Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Ethical Challenges in Data-Driven Dialogue Systems

The use of dialogue systems as a medium for human-machine interaction is an increasingly prevalent paradigm. A growing number of dialogue systems use conversation strategies that are learned from large datasets. There are well documented instances where interactions with these system have resulted in biased or even offensive conversations due to the data-driven training process. Here, we highlight potential ethical issues that arise in dialogue systems research, including: implicit biases in data-driven systems, the rise of adversarial examples, potential sources of privacy violations, safety concerns, special considerations for reinforcement learning systems, and reproducibility concerns. We also suggest areas stemming from these issues that deserve further investigation. Through this initial survey, we hope to spur research leading to robust, safe, and ethically sound dialogue systems.Comment: In Submission to the AAAI/ACM conference on Artificial Intelligence, Ethics, and Societ

Footprints of emergence

It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamicsbetween prescribed and emergent learning and how the learning landscape is curated

D4 Strategic Project:Developing Staff Digital Literacies.External Scoping Report

This is the first stage of a TALI Strategic Project on Academic Staff Digital Literacies. The report scopes the grey and peer reviewed literature and provides a landscape review of some of the major developments focussing particularly on approaches supported by the major sector bodies (JISC, HEA and ALT). The report comes to the following conclusions: • The term digital capability appears to have growing use by sector bodies (e.g. Jisc and UCISA) replacing digital literacy and digital fluency. We support this because it may be more acceptable to academic staff because it may appear less pejorative. In addition it should be noted that both terms are highly temporally contingent in this is a fast moving area. • Staff digital literacies are deeply embedded in their local discipline context. • Whilst there are many projects that focus on students’ digital literacy the literature on staff is much less prevalent. • Of the few projects that focus on staff digital literacies these tend to lack any empirical base in relation to efficacy or impact. • Digitally confident practitioners display a range of attributes related to confidence, willingness to explore, resilience to failure and that it is these attributes that characterise them rather than their technical skills. • Approaches to achieving sustained change in relation to development of digital confident practitioners are more likely to be achieved by focussing on ‘hearts and minds’ where staff have agency and ownership, and feel empowered to make changes rather than audits or appraisals. • A particular ‘hearts and mind’ approach that has had some use across several HEIs is the course redesign model called ‘Carpe Deum’ (Salmon & Wright 2014). • In addition Appreciative Inquiry as a model for supporting change processes which has been advocated by Jisc (Gray and Ferrell nd)

Social media and self-curatorship : Reflections on identity and pedagogy through blogging on a masters module

El uso de los medios sociales se ha extendido notablemente y se considera ya como una oportunidad única para el diseño de entornos innovadores de aprendizaje, donde los estudiantes se conviertan en protagonistas de experiencias de multialfabetización participativas y entre iguales. El trabajo cuestiona la conexión entre los usos sociales de los nuevos medios y las prácticas educativas relevantes, y propone marcos teóricos más rigurosos que puedan orientar en futuras investigaciones sobre el papel de los medios sociales en la educación. El trabajo reflexiona sobre el estudio de caso llevado a cabo en un grupo de alumnos en un módulo on-line como parte de un programa de máster sobre medios de comunicación, cultura y comunicación. Se invitó a los estudiantes a desenvolverse en estrategias de evaluación más allá de las convencionales, con el fin de teorizar y reflexionar sobre sus experiencias con los medios sociales como soporte y materia del curso. El artículo analiza la experiencia de los estudiantes evaluados en el conjunto del proyecto. Durante la exposición de resultados, los autores situaron los argumentos en el contexto del debate sobre las nuevas alfabetizaciones, la pedagogía y los medios sociales, así como en el marco de la teoría emergente de la autogestión del individuo en estos contextos, como marco metafórico para comprender la producción y la representación de la identidad en los medios digitales.The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media

THE RELATIONSHIP BETWEEN HUMAN AND VIRTUAL AGENTS: A LIFE CYCLE VIEW

Virtual agents powered by artificial intelligence (AI) have been implemented in different service contexts, which have brought some changes to our lives. Previous studies have examined individual users\u27 motivations to use virtual agents and the influences of virtual agents as social objects on individual users. There is a lack of knowledge on the relationship between humans and virtual agents, which could help understand the role of virtual agents in societies. In this work, we chose the mobile app Replika as our research context and utilized the big data analysis method to explore the major topics covered in online reviews about Replika on Twitter. Based on social penetration theory, we found four relationships between users and Replika, including relationship formation, exploration, maintenance, and destruction or termination. Our findings contribute to the literature by unrevealing a life circle of the relationship between human and virtual agents

New Media, Professional Sport and Political Economy

New media technologies are seen to be changing the production, delivery and consumption of professional sports and creating a new dynamic between sports fans, athletes, clubs, governing bodies and the mainstream media. However, as Bellamy and McChesney (2011) have pointed out, advances in digital technologies are taking place within social, political, and economic contexts that are strongly conditioning the course and shape of this communication revolution. This essay assesses the first wave of research on professional sport and new media technologies and concludes that early trends indicate the continuation of existing neoliberal capitalist tendencies within professional sport. Using the concept of political economy, the essay explores issues of ownership, structure, production and delivery of sport. Discussion focuses on the opportunities sports fans now have available to them and how sports organization and media corporations shifted from an initial position of uncertainty, that bordered on hostility, to one which has seen them embrace new media technologies as powerful marketing tools. The essay concludes by stating as fundamental the issues of ownership and control and advocates that greater cognizance be accorded to underlying economic structures and the enduring, all-pervasive power of neoliberal capitalism and its impact in professional sport

Area 1: An Overview of Evidence for the National Approach to Professional Learning in Education

This report reviews published literature on the way that countries around the globe have organised and systematised professional learning for teachers in a time of curriculum change. It first reviews country specific literature and then presents evidence on the organisation of professional learning from more general literature, which is more concerned with improvements in practice. All literature used is either from peer-reviewed journals or from academic books. The literature was found by using scholarly search engines, searching under various terms indicating professional learning. In this way literature was uncovered that will be used to support or to question the approach that the Welsh Government takes towards professional learning in education