Wait a minute. Learning analytics are always mediated by a human, or by humans (plural).
Sheila MacNeil, in a thought provoking post subtitled … analytics of the oppressed, launches into “… the learning analytics interventions should always be mediated by a human debate later this week at Digifest.”
Software and machinery always embed human values and beliefs about what is good and how to achieve it. And when it is asserted that “the machine says…” the first point holds true. The machine says only what people have enabled it to say. Whether the machine is reflective and self-aware, with anything like a recognisable value system? This is a question we can no more meaningfully ask of a machine than we can of a lobster, except to the extent that we can recognise the machine as an emergent phenomenon of human technology, and the lobster, arguably, not.
Unless, as Mike Wetsch put it, the machine is us? And then we have to ask, who are we?
Money is power. More particularly, money is patriarchal power. Now here is the rub. If you use the powerful’s form of power to overthrow the current power, you simply replicate power as it is. You do not transform it. OK, it is a little more complicated, but that is about it. If you use hierarchised authoritarian structures to overthrow an authoritarian hierarchy, you end up with an authoritarian hierarchy. The Czar => Lenin => Stalin => Putin is the classic example given. If money and banking are used to overthrow money and banking… You get my point. “Progressives” believe incremental change can be speeded up and that systemic benefits can be progressively more evenly shared, thereby, progressively reducing noxious aspects of the present. I suggest male-female iniquities are due to more than pay differentials and while closing pay gaps is necessary, I suspect that male-female iniquity will persist unless other things also change. Or perhaps the pay gap needs to be levelled down with the differentials redistributed by some transparent, democratic mechanism to all those currently dispossessed by the current power..
What follows is a short saga.
Journal price inflation also adds significantly to staff time costs or reduced efficiency.
I was searching for: Ashwin, P, Deem, R, & McAlpine, L 2016, ‘Newer researchers in higher education: policy actors or policy subjects?’, Studies In Higher Education, 41, 12, pp. 2184-2197
Our online subscription to Studies in HE is embargoed for 18 months so I asked our librarian. I was advised that I needed to do an Interlibrary loan request (ILL). So, I thought I would try.
Continue reading “Interlibrary loan or Sci-Hub? A short saga”
I am doing, in a way, what I have always wanted to do: teaching in a university, running an academic conference, editing a journal, supervising dissertations, some consultancy. And now I seem to have found the time and space to develop the two items that have been hardest for me to achieve and for which I have taken or given myself knocks: psychic and physical: the MA Education (Higher Education) and the Higher Education Journal of Learning and Teaching. (HEJLT)
Every student published? Original MA work? At the cutting edge of policy and provision.
When the tin of TEF was first opened a few days ago with all the shiny gold, silver and bronze foil-wrapped toffees, chocolates and what nots, it was entertaining and galling in measures to see who got what and what my own gaff got. Although I had been given a steer away from expecting gold, as an Educational Developer at a teaching focussed university with a heritage of teaching development initiatives, I kind of think we should have got gold. Or it is to some small extent down to me if we didn’t? Or, who knows? Maybe without me and my colleagues we would be scraping bronze?
So when I take the lid off the TEF tin a few days later it is all smelling like fudge. Grant Chapman Clarke (@elgranto) got me thinking when he pointed out who was shouting about results and who wasn’t. One could almost be forgiven for thinking that the only criterion applied to awarding the foil was how to keep the “shouting” to the very minimum possible.
And to achieve this the evaluators must have had to apply a lot of fine judgement.
The task, for me, the lots to-do is to transform theory to practice. That is, education development aims not just to bring about correct understanding but to create social and political conditions (that is, community) more conducive to human flourishing than the present ones.
I became a Football Coach last winter and now help run a childrens’ football club (Donnington FC). My head coach has a to do list to keep Alexander the Great busy. I feel kind of the same at work. So many good ideas! Not all mine, I hasten to add!
Big on the lots-to-do list is bringing a number of blogs back to life, not least my own!
Continue reading “Lots to do: thoughts on the task ahead”
Structurally, politically, philosophically and commercially there is more change in higher education in the UK today than there has been since the Polytechnics had their magic wand waved in 1992
The OfS’s foundation is more than a simple re-branding exercise. The shift from a ‘funding council’ to a ‘regulator’, a body found in many public and private sectors from energy, telecoms, to financial services and beyond, is a fundamental change in philosophy. (WonkHE, Monday briefing, 3 April 2017)
In a leap across several nations and several arguments, I expect England, along with Scotland (already) and Wales (very soon) will have a common, but possibly chaotic regulatory and funding framework for post-compulsory (“tertiary”) education including a plethora of new providers (many private) and new awards including Degree Apprenticeships. But difference, hierarchy and competition will persist and be generated within and between institutions, nations and firms (or syndicates or enterprises).
It appears that rules of “firms” more so than rules of “markets” or “businesses” apply. An altogether more Machiavellian future of privateers on the edge of empires beckons.
Continue reading “Higher Education Studies”