Commonplace – Page 19

Micro-credentials, Open Learning and Transformative Ideas for Higher Education: An Interview with Mark Brown, Keynote Speaker at EdMedia2023

In an interview with AACE, Professor Mark Brown, Ireland’s first Chair in Digital Learning and Director of the National Institute for Digital Learning (NIDL), discusses the potential of micro-credentials, the adoption of Open Educational Resources (OER), and the impact of AI tools in higher education. Brown highlights the disruptive potential of micro-credentials, which could challenge traditional models of recognition and university qualifications. However, he also acknowledges the likelihood of micro-credentials being supplementary to existing macro-credentials.

He emphasizes the need for educational leaders to consider whether micro-credentials are a good fit for their institution and the strategic drivers behind their adoption. Brown also discusses the barriers to the widespread adoption of OER and Open Pedagogy, citing organizational culture, educators’ traditional mindsets, and the political economy of EdTech as significant factors. He further explores the concept of ‘rewilding’ online education, encouraging educators to push new boundaries at the edge of innovation. Finally, he advises on balancing digital well-being for students and instructors in digital learning environments, emphasizing the importance of a ‘Pedagogy of Care’ and the right to disconnect.

Read the full interview here.

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Generative Textbooks

David Wiley explores the potential of generative AI, like ChatGPT, in transforming the traditional textbook model. He proposes the concept of “generative textbooks”, which would consist of structured collections of highly crafted prompts that learners interact with, instead of reading static, linear text.

This approach would turn the learning experience into a conversation, allowing learners to ask for overviews, in-depth explanations, personally relevant examples, and immediate feedback on interactive practice. Wiley suggests that this model could enhance metacognitive skills, information literacy, and the ability to ask useful questions. He also predicts that many students might prefer the interactive, open-ended, and personalized nature of generative textbooks over traditional ones.

Read the full article here.

UK universities set out plans to use AI in teaching

The Russell Group, a collective of 24 public research universities in the UK, has published new principles outlining how its institutions will responsibly and ethically use AI technologies like ChatGPT.

The guidelines, agreed upon by all the group’s vice-chancellors, include training staff to help students use AI tools and adapting teaching and assessment methods to incorporate AI technology. The group believes this could enhance student learning experiences and prepare them for real-world applications of these technologies.

However, there are concerns about students using AI to complete coursework and assessments, which some academics view as undetectable cheating. As a result, all Russell Group institutions have updated their academic codes of conduct to reflect developments in AI and clarify when its use is inappropriate. Read the full article here.

A comprehensive AI policy education framework for university teaching and learning

The study titled “A comprehensive AI policy education framework for university teaching and learning” aims to develop an AI education policy for higher education by examining the perceptions and implications of text-generative AI technologies. The research collected data from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implications of AI integration in university teaching and learning. This framework is organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension focuses on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training.

The framework fosters a nuanced understanding of the implications of AI integration in academic settings, ensuring that stakeholders are aware of their responsibilities and can take appropriate actions accordingly. The study highlights the importance of students playing an active role in drafting and implementing the policy. The research also addresses the growing concern in academic settings about the use of text-generative artificial intelligence (AI), such as ChatGPT, Bing, and the latest, Co-Pilot, integrated within the Microsoft Office suite. The study found that nearly one in three students had used a form of AI, such as essay-generating software, to complete their coursework. This has led to calls for stricter regulations and penalties for academic misconduct involving AI. Read the full study here.

Teaching AI Ethics

Leon Furze’s blog post titled “Teaching AI Ethics: The Series” presents a comprehensive guide to understanding and teaching the ethical implications of Artificial Intelligence (AI). The series, initially a single post, has been expanded into nine detailed posts, each focusing on a unique ethical concern related to AI, including bias, discrimination, environmental issues, truth and academic integrity, copyright, privacy, datafication, emotion recognition, human labor, and power structures.

Designed primarily for K-12 education but also applicable to tertiary-level discussions, each post provides case studies, discussion questions, and lesson ideas to facilitate a deeper understanding of these complex issues. The aim is to equip students with the necessary knowledge to navigate the ethical landscape of AI in an increasingly digital world.

Innovating Pedagogy 2023: Exploring New Forms of Teaching, Learning and Assessment

The Innovating Pedagogy 2023 report, published by The Open University, explores ten innovations that have the potential to provoke major shifts in educational practice. The report is designed to guide teachers, policymakers, and educational technologists in making informed decisions about new forms of teaching, learning, and assessment.

Learning through Open Data: Open data is publicly available information that can be freely used, modified, and shared. The report suggests that open data can be used as a teaching tool to develop students’ data literacy skills, critical thinking, and understanding of complex issues.
Student-led Analytics: This innovation involves students in the process of collecting, analyzing, and using their own educational data to support their learning. It empowers students to take control of their learning and make informed decisions.
AI Teaching Assistants: AI teaching assistants can provide personalized learning experiences, answer students’ questions, and give feedback on assignments. They can support teachers by taking over routine tasks, allowing teachers to focus on more complex aspects of teaching.
Micro-credentials: Micro-credentials are digital certificates that recognize small amounts of learning or skills. They offer flexible pathways for lifelong learning and can be stacked to form a larger qualification.
Learning through Multisensory Experiences: This approach uses technologies such as virtual and augmented reality to provide immersive learning experiences. It can help students understand complex concepts and develop skills in a safe and controlled environment.
Humanistic Knowledge-Building Communities: These are online communities where learners and teachers collaboratively create knowledge. They foster a sense of belonging and support the development of critical thinking and problem-solving skills.
Learning from Robots: Robots can be used in education to support learning in various ways, such as teaching coding or providing social and emotional support to students.
Blockchain for Learning: Blockchain technology can be used to create secure, transparent, and tamper-proof educational records. It can also support the recognition of micro-credentials and facilitate the sharing of learning records across institutions.
Decolonizing Learning: This involves challenging the dominant Eurocentric perspective in education and incorporating diverse knowledge, cultures, and ways of knowing into the curriculum.
Action-Oriented Learning: This approach involves students in real-world problem-solving and social action. It develops skills such as collaboration, critical thinking, and civic engagement.

The report (available here) emphasizes that these innovations are not standalone solutions but should be integrated into a broader pedagogical strategy. It also highlights the importance of considering ethical issues, such as data privacy and the risk of AI bias, when implementing these innovations.

The Ultimate Guide to Amazon Prime Day 2023 for Educators

There’s a certain thrill that comes with the arrival of an Amazon package at your doorstep, isn’t there? The anticipation, the excitement, the joy of unboxing – it’s all part of the Amazon experience. And when it comes to scoring great deals, there’s no day quite like Amazon Prime Day. This year, Prime Day falls on July 11 and 12, 2023, and it’s the perfect opportunity for educators to snag some deep discounts for their classrooms. So, teachers, it’s time to treat yourself! If you’re fortunate enough to have a classroom stipend or grant money to spend, Prime Day is an excellent way to stretch those funds while stocking up on classroom supplies.

Prime Day 2023: A Bonanza of Deals for Teachers

Prime Day 2023 kicks off at 3:00 a.m. ET on July 11 and runs through July 12. Throughout this period, Prime members will discover a plethora of early offers and deals. Amazon is already promising big savings on products from popular brands like YETI, The Drop, and Sony, as well as more deals than ever before from small businesses.

Best Prime Day Deals for Teachers

Tips for Navigating Prime Day 2023

To help you make the most of Prime Day, here are some tips:

Start your Amazon Prime trial: If you’re not yet a Prime member, you can try Amazon Prime free for 30 days to get access to all the Prime Day deals. You’ll likely get hooked on the Prime services, such as free two-day shipping and streaming movies and TV for personal and classroom use. If you’re working on your advanced degree and have a .edu email address, you qualify for Amazon Prime Student, which gives you a six-month all-access free trial and then Prime for just $49 a year—half the price of a regular membership. Working teachers also get exclusive perks.
Request access to the invite-only deals program: New for Prime Day 2023, Prime members can request an invitation to access special deals that are expected to sell out quickly. Look for the yellow “Request Invite” button on products marked “Available by Invitation.”
Download the Amazon app and set up deal alerts: Download the free Amazon app to easily find the top deals during Prime Day. Go to the Prime Day page and set up deal alerts any time between now and Prime Day. You’ll receive push notifications when your deals are starting.
Set up deal notifications on Alexa: Alexa can remind you about deals on any products added to your cart, wishlist, or saved for later. Just say, “Alexa, add [name of product] to my cart.” Then ask Alexa to notify you when the deal is live.
Make an Amazon list: Turn your wish list into a reality! Make an official Amazon list of the items you hope will go on extreme sale for Prime Day. If these items go on sale, you’ll be notified through an Amazon app push notification.
Start watching deals early: The Prime Day deals will be revealed a day or two before the event begins. New deals start as often as every 5 minutes for 30 hours straight.
Join the waitlist if you miss a deal: If an item is 100 percent claimed, click the “Join Waitlist” button on the product page. If additional items become available, you’ll receive a notification on your mobile device through the Amazon app.

And remember, the early bird catches the worm. So, start preparing now, make your wish list, set up your alerts, and get ready to score some fantastic deals on Prime Day 2023!

An Echo of Things to Come: Book Review

"“The lesser of two evils, or the greater good. Get a good man to utter either of those phrases, and there is no one more eager to begin perpetrating evil.”" (James Islington, An Echo of Things to Come)

Title: An Echo of Things to Come

Author: James Islington

Genre: Fantasy

Rating: 5.0 out of 5.0 stars

In “An Echo of Things to Come,” the second installment of James Islington’s Licanius Trilogy, readers are treated to an even more intricate and thrilling narrative than its predecessor. The narrative resumes a month after the brutal assault on Ilin Illan, with the four main characters—Davian, Wirr, Asha, and Caeden—each embarking on different paths to stave off a potential invasion.

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An Echo of Things to Come: The Licanius Trilogy, Book 2

Audible Audiobook
James Islington (Author) – Michael Kramer (Narrator)
English (Publication Language)
08/22/2017 (Publication Date) – Podium Audio (Publisher)

Islington’s character development is commendable. The protagonists, Asha, Davian, and Wirr, though fundamentally the same individuals introduced in “The Shadow of What Was Lost,” have evolved significantly in response to both personal and larger-scale challenges. Their occasional reunions and fleeting conversations serve as poignant reminders of their shared past, adding a layer of depth to the narrative.

Caeden, arguably the most pivotal character, is on a quest for self-discovery. His narrative, oscillating between the present and flashbacks, initially confounds with its focus on unfamiliar characters and places from millennia ago. However, this narrative choice effectively mirrors Caeden’s own process of piecing together his hidden memories and determining his true identity. His journey raises intriguing questions about morality, identity, and the nature of power.

"The true evil is always in the reason and the excuse, not the act. I was fooled. I was angry. I wasn’t thinking. I had to do it, else worse things would have happened. It didn’t hurt anyone. It hurt less people than it would have if I hadn’t. It was to protect myself. It was to protect others. It was in my nature. It was necessary." (James Islington, An Echo of Things to Come)

Despite the complexity of the plot and the vast world-building, Islington’s writing style remains accessible. The world of the Licanius Trilogy is one that readers can easily immerse themselves in, making “An Echo of Things to Come” a rewarding read for fans of epic fantasy. The book leaves readers eagerly anticipating the final installment of the trilogy, eager to see how the characters’ paths will converge in the face of the looming threat.

Reading Something Wonderful – I Think

a man reading book while sitting on a bed — Photo by Dayan Rodio on Pexels.com

The Internet is home to so much of the world’s written text that it’s difficult to figure out some of the “best” articles.

Of course, “best” is 100% subjective, and your favorite text is likely not mine. However, some works are interesting enough that many have shared them repeatedly.

I’m not speaking of the time-tested classics of literature that you can find for free in ebook or PDF form but of articles that have been produced primarily during the Information Age.

Now, Ben Springwater has built a site that hopes to feature many of these articles in one place.

Or, maybe it’s just a cool way to promote the Matter app, designed for reading web-based content at your leisure. (Personally, I use Readwise for this same function.)

Either way, the site is worth checking out.

Information Wants to Be Free

A cybernetic male elf standing atop a floating platform overlooking a sprawling metropolis, city alive with shimmering lights, interconnected sky-bridges, and stream of floating cars, elf's body adorned with lit glyphs harmonizing with the pulsating lights of the city, Photography, shot with a wide-angle lens with a focal length of 35mm

This summer, as part of my doctoral work, one of my courses focuses on leading organizational change. The text, Leadership and the New Science, offers a challenging perspective on leadership.

While we normally think of organizations as well-structured, curated entities, the author here delves into fields of quantum physics and chaos theory, positing that the structure of an organization only becomes apparent after being constructed naturally, after the chaos.

Yes, it’s different. But I’m enjoying the perspective, particularly when thinking about public schools and how we just keep trying to organize teachers and students into neat little groups that fit into certain categories.

Hint: that don’t work. Period.

Forgive my foray into Kentucky speak.

Information was the topic of a recent chapter and how it influences organizations. Or, perhaps, how it builds organizations, giving life to them.

Below are some thoughts I shared with the group:

“In a constantly evolving, dynamic universe, information is a fundamental yet invisible player, one we can’t see until it takes physical form. Something we cannot see, touch, or get our hands on is out there, influencing life. Information seems to be managing us”
Wheatley, 2006, p. 96

For most of my life, I’ve been a dealer in information. Whether it was teaching amateur performers how to harmonize in a small church choir, training employees and salespeople, teaching middle school math students, or writing articles, videos, tweets, podcasts, etc., for people worldwide on technology and education topics, I’m an information dealer.

Information, above all else, wants to be and should be free. At least, that’s what people who are smarter than me have said. Stewart Brand brought this concept into being in the early years—the very early years—of the digital age. At the first Hacker’s Conference, then again in his 1987 book The Media Lab, Brand declared, “Information wants to be free” (Brand, 1987; O’Leary, 2009). This thought became a slogan for the early hacker community (no, not those hackers, the good kind), placed forever in Hacker Ethics (The Hacker’s Ethic, 2001).

The Internet, at first a connection between 12 universities to share resources and information (High, 2018), became the democratizing force of the modern world. Over several decades, the internet has made it easier and faster to access vast information and knowledge from anywhere in the world (Castells, n.d.).

But what does this have to do with organizational leadership? Every organization communicates, and what they communicate, in its simplest form, is information.

As Wheatley (2006) discusses, information is a fundamental player in every organization, including schools (p. 96). In my experience, communicating information to every stakeholder is essential for a well-functioning school. Communicating with all stakeholders builds trust, transparency, and a positive school culture. When school leaders effectively communicate with students, parents, staff, and community members, they can keep everyone informed about what is happening inside the school and create a sense of belonging and ownership (Gurganus, 2019).

When I think about the flow of information in schools, I think back to Wheatley’s (2006) words on the Colorado River finding more than one way to reach the ocean (p.18) and how schools are finding new ways to share information within the organization as well as with the broader school community. I can only think that, as we get better at sharing information, our schools will continue to improve, and our discussions about what is equitable for all students will help guide education into a bright future.

References:

Brand, S. (1987). The media lab: Inventing the future at MIT. Viking.

Castells, M. (n.d.). The impact of the internet on society: A global perspective. OpenMind. Retrieved June 11, 2023, from https://www.bbvaopenmind.com/en/articles/the-impact-of-the-internet-on-society-a-global-perspective/

Gurganus, R. (2019, May 7). Reaching the masses: Communicating with all stakeholders. NASSP. https://www.nassp.org/2019/05/07/reaching-the-masses-communicating-with-all-stakeholders/

High, P. (2018, March 26). The father of the internet, Vint Cerf, continues to influence its growth. Forbes. https://www.forbes.com/sites/peterhigh/2018/03/26/the-father-of-the-internet-vint-cerf-continues-to-influence-its-growth/

O’Leary, B. (2009, October 20). 75 words. Magellan Media Partners. https://magellanmediapartners.com/publishing-innovation/75_words/

The hacker’s ethic. (2001, November 30). https://web.archive.org/web/20011130010117/http://hoshi.cic.sfu.ca/~guay/Paradigm/Hacker.html

Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world (3rd ed). Berrett-Koehler Publishers, Inc.