Day Two of this year's Educause Learning Initiative (ELI) brought interesting discussions on navigation privacy in a data driven world, non-cognitive factors, overcoming obstacles in academic technology leadership, the future of learning spaces as growing experiences, and making makers. In the middle of all of this, my colleague and I had a productive poster presentation.
Navigating privacy
in a data driven world (Jules Polonetsky) reminded us that the Council of Europe is soon (May 2018) coming out with new regulations on data privacy that will affect also many non-European countries as new technologies. Key changes:
This impacts any higher education institution enrolling students from EU countries.
Add to this innovative new technology that allows for multiple data access points for one person, and you can see how this can get quite interesting for everyone involved. For example, when you talk to your smart devices at home (Alexa, Siri, and all the other strangely named women around your house), do you know what happens to your requests? Are they forgotten or are the stored for some future use (AI development)? How often do we take the time to review the privacy settings of our social media tools, even when they try to force us to review them?
One interesting point about the ethical implications of any of this was to have a philosopher at the table when such discussions become important.
Incorporating Noncognitive Strategies to improve Learning Success discussed McGraw Hill's research on procrastination and learner profiles. While the findings are not surprising, it is good to have numbers associated with our common sense reactions.
Combining different disciplines, like Learning Science, Neuroscience, Behavioral Economics and Econometrics, new models can be developed, like the econometric model of skill formation, eg Eckman and Cunha's Technology of Skill Formation,
- A company dealing with EU citizen private data, regardless where the company is located, has to comply with these new GDPR rules
- Penalties can be up to 4% of annual global turnover or $20,000, whichever is greater
- Consent language must be clear and precise, with clear indication what happens to protected data
- Breach notifications need to be issued within 72 hours
- Users have the right to access their data
- Users have the right to have their data erased
- Users have the right to take their data with them
- Institutions are responsible for having data protection officers rather than negotiating with all the different countries their users hail from
This impacts any higher education institution enrolling students from EU countries.
Add to this innovative new technology that allows for multiple data access points for one person, and you can see how this can get quite interesting for everyone involved. For example, when you talk to your smart devices at home (Alexa, Siri, and all the other strangely named women around your house), do you know what happens to your requests? Are they forgotten or are the stored for some future use (AI development)? How often do we take the time to review the privacy settings of our social media tools, even when they try to force us to review them?
One interesting point about the ethical implications of any of this was to have a philosopher at the table when such discussions become important.
Incorporating Noncognitive Strategies to improve Learning Success discussed McGraw Hill's research on procrastination and learner profiles. While the findings are not surprising, it is good to have numbers associated with our common sense reactions.
Combining different disciplines, like Learning Science, Neuroscience, Behavioral Economics and Econometrics, new models can be developed, like the econometric model of skill formation, eg Eckman and Cunha's Technology of Skill Formation,
Here some points out of this model:
- Multiple skills are required for success
- Cognitive skills only one part
- Skills evolve over time
- Skills are complementary build on each other
- Different skills are malleable over time to different degrees
- Different skills have different critical and sensitive periods
- Skill gap emerges very early and persists
- Non cognitive skills can be more malleable at larger stages
Other factors such as health and economic status also affect our skill formation
In their procrastination research of over 2 million data points from 100,000 students using the McGraw Hill learning platform, the presenters found that up to 50% of students procrastinate to some degree, and that the longer they procrastinate the more likely it is that they will fail their assignment completely. This of course makes sense, but to have the number of 37 times more likely to fail if you always procrastinate could be a good number for faculty to use when working with their students on noncognitive skills. How to work against this - build in early low-stakes assignment to identify procrastinators and then give them the support to change such habits.
The learner profiles they developed (out of almost 700 students) include average student, gritty, struggler, coaster, plugger. The gritty students tend to be the most successful ones as they keep sticking with it.Only 12-15% of our students fall into the gritty or coaster (students who just get it) categories, so the question is how we can move more students to the gritty stage (and this is where growth mindset would come in)
In their procrastination research of over 2 million data points from 100,000 students using the McGraw Hill learning platform, the presenters found that up to 50% of students procrastinate to some degree, and that the longer they procrastinate the more likely it is that they will fail their assignment completely. This of course makes sense, but to have the number of 37 times more likely to fail if you always procrastinate could be a good number for faculty to use when working with their students on noncognitive skills. How to work against this - build in early low-stakes assignment to identify procrastinators and then give them the support to change such habits.
The learner profiles they developed (out of almost 700 students) include average student, gritty, struggler, coaster, plugger. The gritty students tend to be the most successful ones as they keep sticking with it.Only 12-15% of our students fall into the gritty or coaster (students who just get it) categories, so the question is how we can move more students to the gritty stage (and this is where growth mindset would come in)
Kyle Bowen, Penn State, discussed The future of
learning spaces is growing experiences, with such entertaining and useful terms as Cone of Distraction (the cone of viewers forming behind a person using a laptop) increased by the Probability of PowerPoint (use of a boring PPT in class). He reminded us that amazon ships everything in way too large boxes to ensure that one box fits all -- we have the same attitude with our classrooms. He reminded us that lecture has 10 sf per student, in comparison to 3.5 sf on a plane, 10.5 sf on a subway and 22 sf at Starbucks.
The takeaway is that our classrooms need to be designed to grow experiences - which may mean that we take the class out of the room completely. Let's build spaces for creation; and let's move away from limiting ourselves to writing as creation.
The takeaway is that our classrooms need to be designed to grow experiences - which may mean that we take the class out of the room completely. Let's build spaces for creation; and let's move away from limiting ourselves to writing as creation.
Finally, Making makers Students at the center of
education, technology, and innovation, highlighted Brandeis and
Wellesley's maker spaces and what it allows their students to do. The maker mindset includes prototyping and
startup, design thinking in
practice, a moment when I say I need this thing
and it does not exist yet so I make it myself. Makers find gaps, find something that can be used differently, figure out how things work, collaborate and, most importantly, do all of this without any instructions or roadmaps. Intrinsic motivation is
Fail faster and fail
smarter. Encourage breaking things and then fixing them.
And in the middle of this, Jerisha and I had our fabulous poster session....
 |
| Poster session at ELI |
No comments:
Post a Comment