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Day: March 9, 2017

The Algorithmic Future of Education

The Algorithmic Future of Education

 

I stumbled upon this blog by Audrey Watters and what a find!

This particular blog post theme was on the Algorithmic Future of Education and put into three A’s which were: austerity, automation, and algorithms.

Similar to Boyd & Crawford (2012) and Selwyn (2014) , Watters describes the data collected in education as an administrative way to record and analyse: assessment, outcomes, standardisation and the monitoring and control of labour.

When discussing Artificial Intelligence (AI) and the machine as a tutor she asks about the view of  “intelligence” and “learning” of machines and how might that be extrapolated to humans?

Similar to my experience on a Massive Open Online Course (MOOC) she highlights the fact that AI assesses the answer(s) to multiple choice question(s) and that that doesn’t require a particularly complicated algorithm.  She goes on to discuss the need for personalisation and an individualisation of instruction and assessment, mediated through technology if we are going to learn outside the typical classroom.

“They must be able to account for what students’ misconceptions mean – why does the student choose the wrong answer. Robot tutors need to assess how the student works to solve a problem, not simply assess whether they have the correct answer. They need to provide feedback along the way. They have to be able to customize educational materials for different student populations – that means they have to be able to have a model for understanding what “different student populations” might look like and how their knowledge and their learning might differ from others. Robot tutors have to not just understand the subject at hand but they have to understand how to teach it too; they have to have a model for “good pedagogy” and be able to adjust that to suit individual students’ preferences and aptitudes. If a student asked a question, a robot would have to understand that and provide an appropriate response. All this (and more) has to be packaged in a user interface that is comprehensible and that doesn’t itself function as a roadblock to a student’s progress through the lesson.” (Watters, 2015)

If we look at Williamson’s paper at how ‘machine learning’ can be used to predict actions, behaviour and attitude. Big Data, Algorithms and Learning Analytics are trying to anticipate and predict how people act to govern education in a way that makes learners amendable to pedagogic intervention. (Williamson, 2014, p97)

 

I’ve stated in previous posts, there is a high expectation of technology because of sic-fi. Technology and the algorithm may be intelligent but they do not have a consciousness or an understanding of human tendencies which can transfer certain information into knowledge. The fear should not lie in them killing us or becoming superior or fear that is rooted to their ability to make us redundant and take our jobs. Like Audrey Watters implies   “it’s that they could limit the possibilities for, the necessities of care and curiosity.”

 

References:

Boyd, Danah, & Crawford, K. (2012). CRITICAL QUESTIONS FOR THE BIG DATA. Information, Communication & society, 15(5), 662-679. DOI: 10.1080/1369118x.2012.678878

Selwyn, N. (2014). Data entry: Towards the critical study of digital data and education. Learning, Media and Technology, 40(1), 64-82. DOI: 10.1080/17439884.2014.921628

Watters, A. (2015, October 22). The Algorithmic future of education. Retrieved from http://hackeducation.com/2015/10/22/robot-tutors

Williamson, B. (2014). Governing software: Networks, databases an algorithmic power in the digital governance of public education. Learning, Media an dTechnology, 40(1), 83-105. DOI: 10.1080/17439884.2014.924527

 

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Experience the Shakespeare Shuffle in 360

Experience the Shakespeare Shuffle in 360

Oh, look what popped up in my YouTube video recommendations…..Algorithms are at play due to my 360 degree video search last week. If you missed it last week, go on try it out, it’s your TURN to give it a WHIRL. The experience is a whole lot more interactive on your smartphone! Algorithms may limit cultural experiences and social connections (Beer, 2016) but it can also bring little gems to us. Big Data and the work of algorithms is subjective as is all forms of individual and social conditioning. It may affect our behaviour but that comes from an analysis of our behaviour patterns. Boyd & Crawford (2012) insist that we should ask which systems are driving these practices and which are regulating them!
References:
Beer, D. (2016). The social power of algorithms. Information, Communication & Society, 20(1), 1-13. DOI: 10.1080/1369118x.2016.1216147
Boyd, Danah, & Crawford, K. (2012). CRITICAL QUESTIONS FOR THE BIG DATA. Information, Communication & society, 15(5), 662-679. DOI: 10.1080/1369118x.2012.678878
Liked on YouTube: Experience the Shakespeare Shuffle in 360 https://youtu.be/GM8hscEqD3M
When your account provides outfits for your shape and taste through algorithms #mscedc

When your account provides outfits for your shape and taste through algorithms #mscedc

Above is a few screenshots of my Fabletics account after they combined my frequently searched, size and favourite styles purchased into a personalised swimwear collection. Now, I am an individual that lives in active wear and I purchase alot online, BUT I feel that they may have missed out on the algorithm that informs them that I live in Scotland. In Scotland, beachwear consists of wellies and a Canada Goose jacket!!
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Emoticon experiment

Emoticon experiment

 

I am an expressive person and there are times where words over social media or technology driven text just do not give a conversation justice because of the lack of social cues (Kozinets, 2010). I am a frequent emojicon emoticon user, sometimes I reply with a simple emojicon emoticon to demonstrate my reaction than provide any text at all which my peer Eli pointed out. I like to explore the new emojicons emoticons whenever there is an update but algorithms influence my use of emojicons emoticons due to the frequently used selection appearing first, so, I get stuck in a rut. I usually pick the ones that pop up through convenience but it means that I am forever using the same emojicons emoticons. Over the week, I varied my activity and caused havoc on my frequently used! I even sent a shout out to my other #mscedc peers. The predication of the algorithm means that I am limiting my social expression by repeating and displaying the same emoticons emoticons over and over again. The algorithm arrowing down and closing off choice limits my experience (Beer,2016). Could the external influence of the emojicons emoticons affect my actual emotions or how I project them???

References:

Beer, D. (2016). The social power of algorithms. Information, Communication & Society, 20(1), 1-13. DOI: 10.1080/1369118x.2016.1216147

Kozinets, R. V. (2010) Chapter 2 ‘Understanding Culture Online’, Netnography: doing ethnographic research online. London: Sage. pp. 21-40.

After feedback from my tutor, I realise that I made up the word ’emojicon’ and it is in fact EMOTICON!!

 

 

Now, I do enjoy an emoji & algorithms update my ‘frequently used’ as my favourites change 🤷🏼‍♀️💁🙋☺️👍🏻#mscedc what’s your favourite?

Now, I do enjoy an emoji & algorithms update my ‘frequently used’ as my favourites change 🤷🏼‍♀️💁🙋☺️👍🏻#mscedc what’s your favourite?

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Algorithms Everywhere….

Algorithms Everywhere….

Looking into algorithms got me thinking that there are algorithms everywhere, even when we look at completing the rubik cube. I went to my word salad app and typed in ‘algorithm’ and waited for the internet search to create a visual collage involving the most frequently used words in relation to the word searched.

‘FAB’LETICS? #mscedc http://ift.tt/2mmcjYb

‘FAB’LETICS? #mscedc http://ift.tt/2mmcjYb

As a Dance Educationalist I do not get the luxury of wearing smart dresses or outfits to work. Majority of my work week is spent in active wear which is carried on to my gym sessions and extra curricular activities with my daughter, dog and the horses. I am therefore, FOREVER in active wear. I enjoy clothes so I like to shop online (I mean whoever has the time these days to go shopping in person?) for smart outfits despite the informal appearance. Fabletics is a website I’ve used for a while and it conveniently caters to my taste, size and lifestyle. The first thing I was required to complete was a ‘pop quiz’ where I answered numerous questions on my activity, my shape, size and my colour and style preference. Each month I am sent e-mails and updates of co-ordinated outfits and personal recommendations. At first, I thought this was wonderful and I felt as if I had an online personal shopper. As it continues my bank balance suffers and I have more capri pants to open my own store! Algorithms is not just for the client, it is definitely for the convenience of the company. I now have no need to buy any active wear for a few years. The algorithms at play managed to alter choice by sorting, ranking and creating outfits that I could order. Why buy a top when you can but an outfit? The algorithm has the decision on what should be visible to me when I open my account or they take it a step further and send an e-mail. They create ‘truths’ around my choice, taste and lifestyle (Beer, 2016). If I’ve bought it then you bet I am wearing it to get my moneys worth!!

References:

Beer, D. (2016). The social power of algorithms. Information, Communication & Society, 20(1), 1-13. DOI: 10.1080/1369118x.2016.1216147

 

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