At the end of each year many of us tend to focus on the future, wondering what it will bring. We wish each other a happy New Year, and hope that life will treat us kindly. We try to shape our own futures by making New Year resolutions, many of which fall by the wayside after a week or two. Much of our future is not ours to shape. But still we persist in trying to predict the future.
Many of our predictions about the future are based on speculation or wishful thinking. Remember the personalised jetpacks we were all going to use, and the Moon colonies many thought would be established in the 1970s? No matter what we think we 'know' about the future, we are unable to predict the future with one hundred percent confidence. Gambling casinos and bookmakers make a fortune out of our desire to guess what will happen next. On 21 December 2012, many people held their collective breaths because of a well studied, but poorly understood 'prophecy' about the ending of an age. Some sold their houses, or gave up their jobs in preparation for the 'end of the world', and were relieved and disappointed in equal measure when nothing happened. The Mayan Apocalypse did not happen. Many of us didn't believe it would. We have seen it all before, several times. Down through the ages self appointed religious cult leaders have predicted the return of Christ, or the start of Armaggedon, or some global catastrophe, largely based on their own personal interpretations of texts or 'signs'. This always spreads fear and uncertainty to many. All the modern day prophets have failed, but have ruined the lives of many gullible and impressionable people in the process.
What about teachers and schools? If we try to predict what will happen to education in the next year, we will probably have reasonable success, especially if we work within the teaching profession. Those of us who are engaged as learning professionals tend to see the trends first, and can better understand the nuances and vagaries of education better than the average 'man in the street'. This is why practising teachers are better placed than politicians to offer ideas for improving education. The caveat is that if we try to predict what will happen in education over a longer time scale, say 3 to 5 years time, we become less accurate, because there are random events, changes in policy, variations in world economy, new technologies, or other unknown variables that can happen to change the terrain.
And yet, you and I have a sneaking suspicion that if we do not try to anticipate the future, and make ready to respond to changes as they occur, we will be caught off guard. And we would be right. Anticipating change is a natural part of our survival strategies, and should be encouraged. So we have a conundrum. Do we try to predict the future and risk being badly wrong, or do we just let the future roll over us and try to adapt to it? If we decide on the latter, then we will be at the mercy of change, and not only will education suffer, more importantly, the children and young people in our care will be affected. If we decide on the former, then at least we have made a choice to try to anticipate the future, and we have an outside chance of being right. The less timescale we try to predict, the more chance we have of being right. The farther we try to gaze down the corridor of the future, the more risk we run of being wrong, because there will be more opportunities for unpredictable things to occur.
Over the next few blog posts I intend to examine some of the predictions that have been made on the future of education, with specific reference to technology and the role it will undoubtedly play. Some of the predictions will be fairly inevitable, others will be wildly speculative, and many will sit somewhere in between, as possibilities that may or may not become reality. If we are prepared for change, then we will be less likely to be taken by surprise. We can at least prepare for a successful new year of teaching and learning based on what we believe is just around the corner. But we still need to live and work in the present.
I wish you a happy and successful New Year.
"Learn from the past, prepare for the future, live in the present." - Thomas S. Monson
Other posts in this series
Is technology making us smarter?
The future of intelligence
The future of classrooms
Digital classrooms
AR we there yet?
Global learning collectives
The foresight saga
Touch and go
Image source
Facing the future by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Sunday, 30 December 2012
Saturday, 29 December 2012
Communication and learning in a digital age
The latest issue of the online open journal eLearn Centre Research Paper Series has just been published. Issue 5 considers Communication and Learning in a Digital Age, and features papers from a number of scholars in the field, including my own paper on current research perspectives on digital literacies. The papers originate from a conference held in Barcelona in the Summer of 2012. Here is the introduction, written by Sandra Sanz and Amalia Creus (Open University of Catalonia):
Experience of time and technology also has an important impact on learning. The drastic reduction on lifetime of knowledge, connected with the overflow of information and fragmentation of sources, are just some of the features that are changing the way we learn. This situation challenges us to think more creatively about the interaction between communication technologies and learning, and to explore how our educational models are being impacted by the processes of social change that come with digitalization, the emergence of social media and the Web 2.0.
Since February 2011 the group ECO (Education and Communication), driven by teachers of Information and Communication Studies at UOC, has been providing a forum for researching communication and learning, and for sharing teaching innovation through e-learning environments based on collaboration, creativity, entertainment and audiovisual technologies.
The five articles in this edition of eLC Research Paper Series reflect the short but intense trajectory of the group. Some of them are a selection of papers presented at the International Conference BCN Meeting 2012, organized by ECO. The other articles were written specially for this issue by members of the group and give a picture of the themes and questions we are now exploring.
For those who may experience problems downloading my Digital Literacies paper from the site (it doesn't work well on Macs) below is a downloadable .pdf version.
Image source
Communication and learning in a digital age by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Experience of time and technology also has an important impact on learning. The drastic reduction on lifetime of knowledge, connected with the overflow of information and fragmentation of sources, are just some of the features that are changing the way we learn. This situation challenges us to think more creatively about the interaction between communication technologies and learning, and to explore how our educational models are being impacted by the processes of social change that come with digitalization, the emergence of social media and the Web 2.0.
Since February 2011 the group ECO (Education and Communication), driven by teachers of Information and Communication Studies at UOC, has been providing a forum for researching communication and learning, and for sharing teaching innovation through e-learning environments based on collaboration, creativity, entertainment and audiovisual technologies.
The five articles in this edition of eLC Research Paper Series reflect the short but intense trajectory of the group. Some of them are a selection of papers presented at the International Conference BCN Meeting 2012, organized by ECO. The other articles were written specially for this issue by members of the group and give a picture of the themes and questions we are now exploring.
For those who may experience problems downloading my Digital Literacies paper from the site (it doesn't work well on Macs) below is a downloadable .pdf version.
Image source
Communication and learning in a digital age by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Saturday, 22 December 2012
I'm dreaming of a White laptop...
Me with Keith in 2009 |
In fairness, Keith does come from another era. He is chunky and thick, his battery has hardly any life in it (the only way I can operate him is to plug him in to the mains), and he is slowing down noticeably. If I don't remove him from my lap after 30 minutes I risk sustaining scorch marks to my legs, because he heats up to the point of shutdown. He takes an eternity to boot up every time I switch him on. He takes ages to shut down. He finds it difficult to do simple tasks, like opening a new browser window. Did I mention he is very, very .... slow? He suffers from the laptop version of arthritis I guess. As we get older, we all suffer from some form of mobility issue, but for Keith it has become a part of his core personality. If he ever did anything fast, I think I would run out of the room in shock.
He is crashing out on a regular basis these days. Self induced coma. Keith is asleep more than he is awake, and several times I have thought I have lost him forever, given some of the error messages I see on the screen. Once or twice he has refused to get out of bed at all, but after a few days of black screen, he mysteriously resurrects himself. It's as if he is struggling to escape his inevitable eternal dark void. But the best thing about Keith is that he never suffers from a loss of memory. Not since I invested in an external hard drive. Now Keith never loses any data. Because it's all offloaded into an external medium, which is kept separately to him, in case he ever suffers from the computer equivalent of incontinence or something worse.
I still take care of Keith. I have not dropped him since that notorious incident at a conference in 2007. He survived, but for several glasses of wine and the table cloth, it was a terminal experience. These days Keith doesn't travel with me to far off destinations. You won't see him at conferences, weddings or Bar-Mitzvahs anymore. He is too old for air flights now. He resides at home where he is comfortable, chugging slowly along, performing his tasks in his own time. I wouldn't want to bury him in some far off foreign field.
So it is time for a new laptop. Christmas is nearly upon us, and I will be disappointed if I receive any more gifts of socks, frankincense (Brut aftershave) or myrrh. Gold I will cope with. But this year, at the risk of offending my anthopomorphised little digital companion, and hastening his sad demise, I want a new, fast operating, graphically rich and very streamlined laptop. I want a device I can take with me everywhere, use any time, quickly and without too much fuss, and certainly without attracting any snide comments from my students. And yet, whatever Santa brings me, whatever shape and form my new laptop takes, I will always think fondly of Keith, my faithful laptop from which all my blogs, slideshows and articles have emanated over these last 8 years.
And in the future, if he is still able, I will occasionally fire him up just to say hello. And I will remember.
Photo by James Clay
I'm dreaming of a White laptop... by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Monday, 17 December 2012
Headline Muse
The Muse Headband |
If you can get past the irritatingly repetitive and slightly-louder-than-it-should-be background music on the video, and ignore the embarrassing geekiness that exudes from some of the presenters (I think it's really cool!), the Muse headband does look like it has the potential to be a breakthrough technology. The last time we had a true technological breakthrough of any magnitude was 7 years ago, when Microsoft released the Xbox 360 Kinect. Kinect was truly revolutionary because it pointed up all sorts of possibilities around non-touch, voice activated, natural gesture computing, at an affordable price. The simple juxtapositioning of two cameras made all the difference. All you had to do was think creatively, and hack the system to get that Tom Cruise, Minority Report (The future can be seen!) action going. Will Muse have a similar impact to Kinect? Will it launch us into a new era of control technology? Time will tell, because at present Muse is still in an early stage of development, and InteraXon are speculating themselves on its potential to bring advances into the non-touch, thought control of devices.
At present, InteraXon are offering advance devices for a mere US$165, on the understanding that you test out the system for them. What is currently on offer goes in one direction only. The Muse Headband will be configured to measure your 'brain activity' and transfer an analysis to your laptop or iPad. The device will measure areas of your brain as they activate while you play a 'brain training game'. The manufacturers claim that it will enable you to exercise your memory, measure your attention span and practice relaxation techniques. But is Muse more than simply a measuring device? Later, promise InteraXon, using the data they collect, there will be the possibility of using next generation Muse Headbands to control computers and other devices by mind power alone.
The future has a habit of creeping up on us from behind. And it does it quicker than we sometimes imagine it can. We once thought voice control was science fiction. Enhancing our senses was fine for vision, hearing, even speech. We have prosthetics for all of those. But we have carefully steered away from any mind enhancement. We didn't have the technology. We left that kind of thing to Star Wars, magic and folklore. Now it seems, we have the technology, and at the moment, mind control is right at the edge of our imagination of what technology can possibly offer. From motion sensing to mind sensing in just 7 short years? Who would have thought it? How soon before thought controlled computing becomes a reality for us all? And what then will we need to do (or to become), to adjust to the brave new world that will be upon us?
Images by InteraXon
Headline Muse by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Monday, 10 December 2012
Things ain't what they used to be
Not so long ago, objects were simply objects. They only came alive in Disney cartoons, or after a heavy drinking session. Most of the time, objects were simply there to be used to perform a task the user required. Now that is all about to change, as we advance into the next phase of Web evolution. We are about to see the emergence of what Kevin Ashton called 'the Internet of Things'. In a recent blog post, Jamillah Knowles wrote that a revolution is about to begin where the objects in our homes and workplaces will become smarter, more context aware, and will be able to interpret data fed to them, before taking action. As physicist Michio Kaku wrote recently, 'now we can say to Siri, move my meeting back an hour from 3 to 4, soon we will be able to say to Siri, mow the lawn.' The difference is, at present we can use our devices to interact directly with virtual space, but with smart context aware objects surrounding us, we will be able to interact through virtual tools into the real world.
Already we have QR codes and RFID embedded into objects. These are very effective, but they are superficial compared to what comes next. The next stage, according to this generation of Internet gurus, is to embed smart chip technology, so that objects can have a conversation with our devices. Not only does that have promising implications for health care, engineering, architecture, business and entertainment, it also makes a bright future for ambient learning. Imagine a group of children going on a visit to a museum. Each is equipped with a smart phone. An app on their phones interacts with all of the exhibits in the museum. If they stand in front of a statue, or a model of a dinosaur and hold their phone up, the object will send information to the phone. The longer they stand in front of the exhibit, the more information it will feed them. When they return to their classrooms or homes later, they have a complete archive of all of the objects they have seen that day. They can use this information for projects, essays, blogs, podcasts. It can then be used in whatever content they create to show what they have learnt in the form of text, images, sounds and video. The real learning happens when the kids begin to integrate their experiences, the information they have captured and their interaction with it into creating, organing and sharing their own content.
All of this has been made possible because of the disaggregation of computer and microchip technology. In 2011, the number of smart objects connected to the Internet surpassed the number of people on the planet. This trend will accelerate exponentially in the next few years to the point where we see ubiquitous computing. No longer do we need to carry computers around with us to be able to interact with digital media. Using the smart device in our pockets, and the ubiquitous computing power that is being embedded in objects all around us, we will soon be able to learn from those objects, invest our memories inside them, and even get them to do our bidding.
Things ain't what they used to be. Things are about to get a whole lot smarter.
Photo by Rod Senna
Things ain't what they used to be by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Already we have QR codes and RFID embedded into objects. These are very effective, but they are superficial compared to what comes next. The next stage, according to this generation of Internet gurus, is to embed smart chip technology, so that objects can have a conversation with our devices. Not only does that have promising implications for health care, engineering, architecture, business and entertainment, it also makes a bright future for ambient learning. Imagine a group of children going on a visit to a museum. Each is equipped with a smart phone. An app on their phones interacts with all of the exhibits in the museum. If they stand in front of a statue, or a model of a dinosaur and hold their phone up, the object will send information to the phone. The longer they stand in front of the exhibit, the more information it will feed them. When they return to their classrooms or homes later, they have a complete archive of all of the objects they have seen that day. They can use this information for projects, essays, blogs, podcasts. It can then be used in whatever content they create to show what they have learnt in the form of text, images, sounds and video. The real learning happens when the kids begin to integrate their experiences, the information they have captured and their interaction with it into creating, organing and sharing their own content.
All of this has been made possible because of the disaggregation of computer and microchip technology. In 2011, the number of smart objects connected to the Internet surpassed the number of people on the planet. This trend will accelerate exponentially in the next few years to the point where we see ubiquitous computing. No longer do we need to carry computers around with us to be able to interact with digital media. Using the smart device in our pockets, and the ubiquitous computing power that is being embedded in objects all around us, we will soon be able to learn from those objects, invest our memories inside them, and even get them to do our bidding.
Things ain't what they used to be. Things are about to get a whole lot smarter.
Photo by Rod Senna
Things ain't what they used to be by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Thursday, 6 December 2012
Tracking sentiments
Last year I flew via Amsterdam into Cologne, Germany to give a keynote speech at a large international conference. I arrived at the airport and made my way through passport control into the baggage collection area. Along with my fellow passengers I dutifully stood, waiting at the carousel, watching as bags and cases of all sizes, shapes and colours processed slowly by. Passengers began to collect their luggage and leave. I continued to wait. Decreasing numbers of passenger waited with me as one by one, they spotted their bags, grabbed them and made off to find their transport. Soon I began to get the sneaking suspicion that my bag wasn't going to arrive. This is what I sometimes refer to as 'baggonising' and it's something I am becoming increasingly familiar with. After I had been left standing along like a spare lemon at a cocktail party for a while, I admitted defeat, and walked over to the KLM desk to ask why my bag had not appeared.
The woman behind the desk checked, and then with a straight face informed me that there had been 'technical difficulties' at Amsterdam Schipol, and that my bag would not now arrive until tomorrow evening. She asked for the name of my hotel and told me it would be delivered directly to my room. All fine and good, but there was me standing there in my jeans and sneakers, and my best suit and shirt were in my luggage. In Amsterdam. Worse, my keynote was scheduled for the following morning, which left me in something of a dilemma. To say I was furious with the airline would have been an understatement. The plane I disembarked at Amsterdam was exactly the same plane I got into again to fly onward to Cologne. I recognised the crew. I got off the plane, trotted a mile or more across Schipol Airport and then got back on to exactly the same plane, but in the meantime my bag had been removed and left who knew where.
And so I arrived at my hotel, checked in to my room and then proceeded to tweet my problem to anyone on Twitter who cared to read it. I named and shamed KLM, and then went off to find something to eat. An hour later, to my surprise, KLM responded to me on Twitter, apologising for the mix up and advising me that I should go and purchase whatever I needed, and they would foot the bill. Wonderful. Clutching my credit card, I went off and bought a new pair of shoes, two new shirts, underwear, socks, shaving kit and toiletries. I stopped short of purchasing an expensive new suit. I was wearing a serviceable jacket and anyway, KLM would probably only increase the airfares to compensate if I blew another 1000 Euros on a Ted Baker original.
The keynote went well and my luggage duly arrived the following evening. But how did KLM know to respond to my tweet? Answer - they were scanning for mentions of KLM on Twitter and other social media. This is known as sentiment tracking, a method that may well come in useful in education in the future. I'll give you some examples of how it's used now and how it works...
The Twitter example above is a very primitive form of Sentiment Tracking and Analysis (also known as opinion mining). It simply involves a KLM staff member regularly scanning the popular social media channels to intervene if there is any bad publicity or complaint, before it blows up into something unmanageable. Several tools are available for sentiment tracking on Twitter and other social media channels. Sentiment tracking is becoming much more sophisticated. Many large business do this now, because they want to know what is being said about their brand. They know that a complaint in a public forum can have a highly negative impact on their business if it's not dealt with quicky. But sentiment tracking can also be harnessed positively by businesses. Recently I wanted to buy some black, Italian hand made slip on shoes. I visited one or two online stores, and then without purchasing, I went off to do other things. An hour later, I searched on Google for some e-learning blogs, and landed on my first page. There at the bottom of the Blogger website this advert was staring back at me:
How did the system know how to target me? The online store (Amazon) had logged my IP address, and my interest in that specific product, and the fact that I had not purchased. It had probably sent a cookie. It assumed from this that I must still be interested. At the next available opportunity, Amazon targeted me with an advert through Google Ads via Blogger. The same applies when you mention something on Facebook, or simply let slip your date of birth, location or other personal information such as hobbies and interests. Before you know it, Facebook is pushing targeted advertising to your page, and it's highly effective. Facebook logs dozens of different items of personal data from your actions every time you visit, tag a photo, post a new status update or 'like' someone's comment.
I noticed the following three adverts on my Facebook page just now: You will notice that Facebook knows I am in the UK. It knows a lot more about me than that though. The last advert is because Facebook knows I am a Manchester United fan - that little detail is there in my profile somewhere. The middle advert is because it knows I am a guitarist, again from information in my personal profile. The first advert? I'm not sure why the first is there, because I have never let it be known that I wish to illuminate something 200 metres away from me. Perhaps someone else can shed some light on this. It's not in my profile that I like to bother pilots as they land their jet airliners, or that I have aspirations to be a covert operative for MI6. Sometimes sentiment tracking gets it wrong, and sometimes it just takes a wild punt and hopes for the best, a bit like playing Internet Battleships. But it could be a lot worse. Facebook might decide to send me links to a mature women dating site, or a wholesale Viagra dealer, just for a laugh. That would be hard to explain. Sentiment tracking is usually quite accurate though, picking up on your emotional statements, likes and dislikes, conversations, as well as links you have previously clicked. Sometimes it seems to take a random guess, as with the torch. But sometimes that guess can be disturbingly accurate.
How does sentiment tracking work? At the simplest level, the system uses Natural Language Processing techniques (NLP) to mine the words you type into your status updates or query boxes. At a deeper level, artificial intelligence applications capture the NLP data and process them into clusters that have collective meaning. A lot of modeling can be done with those kinds of data. Essentially, sentiment tracking makes sense of what you do on the web, and then transforms it into recommendations, actions or in this case, advertising. There are many problems with this kind of computation, including questions over how machines can differentiate between various emotional intensities, differentiate between polarities of opinion, or detect subjectivity in a statement. However, refinements in systems will continue to improve their accuracy.
When it comes down to group behaviour, sentiment tracking can be quite accurate. As we have demonstrated with our previous research into Technosocial Predictive Analytics (TPA), using a mashup of NLP, AI, GPS and geomapping, events such as flu epidemics and social movements can be tracked and even predicted quite accurately over geographical location and time. Have you ever shopped for a book on Amazon? You select your book and then Amazon displays a message saying something like '76 people who bought this book also bought...' and you suddenly realise that there's another book you didn't know about on a similar subject to your own purchase, and now you want that book too! It's a very effective marketing ploy, but there is also enormous educational potential. Amazon is using a form of crowd sourcing for its sentiment tracking, and is selling you a book you didn't know you wanted, based on the tacit approval of a cluster of people who are similar in their tastes, profiles or backgrounds to you. In effect, the individual acts of buying books, combined, create a desire line - a slime trail of social enzymes if you will - that can be mapped and recommended to future purchasers of similar products.
Clearly there are opportunities to harness the power of these methods in education. Imagine students being directed to new and highly useful content they were previously unaware of. Imagine new content being created automatically on the basis of the actions of like minded scholars in dispersed locations. Imagine content being changed and updated automatically, based on the activities of a global community of practice. Finally, imagine being able to track the actions, content creation and decision making of your groups of learners, and mapping these onto information graphics to track their collective and individual progress, knowing when to intervene and when to let them alone. This kind of learner analytics (or educational data mining) will emerge from the collective intelligence of crowd sourcing and the sentiment tracking of individual actions and behaviour. The technology already exists. We now have to determine whether we want this capability in education, and if we do, we next have to ask what will be the ethical, pedagogical and social implications?
In the next blog post: How Google is refining your web search
Photo by David Sky
Other images by Steve Wheeler
Tracking sentiments by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The woman behind the desk checked, and then with a straight face informed me that there had been 'technical difficulties' at Amsterdam Schipol, and that my bag would not now arrive until tomorrow evening. She asked for the name of my hotel and told me it would be delivered directly to my room. All fine and good, but there was me standing there in my jeans and sneakers, and my best suit and shirt were in my luggage. In Amsterdam. Worse, my keynote was scheduled for the following morning, which left me in something of a dilemma. To say I was furious with the airline would have been an understatement. The plane I disembarked at Amsterdam was exactly the same plane I got into again to fly onward to Cologne. I recognised the crew. I got off the plane, trotted a mile or more across Schipol Airport and then got back on to exactly the same plane, but in the meantime my bag had been removed and left who knew where.
And so I arrived at my hotel, checked in to my room and then proceeded to tweet my problem to anyone on Twitter who cared to read it. I named and shamed KLM, and then went off to find something to eat. An hour later, to my surprise, KLM responded to me on Twitter, apologising for the mix up and advising me that I should go and purchase whatever I needed, and they would foot the bill. Wonderful. Clutching my credit card, I went off and bought a new pair of shoes, two new shirts, underwear, socks, shaving kit and toiletries. I stopped short of purchasing an expensive new suit. I was wearing a serviceable jacket and anyway, KLM would probably only increase the airfares to compensate if I blew another 1000 Euros on a Ted Baker original.
The keynote went well and my luggage duly arrived the following evening. But how did KLM know to respond to my tweet? Answer - they were scanning for mentions of KLM on Twitter and other social media. This is known as sentiment tracking, a method that may well come in useful in education in the future. I'll give you some examples of how it's used now and how it works...
The Twitter example above is a very primitive form of Sentiment Tracking and Analysis (also known as opinion mining). It simply involves a KLM staff member regularly scanning the popular social media channels to intervene if there is any bad publicity or complaint, before it blows up into something unmanageable. Several tools are available for sentiment tracking on Twitter and other social media channels. Sentiment tracking is becoming much more sophisticated. Many large business do this now, because they want to know what is being said about their brand. They know that a complaint in a public forum can have a highly negative impact on their business if it's not dealt with quicky. But sentiment tracking can also be harnessed positively by businesses. Recently I wanted to buy some black, Italian hand made slip on shoes. I visited one or two online stores, and then without purchasing, I went off to do other things. An hour later, I searched on Google for some e-learning blogs, and landed on my first page. There at the bottom of the Blogger website this advert was staring back at me:
How did the system know how to target me? The online store (Amazon) had logged my IP address, and my interest in that specific product, and the fact that I had not purchased. It had probably sent a cookie. It assumed from this that I must still be interested. At the next available opportunity, Amazon targeted me with an advert through Google Ads via Blogger. The same applies when you mention something on Facebook, or simply let slip your date of birth, location or other personal information such as hobbies and interests. Before you know it, Facebook is pushing targeted advertising to your page, and it's highly effective. Facebook logs dozens of different items of personal data from your actions every time you visit, tag a photo, post a new status update or 'like' someone's comment.
I noticed the following three adverts on my Facebook page just now: You will notice that Facebook knows I am in the UK. It knows a lot more about me than that though. The last advert is because Facebook knows I am a Manchester United fan - that little detail is there in my profile somewhere. The middle advert is because it knows I am a guitarist, again from information in my personal profile. The first advert? I'm not sure why the first is there, because I have never let it be known that I wish to illuminate something 200 metres away from me. Perhaps someone else can shed some light on this. It's not in my profile that I like to bother pilots as they land their jet airliners, or that I have aspirations to be a covert operative for MI6. Sometimes sentiment tracking gets it wrong, and sometimes it just takes a wild punt and hopes for the best, a bit like playing Internet Battleships. But it could be a lot worse. Facebook might decide to send me links to a mature women dating site, or a wholesale Viagra dealer, just for a laugh. That would be hard to explain. Sentiment tracking is usually quite accurate though, picking up on your emotional statements, likes and dislikes, conversations, as well as links you have previously clicked. Sometimes it seems to take a random guess, as with the torch. But sometimes that guess can be disturbingly accurate.
How does sentiment tracking work? At the simplest level, the system uses Natural Language Processing techniques (NLP) to mine the words you type into your status updates or query boxes. At a deeper level, artificial intelligence applications capture the NLP data and process them into clusters that have collective meaning. A lot of modeling can be done with those kinds of data. Essentially, sentiment tracking makes sense of what you do on the web, and then transforms it into recommendations, actions or in this case, advertising. There are many problems with this kind of computation, including questions over how machines can differentiate between various emotional intensities, differentiate between polarities of opinion, or detect subjectivity in a statement. However, refinements in systems will continue to improve their accuracy.
When it comes down to group behaviour, sentiment tracking can be quite accurate. As we have demonstrated with our previous research into Technosocial Predictive Analytics (TPA), using a mashup of NLP, AI, GPS and geomapping, events such as flu epidemics and social movements can be tracked and even predicted quite accurately over geographical location and time. Have you ever shopped for a book on Amazon? You select your book and then Amazon displays a message saying something like '76 people who bought this book also bought...' and you suddenly realise that there's another book you didn't know about on a similar subject to your own purchase, and now you want that book too! It's a very effective marketing ploy, but there is also enormous educational potential. Amazon is using a form of crowd sourcing for its sentiment tracking, and is selling you a book you didn't know you wanted, based on the tacit approval of a cluster of people who are similar in their tastes, profiles or backgrounds to you. In effect, the individual acts of buying books, combined, create a desire line - a slime trail of social enzymes if you will - that can be mapped and recommended to future purchasers of similar products.
Clearly there are opportunities to harness the power of these methods in education. Imagine students being directed to new and highly useful content they were previously unaware of. Imagine new content being created automatically on the basis of the actions of like minded scholars in dispersed locations. Imagine content being changed and updated automatically, based on the activities of a global community of practice. Finally, imagine being able to track the actions, content creation and decision making of your groups of learners, and mapping these onto information graphics to track their collective and individual progress, knowing when to intervene and when to let them alone. This kind of learner analytics (or educational data mining) will emerge from the collective intelligence of crowd sourcing and the sentiment tracking of individual actions and behaviour. The technology already exists. We now have to determine whether we want this capability in education, and if we do, we next have to ask what will be the ethical, pedagogical and social implications?
In the next blog post: How Google is refining your web search
Photo by David Sky
Other images by Steve Wheeler
Tracking sentiments by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Tuesday, 4 December 2012
The Smart eXtended Web
Will the Web recurse infinitely? |
Many of us are obsessed with the future, and are constantly wondering what new technologies, trends or events will change our lives forever. The Horizon Report is one of the most eagerly anticipated reports each year by educators, because it peers down the corridor of time and attempts to predict what we can expect to see in our classrooms in the next year, 2-3 years, 5 years. People spend huge amounts of money each year gambling on the future. The average person bets on horse races or the lottery, whilst the high powered executives buy and sell stocks and shares. Some put their faith in clairvoyants, who for a price will attempt to predict your personal future for you. In the world of learning, we are obsessed with questions about where education is heading next, how work based learning will be enhanced, and more effective methods of engaging learners. Many educators have invested their trust in the use of new and emerging technologies for the future success of learning. Others have been more reticent, preferring instead to rely on the old, tried and tested methods of education and training.
Regardless of personal perspectives, our society is advancing rapidly into a technological future in which just about everything will change. Nothing short of a global disaster will stop it. We have seen the trends. Over the last 20 years, mobile phone texting has taken a significant hold on the communication habits of billions of citizens. New computer interfaces are being introduced that will supplant the ubiquitous keyboard and mouse. Soon we will control our computers using voice and gesture, even facial expressions, mood changes.
We have never been so connected as we are today. Global telecommunications mean that anyone connected can link with anyone else, hear and see them in real time, and send and receive documents at the speed of light. We carry our offices in our pockets. We increasingly do more of our shopping online, and we spend significant proportions of our working days dealing in bits rather than in atoms. We generate enough media content every day to dwarf anything previous societies could create in an entire year.
In the last decade, we have seen the liberation of the microchip from the computer. Now processing power can be embedded into any object, allowing it to be connected to the global network. This is significant, because it heralds a new kind of network made not only of knowledge and people, but a network of smart objects, an Internet of Things. Not only will our personal possessions become connected and smarter, so will our homes, our classrooms, our communities, and ultimately our cities. Yet these rapid technological changes could also be our Achilles heel. We are now so reliant on our computing power and telecommunication capability that if it were suddenly removed or disrupted, much of our familiar world would grind slowly to a halt.
The Web has changed, evolving through a number of iterations, to become increasingly prescient not only about what we wish to search for, but also the context within which it is being searched. Semantic search also takes our previous behaviour into account. Now the Web is about to get even smarter. Where Web 1.0 was about connecting content, and Web 2.0 (the social web) was about connecting people, Web 3.0 (the semantic web) will be about connecting collective intelligence. It will be the global network of distributed cognition. But just what will this emerging hive mind look like and what will we be able to do with it?
I wrote about Web 3.0 in an earlier post and speculated that the 'Smart eXtended Web' would be characterised by a number of features that included intelligent collaborative filtering of content, 3D visualisation and interaction and extended smart mobile interfaces. Now several new developments will bring these ideals to fruition, and it will happen sooner than we expected, because change is not linear, it's exponential.
Paul Groth talks about Web 3.0 in terms of what it will be able to do for us. In his paper The Rise of the Verb he explains his vision of how the web will evolve beyond the representation of knowledge in static data sets to the point where it can turn our commands into actions. Already, he writes, we can say to Siri: 'Move my meeting from 3 to 4'. In the future we will be able to say to Siri: 'Mow the lawn' and it will be done. The difference, he suggests, is that at present we can command our tools to action in the virtual world, but in the near future, with the advance of the Internet of Things and an emerging capability of the Web to interpret verbs as calls for action, we will be able to command operations in the real world too. He argues that in the next ten years we will see a web that is not only grounded in mathematical functions and definitions, but one that is also able to operate through the smart objects around, providing us with uses in the real world too. Ten years? I think it will be sooner.
In the next blog post: Sentiment tracking
Image source Fotopedia
The Smart eXtended Web by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Monday, 3 December 2012
Recycling learning
"...making good use of the things that they find, things that the everyday folk leave behind..."
Yep, that's a blast from the past for those who grew up watching the children's programme The Wombles on television. Essentially, the Wombles were furry creatures who lived on Wimbledon Common and tidied up all the litter left behind by the 'everyday folk'. Not only did they tidy up, they also recycled the objects they found, into something useful. We could do with a few Wombles down our street, I can tell you.
How does this fit into education? I hear you asking.... well, read on.
A useful concept to aid the understanding of current web based learning practices is Bricolage (Levi-Strauss, 1996). Art students will recognise it as the technique of creating an image from a variety of materials that just happen to be available. In architecture, bricolage can refer to the seemingly chaotic proximity of buildings from various periods and styles. For Levi-Strauss, bricolage described any spontaneous action, espcially those that are steeped in personal meaning. The principal meaning of bricolage however, evokes a 'do it yourself'ethos, where each individual creates personal meaning through seemingly haphazard actions that draw together disparate objects to form new wholes.
In the UK punk movement of the late 1970s, chains, safety pins and dog collars were all appropriated as fashion items, eventually assuming additional meaning as statements of personal identity. In the context of learning, bricolage is a useful analytical lens. It was applied by Seymour Papert (1993) to explain a particular style of problem solving. He suggests that bricoleurs reject traditional, systematic analyses of problem spaces in favour of play, risk taking and testing out. Younger users of technology tend to rely less on formal instruction or user manuals when they encounter new tools. Instead, they launch into an exploration of the device, to see what it can do. They learn to use it by testing it out, and also observing their peers. These sentiments are echoed by Shelly Turkle (1995) who argues that those working in digital spaces, such as programmers, often work in a bricoleur style, working through a 'step-by-step growth and re-evaluation process', regularly spending time standing back from their work to reflect.
Many of the above traits are desirable, transferable skills for 21st Century working, and can be witnessed in the daily activities of learning on the Web. As students develop their ideas, they create content, often drawn together through a variety of search and research methods that can be disparate and seemingly unconnected. Learners draw on a wide range of content, not only from the web, but also from other media and non-media sources as they construct personal meaning. Their personal learning environments (PLEs) tend to be a bricolage of free tools, handheld devices and a personal network of friends, family and peers. Haphazard their learning might appear, but over a period of time, the various sources of their content crystalise together into accessible, meaningful and personalised learning.
In essence, today's digital learners are finding content, recycling and repurposing it, organising and sharing it. They are creating their own spaces, developing and using their own tools and apps, and generally 'making good use of the things they find'. In so doing, I believe that this current generation of learners are developing into one of the most innovative, literate and knowledgeable generations this planet has ever seen.
References
Levi-Strauss, C. (1996) The Savage Mind. London: Orion Publishing Group
Papert, S. (1993) Mindstorms: Children, Computers and Powerful Ideas. New York: Basic Books.
Turkle, S. (1995) Life on Screen: Identity in the Age of the Internet. New York: Touchstone.
Photo by David Radcliffe
Recycling learning by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Yep, that's a blast from the past for those who grew up watching the children's programme The Wombles on television. Essentially, the Wombles were furry creatures who lived on Wimbledon Common and tidied up all the litter left behind by the 'everyday folk'. Not only did they tidy up, they also recycled the objects they found, into something useful. We could do with a few Wombles down our street, I can tell you.
How does this fit into education? I hear you asking.... well, read on.
A useful concept to aid the understanding of current web based learning practices is Bricolage (Levi-Strauss, 1996). Art students will recognise it as the technique of creating an image from a variety of materials that just happen to be available. In architecture, bricolage can refer to the seemingly chaotic proximity of buildings from various periods and styles. For Levi-Strauss, bricolage described any spontaneous action, espcially those that are steeped in personal meaning. The principal meaning of bricolage however, evokes a 'do it yourself'ethos, where each individual creates personal meaning through seemingly haphazard actions that draw together disparate objects to form new wholes.
In the UK punk movement of the late 1970s, chains, safety pins and dog collars were all appropriated as fashion items, eventually assuming additional meaning as statements of personal identity. In the context of learning, bricolage is a useful analytical lens. It was applied by Seymour Papert (1993) to explain a particular style of problem solving. He suggests that bricoleurs reject traditional, systematic analyses of problem spaces in favour of play, risk taking and testing out. Younger users of technology tend to rely less on formal instruction or user manuals when they encounter new tools. Instead, they launch into an exploration of the device, to see what it can do. They learn to use it by testing it out, and also observing their peers. These sentiments are echoed by Shelly Turkle (1995) who argues that those working in digital spaces, such as programmers, often work in a bricoleur style, working through a 'step-by-step growth and re-evaluation process', regularly spending time standing back from their work to reflect.
Many of the above traits are desirable, transferable skills for 21st Century working, and can be witnessed in the daily activities of learning on the Web. As students develop their ideas, they create content, often drawn together through a variety of search and research methods that can be disparate and seemingly unconnected. Learners draw on a wide range of content, not only from the web, but also from other media and non-media sources as they construct personal meaning. Their personal learning environments (PLEs) tend to be a bricolage of free tools, handheld devices and a personal network of friends, family and peers. Haphazard their learning might appear, but over a period of time, the various sources of their content crystalise together into accessible, meaningful and personalised learning.
In essence, today's digital learners are finding content, recycling and repurposing it, organising and sharing it. They are creating their own spaces, developing and using their own tools and apps, and generally 'making good use of the things they find'. In so doing, I believe that this current generation of learners are developing into one of the most innovative, literate and knowledgeable generations this planet has ever seen.
References
Levi-Strauss, C. (1996) The Savage Mind. London: Orion Publishing Group
Papert, S. (1993) Mindstorms: Children, Computers and Powerful Ideas. New York: Basic Books.
Turkle, S. (1995) Life on Screen: Identity in the Age of the Internet. New York: Touchstone.
Photo by David Radcliffe
Recycling learning by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
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