On this day in 2007 I was at the ALT Conference in Nottingham. This was the fourth ALT conference I had attended. What I really remember about this conference was how blogging became really big and important at the conference. We were blogging about the conference sessions, we were blogging about people blogging and lots of other stuff too. I think we were blogging because we didn’t have other tools that we could use, Twitter was just over a year old and most people were not using it (we didn’t have hashtags back then), so blogging was the only real online platform we could use.
I believe that people were blogging at previous conferences, but it was the first time that we had an RSS feed of all the blogs in one feed. This made it much easier to find blog articles on the conference and as a result the bloggers themselves. Importantly and this is why I think ALT-C 2007 was a sea change (and especially a sea change for me) was that these social relationships continued beyond the conference.
One of the sessions I attended at the conference was the Web 2.0 Slam – ‘Performing’ InnovativePractice workshop run by Josie Fraser, Helen Keegan and Frances Bell. This was (probably) the best session at the conference, certainly was for me and influenced a lot of stuff I did at later conferences.
They started off with the classic Web 2.0 Machine Video, which was shown at a lot of conferences I had been attending.
I think it still resonates today.
One of my early comments on this (and this was before Twitter really took off, so I did it on my blog) was
Josie Fraser is now giving an overview of Web 2.0, “think of it as a wave”.
Did Josie predict Google Wave, two years before it was launched?
As we were in Nottingham and we were put into groups to prepare something, I was in a group with Andy Powell, Agnes Kukulska-Hulme and Kath Trinder. We decided to create a Web 2.0 movement. We created a blog, a Facebook group and probably other stuff lost to time…
We called our idea Hood 2.0 (well we were in Nottingham, with Robin Hood) and are vision statement was:
There were lots of familiar faces in the room. We did a fairy bit of arm waving if I remember correctly.
I was certainly one of the few people using Twitter, so I did a few tweets from the workshop.
Can you believe it has been ten years since we had The VLE is Dead session at ALT-C.
It was Tuesday 8th September 2009 at 13:40 at Manchester University that The VLE is Dead symposium was kicked off by Josie Frasier.
2009 was also the year that delegates at ALT-C discovered the Twitter! In 2008 there were roughly 300 tweets and about forty people tweeting, in 2009 the amount of tweeting went through the roof!
I personally remember 2009 as the year I won Learning Technologist of the Year. I was well chuffed to receive this prestigious award.
Most people though remember that year as the year I allegedly said the VLE was dead! We had certainly over the months leading up to the conference trailed the debate with blog posts, tweets and even a trailer.
The debate was huge, with hundreds of people in the room, sitting on the floor, standing by the walls and we also live streamed the debate over the internet (which was quite revolutionary at the time). Overall an amazing experience and an interesting debate that still goes on today.
If you watch the video of the debate and discussion you will see that my view was that the VLE was more of a concept a place where a learner starts their journey and other technologies could be plugged into the institutional VLE to enhance and enrich it.
I still hold that viewpoint that the VLE is a construction of different tools and services.
The abstract for the Death of the VLE Symposium was about the future of e-learning.
The future success of e-learning depends on appropriate selection of tools and services. This symposium will propose that the Virtual Learning Environment (VLE) as an institutional tool is dead, no more, defunct, expired.
The session was chaired by Josie Fraser and as well as myself, we had three panellists.
There respective viewpoints were described as follows
The first panel member, Graham Attwell, will argue that many VLEs are not fit for purpose, and masquerade as solutions for the management of online learning. Some are little more than glorified e-mail systems. They will argue that VLEs provide a negative experience for learners.
The second member of the panel, Steve Wheeler, believes that the VLE is dead and that the Personal Learning Environment (PLE) is the solution to the needs of diverse learners. PLEs provide opportunities for learners, offering users the ability to develop their own spaces in which to reflect on their learning.
The third panel member, James Clay, however, believes that the VLE is not yet dead as a concept, but can be the starting point of a journey for many learners. Creating an online environment involving multiple tools that provides for an enhanced experience for learners can involve a VLE as a hub or centre.
The fourth panel member, Nick Sharratt, argues for the concept of the institutional VLE as essentially sound. VLEs provide a stable, reliable, self-contained and safe environment in which all teaching and learning activities can be conducted. It provides the best environment for the variety of learners within institutions.
The symposium began with an opportunity for attendees to voice their opinions on the future of the VLE. Each member of the panel then presented their case. The panel, with contributions from the audience, then debated the key issues that arose from the presentations.
So where did the whole concept of the debate come from?
Well it was an idea that had been around for a while
The VLE has become almost ubiquitous in both higher and further education, with the market becoming increasingly ‘mature’. E-learning is a major plank in both national and institutional strategies. But, is the VLE delivering what is needed in a world where flexibility of learning is para- mount, and the lifelong learner is becoming a reality? There are indications that rather than resulting in innovation, the use of VLEs has become fixed in an orthodoxy based on traditional educational approaches. The emergence of new services and tools on the web, developments in interoperability, and changing demands pose significant issues for institutions’ e-learning strategy and policy. Whether the VLE can remain the core of e-learning activity needs to be considered.
What is the role of Virtual Learning Environments (VLEs) in the modern university? How are students using them? And are they as important as we once thought they would be? These are questions that a lot of people are now asking, given the rapid developments that can be characterised as the read/write web or Web 2.0.
So this wasn’t a new idea, it built on the shoulders of those who went before us.
One aspect of the debate was the publication of blog posts before the conference, the use of Twitter and even trailers…
Using an institutional VLE does not preclude using other Web 2.0 services and tools, on the contrary, a VLE and web tools can be used together. For example this blog has an RSS feed which feeds directly into my institutional VLE.
It was certainly hyped up in a way that I hadn’t seen before at ALT conferences, and to be honest not since either.
Today though I see many people using their blogs and the Twitter to promote their sessions at conferences, so maybe we did start something.
I was planning to run a session at this year’s conference, but alas circumstances were against me, so a follow-up session never materialised.
So ten years later is the VLE dead?
It’s still here and still being used and people are still trying to get people to use it.
A rather short week for me, as taking some leave. This week started for me on Wednesday as we had a bank holiday here in England and I took some additional leave.
I was off to London again, this time for an internal meeting about the Intelligent Campus, in which I provided some insights into the work I did on the project over the last few years. It reminded me about how much I enjoyed working on that project and the sheer quantity of ideas, use cases, blog posts I created and wrote over that time.
It also reminded me of how the presentation I created for the project evolved and developed over the life of the project.
When I ran the first community event at Sheffield Hallam in March 2018 the presentation was very wordy.
When I spoke about the Intelligent Campus in March 2019 at Digifest, the presentation was nearly all images.
I delivered variations of the presentation many times in that twelve month period, including a keynote in France, as well as versions at events and at meetings with universities. The more confident I got with the content and the details, meant I reduced the words and replaced them with images.
I have also been working on the assessment criteria for the Learning Technologist Technical Career Pathway using the SIFA framework.
I think it needs more work and some extra non-SIFA units to make it more aligned to the Learning Technologist role within Jisc.
I was only working two days this week, and Friday I was back in the office for more meetings and tying up loose ends from my growing inbox.
We have moved to a self-service model for booking travel and accommodation, which means for me less back and forth when booking hotels in cities I don’t know or have not stayed in before. Having booked a hotel for a trip to Leeds, my next booking will be for a meeting in Edinburgh.
I did find this article from Wonkhe interesting and insightful
I remember a long time ago, getting a job, not just because I matched the criteria and did a good interview, but because the panel felt that I was someone they could drink coffee with first thing in the morning. In other words I fitted their expectations of a colleague they could both work with, but also fit into their culture.
I doubt back then “unconscious bias” was even thought about, let alone even considered as an issue. Did the other candidates make them feel uncomfortable? Did they even understand why that was?
Interesting it was in that job, that I started to realise as white middle class male that I had privileges that came to me just because of my gender and ethnicity. I started to recognise that when working with people that they had different backgrounds, cultures and challenges, that were nothing like mine, so I had to ensure I didn’t let this impact on the decisions I was making.
On Monday I was still on leave, so it wasn’t until Tuesday that I was back at work and then it was off to London for some meetings. I had expected a fair few e-mails in mu inbox, but in the end there was just over eighty. I managed to clear them all by 2pm (including all the extra ones that arrived after I started). I follow an Inbox Zero approach which works well for me.
There were a few other online places to check as well, Teams, Yammer and Slack. I also checked my Jira boards as well.
After being away on leave I find it usually takes me a day or so to re-adjust to work mode, catch up with what I am doing, what I have missed and what I need to do, including those urgent things. I haven’t yet found a quick way to do this. So when attending a 9:30am online meeting in Teams that morning, I wasn’t really in the zone… It certainly didn’t help that I was trying to attend the meeting whilst travelling at 125mph on a train. The connectivity wasn’t great, and as a result I missed some stuff, sometimes people sounded like a Dalek and the latency issues meant that I was unable to participate fully.
Wednesday morning saw me in the Bristol office attending various meetings in my role as Head of HE and Student Experience. Various items were discussed both external facing topics as well as internal processes.
After a morning in the Bristol office it was up North to Liverpool where I am recording a podcast on the following day.
Thursday I was in Liverpool recording a podcast with John Cartwright at the University of Liverpool, no spoilers, but we discussed a range of topics and issues on digital, data as well as the student experience. We had a really good conversation and I hope this is captured in the podcast recording. I will link to the podcast once it is published.
Reflecting on that conversation on the way home, I was conscious about how some universities approach change. Often the focus is on a small number of big effort improvements, large changes, as opposed to a large number of small effort quick changes. Often organisation prefer big change, as it is often linked to strategy. It can be easier to ask for larger sums of money for high profile projects than lots of smaller sums for projects which will result in a small improvement.
I was reminded of marginal gains analysis. The marginal gains theory is concerned with small incremental improvements in any process, which, when added together, make a significant improvement.
Can the same be gained though one big improvement? Something for further reflection.
Friday I was back to the Bristol office for various calls and meetings. One of the things I have been working on was a roadmap to Education 4.0, which is proving somewhat challenging.
Monday was another trip to London, I had been expecting to participate in a workshop, but this was cancelled late last week, and I already had train tickets and another meeting in the diary so decided to head up anyhow. The weather was changeable, raining whilst on the train, but this cleared up by the time I arrived in London.
I saw this link in my news feed and it did make me think more about how we could use AI to support learning, but also reflect on some of the real challenges in making this happen. Also do we want this to happen!
In the afternoon in the office we were discussing Education 4.0 and how we are going to move this forward in terms of expert thinking and messages.
Tuesday was a busy day, first a meeting in the Bristol office, before heading up to Cheltenham for a meeting the HESA office.
I haven’t been on a CrossCountry train for a while now, so travelling to Cheltenham Spa from Bristol Temple Meads I was interested to see how the 3G connectivity issues I’ve always had on that route would be like, especially as I now have 4G with Three. Well same old problems, dipping in and out from 4G to 3G as well as periods of No Service. I would like to blame the train, but the reality is that there is poor phone signal connectivity on that route. As there is no incentive for mobile network providers to improve connectivity.
If I do go to Cheltenham again, I think I will take a book!
We were discussed the Data Matters 2020 Conference, which is now in my portfolio. Still a work in progress and the proposal needs to be signed off by key stakeholders.
Whilst I was in Cheltenham I bumped into my old colleague Deborah from Gloucestershire College and we had a chat about stuff. What was nice to hear was the number of my team and colleagues in that team that had started there in learning technology and were now doing new and more exciting jobs at universities across the UK.
Wednesday there was rain. I spent today preparing for a meeting in the afternoon and tidying up my inbox. Though I did find time for a coffee.
Thanks to Lawrie for the link, I read this report on the iPASS system, which uses data and analytics to identify students at risk.
The three institutions increased the emphasis on providing timely support, boosted their use of advising technologies, and used administrative and communication strategies to increase student contact with advisers.
This report shows that the enhancements generally produced only a modestly different experience for students in the program group compared with students in the control group, although at one college, the enhancements did substantially increase the number of students who had contact with an adviser. Consequently, it is not surprising that the enhancements have so far had no discernible positive effects on students’ academic performance.
Looks like that it didn’t have the impact that they thought it might.
In a couple of weeks I am recording a podcast and met with the organiser today to discuss content and format. Without giving too much away, we will be covering the importance of people in any digital transformation programme and ensuring that they are part of the process, consultation and are given appropriate training in the wider context of their overall skills and capabilities. You can’t just give people new digital systems and expect them to be able to use them from day one or with specific training. Familiarity with digital in its wider context is often critical, but is equally often forgotten.
Whilst writing a blog post about online learning I wrote the following
Conversations are really hard to follow in e-mail, mainly as people don’t respond in a linear manner, they add their comment to the top of their reply.
When I first started using e-mail in 1997, well actually I first started using e-mail in 1987, but then got flamed by the e-mail administrator at Brunel University, so stopped using it for ten years….
When I re-started using e-mail in 1997, there was an expectation when replying to e-mail that you would respond by writing your reply underneath the original e-mail, bottom posting, which really was something that I got from using usenet newsgroups. This from RFC 1855.
If you are sending a reply to a message or a posting be sure you summarize the original at the top of the message, or include just enough text of the original to give a context. This will make sure readers understand when they start to read your response. Since NetNews, especially, is proliferated by distributing the postings from one host to another, it is possible to see a response to a message before seeing the original. Giving context helps everyone. But do not include the entire original!
By the early 2000s lots more people were using e-mail and most of the time they were replying at the start of the e-mail, top-posting. There were quite a few people in my circles who continued to bottom post their replies, which made sense when reading a threaded conversation, but confused the hell out of people who didn’t understand why someone replied to a conversation, and from what they could see, hadn’t written anything!
Today top-posting appears to be the norm and I can’t recall when I last saw someone responding to an e-mail by replying at the end of the quoted reply.
Here is the blog post I wrote, about how online learning doesn’t just happen.
Friday was about planning, planning and even some forward planning. One thing that has puzzled me for a long time was the difference between forward planning and planning. Thanks to Google I have a better idea now.
Forward planning is being pro-active, predicting the future and then planning to achieve that prediction.
The opposite is backward planning, which is more reactive, you wait until you get a request or management decision then create a plan to achieve it.
So what is plain and simple planning then?
Wikipedia says that planning is the process of thinking about the activities required to achieve a desired goal.
So some of what I am doing in my planning is responding to both requested goals and planning for some predicted goals.
We had our weekly meeting about the Technical Career Pathways we are developing at Jisc. I am responsible for the Learning and Research Technical Career Pathway.
When it comes to the delivery of online learning, the assumption is made that it will just happen. Assumptions are made that academics who are experts already in delivering learning will be able to easily transfer their skills to an online environment. Even if they are provided with some training, what they will require will be minimal. The training will usually be about the mechanics of online learning, as these academics are already experts in learning, so why would you even “insult” them with training about learning!
What can often happen is that the processes and methods that people use in the physical space will be translates verbatim to an online space. It will not taken into account the challenges of an online environment, or recognise the affordances of said environments. This also ignores the potential and affordances that online environments can bring to learning.
Lectures will become webinars.
Presentations will become PowerPoint slide decks.
Handouts will be Word documents to be downloaded.
Verbal communication will be done by e-mail.
The online environment will become a repository of materials that will be forgotten and ignored. The end result will be a lack of engagement by students and a deluge of complaints about this whole online learning experiment.
The overall experience is expected to be the same, but merely re-creating the physical experience online is often disappointing for both students and academics. Many of the nuances of face to face learning can be lost when moving to online. Part of the issue is that physical learning activities don’t necessarily translate readily into an online environment, the nuances of what makes the face to face so valuable can be lost in translation, similarly the possibilities and affordances of the online space can be lost.
A lecture is more than just someone at the front talking to an audience. There is something about bringing together in a single place, the physicality of that “performance” adds to the whole experience. Though the oral nature of the delivery can be captured, the non-verbal aspects will often not be noticed, but are equally important as the verbal ones.Students will share a common experience, and they will have a similar experience to others in the room.
As webinar can be used as an online lecture, but you won’t have the non-verbal cues, even when using a webcam. The academic will miss out on the whole group experience and their non-verbal language in response to the lecture.
Using webinar technology can allow for a complex and fluid conversation to happen at the same time as the lecture. Using the chat functionality can enhance and enrich the experience. In my experience it helps to have someone else in the webinar space to manage the chat area, to respond, to provide links and content and to summarise at appropriate times to the academic delivering the webinar feedback from the group. It’s really hard for one person to do all that and deliver an engaging lecture. Another aspect that is often forgotten that online delivery (be it audio or video) appears flatter than when seeing it for “real” so one thing I do is up my performance a notch or two. Take it too far and you will become Alan Partridge, but it will make for better delivery if you brighten and enhance your delivery.
Of course webinars don’t have to be a lecture, they could be a group discussion. Why replace the lecture with a webinar, when you could replace it with a podcast of various experts discussing the topic of the lecture. Of course online means you can bring in experts from across the country (if not the world) to discuss the topic and record it for future listening by students.One of the affordances of online is that it doesn’t have to be live, it can be recorded and then watched by the student at a time and place to suit them. Suddenly this opens up a wide range of opportunities, why just record yourself in a lecture theatre, why not take to the road and turn your lecture into a radio programme. Why not create a film about what you want to talk about? Of course this takes time and effort, but sharing and collaboration (much easier to do these days online) means you could share the load with others in your field.
It is easy to upload files to an online environment, but in isolation what is the context. If you create great PowerPoint slide decks for your lectures, do they work without the lecture? Personally my slides are usually just images or single words, that look nice, but really without the talk tell you nothing I was talking about! There are tools and processes out there that can turn simple PowerPoint files into online videos through recording an audio track as they are presented. You could do this live (using webinar technology) or pre-record using the built-in tools. Something to recognise that these files can be quite large, will your students have the connectivity and the bandwidth outside campus to access them? Will you need to provide alternatives?
Though for many PowerPoint is a familiar tool, there are other tools in the toolbox that can create engaging online content. Some even allow you to add interactive elements. How you create good online content isn’t just about the technical aspects of using said tools, but also recognising the pedagogical principles that need to be followed when designing online learning content. If you start to add quizzes or questions, there is a whole new raft of skills that may need developing.
Though it might be thought uploading Word documents to the online environment, is one way to get content to students, there are so many other resources out there to create an effective online learning experience. The subject of e-resources could fill a book and often does. Understanding what is possible with resources is one thing, understanding the wealth of resources out there is something else.
We know that everyone loves e-mail, and it is often the default online communication method for many. However using a single tool for all types and formats of communication is not effective or efficient. Who really wants their sacred inbox to be filled with numerous conversations and questions that are getting in the way of other “important” work e-mails. If you have more than one cohort, then it becomes even more difficult. Conversations are really hard to follow in e-mail, mainly as people don’t respond in a linear manner, they add their comment to the top of their reply. For conversations and discussion, e-mail is a really bad online tool, especially when there are so many better alternatives out there for doing this kind of thing.
I find e-mail is best for the one-to-one messaging (and occasional) conversation and for the broadcast style one-to-many messages (though even then I think there are better alternatives out there for even that kind of message). Using appropriate platforms for online conversations opens up a range of learning possibilities that could not happen in the offline world as well as re-creating the conversations students and academics have.
Overall there is more to online learning then learning the mechanics of online learning. That equally applies to students as well as academics. Don’t assume people can do online learning, there are skills, techniques and possibilities that need to be thought about and taken onboard. As well as the mechanics of using the system, there is the how of online learning, the process of learning that also needs to be considered. Really it should be considered first and then deliver the technical training.
So how are you approaching the subject of online learning with your academics? What works? What challenges have you come across and how did you overcome them?
An interesting read on how China is using it’s technological might (and economies of scale) to utilise AI to respond to demand for tutoring to catch up and for the college entrance exam, the gaokao.
The article says that three factors have driven AI education, firstly supported by tax breaks, a $1bn investment. Second intense demand for tutoring and people (read parents) willing to pay for it. Thirdly masses of data to refine algorithms and a population not as concerned about data privacy as we are in the West.
This AI teaching model is gaining traction in China, could the UK do something similar? Well we certainly couldn’t match the investment, people don’t like paying for stuff and we have big ethical concerns about data and privacy.
Could we learn from China?
Well one aspect of the tutoring system is how it adapts to the needs of the learner and as a result personalises the learning that is made available to the learner. Could we use a similar system to support learners in their learning journey? Not necessarily fulfilling the entire learning journey, but aspects and parts of the journey.
Well the system doesn’t necessarily remove the human function within learning and teaching, in the same way that books didn’t and in reality neither did the VLE. What it does do is free up time for teachers to focus on those aspects of learning which technology and AI can’t do well or not at all.
I don’t see AI systems replacing teachers, in the same way that text books, workbooks, don’t replace teachers. What I can see is how such systems could enhance the learning journey. Rather than a blanket list of resources and links, more focused and personalised approach to meeting the learner needs.
I can see a system also working intelligently to understand the context the learner is learning in. Are they travelling or on campus, or at home? What is their connectivity like? Are they on their own, with peers from their cohort? What assessments do they have coming up? Have they been working for a while, do they need a break?
Before we get to that, there is a lot of work to be done on how we measure these aspects of learner context. Importantly we also need to consider the ethical aspects of any such system.
On Monday I was off to London. I was originally planning to be in a workshop, but that didn’t work out, so I made the most of my trip to touch base with some key people in our London office. I spent some time planning a training and development session on presentations. This follows a talk I gave at an internal TEDx event.
The talk was about designing powerpoint slides and presenting information.
For the training and development session on presentations I will expand this into an interactive session that will cover presenting and presentations in more depth. The participants will need to design and deliver a five minute presentation as part of the session.
I will be helping them to understand what makes an effective presentation, some important aspects to consider when trying to communicate a message, how to focus on and reinforce key aspects of that messaging, as well as how to manage a Q&A session after presenting. I will be mentioning fonts and images. I will attempt to not mention clip-art!
Tuesday was another trip to London to meet with some consultants be part of a workshop to discuss and plan our messages for current and future public affairs. In order to get to the meeting I caught the tube to Blackfriars and crossed the Thames to Southwark. I have not been to that part of London before so was curious to see what was around as I walked to the meeting. The railway bridge over the Thames had a huge crest not quite attached to it which I found quite fascinating.
The bridge was once part of the London, Chatham and Dover Railway network. This rail company was formed in 1859 and the crest is dated five years later 1864. It formed a union with the South Eastern Railway and though not formally merged they operated as the South Eastern and Chatham Railway. In 1923 it was merged with other rail companies to form Southern Railway. The line became part of British Railways following nationalisation in 1948. It remained part of British Railways (and from 1965 when it traded as British Rail) until re-privatisation in 1992. Services are now operated by Thameslink.
I used the phrase “not quite attached to it” as the original structure of the original Blackfriars Railway Bridge deteriorated until it was unsound. In 1961, two tracks were removed from the bridge to ease its load. The bridge was eventually removed in 1985. The current “bridge” is in fact Blackfriars Station now. The crest, which was restored in 1990, and the abutments are a listed building.
Wednesday I was in the office in Bristol for my end of year review, which I feel went well, despite it being an odd year with a role change mid-year. The office was packed and there were lots of people I hadn’t seen in a while, so it was good to catch up.
I spent quite some time reviewing operational plans in the context of the higher education strategy that we have which was an interesting exercise.
I have been given the task of leading on an Education 4.0 roadmap and it has been challenging to find suitable time in people’s diaries during the summer, as a lot of people are taking holiday.
Thursday I was off to London again, third time this week, an earlier train as I was travelling over to Queen Mary, University of London in East London. This was another part of London I had not been to before. It was a bit of a trek on the underground from Paddington to Mile End, but at least I didn’t have to change tubes.
We were having a round table discussion on how Jisc supports TNE for Jisc members. I gave a short presentation on how Jisc works in the HE learning and teaching space. We did though branch out into a wider educational technology discussion and I spent some time discussing the concept of the Intelligent Library. This I have spoken about before at various events across the UK.
An aspect of the discussion was use cases that could then drive how such a concept could be implemented. One we discussed was providing assessment information to libraries in a way that would support them in their provision of the library service.
I spent the afternoon working in our office in Fetter Lane.
Friday was a time to participate in a meeting about the Learning and Research Technical Career Pathway I am developing at Jisc. I have made some progress, but still have some way to go to. I also took the time to undertake some planning.
This week, we melted, we had a new Prime Minister, we had a new government and I didn’t go to London.
Monday I was back into the office to do what I initially thought was going to be a demonstration of Jira and Confluence, but in the end turned more into a discussion on how people are using the tools across Jisc.
Had to make a phone call on Monday, something which in work I don’t actually do that often. I make lots of audio conferences and skype calls, but I don’t use the phone as much as I have in other roles. I am part of a telephony project at Jisc and as a result I am now using Teams for making and receiving calls. It was a seamless experience, and it was nice making a call using a sound cancelling headset with microphone, rather than holding a handset or mobile phone to my head! I did feel that it was somewhat odd to use my laptop to dial the number rather than a number pad. A few years back I was looking a telephony and I remember thinking back then that there was a real culture shift needed by organisations moving from traditional PBX (Private Branch Exchange) system to a modern telephony system used through Teams. Even now I think there is still need for a culture shift that isn’t easy for some people to just get and then move on.
This week, eleven years ago I wrote a blog post about the CherryPal mini PC which cost $249.
“Anonymised” data lies at the core of everything from modern medical research to personalised recommendations and modern AI techniques. Unfortunately, according to a paper, successfully anonymising data is practically impossible for any complex dataset.
The article discusses the how data which has been anonymised data can in a number of methods be deanonymised to identify real people.
This has implications for universities and colleges, who are looking at using deanonymized data for intelligence and informed decision making.
If you think of anonymised data tracking students movement across campus, using wifi, this could be easily deanonymized using attendance data, swipe card data, PC logins, library card data.
Something to think about. The research is published in the journal Nature Communications.
Thursday, I was going to go to London for a meeting with colleagues from the DfE. However due to the heat we decided to have the meeting virtually. Though there are advantages in meeting face to face, the fact we now have the technology to make meetings virtual means that we don’t need to cancel or re-schedule meetings. There are also affordances with virtual meetings, I like using the chat to post relevant links rather than interrupt the flow of the meeting. The fact the links are “live” and saved, means people don’t a) need to copy them down or b) wait until the links are e-mailed to them after the meeting.
I spent some time working on abstracts and proposals for various conferences I am attending in September. Working for an organisation like Jisc, I obviously need to talk about stuff we’re doing at Jisc. I kind of miss the keynotes I was doing ten years ago, when I had a lot more freedom on the topics and subjects I was presenting on. Back then I spent a lot of time talking about the future of learning, which the main thrust was that change is going to happen, but the important part of that journey was people, academics and students. The technology facilitates and provides affordances, but in the end it’s people who will want to change the way they do things and people will need to demonstrate leadership if they want change to happen. For the conferences in September I will mainly be talking about Education 4.0.
Friday I was back in the office in Bristol working on my preparation for my end of year review. This year has been interesting as I changed roles in March so did not complete my previous objectives and inherited a number of new objectives.
I was reminded of the problems heat can cause this week with this photograph from seven years ago in 2012, my Google Nexus One got so hot I had to put it in the fridge….