Tag Archives: china

Communicating with impact – Weeknote #71 – 10th July 2020

Early in the week I was preparing for my presentation on Friday, as well as working on some more future vignettes.

I spent two days this week doing CPD on “communicating with impact”. Though I have spent over twenty five years presenting, I still think there are things you can learn and unlearn as well.

conference
Image by Florian Pircher from Pixabay

Jisc made the news having helped UK universities comply with China internet limits for their international students who are unable or unwilling to travel to the UK.

UK universities are testing a new online teaching link for students in China – which will require course materials to comply with Chinese restrictions on the internet.

The pilot project involves four Russell Group universities – King’s College London, Queen Mary University of London, York and Southampton – and is run by JISC, formerly the Joint Information Systems Committee, which provides digital services for UK universities.

BBC hasn’t quite caught up that JISC is now Jisc.

Despite hearing some anecdotal evidence to the contrary, it was interesting to read in the Guardian that  UK universities receive record number of applications in lockdown.

A record 40.5% of all 18-year-olds in the UK have applied to go to university, with numbers rising significantly during lockdown, according to the university admissions service UCAS.

We are seeing a political shift in how central Government view the university sector.

Government to scrap 50% of young to university target

Education Secretary Gavin Williamson is to scrap a commitment to get 50% of England’s young people into university, which was reached for the first time last year.

He is also promising a German-style further education system with a focus on higher technical qualifications.

Tony Blair set the target over 20 years ago to boost social mobility.

University campus
Image by Quinn Kampschroer from Pixabay

Friday I delivered a presentation at the University of Hertfordshire Teaching & Learning Conference. Originally when planned I would have travelled over to Hatfield to deliver the conference in person. With everything that has happened since March, I did my presentation via Teams. My presentation was on learning analytics and ethics.

My top tweet this week was this one.

Future of Teaching – Weeknote #23 – 9th August 2019

Doctor Johnson's House
Doctor Johnson’s House in Gough Square

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!

China has started a grand experiment in AI education. It could reshape how the world learns. – MIT Technology Review

I wrote a blog post about some thoughts I had on this.

Is this the future of “teaching”?

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.

CrossCountry train at Cheltenham Spa Railway Station
CrossCountry train at Cheltenham Spa Railway Station

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.

Pub in Cheltenham
The Vine Pub in Cheltenham

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.

Flat White
Flat White from Hart’s Bakery

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.

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.

My top tweet this week was this one.

Is this the future of “teaching”?

learning
Image by Pexels from Pixabay

Today I saw this link in my news feed and it did make me think about how we could use AI to support learning, but also some of the real challenges in making this happen.

China has started a grand experiment in AI education. It could reshape how the world learns. – MIT Technology Review

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.

Group working
Image by StockSnap from Pixabay

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.