Teachers Academic Product / Learning Process Disciplinarity / Interdisciplinarity Performed (School-y) Selves / Real (Vulnerable) Selves Individual Teachers, Students, and Scholars / Collaborative Communities Learning in Schools / Learning in the World Analog Pedagogy / Digital Pedagogy Use of Tools / Critical Engagement with Tools Machine and Machine-like Interaction / Human Interaction Passive Learning / Experiential Learning Teaching and Learning / Critical Pedagogy Each of these binaries is currently being challenged by the evolution of educational technology.

http://hybridpedagogy.org/hybridity-pt-2-what-is-hybrid-pedagogy/

[emilyamf]

Self organised learning environments

evaluate...

https://altc.alt.ac.uk/blog/2012/02/the-self-organised-learning-environment-sole-school-support-pack/

is there anything here that is useful for informal learning networks/communities

[emilyamf]

Parallels with secondary ed?

MOOC pedagogy: the challenges of developing for Coursera

Implications of the article for secondary school?

innovation through online approaches, multimodality

...MOOC platforms appear to justify their status by promoting curricula that are equivalent to campus-based courses, with a strong focus on content delivery and an emphasis on the rigor and formality of their assessment methods.   However, some of the most interesting and innovative practices in online education have emerged by challenging these very ideas; loosening institutional control of learning outcomes and assessment criteria, shifting from a focus on content delivery to a foregrounding of process, community and learning networks, and working with more exploratory assessment methods – digital and multimodal assignments, peer assessment and group assignments...

hybrid approach?

whether MOOC teaching might take place in conjunction with established teaching practices. 

participation and assessment, less trad/formal/rigid, text-based reading, critical viewing of films and structured discussion as the primary pedagogical activities.  Visual artefacts will be generated, and ...a means of building dialogue and debate ... encourage the kinds of spaces that participants can both contribute to and, crucially, take ownership of.  Participatory practices and customs in the wider social web are integral to this approach... how pedagogical modes can be extended to create more open learning spaces

visual practices foregrounded in digital media use might challenge the dominance of text, and its associated forms of knowledge, in established academic traditions ...assessing participation - we will take a creative and visual approach, focusing on peer-assessment techniques over the automated MCQ strategies that are most-used in Coursera MOOCs.  One of the real challenges with the MOOC format is the extent to which it can be sensitive towards the kinds of assessment methods that underpin many humanities and social science disciplines

role of teacher, where fits in at scale or automation, for MOOC (HE)

maintain and build the role of the teacher in the face of a tendency – driven by a sometimes uncritical emphasis on learner-centredness – to push the role into the background. ...keen to avoid both the over-celebratory fetishizing of the teacher..tendency to see the technology as allowing us to write the teacher out of the equation altogether... how a MOOC pedagogy might work with a construction of the teacher that has an immediacy that can succeed at scale.

[emilyamf]

John Clayton: - deficit model - you are lacking and I will bring you up to speed = broadcast model - empowerment model - learner reflection, decision making on what *they* want to do = empowerment model say we do this but don't allow it to occur

Clayton, in Downes:Cultures of learning 2013

[emilyamf]

**involve and empower students in shaping the learning environment** Why define engagement this way?  ...an alternative to the consumer model of education which reduces complex interactions to mere transactions

Rachel Winston/ Stephen Downes- What are cultures of learning?

[emilyamf]

Are MOOCs and informal learning of school students being effectively used in traditional academic environments to prepare students for their posthuman world?

possible edc digessay focus

[emilyamf]

literacies-opp/costs - can’t help cheating?

while blended/hybrid brings opps for new(er) diglit and dig ciz - inc having a guide to navigate at least some net use, develop models

costs to trad academic literacies - e.g. formal writing, or

-plagiarism, citing sources

Harder to remember, less clear cut with social learning as I’ve found with digped of lifestream and associated discussions

[emilyamf]

Preparing for the AP* English Language and Composition Exam

This course focuses on the development and revision of evidence-based analytic and argumentative writing and the rhetorical analysis of nonfiction texts.

[emilyamf]

How traditional are MOOCs for high school students?

These reasons are to help students fit into existing structures of education, even ‘hybrid’ ideas promote dig lit but within traditional ed goals

Five Reasons High School Students Should Consider MOOCs

(non-acad)

1. To help prepare for AP exams -(get college credit and save money)

2. To get a feel for potential schools

3. To start exploring majors - allow high schoolers to dabble in a few courses (and even without spending too much effort) ...This too can help them save time and money when they reach college.

4. To get perspectives from other geographies and backgrounds - (if they’re lucky!) High schoolers have the opportunity to observe (and, if they choose, contribute to) discussion board forums. They will hear the perspectives of many professionals in directly or indirectly related fields, and from people from all walks of life.

5. Just to expand one’s horizons

(The world is moving fast and thus students need to learn how to become self-directed in establishing their own learning goals), signing up for (and persisting in) MOOCs helps get students used to taking their education into their own hands.

BUT NOT -: to gain an edge in admissions (Despite the inspirational story of Battushig Myanganbayar, the Mongolian high school student who stood out in a MOOC and was accepted into MIT)

Three Ways for High School Teachers to Use MOOCs

- If the goal is to help students engage in what’s being taught and prepare them for college, there are many challenges to overcome. 

1.potential for a knowledge gap (difficult to teach a class where some students may just be struggling to graduate, while there are others who are planning on pursuing a major that relates to the class in question).

2. making material engaging & motivating students to learn. No one teaching style is right for everyone 

New tools inc using MOOCs in a high school classroom.

- MOOCs that are specifically designed by Universities to bridge the gap between their courses and high school. 

-Teachers who use MOOCs as a tool (among other teaching tools) to engage their students with a different method of learning can expose their students to the idea of being a self-motivated learner. 

-It’s also a unique opportunity for high school students to interact with other students from around the world through the course forums.

 edX partnered with Microsoft and universities like MIT to create MOOCS that are specifically designed to bridge the knowledge gap between high school and college, to help students prepare for AP and CLEP Exams, and to provide introductory courses on a high school level. (v commerical)

- Use MOOCs to Give Extra Credit

...struggling in the traditional classroom may engage better with online learning ... teachers will need to provide oversight and make sure students don’t abuse a program ... extra test that is designed by the teacher can make sure the students learned something along the way.

- Use MOOCs to Supplement Course Material

...how accessible they are – MOOCs that are developed by quality platforms ... assign MOOC lectures as homework, and then focus on activities and projects in the classroom.

This kind of hybrid approach takes advantage of the best of both worlds – students can take courses developed by world-renowned universities like MIT, but they still have accountability and personal interaction with a teacher. If used appropriately and creatively, MOOCs can be a very valuable tool in a teacher’s toolbox.

- Recommend MOOCs as Optional Preparation for College or Exams

... MOOCs open up a world of possibility to students who are willing to put in the effort to take advantage of them.

...MOOCs specifically designed to prepare students for AP or CLEP exams.