Professor & Canada Research Chair in Innovative Learning and Technology at Royal Roads University

Imagine a future in which technologies teach humans

Posted on October 17th, by George Veletsianos in emerging technologies, my research, online learning, papers, scholarship. No Comments

Pause for a few minutes and imagine a future in which technologies teach humans. Call them robots, bots, chatbots, algorithms, teaching machines, tutoring software, agents, or something else. Regardless, consider them technologies that teach.

robo_teacher

Vector created by Freepik

How far into the future is that time?

What do these technologies look like? Are they anthropomorphous? Are they human-like? In what ways are they human-like? Do they have voice capabilities, and if so, do they understand natural language? Are they men or women?  Do they have a representation in the way that one would imagine a teacher – such as a pedagogical agent – or do they function behind the scenes in ways that seem rather innocuous – such as the Mechanical MOOC?

Do these technologies teach humans of all ages? Do they teach independently, support human teachers, or do human teachers assist them? Are they featured in articles in the New York Times, The Guardian, and The Economist as innovations in education? Or, are they as common as desks and chairs, and therefore of less interest to the likes of the New York Times? Are they common in all learning contexts? Who benefits from technologies that teach? Is being taught by these technologies better or worse than being taught be a human teacher? In what ways is it better or worse? Are they integrated in affluent universities and k-12 schools? Or, are they solely used in educational institutions serving students of low socioeconomic status? Who has access to the human teachers and who gets the machines? Are they mostly used in public or private schools?

How do learners feel about them? Do they like them? Do they trust them? Ho do learners think that these technologies feel about them? Do they feel cared for and respected? How do learners interact with them? How do human teachers feel about them? Would parents want their children to be taught be these technologies? Which parents have a choice and which parents don’t? How do politicians feel about them? How do educational technology and data mining companies view them?

Do teaching technologies treat everyone the same based on some predetermined algorithm? Or, are their actions and responses based on machine learning algorithms that are so complex that even the designers of these technologies cannot predict their behaviour with exact precision? Do they subscribe to pre-determined pedagogical models? Or, do they “learn” what works over time for certain people, in certain settings, for certain content areas, for certain times of the day? Do they work independently in their own classroom? Or, do colonies of robo-teachers gather, share, and analyze the minutiae of student life, with each robo-teacher carefully orchestrating his or her next evidence-based pedagogical move supported by Petabytes of data?

Final question for this complicated future, I promise: What aspects of this future are necessary and desirable, and why?

MOOCs and Open Education in the Developing World symposium

Posted on August 24th, by George Veletsianos in emerging technologies, moocs. No Comments

A thought-provoking pre-conference symposium is being organized and facilitated on October 17th by Curt Bonk, Sheila Jagannathan, Tom Reeves, and Tom Reynolds at this year’s E-learn conference. It’s focused on a variety of innovations pertaining to online learning in the context of the developing world. While some research demonstrates that  socioeconomic divides persist in the context of MOOCs used by US learners, the symposium organizers note that “minimal attention has been placed on how developing countries and regions of the world are taking advantage of these new forms of technology-enabled learning” and “this is exactly where exciting and impactful innovations are currently occurring.”

Beyond the impressive list of presenters, I appreciate

  • the diverse organizations represented here, which include universities, polytechnics, non-profits, NGOs, and financial institutions
  • the main questions behind the symposium, which is: How do innovations work in different contexts, for whom, why, and what can we learn from one another?

Plus: It’s in Vancouver, off the coast of Canada’s paradise, Victoria ;)

AERA statement and #edtech research

Posted on August 18th, by George Veletsianos in E-learning, emerging technologies, scholarship. No Comments

What appears below is a copy of the AERA Statement on the Hateful Acts in Charlottesville. I am posting it here because there’s a tendency in our field to focus on instruction and learning that is effective, efficient, and engaging without considering that we need to evaluate instruction/learning in the context of larger societal needs. What’s the value of an effective programming course if it leaves behind traditionally disenfranchised groups? This reminds me of Tom Reeves and his efforts to encourage us all to engage in socially responsible research that addresses the urgent problems of our time.

AERA statement

The American Educational Research Association condemns racism in all its forms and joins others throughout our nation in the fight to eradicate hate, injustice, and racial violence. The recent events in Charlottesville not only make visible how White supremacy, racism, antisemitism, religious persecution, homophobia, and xenophobia continue to permeate our society, but also remind us of the critical importance of studying, analyzing, and broadly communicating about these patterns and structures. Our social responsibility as a community of education researchers is to engage in producing knowledge and to share that knowledge with clarity and integrity.

 

A wide range of scholarship can and must be used to inform and engage current and future generations in the multiple stories of our pasts, the realities of our presents, and the critical demands of our futures. We need to uncover and analyze how our educational system is connected to our past and present legacies of racism in all of its forms—how our institutions and practices persistently reproduce inequities. We must also develop the knowledge and evidence that can lead to practices and policies that address hate, support understanding and respect of others, and disrupt the divisive patterns of disparity and denigration. Researchers, together with educators across all levels of education, must confront the racism, xenophobia, power and privilege, and injustice that permeate the ordinary life of our nation and world and interrogate and teach the histories of our past. No one should leave our educational institutions thinking that the expressions of hate that were on display in Charlottesville are just legitimate “points of view” or acceptable acts of “free speech.” No one should leave our classrooms or campuses believing that the symbols of oppression and killing are mere logos.

 

Education is fundamentally about our futures as a nation and a world, for education can empower the next generation of human beings who can promote and protect human rights, build institutions, make laws, create knowledge and art, and imagine and make possible a just world. AERA is committed to providing the knowledge base and working with other scientific organizations to support educators and others in our communities to be able to confront hate and to teach all people to know the histories of slavery, racism, genocide, inhumanity, oppression, colonialism, and White supremacy, as well as to know and learn from the stories of those who have fought and devoted their lives to justice. We strive to make known and foster the use of research on institutional and individual factors that engender prejudice and acts of violence against groups. As researchers, we must be prepared to support educators with tools, knowledge, and expertise to notice, name, deal with, and confront these issues as they arise in our contemporary world, our communities, and in our institutions and classrooms.

 

Now is the time, as new school and academic years commence, to ensure that we do not ignore or forget the realities that underlie what we have just experienced nor resume a normalcy that belies the scholarship that we have. AERA is committed to continuing this conversation as we go from city to city. It is our priority in planning for the 2018 Annual Meeting in April in New York and speaks to the very heart of this year’s theme—“The Dreams, Possibilities, and Necessity of Public Education.”

 

 

Deborah Loewenberg Ball, AERA President

Felice J. Levine, AERA Executive Director

Recharging

Posted on August 6th, by George Veletsianos in sharing. No Comments

I remember watching a TV show back when I moved to Canada in which the protagonist said something to the effect of “Like most Canadians, I enjoy the great outdoors.” I don’t know whether enjoyment of the outdoors is a Canadian trait but I do know that there’s many hiking trails in BC that I’ve enjoyed. One of them is the Heart Trail on Pender island, which is exactly what I think I need on a daily basis.