Category: Education and Administration

US State Dept. to use AI to Revoke Visas of Foreign Students who appear “pro-Hamas”

Axios has a story about how the State Department is launching a programme to review social media of foreign students to see if they are “pro-Hamas.” If they appear to support Hamas then they may get their visas revoked.

A senior official is quoted as saying “it would be negligent for the department that takes national security seriously to ignore publicly available information about [visa] applicants in terms of AI tools. … AI is one of the resources available to the government that’s very different from where we were technologically decades ago.”

There are obvious free-speech issues, but I also wonder at the use of AI to police speech. What will be policed next? Pro-EDI speech?

Thanks to Gary Marcus’ Substack for this.

IIT Delhi DH 2025 Winter School

Arjun Ghosh invited me to contribute to the DH 2025 Winter School at IIT Delhi. I’m teaching a 6-day workshop on Voyant as part of this Winter School. You can see my outline here (note that I am still finishing the individual pages.) Some thoughts:

  • There is a real interest in DH in India. Arjun had over 500 applications for 25 places. I doubt we would have that many in Canada.
  • As can be expected, there is a lot of interest handling Indian languages like Hindi or Tamil.
  • There are a number of social scientists at the School. The humanities and social sciences may not be as clearly distinguished here.
  • There was an interesting session on digital libraries given by a data librarian at UPenn.

ASBA Releases Artificial Intelligence Policy Guidance for K-12 Education – Alberta School Boards Association

Alberta School Boards Association (ASBA) is pleased to announce the release of its Artificial Intelligence Policy Guidance. As Artificial Intelligence (AI) continues to shape the future of education, ASBA has […]

The ASBA Releases Artificial Intelligence Policy Guidance for K-12 Education – Alberta School Boards Association. This 14 page Policy document is clear and useful without being proscriptive. It could be a model for other educational organizations. (Note that it was authored by someone I supervised.)

A groundbreaking study shows kids learn better on paper, not screens. Now what?

For ‘deeper reading’ among children aged 10-12, paper trumps screens. What does it mean when schools are going digital?

The title of this Guardian story says it all, A groundbreaking study shows kids learn better on paper, not screens. Now what? The story reports on a study led by Karen Froud at Columbia University titled, Middle-schoolers’ reading and processing depth in response to digital and print media: An N400 study. They found “evidence of differences in brain responses to texts presented in print and digital media, including deeper semantic encoding for print than digital texts.” Paper works better.

John Gabrieli, an MIT neuroscientist who is skeptical about the promises of big tech and its salesmen: “I am impressed how educational technology has had no effect on scale, on reading outcomes, on reading difficulties, on equity issues,”…

How AI Image Generators Make Bias Worse – YouTube

A team at the LIS (London Interdisciplinary School) have created a great short video on the biases of AI image generators. The video covers the issues quickly and is documented with references you can follow for more. I had been looking at how image generators portrayed academics like philosophers, but this reports on research that went much further.

What is also interesting is how this grew out of a LIS undergrad’s first year project. It says something about LIS that they encourage and build on such projects. This got me wondering about the LIS which I had never heard of before. It seems to be a new teaching college in London, UK that is built around interdisciplinary programmes, not departments, that deal with “real-world problems.” It sounds a bit like problem-based learning.

Anyway, it will be interesting to watch how it evolves.

The Emergence of Presentation Software and the Prehistory of PowerPoint

PowerPoint presentations have taken over the world despite Edward Tufte’s pamphlet The Cognitive Style of PowerPoint. It seems that in some contexts the “deck” has become the medium of information exchange rather than the report, paper or memo. In Slashdot I came across a link to a MIT Review essay titled, Next slide, please: A brief history of the corporate presentation. Another history is available from the Computer History Museum, Slide Logic: The Emergence of Presentation Software and the Prehistory of PowerPoint.

I remember the beginnings of computer-assisted presentations. My unit at the University of Toronto Computing Services experimented with the first tools and projectors. The three-gun projectors were finicky to set up and I felt a little guilty promoting set ups which I knew would take lots of technical support. In one presentation on digital presentations there was actually a colleague under the table making sure all the technology worked while I pitched it to faculty.

I also remember tools before PowerPoint. MORE was an outliner and thinking tool that had a presentation mode much the way Mathematica does. MORE was developed by Dave Winer who had a nice page on the history of outline processors he worked on here. It he leaves out how Douglas Engelbart’s Mother of All Demos in 1968 showed something like outlining too.

Alas, PowerPoint came to dominate though now we have a bunch of innovative presentation tools that work on the web from Google Sheets to Prezi.

Now back to Tufte. His critique still stands. Presentation tools have a cognitive style that encourages us to break complex ideas into chunks and then show one chunk at a time in a linear sequence. He points out that a well designed handout or pamphlet (like his pamphlet on The Cognitive Style of PowerPoint) can present a lot more information in a way that doesn’t hide the connections. You can have something more like a concept map that you take people through on a tour. Prezi deserves credit for paying attention to Tufte and breaking out of the linear style.

Now, of course, there are AI tools that can generate presentations like Presentations.ai or Slideoo. You can see a list of a number of them here. No need to know what you’re presenting, an AI will generate the content, design the slides, and soon present it too.

Replaying Japan 2023

Replaying Japan 2023  – The 11th International Japan Game Studies Conference – Conference Theme – Local Communities, Digital Communities and Video Games in Japan

I’m back in Canada after Replaying Japan 2023 in Nagoya Japan. I kept conference notes here for those interested. The book of abstracts is here and the programme is here. Next year will be in August at the University of Buffalo and the Strong Museum in Rochester. Some points of interest:

  • Nökkvi Jarl Bjarnason gave a talk on the emergence of national and regional game studies. What does it mean to study game culture in a country or region? How is locality appealed to in game media or games or other aspects of game culture?
  • Felania Liu presented on game preservation in China and the challenges her team faces including issues around the legitimacy of game studies.
  • Hirokazu Hamamura gave the final keynote on the evolution of game media starting with magazines and then shifting to the web.
  • I presented a paper co-written with Miki Okabe and Keiji Amano. We started with the demographic challenges faced by Japan as its population shrinks. We then looked at what Japanese Game Companies are doing to attract and support women and families. There is a work ethics that puts men and women in a bind where they are expected to work such long hours that there really isn’t any time left for “work-life balance.”

The conference was held in person at Nagoya Zokei University and brilliantly organized by Keiji Amano and Jean-Marc Pelletier. We limited online interventions to short lightning talks so there was good attendance.

The Institution of Knowledge

Last week the Kule Institute for Advanced Study, the colab and the Dunlop Art Gallery organized and exhibit/symposium on The Institution of Knowledge. The exhibit featured artists reflecting on knowledge and institutions and the symposium including performance lectures, panels and talks.

I gave a talk on “The Knowledge We Bear” that looked at four of the main structures that discipline the ways we bear knowledge in the university as institution. I also moderated a dialogue between Kevin Kee and Jacques Beauvais.

The three days were extraordinary thanks to the leadership of my co-organizer Natalie Loveless. I learned a lot about the weaving of research and creation together.

In many ways this was my last major initiative as Director of KIAS. On July 1st Michael O’Driscoll will take over. It was a way of reflecting on institutes and what they can do with others. I’m grateful to all those who participated.

Institutions and Knowledge

University of Alberta is home to 18 faculties and dozens of research centres and institutes.

Institutions like the University of Alberta are typically divided into colleges, faculties and then departments. The U of Alberta has recently reorganized around three major Colleges that correspond to the three major granting councils in Canada. See Colleges + Faculties | University of Alberta. We then have centres and institutes that attempt to bridge the gaps created between units. The Kule Institute for Advanced Study, for example, supports interdisciplinary research and intersectoral research in an attempt to span the gaps between departments.

What are the institutional structures that guide and constrain knowledge creation and sharing at a University? Here is a rough list:

  • The annual faculty performance assessment process has a major impact on the knowledge created by faculty. University processes and standards for assessment influence what we do or not. Typically research is what is valued and that sets the tone. The tenure-track process does free one eventually to be able to do research that isn’t understood, but one still gets regular feedback that can influence directions one takes.
  • The particular division of a University into departments structures what knowledge one is expected to create and teach. The divisions are a topology of what is considered important fields of knowledge even if there are centres and institutes that cross boundaries. These divisions into departments and faculties have history; they are not fixed, but neither are they fluid. They come and go. A university is too large to manage without divisions, but divisions can lead to silos that don’t communicate as much.
  • What one can teach and is assigned to teach has a dramatic effect on  the knowledge one shares and thinks about. Even if one supposedly knows what one teaches, teaching, especially at the graduate level, encourages sustained reflection on some issues. Teaching is also one of the most important ways knowledge is replicated and shared.
  • Knowledge infrastructure like the library and available labs make possible or constrain what one can do. If one doesn’t have access to publications in a field it limits one’s ability to study it. This is why libraries are so important to research in some fields. Likewise, if you don’t have access to the right sort of lab and research equipment you can’t do research. The ongoing competition for infrastructure resources from space to book is part of the shifting politics of knowledge.
  • Universities will also have different incentives and support for research from small grants to grant writing staff. Research services has programs, staff and so on that can support new knowledge creation or not.

Then there are structures that are outside the university like the granting councils, but that is for another blog post.