Category: Education and Administration

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.

 

U of A computing scientists work with Japanese researchers on virtual reality game to get people out of their seats

U of A computing scientists work with Japanese researchers to refine a virtual and mixed reality video game that can improve motor skills for older adults and sedentary people.

The Folio of the University of Alberta published a story about a trip to Japan that I and others embarked on, U of A computing scientists work with Japanese researchers on virtual reality game to get people out of their seats. Ritsumeikan invited us to develop research collaborations around gaming, language and artificial intelligence. Our visit was a chance to further the collaborations, like the one my colleagues Eleni Stroulia and Victor Fernandez Cervantes are developing with Thawmas Ruck around games for older adults. This inter-university set of collaborations build on projects I was involved in going back to 2011, including a conference (Replaying Japan) and a journal, the Journal of Replaying Japan.

The highlight was the signing of a Memorandum Of Understanding by the two presidents (of U of A and Ritsumeikan). I was also involved as was Professor Nakamura. May the collaboration thrive.

Ken Kesey and the Rush to Deinstitutionalization

Photo of actor Jack Nicholson and director Milos Foreman on set of One Flew Over the Cuckoo's Nest.
Jack Nicholson and director Milos Foreman on set of One Flew Over the Cuckoo’s Nest

Whatever the literary strengths of One Flew Over the Cuckoo’s Nest, the book has done much to harm both the mentally ill and their communities.

This May the Kule Institute is organizing a hybrid exhibit/symposium on the Institution of Knowledge. We are bringing together a group of artists and thinkers to raise and address questions about institutional structures and knowledge. One question that the small group I’m part of discussed this week as the question of deinstitutionalization and the view, best captured by Ken Kesey in One Flew Over the Cuckoo’s Nest that asylums as institutions were sites that did more harm than good. Stephen Eide has a nice article about this, Ken Kesey and the Rush to Deinstitutionalization (Quilette, Nov. 14, 2022).

There are a number of aspects to the issue. The first thing to note is that the deinstitutionalization of people with serious mental health issues didn’t work as imagined. It was not the freeing of an oppressed constituency back to the community where the new drugs could help them integrate and get on with their lives. There wasn’t really a community that wanted them other than the street and many ended up in the very institutions asylums were meant to replace – prisons. Stephen Eide’s book Homelessness in America traces the effects of deinstitutionalization, changes in vagrancy laws, and the “cleaning” up of slums on homelessness leading to the problem as we see it today.

But what about the idea of deinstitutionalization? Important to this idea would be Foucault, changes in psychiatry and how the discipline conceives of the role of medicine (and its institutions), and changes in public policy and what jurisdictions try to do with institutions.

One aspect of the issues that we forget if we think of institutions as bureaucracy is the built presence of institutions. From Jefferson’s design of the campus of the University of Virginia to Olmstead’s asylum landscapes, architects have shaped our imagination and the literal structures of certain types of institutions. This raises the question of what new types of institutions might be in being designed?