SCIENCE! Under discussion today are the ways in which students who were switched off the sciences at school manage to retain their curiosity about the subjects and can even reengage with it later in life. Professor Rose Luckin is very lucky to have in the online studio this week Dr Andrew Morris, Honorary Associate Professor at UCL, former president of the Education Section of the British Science Association, and author, whose book, Bugs, Drugs, and Three-Pin Plugs: Everyday Science, Simply Explained, is now available wherever books are sold.
Dr Morris has an interest in serving learners and the public through scientific and evidence-based outreach. The discussion in the studio centred around science, technology, research and practice in education.
Talking points and questions:
Material discussed in today's episode includes:
Rose hosts Daisy Christodoulou, Director of Education at No More Marking in the EdTech Podcast Zoom studio this week, discussing AI regulation, evidence and effectiveness, and student outcomes in AI assessment, and what we think the future of AI-powered education might look like, and why!
In late March of this year, Professor Rose Luckin and Daisy Christodoulou spoke at the UK parliament’s Governance of Artificial Intelligence oral evidence session for education, and the discussion that took place was passionate and exciting. A link to the video of the session is below in the Show Notes if you’d like to watch it yourself, but a lot of ground was covered, yet not as much as they wished!
The interest in AI and its governance is very intense at the moment. The UK government had published a white paper setting out their proposed approach to the governance of AI and the indication from the paper was that rather than give responsibility for AI governance to a single new AI regulator, it intended to empower existing regulators, and that there were several that existed in the education sector already. Other points raised during the session included the idea of teaching a degree of scepticism in the public’s understanding of AI, meaning that the public should not believe everything that something like ChatGPT, a large language model, returns, for instance, when queried. Concerns about the speed of AI development were raised, there were questions on safeguarding, ethics, transparency, explainability, access to the technology, autonomy, adaptivity and more.
In today’s episode, we’d like to revisit those thoughts on AI regulation, evidence and effectiveness, student outcomes in AI assessment, and what we think the future of AI-powered education might look like and why…
Talking points and questions include:
Material discussed in today’s episode includes:
Rose plays host to Nina Huntemann, Chief Academic Officer of Chegg, and Lord Jim Knight, in the EdTech Podcast Zoom studio this week, attempting to understand how best to cut through the white noise surrounding AI's hype, misinformation, exaggeration and marketing, and determining just how positive for education AI can be if done responsibly.
In our previous episodes on AI, Rose has been in conversation with universities from the US and the UK, examining what the role is for emerging technologies in higher education and what capacity exists to implement AI effectively. The podcast also saw a contributions from Karine George in discussing whether or not the release and widespread use of ChatGPT has actually done education a favour. Has its proliferation sparked debate about human cognition and limited understandings of AI, or initiated conversations in schools around digital transformation and strategy?
In this episode, we’d like to extend these same thoughts on AI to pedagogic effectiveness in education and academia, and how emerging technologies like AI can be incorporated into plans for companies’ commercial services.
Talking points in today's episode includes:
Material discussed in today's episode includes:
Karine and Rose meet this week to discuss Ofsted ratings, how AI can transform teachers' day-to-day tasks, and interview friend and colleague Dr Fiona Aubrey Smith on the recent publication of her book: From EdTech to PedTech: Changing the Way We Think About Digital Technology. Aimed at teachers and leaders looking to create greater impact on teaching and learning through the use of digital technology in schools, From EdTech to PedTech translates research on the effective integration of digital technology in education into relevant, accessible, and practical guidance for teachers and school leaders. This much-needed handbook bridges the gap between knowing ‘what works’ and knowing how to make it work for you and your learners.
Ofsted's rating can be transformative and catastrophic. Given Karine's experience as a headteacher, what does she think of its one-word proclamations? Also under discussion is the DfE's call for submission of evidence regarding the opportunities and risks of AI in education, and their recently published report on generative AI, available to view below.
Material discussed in this episode includes:
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The fifth and final episode in the Evidence-Based EdTech miniseries produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring education, research, AI and EdTech, and hosted on The Edtech Podcast
The Evidence-Based EdTech miniseries connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools led by the evidence.
In our previous episode, Rose was in conversation with representatives from Make (Good) Trouble, Feminist Internet, and Soundwaves Foundation, an organisation pursuing technology to assist with deaf or hearing-impaired students in the classroom. We asked a number of questions that centred around what inclusive technology looks like to each of the guests in the room, given that they had and worked with unique perspectives, and what their thoughts were around user agency and why it was so vital EdTech developers be mindful of this in the creation of their products. Our last question was on what we should demand of technology that it cater to people from diverse backgrounds. Was it data, the context, access, that allowed tech to help those from diverse backgrounds?
In this episode, we’d like to extend these same thoughts on DEI and ethics outward, beyond the borders of the UK.
We'll be asking:
Our guest this week is Jane Mann, Managing Director for Cambridge Partnership for Education.
With over two decades of experience in the education sector, as Managing Director of the Cambridge Partnership for Education Jane is now focused on working with ministries of education, government agencies, NGOs, donor agencies and educational organisations to advocate for, design and implement effective programmes of education transformation. The Cambridge Partnership for Education works across the globe in curriculum and assessment design and development, creation of teaching and learning resources, professional development, stakeholder engagement and English language learning and skills.
Thank you to Cambridge Partnership for Education for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast.
Karine and Rose meet this week to discuss how EdTech entrepreneurs and developers can evidence the impact of their products and services, with special guests Rajeshwari Iyer and Kavitha Ravindran of sAInaptic, the AI-powered EdTech app delivering interactive, instant, and personalised learning experiences for the UK's GCSE sciences.
Also in the news are reports of 'learning poverty' as both UK and international publications warn of 'cracks in the foundations' of education: a quarter of a million children are entering secondary education without basic skills in maths and English. Why is this happening, and with regard to maths, what technology exists to help solve the problem? And how do we know whether or not this technology does what it claims?
To take part in the EDUCATE Programme, visit https://www.educateventures.com
Hello everyone and welcome to The Edtech Podcast and this final episode in collaboration with EdSurge.
This is the last episode in a three-part series to explore the nuances of adult lifelong learners and what sparks their return to University.
A shout out to WorkTripp and Lumina Foundation for supporting this episode, EdSurge for the amazing journalism, and great to have the learner voice front and centre in this mini-series. As always, do let us know what you think. Here we go….
Welcome to the fourth episode in a series produced by Professor Rose Luckin’s EDUCATE Ventures Research, exploring ‘Evidence-Based EdTech’, and hosted on The Edtech Podcast.
For this episode we will examine topics such how we use existing technology to assist with DEI and ethics, and what we know of technology that does not include this perspective. We ask why that might be, and we look at the art of data capture, and data irresponsibility: what are we capturing that we shouldn’t, who is being affected by our biases, and if this is a step in the development of technological interventions that organisations can afford to skip. How do we mitigate systemic bias and scaled harm? What are examples of inclusive technology that accommodate the learning styles, online behaviours, device access, and dis/abilities of learners? Can we place more pressure on leadership in schools and institutions to incorporate inclusive technologies? What do we know of user agency, and how does that affect the design and transparency of an EdTech solution?
Karine and Rose meet this week to discuss Internet Safety with Edurio's Ernest Jenavs, and Natterhub's Caroline Allams. The group will explore Edurio's Autumn 2022 report on Pupil Safeguarding, the reaction to Ofsted Chief Inspector Amanda Spielman's 'surprise' over mobile phone use in-class, and discuss good technology role-modelling for young people.
Bett is a gigantic trade show, with over 30,000 people coming to East London’s ExCel Centre every year, and 600 resource and solution providers exhibiting in its massive halls. Amongst the new products, innovations, conversations and meetings, however, is the public, with that overriding question: what can I find here? This week, we invite a teacher, educational technology researcher, and founder and CEO, to answer why they return to the show year after year, and what questions they ask of the technology on display, and the predictions made in the heart of the Bett arenas.