Thursday, 28 February 2019

Liveblog @mathvermeulen #JustDoIt #vovpitstop @vovnetwerk

Liveblog Mathias Vermeulen Ode aan Angus
(Great keynote, capturing the audience first, coming to business with strong ideas)
Lang leve technologie!
Technologie is (ahem)
  • ·       Ons LMS
  • ·       Ons eLearningmodules
  • ·       Onze course vending machine

MacGyver is biggest inspiration of @mathiasVermeulen
Fabulous learning is developed by thinking ‘What would MacGyver do?”
·       Find what is out there, and use it to your own advantage and needs!
·       L&D is a party for everyone: becoming best friends with IT. HR, L&D
·       “Ik ben een bricoleur”

Zwitsers zakmes
  • ·       xAPI – LRS
  • ·       VR/AR
  • ·       Games (bury me my love – try it, text but serious game on Syria)
  • ·       Mobile
  • ·       AI and chatbots

Don’t worry be crappy (Guy Kawasaki)
Try out tools, set aside time (e.g. Friday afternoon) to test, think, come up with ideas on learning solutions.
Think ahead
  • ·       New people (we are good in this)
  • ·       More (what can we do to train our people)
  • ·       Apply (e.g. performance support when they need it: just-in-time learning)
  • ·       Solve (again, take time to learn what is out there)
  • ·       Change (produce a lean learning approach)

(Dutch) Yves Bosteels from Jan De Nul on eAcademy #vovpitstop @vovnetwerk #liveblog

Liveblog from Yves Bosteels over Kennis, Proces and Innovatie (just some pointers from his talk) Mostly in Dutch

Jan De Nul eAcademy (eLearning begonnen in 2017), combineren van opleidingen.
6500 medewerkers, internationaal, (80 – 100 lopende projecten, waarvoor opleiding aangeboden moeten worden, met een oplossing voor verschillende infrastructuur problemen, o.a. schepen).
Cornerstone on Demand (offline niet interessant voor schepen)
Online/offline LMS
Recurrente vragen van klanten
·       Training & Needs analysis
·       Show me training background
·       Show me certification
·       What other career training do you provide
·       Project-specific training (eg. Parkwind (nieuwe installatiemethode) – efficient bout placement
Schepen getest vanaf 2018
7 eModules (in 2018, gerigistreerde opleidingen, merendeel klassiek).
Iedere nieuwe werknemer krijgt onmiddellijk upcoming learning sessions, with training programs (cfr AICCM)
Impact van eAcademy precies gemeten?
  • ·       Kwisformule ingewerkt in modules (zie volgende slides)
  • ·       Dashboards voor teamlead en departementshoofden
  • ·       Hoe wordt er voor verankering en transfer gezorgd van wat geleerd wordt?

o   Testen in de module
o   Materiaal blijft in de eBib beschikbaar
o   Nadien ook aan bod laten komen in klassieke training
o   Van aanvraag tot aanlevering (3000 – 25000 eur per module, met module ca. 30 minuten – we automate parts to 2000 EUR per module, with adapted assessment)
Hoe zorgen ze ervoor dat mensen naar de eAcademy gaan?
  • ·       PR actie om animo te geven
  • ·       Mensen wel enthousiast qua materiaal

Implementatie voor eAcademy
·       PM aanstellen om dit gestructureerd en ‘serieus’ aan te pakken
·       Use case vroeg om eigen IT-inbreng om alles op schepen te kunnen implementeren
·       HR & IT
Flipped classroom approach: manage the expectations, ensure pre-contact knowledge acquisition
RoadMap:
·       Alle schepen online krijgen
·       Interne opleidingsmatrices in eAcademy + mails met uitnodigingen
·       1370 externe cursussen naar eAcademy krijgen met een approval flow
Modules
·       Tegen eind maart: 16
·       Tegen eind 2019: 90
Recurrent materiaal
·       Bedrijfsrichtlijkenen
·       QHSSE
·       Recurrente treainingen zoals baggercursussen, DMS, IT, andere software
·       Inducties (projectsites & opslagplaatsen).
Expert academy: Finex portal (financial project and contact information): data and reports, ITA, Links, Tools, …. (test spec IT roll out)
Vraag naar soft-skills and Gamification (Check Marloes, Elizabeth interest: GC, Spain…)


Tuesday, 19 February 2019

Just sharing a few rejections: paper & funding, and solutions #academicLife #life #loveMyNetwork


Life can be hard, both personally and professionally, yet at the same time life can simply push you towards a more pleasant option along the way, seemingly using rejections to get you on to the right track. I sure hope this will be the case, but only hindsight will tell. [addition one day after writing this post: while sharing these ideas on Facebook, I got such an inspiring response from my network, I decided to add the ideas and remarks they had below, between square brackets]
Today I was informed that my co-authored paper for the eMOOC summit 2019 in Naples was rejected. Rejections rarely result in joy, and this was no exception. For some reason writing a paper is also a personal effort. You try with all your ability (and mostly under a bit of time pressure) to come up with a paper that shares your research in just a few pages. Referencing to prior great minds in your field of expertise. So, when a paper gets rejected, it simply hurts. It feels personal to some extent.
The rejection came one week after my submission to get a prestigious Marie Curie Fellowship got rejected as well, it did not get the threshold. The review did have a lot of positive points though (which did soften the blow). Granted, I wrote this submission as a plan B in order to increase my options to get back to work after I recovered from the year rehab after the cancer diagnosis. I put my heart into it, not only me but also the professor who was willing to employ me in his department if the fellowship was successful. Luckily, I was able to get back to work and on good terms, and on an inspiring project.
[It seems that rejections are common to everyone, even the highest esteemed scholars get them despite their obvious wisdom and knowledge. My friends shared some good advice and resources that help to bounce back from rejection. First off: upward and onward, as simple as it sounds, it works ... once you have managed to soften the feeling of a work being rejected. The process is to reflect, look at the feedback (or if they did not send any, ask for all the feedback, of course, anonymized), and rewrite and resubmit. Next, a great article in Medium on The Iceberg Illusion, adding the picture here as well.]

But the above two rejections just made me realize once more that I am not a traditional academic and as such, I doubt whether I can ever be part of the whole deal. Maybe this frequency of rejection is simply normal, but at present, I just feel I need to take another leap. Just like I did three times before. Maybe I am not made to gradually move forward? Maybe my thing is just this .... jumping ahead and then working on that 'new' concept until it becomes more mainstream.
[Feedback is an essential first step, next of course is to get going and to know thy self. And to repeat to yourself that critique is not personal, and it can be based on a number of reasons that do not even have to be immediately related to the work you did. In a way, emotion wins over ratio every time, but that does not mean we cannot rationalize after the first emotions have gone.]
Ciska sometimes tells me: "don't wine because you are living off the beaten track, even if you could walk the straight and narrow, you still would roll out your own route to get to the next place". Maybe she is right, but it does not make things easier. Maybe, it is never easy for any of us. Even for those who walk the more traditional roads to achieve a professional space in society. I don't know, but each time I get such a rejection, I just feel it's because of me, and it feels personal.
Okay, time to move forward again. Working on a project which combines human resources, AI and learning... fun, I must admit.
[and this is - and has always been - an inspiring Last Lecture]


Cartoon in this blogpost is from the fabulous Nick D. Kim - the http://www.lab-initio.com/ site

Monday, 14 January 2019

EU report on the impact of AI on Learning Teaching and Education #AI #education #EU #policy

The resently published report on the impact of artificial intelligence (AI) on learning, teaching and education gives a great outline on the realities of AI, the state of the art, and the challenges as well as opportunities for those of us with an expertise in learning in general, or learning in terms of learning theory. The report is part of the JRC Science for Policy documents, and it is very well written by Ilkka Tuomi (who is renowned for his expertise in Internet, data, AI and computer science). Ilkka recorded a brief overview of the report, which can be seen below. In the report-related video, he refers to current machine learning systems as datavors, he defines (and right fully so) the term of machine learning as an oxymoron and he puts current AI in very accessible parallel, namely the Artificial Instict (as current AI is mainly about behaviourist approaches and patterns).

A very interesting perspective is that Ilkka and the report stress the importance of having someone on board of AI for learning/teaching/education on board, who has expertise in learning and learning theory.

The policy challenges mentioned at the end of the report are:

  • A continuous dialogue on the appropriate and responsible uses of AI in education is therefore needed.
  • In the domain of educational policy, it is important for educators and policymakers to understand AI in the broader context of the future of learning. As AI will be used to automate productive processes, we may need to reinvent current educational institutions.
  • In general, the balance may thus shift from the instrumental role of education towards its more developmental role.
  • A general policy challenge, thus, is to increase among educators and policymakers awareness of AI technologies and their potential impact.
  • Learning sciences could have much to offer to research on AI, and such mutual interaction would enable better understanding about how to use AI for learning and in educational settings, as well as in other domains of application.
  • As there may be fundamental theoretical and practical limits in designing AI systems that can explain their behaviour and decisions, it is important to keep humans in the decision-making loop.
  • The ethics of AI is a generic challenge, but it has specific relevance for educational policies.
  • Human agency means that we can make choices about future acts, and thus become responsible for them.  AI can also limit the domain where humans can express their agency.
  • An important policy challenge is how such large datasets that are needed for the development and use of AI-based systems could be made more widely available.


This 47 page report offers the following topics:

Introduction ...................................................................................................... 5
2 What is Artificial Intelligence? ............................................................................. 7
2.1 A three-level model of action for analysing AI and its impact ............................. 7
2.2 Three types of AI ....................................................................................... 10
2.2.1 Data-based neural AI ......................................................................... 10
2.2.2 Logic- and knowledge-based AI ........................................................... 12
2.3 Recent and future developments in AI .......................................................... 13
2.3.1 Models of learning in data-based AI ..................................................... 15
2.3.2 Towards the future............................................................................. 16
2.4 AI impact on skill and competence demand ................................................... 17
2.4.1 Skills in economic studies of AI impact ................................................. 18
2.4.2 Skill-biased and task-biased models of technology impact ....................... 20
2.4.3 AI capabilities and task substitution in the three-level model ................... 21
2.4.4 Trends and transitions ........................................................................ 22
2.4.5 Neural AI as data-biased technological change ...................................... 23
2.4.6 Education as a creator of capability platforms ........................................ 23
2.4.7 Direct AI impact on advanced digital skills demand ................................ 25
3 Impact on learning, teaching, and education ....................................................... 27
3.1 Current developments ................................................................................ 27
3.1.1 “No AI without UI” ............................................................................. 28
3.2 The impact of AI on learning ....................................................................... 28
3.2.1 Impact on cognitive development ........................................................ 30
3.3 The impact of AI on teaching ....................................................................... 31
3.3.1 AI-generated student models and new pedagogical opportunities............. 31
3.3.2 The need for future-oriented vision regarding AI .................................... 32
3.4 Re-thinking the role of education in society ................................................... 32
4 Policy challenges ............................................................................................. 34

Below is the 20 minute video of Ilkka Tuomi which explains the report in easy terms.




Friday, 4 January 2019

Call for Papers #CfP #AI #mLearning #MOOC in conferences #UNESCO @FedericaUniNa

January has started and three important calls for papers are coming up, all related to conferences. The three conferences are: eMOOCs2019 (on MOOCs), Mobile Learning week at UNESCO (focus on AI for development and mobile learning, and eLearning Africa (this year in Cote d'Ivoir), listed per deadline of the CfP.

Mobile learning week UNESCO (Paris, France): focus on AI for sustainable development
Call for proposals deadline: 11 January 2019
UNESCO Global AI Conference: Monday 4 March 2019
Policy Forum and Workshops: Tuesday 5 March 2019
Symposium: Wednesday 6 & Thursday 7 March 2019
Strategy labs & International Women’s Day: Friday 8 March 2019
Exhibits: Monday 4 to Friday 8 March 2019
More information: https://en.unesco.org/mlw/2019
UNESCO, in partnership with its confirmed partners – the International Telecommunication Union and the Profuturo Foundation – will convene a special edition of Mobile Learning Week (MLW) from 4 to 8 March 2019, at the UNESCO Headquarters building in Paris (France). The five-day event, under the theme ‘Artificial Intelligence for Sustainable development’ will start with the ‘Global Conference - Principles for AI: Towards a humanistic approach?’, followed by a one-day Policy Forum and Workshops, a two-day International Symposium and a half-day of Strategy Labs. On 8 March, towards the close of MLW, participants will be invited to join the celebration of International Women’s Day, particularly a debate on Women in AI to be held in UNESCO Headquarters. During the entire week, exhibitions and demonstrations of innovative AI applications for education and more than 20 workshops will be organized by international partners and all programme sectors of UNESCO.
eMOOCs 2019 in Napels, Italy
Deadline CfP: 14 January 2019.
Conference date:  May 20 – 22, 2019
More informationhttps://emoocs2019.eu/call-for-papers/overview/
Description
The Higher Education landscape is changing. As the information economy progresses, demand for a more highly, and differently, qualified workforce and citizens increases, and HE Institutions face the challenge of training, reskilling and upskilling people throughout their lives, rather than providing a one-time in-depth education. The corporate and NGO sectors are themselves exploring the benefits of a more qualified online approach to training, and are entering the education market in collaboration with HE Institutions, but also autonomously or via new certifying agencies. Technology is the other significant player in this fast-changing scenario. It allows for new, data-driven ways of measuring learning outcomes, new forms of curriculum definition and compilation, and alternative forms of recruitment strategy via people analytics.

At the MOOC crossroads where the three converge, we ask ourselves whether university degrees are still the major currency in the job market, or whether a broader portfolio of qualifications and micro-credentials may be emerging as an alternative. What implications does this have for educational practice? What policy decisions are required? And as online access eliminates geographical barriers to learning, but the growing MOOC market is increasingly dominated by the big American platforms, what strategic policy do European HE Institutions wish to adopt in terms of branding, language and culture?

The EMOOCs 2019 MOOC stakeholders summit comprises the consolidated format of Research and Experience, Policy and Business tracks, as well as interactive workshops. Original contributions that share knowledge and carry forward the debate around MOOCs are very welcome.

eLearning AFrica - Abidjan - Cote d'Ivoir
Deadline CfP: February 22, 2019.
Conference date: October 23 - 25, 2019
More informationhttps://www.elearning-africa.com/programme_cfp.php
Description
The 14th edition of eLearning Africa, the International Conference & Exhibition on ICT for Education, Training & Skills Development, which will take place in Abidjan, Côte d'Ivoire from October 23 - 25, 2019 and is co-hosted by the Government of Côte d'Ivoire. 

A unique event, Africa’s largest conference and exhibition on technology supported learning, training and skills development, eLearning Africa is a network of leading experts, professionals and investors, committed to the future of education & training in Africa.

Read more about the eLearning Africa 2019 themeThe Keys to the Future: Learnability and Employability, and become involved in shaping the conference agenda by proposing a topic, talk or session here.
Register today to profit from our Early Bird Rate

About eLearning Africa
Founded in 2005, eLearning Africa is the leading pan-African conference and exhibition on ICT for Education, Training & Skills Development. The three day event offers participants the opportunity to develop multinational and cross-industry contacts and partnerships, as well as to enhance their knowledge and skills.
Over 13 consecutive years, eLearning Africa has hosted 17,278 participants from 100+ different countries around the world, with over 80% coming from the African continent. More than 3,530 speakers have addressed the conference about every aspect of technology supported learning, training and skills development.

Tuesday, 1 January 2019

Planning for what might prove to be impossible #OPNLearn

After days if not weeks of contemplation - and reading Eleanor Roosevelt's "You Learn by Living", I have decided to go for it, no matter what this new frontier will bring me. This idea of Old Philosophers and New learning will no doubt need more time to develop and mature, but from here onward it will be a project and I will develop it as openly as possible. 

The thought of starting and being able to bring a new project to fruition is daunting. I am over 50, I have been a diabetic type 1 for seven years, and I have had breast cancer. Looking at these three facts makes me doubt whether any new project will be successful. And with success I mean being able to lean on this activity to feel confident, provide new ideas by combining old ones, and have money to support all of this happening, even growing. On the other hand ... I have been working on new technologies and innovation with success (= international awards), I was able to grow from my early years as a cleaning lady/waitress into a person with a PhD (rough road), and all along I have gathered some wonderful, intelligent, interesting and magnificent friends living across this beautiful globe. In Dutch I would say that the odds of any new project that I would start would result in ... "het kan vriezen, het kan dooien", it can go either way, but it will at least result in something. 

So here it goes. As anxiety is present and I must admit I do not like to fail at something, I need to do this. It feels as though this is the last thing I can do to attain something that might possible add to a thoughtfull, respectful world. Here goes nothing...