inspired by Jesse's keynote this morning we thought we would commission our photographer Chris and Chris we're going to give a wave to you now whether you like it or not so Chris is at the front there and to take our first ever old sea community portrait and we're all going to be able to come up onto the stage or near the stage after the keynote so we're going to do that for five minutes after the keynote finishes and we warmly invite all of you to please come and stay in the hall and be part of this very special moment now it is my pleasure to welcome back our co-chairs who have led from the front on day one chaired many sessions enjoyed many conversations and hopefully for you who have been part of day one brought together a very exciting program so please give a very warm welcome again to Melissa Louise and Keith thank you very much man welcome back everybody and welcome particularly to anyone who has just joined us for the for one day today or this is your first day maybe today and tomorrow I think it's really good that the conference is able to be organized so that people can come for just one day if needed because I realized that it's the start of term and everybody's very busy so thank you for coming maybe just on the Wednesday or for joining us for a big day so this is a big day the middle day is always the big day so welcome to those of you who are joining us have just arrived welcome particularly to all the certified members who are going to celebrate their Seamalt awards ceremony today and do we have a little wave from all the seamalters in the room excellent and also this evening we're going to have the finalists of the learning technologies of the year awards so we will find out who has won tonight I just want to say a couple more things about this social program if you look on the social program for tomorrow night if you are staying in Edinburgh a little bit longer you'll see that on Thursday night there's a reception from five till seven hosted by the Centre for Research Collections in the University of Edinburgh library you're very welcome to come along but you do need to reply to let Sondri know that you're coming so there's a click-through to send an email to Sondri and just let her know I mentioned yesterday about how the University has a long-standing relationship with ALT long-standing commitment to educational technology we're a research institution we have museums and collections and in our museums and collections we actually have things in our archives that show some of the history of ed tech and the archivist is doing a suspiciously curated selection of stuff that she's going to show us which is about decades of use of technology and computing in education including legacy computing hardware if you like that old kid it's going to be there rare coding manuals computing and research and in learning and teaching so please do click through and let Sondri know that you're available to come if you're staying in Edinburgh tomorrow tonight we're going to have our dinner at Teviot Hall so if you think this is gorgeous you can come and see Teviot Hall as well so this Teviot is the oldest purpose built student union building in the world and once you come into it you can try to imagine what it was that the architects thought was going to be going on in that building reflected by the design if you are feeling a little bit hog warty in this building wait till you see that building so just to remind you that J.K. Rowling was a student at Edinburgh so perhaps some of those thinking about the staircases and the portraits that you see in those movies might be inspired by Teviot and the other thing to say is that there's there's going to be an opportunity to try some Kayleigh dancing and I would encourage you done properly Kayleigh dancing is full-body contact sport but we will have safety measures in place there may be tripping hazards but there will be a lot of health and safety people around to just check if you if you get burled too hard and fly off off the balcony no no you'll be fine but just to say there is no shame in kicking off your shoes to join in that dancing so I know that there's some excellent shoe wearing going on at this conference but I hope you've all got your dancing pumps with you for this evening thank you very much morning welcome to day two and for those of you here yes they hope you're the really rich and rewarding day one it was anything like mine it was very collegiate very thought-provoking and felt like I went by in about five minutes so here we are for day two we said a little yes they about the importance of our exhibitors and sponsors to making sure that the alt conference can happen year-on-year it's vitally important our exhibitors and sponsors are critical to being able to run the event but also provide opportunities for colleagues here to explore a range of technologies tools approaches interventions that might offer you something in your own digital practice so we would encourage you to continue speaking to the sponsors and exhibitors visit the stalls and exhibition area here what they've got to say in relation to our key sponsors all our sponsors for this year's conference are members of alt so they're contributing directly to alt and its business and what we tried to do in terms of taking technology enhanced learning forward each day we're hearing from our exhibitor our sponsors we're going to hear from RM results and Blackboard this morning but first of all we're going to welcome back Joe from Vvox who's got a little activity for us this morning to get us warmed up and get us reintroduced to the app that we were using yesterday in the main hall here so Joe back to you cool thank you yeah it's really great to yeah be back here for day two for those that weren't here yesterday my name is Joe Probert I'm the customer success manager for education at Vvox Vvox is a student response system primarily used for Q&A and live polling in the in the classroom today we're going to be using it in a more sort of conference environment and we're going to be using it primarily for Q&A and asking questions throughout the sessions which will be answered at the end during the sessions the the chair people will have a an iPad on them so they'll be able to see all of the questions coming in and they'll be able to address those at the end so to get on you need to join the session and to do that on your phone on a laptop whatever you're using if you go to a web browser and go to Vvox.app when you get to that page you'll be asked to you'll be asked to log in the meeting ID that we're using today is exactly the same as one we were using yesterday and it's 103 237 391 dotted around the room and down here on the stage as well we've got a reminder of the of the meeting ID so yeah if you want to take the time now to to join that session that'd be great because we're going to do some a little bit of polling and it would also be useful for later on for asking asking questions we've also placed out on the seats a an information card that also has the the meeting ID on that as well and on the back of it we've got an ALT themed crossword for people to complete and there are prizes for completing it if you come to our stand and show us the completed crossword I think we handed out a handful of prizes yesterday so it'd be great to see a few more people yeah come and visit us today once you've managed to get into the session when you want to join in with the Q&A there's a speech bubble icon that you'll need to click that will take you through to the message board and from there you'll be able to enter in any questions that you want to ask yeah during the session we've also put in there a feedback survey which you can enter or get to from the clipboard icon please do take the time to complete the feedback survey it's really valuable to the event organizers okay now we're going to do a quick word cloud poll so I think the the question that we'd like to to ask you guys if you're in the session is to write down some things that you really enjoyed from day one session and we should be building that yeah poll now that's great to see them coming in so quickly so I can see networking seems to be one of the yeah one of the most enjoyed things and also a keynote okay we'll keep that yeah we'll close that off now cool thank you very much for yeah for taking part the yeah we're using vbox throughout so please do send in questions as we yeah as we go through the sessions and I'm now gonna hand back to Keith thanks Joe and as Jill says you'll keep using vbox it proved really kind of useful yes in terms of surfacing questions and just making the sessions a bit more kind of participative okay so next we're gonna welcome Peter from RM results I can use that one or not morning everybody so yes I'm Peter Collison from RM results genuinely honored to be speaking to you all this morning particularly in such an impressive slash intimidating venue so so thank you for that I've got three minutes strictly three minutes so you won't hear much from me which I'm pleased to hear we've been really proud to be a part of the old community for the last 12 months or so and in preparing for this sort of talk I looked back over the members mailing list and just to refresh my memory of what's been coming up on that and three things struck me actually one is the sheer variety of topics and themes and things that this community engages with the second thing was the support and the collaboration that you all extend to each other a truly magnificent sort of testament to the spirit of the community that's been created here and thirdly that at the heart of everything that's being discussed debated proposed suggested at the heart of all of it is the student which I guess is exactly right so so with all of that in mind as I say our own results are genuinely very proud to be part of this this community and hope to continue to be so for a very long time we are an exams and assessment provider we work with some of the world's largest awarding organizations and exam boards to help them digitize their assessment and exam processes fundamentally helping to make sure that the right student gets the right mark and gets the right credit for the work that they've put in and we've got to stand we'd love to hear more from you and we are launching some work that we've done in partnership with the University of Surrey this year all around helping students develop their feedback literacy so helping them get better at accepting feedback dealing with it and using it to drive improvement it's a really exciting project I'd love to share more of it with you I won't do that now so if you are interested come and have a chat to us and we'd certainly love to understand more about you and your roles and how we want better help thank you very much enjoy the rest of your conferences I'm sure you will and thank you for having us thank you Peter and thanks for your support for all and for the conference we're now going to hear from Richard from Blackboard Richard. Good morning everybody I'm not going to start dancing just yet I'll save that for tonight so hello my name is Richard Gibbons I'm from Blackboard I'm a solutions engineer you've probably heard of Blackboard but I'll just give you a quick run through of some of the exciting things that we're doing at the moment first of all we're very aware that the VLE being at the center of the student experience is important but often these days it's not enough so what Blackboard are doing is we're building the next generation ed tech platform so we're surrounding it with web conferencing solutions with mobile applications with responsive design accessibility tools and very importantly around data I don't know how many of you have seen Blackboard Learn Ultra recently but I would heavily encourage you to come along to our stand and have a conversation with me and my colleagues around Blackboard Learn Ultra it's come on leaps and bounds and it's starting to look really quite amazing so please come in engage with us we'll talk you through it a little bit more the ed tech platform is supported by mobile apps we are fully aware that students engage with technology through their mobile devices Blackboard is now designed from a mobile first point of view rather than designing for mobile as a second thought and it's supported by fully responsive experience so whether you're using Blackboard Learn, Blackboard Collaborate, Blackboard Ally it is all responsive on the mobile browser and looks pretty amazing the course experience is changing too we've got presence indicators when students are doing things live in the course we've got fantastic ways to lay out content folders learning modules and we can even pull in attendance and use our native attendance tools as well which will automatically track web conferencing attendance and drop that into the VLE and your student record system if needed we are looking at deeper intuitive and more integrated workflows one of the things that we're looking at at the moment is pop in an Office 365 document against a group assignment so students can work together on the assignment whilst it being moderated within Blackboard all as one tool so the student doesn't need to jump around between lots of different tools it all comes together so when we're talking about deeper intuitive and integrated workflows those are the kind of things that we mean and quite a hot topic in the sub in the sector at the moment is accessibility with the regulations coming on year by year Blackboard Ally has been quite significant in that journey so providing alternative formats for your students providing instructor feedback for your academics to make their content more accessible and the important institutional reporting so that you can see as an organization how you're actually getting on so we would love to talk to you about an awful lot of this stuff our platforms underpin by a new tool called Blackboard Data where you can get a very clear view about what's happening in the learning environment and the associated tools from the Blackboard Data Lake so come along to the stand we're in the exhibition hall and come and have a talk to us so thank you very much and enjoy the rest of the conference thank you Richard and Blackboard for your support as well and we'll hear from our remaining sponsors tomorrow in the meantime back tomorrow thank you very much Keith and it is nearly time now for this morning's keynote but before I've got a few important announcements so if you haven't already voted you only have two and a half more hours to do so voting for the community choice award closes tonight so do please have a look at finalists and try and vote for those that are your favorites we'll find out as Melissa said who will win very much tonight also thank you very much for helping us on day one with your feedback throughout the conference we've had lots of great feedback and also really helpful pointers when things didn't go right we've worked really hard with our wonderful colleagues at the venue to try and iron out any teething problems so please continue to come to the help desk or tweet us using the conference hashtag and we will do our best to continue to ensure that you have the best possible time with us to help us downstairs as staff throughout the entire day so there should always be someone at hand to help you there is a very packed program so please use the online program or the printed one that you have in order to plan your day and there's one important program change one of our five minute gustas today unfortunately has been withdrawn so that was Gavin Klinch talking about who killed the exam also very importantly and I mentioned this yesterday for those of you who are there there is a fire alarm today so a fire alarm test at 11 a.m. in Appleton Towers and we'll probably have to wait a few minutes before being able to enter the building if you're just in the middle of going in but there will be staff on hand to help you so this is a test at 11 a.m. in Appleton Towers just to get your morning off a little bit more excitement for those of you who were in Liverpool a few years ago and who remember the full-scale evacuation at the end of the keynote will remember that I'm very good at giving directions about going to all the exits so we are prepared for those of us who are seasoned delegates and together with the board of trustees I also want to invite you warmly to our AGM and the seminal ceremony as you know Alt is a member organization a member led body and Sheila and Martin Weller and I as well as Daniel and other board members hope to see you today at our AGM our open governance structure is really important to give members a very practical way to take control of shaping the organization's running and our strategy so please do take that opportunity but now just one more reminder while we get Jesse set up for his keynote not to miss the most exciting first community portrait which will be at the end of his keynote and I'm going to welcome back Louise onto stage now and also Jesse and we're just going to have a quick tech handover so if you just introduce yourselves to anyone around you whom you haven't met yet we will resume in about a moment or two thank you can I put my laptop up there ready to listen please find a seat we are ready to get underway please do find a seat we are ready to get underway and if I could just have your attention please please do sit find a seat make yourselves at home we are about to start the keynote makes yourself comfortable I just wanted to make one more announcement regarding the Q&A so we will have mics going around the room so you're welcome to raise your hand I'm sure Jesse will welcome questions and there'll be mics going around the room but you can also use the VVOX app and we just wanted to make sure that while you can use it throughout the entire session to use it as a back channel or make comments we'll only be showing actually the Q&A questions on screen afterwards so don't feel that your comments are being deleted or not being heard they are just that in terms of showing questions at the end of the session that our co-chair and Jesse can actually answer we'll try and limit those so we can get through a few questions from the floor so I just wanted to hopefully encourage you to participate in both ways via the app posting via the Q&A and also take the opportunity to answer questions in the room and with that I'm going to hand back to Louise to introduce Jesse so many so many people of you here yesterday joined in with my ping pong session which raised lots of laughs I'm really disappointed it wasn't on the word cloud when you talked about what you enjoyed yesterday but welcome it's a real pleasure to introduce our keynote speaker for the day Jesse's Twitter jessifer please do go and have a look at his Twitter account and see some of the quotes from his book which was released earlier this year and Jesse is the universe works for the University of Mary Washington in Virginia he's a senior lecturer of digital studies but he's also the co-director and co-founder of the digital pedagogy lab and hybrid pedagogy what you'll see when you look at Jesse's Twitter feed and you look at some of the links to his book I'm sure we'll resonate with you in terms of the conversations we had yesterday what I found about yesterday particularly was that it wasn't about shiny tech it wasn't about investing lots of money it was about investing in people and investing in teachers and that's what you do as learning technologists you give your time to invest in the people and the organizations that you work with so I think it's really important to hang on to that the other thing that I just want to say before I introduce Jesse and that's our our nice kind of fact that we share is that if you look at Jesse's bio you'll see that he has in fact a daughter called Hazel I too have a badass daughter called Hazel but they're just at different ends of their journey in education but it is my real pleasure to welcome you to Alt and welcome you to the stage thank you very much giving you a chance to um I think my microphone is on is it on yep I'm giving you a chance to look at my daughter there behind you um and I'm actually gonna start by talking a little bit about her um when I give a keynote like this one of the things that's really important to me is to show up fully in the room I'm a closet introvert as I've now told many many people a lot of people don't believe me um somehow I've managed to do the work that I do all the while being a relatively deep introvert and I come from a family of extroverts and so they have taught me how to pose as an extrovert um so I'm an extrovert on tv and uh actually an introvert and one of the things that I like to do is tell a story about myself at the beginning of my keynotes and the thing that it does is it helps situate me in the room with all of you another thing that I like to do is to sit at the level that everyone is sitting at so that I can actually look people in the eyes there's something very unnerving about being up on a keynote stage and feeling like you're above all of these people and you're not actually connecting with them um this and one of the other things that I do is I decide that I'm not going to determine what story I'm gonna tell and tell just before I tell it so I decided on this one this morning um it's a relatively cute story sometimes the thing that pops into my head is a much more serious story um but there are some serious tones in my keynote and so I felt like starting with a a little bit of a lighter story would be worthwhile so my daughter's two and a half she just started preschool um I was actually going to bring her with me to Scotland but I decided not to relatively close to the last minute because it would be her second week of preschool and I felt like hard to take her out of her second week of preschool I walk her to school every morning we live about two blocks from the preschool and one morning I walked her to school and I was late and so I was walking relatively quickly and she stopped at a um at a planter and it was investigating the plant and you know it was one of those moments that in my head I was thinking wait we've got to get there we're running late but then I saw her just completely engrossed in what she was looking at and the thing that I've noticed about my daughter and it's the reason that I can't help but bring her into every conversation that I have about education is that she's learning every second that she's constantly learning that she's a learning machine and another thing that I've noticed is that she's so much better at it than I am she learns by nature it just happens and it happens constantly and so she wasn't just checking out a curious thing she was investigating it and so this was all about eight seconds that these things popped through my head and I thought wow I have to have a picture of this that's not the picture um but so I pull out my camera and go to take a picture of her she sees me holding that camera and in seven seconds she gives me seven poses and I just rattle off photographs she's two and a half I didn't even know that she knew what a camera was but what was interesting to me was that she was actually I could tell that she was posing knowing that I would show her the pictures later so she understood what my Instagram feed is or her Instagram feed rather she understood what understands what her Instagram feed is and she understands that these poses are going to appear on it later what I really loved about this moment though is that I could tell that she wasn't posing for me and she wasn't posing for her followers on Instagram I she doesn't know what a follower is but she was posing for herself she was posing so that later in the day she could admire the pictures and she'll look at them and say cute which actually for her she says she says oh toot um I guess because that's what I say although I think I said cute not toot um but so it was this moment for me of realizing how quickly and how fast she's learning and how complex her learning is but it was also a moment for me of realizing that there was this place that she was in that day that she was in some ways going to lose she was going to lose because at some point she was going to not be posing for herself she would be posing for other people um and probably also herself but there was this really pure moment watching her do that and also that's what I notice about her learning is when she's learning she's not learning for other people she's learning for herself and there's something really marvelous about that and so I have a lot to learn about learning from my daughter she teaches me every day but so one of the strands that's going to run through my keynote today is talking about listening to students and talking about list talking about listening for learning and watching for learning and all the invisible signs of learning and I think it's something that we need to do more of and it's something that's in my mind it's something that's deeply human so I think we've invented a lot of ed texts that try and do this for us we've invented a lot of algorithmic processes that try and um like I assume you probably have some of these early warning systems where they're following the student through their progress the idea being that the algorithm can detect if they're in crisis and they need your support I guess one of the things that I want to argue is that we need to be even better at using our human processes to do that um so the quote that I have up here on the screen next to this beautiful this is a picture taken when she was about I think she's about three months old there and I love this picture because she has this fist on her on her chest and then if you can't read it it says well behaved women rarely make history and then it's got this resist fist and then there she was with her resist fist she's actually taken this resist fist into her life it is it has become a part of her it's the thing that I know most about her she's the sweetest most generous kid but she has always got an eyebrow raised at everything and maybe she learns that for me but actually I think I'm learning to do it better from her so paul freire writes in pedagogy of the oppressed knowledge emerges only through invention and reinvention through the restless impatient continuing hopeful inquiry humans beings pursue in the world with the world and with each other um I I marvel at this quote and I use this quote quite a bit in my work and part of the reason I can keep using it and keep coming back to it is it says something different to me every time there's something about the way that he uses language here this juxtapositions of these words separated by commas well which is it is it restless is it impatient is it continuing is it hopeful and how do those words fit next to one another and so there's something really great here about how complicated learning is how complex it is how deep it is how in some ways it's a bit of a conundrum it's something that we don't yet understand that we can't possibly probably ever fully understand and for him it's this sort of circling around learning that he's interested in trying to figure out what it is and I also love this idea of knowledge emerging um there's also these words here invention and reinvention and I think that's one of the things that we're talking about at this event is talking about invention and what inventions have wrought upon learning and also what are the wonders and the marvels of technology for learning so this is my definition of pedagogy I'm going to be talking about critical digital pedagogy which is what my book that I co-authored with Sean Michael Morris is about and it's what a lot of my research has been about essentially the juxtaposition of the critical pedagogy movement and my thinking through digital pedagogy how these do or do not live together in the world and so I want to start by breaking down these three words thinking about critical pedagogy thinking about just pedagogy and also then talking a little bit about where what I see critical digital pedagogy doing so pedagogy for me is praxis it's insistently perched at the intersection between the philosophy and practice of teaching for me this is recursive it means that in the moment I'm thinking about what I'm doing doing what I'm doing and then modifying and changing what I'm doing on the fly it is a constant process for me and so it is this marriage of theory and actually the work of teaching one of the things that I think has been difficult for me with technology when I first started teaching online in 2007 um at that time there was a there was a sort of a move towards constructing your online course entirely in advance of the students arriving upon the scene and that wasn't the only way it was done but at the institution I was at that was the process so the process would be that I would spend months and get a grant to design this course and then maybe six months later students would arrive into the course and for me one of the things that was lost was this this this feeling of being able to revise and edit on the fly and so the thing I would also call for as I'm thinking through some of our ed tech is the ways that we can both marvel at it and also ask questions of it and also raise our eyebrow at it and that those things don't necessarily um that they that they can coexist so that our enjoyment and our pleasure at technology and the ways that it changes our work can live alongside of our skepticism of our criticality what is critical pedagogy uh in pedagogy the oppressed polyfreer argues against the banking model in which education becomes an act of depositing in which the students are the depositories and the teacher is the depositor so one of the big things that critical pedagogy pushes on is this idea that I am just a fount of knowledge and that you are just a receptacle for that knowledge and that that's the goal the goal is for me to just get what's in here inside of there um but the story that I just told about my daughter that would actually seem absurd it would be absurd to imagine that I would teach her what instagram was or that I would teach her what a camera was or that I would teach her what a photograph was or what investigating a photograph was in fact what was happening was an exchange a dialogue us in conversation even when she's two and a half us in conversation and dialogue with one another the other thing that critical pedagogy is really interested in is context so thinking about how we're situated in our learning experience what bodies we bring to the experience what culture we bring to the experience what backgrounds we bring to the experience and thinking about how the educational experience changes depending on who shows up to the classroom or to the online course portal and I mean who shows up both because students are idiosyncratic but also because teachers are idiosyncratic and we show up embodied differently so I often people I have um very strong ideas I'll get to some of my strong ideas soon and people often ask um or worry that when I have strong ideas that I'm trying to imply that all of the rest of you should also share my strong ideas and really for me that's not how pedagogy works what I want is I want teachers to be as idiosyncratic as students I want every teacher to bring a different self to the work of teaching and what I am doing is modeling a particular self to perhaps inspire you to keep finding the self that you bring to the work so it isn't about there being one pedagogy it is instead about finding what your pedagogy is and that's a really key piece to critical pedagogy people often people often wonder at the critical pedagogy movement so there's both lowercase critical pedagogy um a pedagogy that it is critical of itself and of the work of teaching and learning but also capital C capital P critical pedagogy which is a philosophical movement associated with paula friary and bell hooks um people often wonder at critical pedagogy being critical of itself and to me I think it can't help but be critical of itself it is by its nature in my mind critical of itself so in place of the banking model friary advocates for problem posing education in which a classroom or learning environment becomes a space for asking questions a space of cognition not information so a space of wonder a space of marveling at a space of raising your eyebrows at and so that's what I'm going to bring to edtech today is both that marveling and also the eyebrow raising bell hooks um another critical pedagogue who has been really influential to me she writes as a classroom community our capacity to generate excitement is deeply affected by our interest in one another in hearing one another's voices in recognizing one another's presence in looking at each other in the eye whether that's our physical eyes or finding ways to see one another within our technological tools bell hooks is really important in this conversation for me because she brings to the discussion of pedagogy this this sense of joy how important joy is how important pleasure is when we're talking about education if we're not talking about joy I think we're doing something wrong as at least one part if not the main part of learning and education that's the thing that I saw on my daughter is I saw joy I saw curiosity I saw a little bit of frustration but I also saw joy and even joy at her frustration so what is critical digital pedagogy my work has wondered at whether and how critical pedagogy translates into digital space can the necessary reflective dialogue flourish within web-based tools social media platforms or learning management systems what is digital agency how can we build platforms that support learning across age race gender culture ability geography what are the specific affordances and limitations of technology toward these ends I wrote a couple pieces which were cheekily titled but also I meant it as a serious thought experiment I wrote one piece called if bell hooks made a learning management system and I wrote another piece called if paulo friary made a MOOC because what I was interested is how these things the learning management system or the MOOC do or do not sit comfortably with a lot of our long-standing pedagogical theories and philosophies and what I ended up finding is that the question if bell hooks made a learning management system ultimately was something absurd bell hooks and the learning management system were living in different rooms from one another and in some ways the same with paulo friary but there was ways for me to think about the learning management system in the MOOC in different ways when I was putting them alongside in a sort of metanomic metanemic relationship with these thinkers that I had been using and working with for so many years the wondering at these questions is not particularly new in some ways critical digital pedagogy is a nascent field and yet it really isn't because I can go back and I can find in some of the earliest writing about pedagogy that most of my work was already done a hundred years ago so here we've got Evelyn Dewey and John Dewey in schools of tomorrow and this was written in the 20s and they write unless the massive workers are to be blind cogs and pinions in the apparatus they employ they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing this is in some ways the thesis of my keynote written a hundred years before I arrived onto this stage and this one the word that really gets me here and there may be some degree of linguistic change that this word may have had a different resonance when they were writing that it has now but the word that strikes me here is appliances and it also one of the things that strikes me also is when I'm talking with ed tech companies and they talk about customers or they talk about users and that is the language inside of a tech company for talking about those things so I don't begrudge them for using those words but there is for me a moment of tension a moment of anxiety because it makes me think about the relationships that I'm trying to develop in an educational environment and how those are different the idea of a learning management system or a VLE being an appliance that alone is probably enough for me to wonder at the rest of the day what that means for the work that we might do inside of one of those environments in the forward to ferries pedagogy the oppress richards shawl writes our advanced technological society is rapidly making objects of most of us and subtly programming us into conformity to the logic of its system the paradox is that the same technology that does this to us also creates a new sensitivity to what is happening there's a sort of matrix that you fall into as I read this quote this sense in which the technology is programming us and yet the technology may be the exact thing that allows us to see and think critically about how we're being programmed so it's a conundrum I teach digital studies I the rest of my talk is going to be relatively digital critical and yet the work that I do with my students inside these environments is so important because I want my students to have the skills that they need to use these appliances for both good and to raise their eyebrow at them a bit of history the large format blackboard was first used in the U.S. in 1801 the vacuum tube based computer was introduced in 1946 in the 1960s Seymour paper began teaching the logo programming language to children the first learning management system plato program logic for automatic teaching operations I love the title of that program logic for automatic teaching operations when we think about the sort of fears that teachers are going to be replaced by computers which I don't think is actually possible I think the very nature of the work of teaching makes it impossible it is human work by its nature but here that fear is already telegraphed automatic teaching operations love that was developed in 1960 after the introduction of the radio lecture in the 1930s Lloyd Allen Cook warned this mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom this for me sounds a lot about the critique that we saw of the MOOC during the year of the MOOC and in the years after this idea that somehow the work of teaching would be replaced the teachers would become mere facilitators essentially they would become I'm thinking about the movie Metropolis and if you've seen Metropolis the opening scene where the workers are actually slaves to the machine to the point where their bodies end up being the meat that's ground up to keep the machine going this idea that that would be what a teacher is they would be the people the meat ground up to keep the computer the automatic what is that again the automatic teaching operation going digital technologies have values coded into them in advance many tools are good only in so far as they are used tools and platforms that do dictate too strongly how we might use them or ones that remove our agency by covertly reducing us and our work to commodified data should be rooted out by a critical digital pedagogy um I think about what my responsibility is if my work is focused on figuring out what digital technology is and thinking about how it does or does not live happily alongside my pedagogical values then then one of my responsibilities when I see a piece of ed tech that is being used in ways that don't live happily with the pedagogical foundations that I rely on is to call that out is to point to it and ask hard questions of those technologies one of the things I want to say is I think that teachers educators and by educators I don't mean just classroom teachers or online teachers I also mean instructional designers I also mean technologists increasingly teaching is a collaborative endeavor I think it was always a collaborative endeavor it is necessarily collaborative and so when I think about who an educator is it's a much wider group of people than just the person who has the title if we are educators I think it behooves us to talk to the technology companies that are making our technologies so when there's an exhibitor hall I think going to the exhibitor hall and having conversations not just ooling and awing at the technologies but sitting down with the people there and asking them hard questions about the tools not hard questions because you want to be an asshole excuse my language but hard questions because you actually want to understand the tools and because you want to have an influence on the tool makers who are thinking about what their version 2.0 might look like so as I am now going to root out a couple tools as I do that the thing that I want to say is I want to say that excuse me any of these tools I want to you know I want to go and talk one of them is at the exhibitor hall so you'll see that which one that is in a minute and I almost went when we were having drinks last night at the reception I wanted to sit down and just say let's just talk before I give my keynote but I will go and chat with them and happily am open to having that conversation but the thing is being willing to do that being willing even when we see something and we raise our eyebrow at it even when we see something and it makes our stomach sort of churn and we think automatic teaching processes being willing to sit and have the hard conversation that helps you get to the bottom of what that is and how it might work and what it might do for our work the canvas CEO canvas is not one of the exhibitors the canvas CEO recently announced their quote second growth initiative focused on analytics data science and artificial intelligence the codename for this initiative is dig my co-author Sean Michael Morris pointed out that the things that have codenames are spies and military operations and this one actually seems like a really good spy or military operation codename dig and I wonder if it stands for anything and if it doesn't stand for anything it's sort of even spookier it's just an acronym with no nothing attached to it we have the most comprehensive database on the educational experience in the globe so given that information that we have no one else has those data assets there's real hyperbole here that I'm fascinated by no one else has those data assets at their fingertips to be able to develop those algorithms and predictive models what I think they're talking about is automatic teaching processes they're talking about developing automatic teaching processes using their data assets their most comprehensive database on the educational experience in the globe I wonder if that's really true and I wonder how we would measure that the thing that's fascinating to me about this is that what are those data assets those data assets are our work those data assets are our students work their data those data assets are the relationships that are developed between librarians and students librarians instructors teachers and students that's the data assets that they're talking about um and they're going to mine those for automatic teaching processes mind you they did not tell us what they were going to do with that data when they started collecting it many many moons ago um Sean Michael Morris also worked at canvas and he told me a story about sitting at a table and people said we have all this data what are we going to do with it they hadn't even decided what they were going to do with it and so finally years later they think we've been collecting it all we might as well monetize it so these are the questions that I actually asked to one of the vice presidents of canvas on twitter after this announcement was made um I asked does canvas educate students about IP and data privacy before collecting data I didn't get answers to a bunch of these questions but I can sort of guess at the answers that one I think the answer is sure it's in our terms of service which is an education um or the other answer is that's the responsibility of the educational institutions and I think really you're the ones collecting the data why is it not part of your responsibility can individual students opt out no matter the university policy individual students can opt out however it was that no matter the university policy that was important to me because canvas says that this is subject to the university policy and for me in some ways if you're a tech maker and you make tech you have both a responsibility to your customer the person buying it the institution as well as your user which is the students and you have to have responsibility to both uh is there a single button students can click to remove all their data and one of the reasons I don't mind bringing canvas up right now is can canvas is actually pretty good with the way that it talks about its data is very transparent about what data it's collecting and it does have this sort of thing I don't know if it has this exact thing I'm almost certain it doesn't because imagine what this button would be um it would be a single button that you would click and all of your data from every course module that you had ever been a part of would instantly be deleted and every trace of it I actually feel like you have some laws here that say that you're supposed to be able to do that I doubt it really works the way that it's supposed to um if canvas does monetize the data it has collected and I love this question because of course the answer is no if canvas does monetize the data it has collected whether permission was given or not will the owners of that data be compensated so go back here the most comprehensive database on the educational experience in the globe data assets so the question is here is the people who produced that data the people whose information experiences interactions relationships community are being mined to produce this algorithm that's going to help them have a billion dollar valuation at some point in their future are those people going to be compensated these are the kind of questions we need to be asking of all of our ed tech tools and students should be part of this conversation and I think that it's fine for us to ask these questions even if we know that the ed tech company isn't up to speed yet even if we know that the ed tech company is going to say no we're not compensating people but at least asking the question having that conversation so that we can then say when they say no we're not going to compensate all those students and faculty members and instructional designers and librarians for the work that they put into helping us construct this algorithm we can at least say why not and then have have a conversation so this is an exercise that I do with students and I also do with faculty and so you know I'm going to have all of these slides available to you I'm going to put them up on slideshare and I will share them out on the conference hashtag as well as give anyone the ability to email them to anyone in the globe my data assets but this is an exercise that I do where I have I have done versions of this exercise that I really enjoy where you take two technological tools that are in a similar space so for example canvas and blackboard and then you have a group of folks go through and you basically do a celebrity ed tech celebrity death match between the two tools and they go through and they research the two different tools answering questions like these ones to me basic fundamental questions that we should be asking of any tool that we're using specifically any tool that we're using with students and some of these questions it is not just philosophical it's not just pedagogical but there are actually legal ramifications to quite a few of these questions so it is not just our moral duty or our pedagogical duty in some respects it's actually also our legal duty so what assumptions does the tool make about its users what kind of relationships does it set up between teachers and students what assumptions does the tool make about learning and education does the tool attempt to dictate how our learning and teaching happen what pedagogy does it have baked in what data must we provide to use the tool who owns the data will others be able to use own copy our work there and how accessible is the tool for a blind student for a hearing impaired student for a student with a learning disability for introverts for extroverts asking these questions of every single tool that we use and maybe playing celebrity death match it is kind of fun one of the things that i do during celeb the celebrity death match i don't actually think i call it that i just call it that for you i don't think i call it that when i do the activity i often one of the things i encourage them to do is to tweet at or email the ceo of the company right while we're doing the exercise the great thing is that some of these ceo's respond which is cool to have that dialogue to have that interaction sean michael morris writes the predation of the ed tech industry only works if we don't lift our heads to see it raise our hands to change it stand in its way so again when we see a tool that is doing harm to our students or to the fabric of our work or making teachers more precarious it's our responsibility to stand in its way not all tools can be hacked to good use this is a conversation that i often have with folks where they ask me um well it's not the tool it's just how you use it and i think to myself sure maybe but there are some tools that have bad pedagogies baked into them there are some tools that are problematic at their core so i'm going to talk about one of those and i'm going to give us a minute for you to wonder which one it might be um this is one of the exhibitors and if you're in the room exhibitor i'm happy to sit down and chat with you i would love to have an hour-long conversation and i will also say that to some degree i'm using this tool as an example of the kinds of places that we might go in this investigation turn it in um one of the other reasons that i chose turn it in for this is because turn it in has 98 percent adoption in the uk which means it's used by almost all of your institutions which makes it a little uncomfortable for me to be up here because it means almost every single one of you uses it or is required to use it maybe yourself definitely probably your students so to some degree we're all complicit in this so i can't necessarily put a laser eye on turn it in without also implicating everyone in the room so i have to do this in the most friendly way i possibly can so that we can all just sit and think about this tool and what it does and how it works and how it changes the work that we do with students to turn it in end user agreement we don't we usually don't how many people read terms of service regularly raise your hand if you read them regularly and raise your hand if you've read even one all the way through 100 percent of the terms of service i've only probably gotten two that i've read all the way through um i usually skim them i'm going to talk a little bit about some of the bits and pieces from this terms of service as a way of drawing attention to what we might find when we go into those documents so the turn it in end user agreement and this is not an attack on turn it in specifically this is a description of most terms of service or end user agreements it's a blur of words and phrases separated by commas of which royalty free perpetual worldwide irrevocable are but a scary few the rat-a-tat-tat of nouns verbs and adjectives is so bewildering that almost anyone would blindly click agree just to avoid the deluge of legalese but these words are serious and they're ramifications pedagogical and i draw attention specifically to these words royalty free perpetual worldwide irrevocable they are in the terms of service for turn it in but those words are in a lot of terms of service and so again not unique to turn it in i'm letting you off the hook turn it in person um if you submit a paper or other content in connection with the services and i love the capital services i feel like there needs to be a musical cue as i read that dun dun dun or the darth vader march the services you hereby grant to turn it in and if necessary for providing the service it's philly it's vendors service providers and licensors that's a little creepy um because essentially it's saying you're providing this to us but then also any of these other random people that we determine are a service provider vendor affiliate or licensor a non-exclusive royalty free perpetual worldwide irrevocable license to use such papers as well as feedback and results for the limited purpose of the limited it says limited but then when i get to this next part limited purposes of a providing the services and b for improving the quality of the services generally this is pretty common in terms of service language but what are the services what are the services that turn it in provides the main service that turn it in provides is a plagiarism detection database it does have a commenting tool it does have a feedback tool it's got a lot of other tools built into it so it isn't just that but the primary tool at its center is a plagiarism detection database let's get these for a second turn it in as a non-exclusive royalty free perpetual worldwide irrevocable license to one billion student papers just pulled this data off from their site yesterday one billion student papers 37 open access repositories crawled weekly 47,000 subscription journals the internet archives 70 billion current and archived web pages these are their data assets and their data assets are for their use to improve the product to provide services and they have royalty free perpetual worldwide irrevocable license to them now the thing that they'll say is no you own your work it's yours but what does it mean to own something if someone else has an irrevocable worldwide essentially unlimited license to it this this actually is a court case that um turn it in one in 2009 they want a court case that essentially the argument was we're just like a search engine and so when we're crawling and mining all of that data we're doing it via fair use and the and they and they courts ruled in their favor fair use is a statutory exception to copyright infringement the unauthorized user reproduction of copyrighted work for the purposes such as criticism comment news reporting teaching including multiple cases for classroom use scholarship or research is not an infringement of copyright a search engine transforms the image and provides a social benefit by incorporating an original work into a new work namely an electronic reference tool so they essentially ruled that turn it in as a search engine turn it in was recently acquired for 1.75 billion dollars of that exactly zero billion is going to the students who fed the database for years meanwhile turn it in makes deals with public educational institutions which help them collect more data while turn it in sells access to that data back to the institutions they have a product that they're selling they are selling their data assets and those data assets are primarily for our youth in this context those 1 billion student papers so are they compensating those students do those students have the ability to remove their work from the database interestingly and this varies somewhat from in various contexts but they do have the ability to remove their work from the database but they have to get an institutional representative to make the request for them so they can't actually do it themselves rebecca morr-howard many of our colleagues are entrenched in an agonistic stance towards students in the aggregate students are lazy illiterate anti-intellectual cheaters who must prove their worth to the instructor turn it in and its automated assessment of student writing is a tool for that proof i'm gonna skip a bunch of slides here but i meant to do this and i'm gonna skip them because in some ways i make these slides so that i can put them online and you can trace the entire argument that i'm making they'll all be there online i won't take out the ones that i skipped but basically the stuff i was going to skip here is it's a lot of stuff so it's fun stuff if you go look at it it's about grading and it's about the problems of grading so ultimately the other technology that that i think that we need to think more about is grading and marketing marking because i think that's connected to thinking about something like plagiarism and how plagiarism works but where i want to get to is here discussion of pedagogy needs to include a critical examination of our technologies what they afford who they exclude how they're monetized and what pedagogies they have already baked in but it requires we also begin with a consideration of what we value the kinds of relationships we want to develop with students why we gather together in places like universities and how humans learn i'm definitely interested in what ed tech companies are doing with student data i'm also interested in how certain ed tech companies fundamentally change my relationship to my students my issue with turn it in is certainly about their data but my other issue is the way that it has suspicion of students baked into it the way that we are more likely to opt in to turn it in to opt into a culture of suspicion and distrust of our students then we are to ask hard questions and be suspicious of that ed tech this means we can't presume to know the reasons students haven't done the reading or craft laptop policies that make it impossible for disabled students to receive accommodation without having their disability made it visible to the entire classroom or through students with nowhere else to go out of their dorms over the holidays we have to recognize that our students are humans and that when we're interacting with them we're not interacting with data assets we're interacting with human beings so to summarize critical digital pedagogy in a nutshell centers its practice on community and collaboration two must remain open to diverse international voices and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries will not cannot be defined by a single voice but must gather together a cacophony of voices must have use and application outside traditional institutions of education the third one there is particularly important to me because here i am up on a stage keynoting standing above you all hopefully making some eye contact with a few of you all i did start sitting down but i'm up on a stage lecturing to you all but i think it's really key that this can't be a single voice i cannot define critical digital pedagogy it's work that we do together and it's work that i've already seen happening at this conference asking hard questions having the deep conversations that we need to have about this work that we do and the tools that we do it with skip a few oh yeah actually i'm gonna go here bell hooks writes for me this place of radical openness she talks about radical openness and i really love this idea it's the idea that i'm gonna leave you with here at the end for me this place of radical openness is a margin a profound edge locating oneself there is difficult yet necessary it is not a safe place one is always at risk one needs a community of resistance for hooks the risks we take are personal professional political when she says that radical openness is a margin she suggests it's a place of uncertainty a place of friction a place of cultural thinking i'm going to say it again in a minute but the work is hard the work of education is hard the work of education is increasingly hard the work of learning is hard recognizing that and recognizing the full selves that we bring to that work not just the intellectual selves but also the emotional and the physical selves is incredibly important recognizing that we're working with humans not data assets radical openness isn't a bureaucratic gesture it demands our schools be spaces for relationships and dialogue far too many tools we've built for teaching are designed to make grading students convenient or designed to facilitate the systematic observation of students and teachers by institutions these are not dialogues so i've got four ideas provocations possibilities for ways that we can build radically open spaces in education one frontload support by hard coding it into curricula design syllabi and course materials for humans not machines use language that honors the complex humanity of students if you're making an ed tech tool your audience for your terms of services students make sure that your terms of certain services human readable that would be a first step but also make sure that our syllabi our module descriptions our learning outcomes are also all human readable it's shocking the degree to which we complain about terms of service and yet we produce syllabi module descriptions learning outcomes that are also not human readable two for education to be innovative at this particular moment we don't need to invest in technology we need to invest in teachers um and that doesn't mean that we stop investing in technology it means that the critical technology that we need right now is teachers educators doing the hard work of thinking about how this work is changing and what we need in the future three practice self-care and support your contingent adjunct precarious or otherwise marginalized colleagues the work of education is hard um my next slide's about students but this one to say before i get there to recognize that if you're going to do the hard emotional labor of being in education recognizing that self-care and care for your colleagues and your collaborators is critical four start by trusting students ask them when and how they learn ask what barriers they face listen believe the answers interestingly i think that last bit is the hardest people often ask me well trust start by trusting students what are the mechanical operations that i do in order to enact that in education and i think to myself oh gosh i think if you're starting from that place maybe rethink that a little bit um it starts here i think that work starts here but that last one is the hardest because it means letting go means letting go and thinking i might not know quite as well what that planter is as my two and a half year old does she might understand something about that that i can't possibly understand so believe the answers and i'm going to end here martin bickman who is one of my mentors um he writes we often ignore the best resource for informed change one that is right in front of our noses every day our students for whom the most is at stake thank you so we have some questions that have come through on the app um very thought provoking and it also resonated with sues keynote yesterday where you talked about the importance of engaging with students and your student at work making sure that they have an input into the work that you're doing so often ignored by some of the ed tech companies some of the other questions that we then come through is how you balance that need to make sure your gdpr compliant you balance the need when maybe some of the decisions that are being made about the technology purchases or the platforms we used are not being made by people such as yourselves but maybe people who are in higher positions the decision makers the person holders so how do we kind of find a happy medium with all of this and with all of the privacy impact assessments that we need to do as well and i love the ending there as well there was the the points that we should be reflective about when we're thinking about the types of technology and we're asked quite often to do health impact assessments or quality impact assessments why aren't we asked to do that kind of critical pedagogy impact assessment and and maybe we can learn from some of those points and incorporate that into our own practice so i'm going to open it up to the floor now is there any questions that anybody has that you would like to raise and we do have some roving mics i think anybody like to any questions there's a hand on the question at the back yes please go hello thank you very much um i guess um i enjoyed that very much basically because i because at the heart of your talk was about the marketization of education and how we organize to resist that in some in in our roles as learning technologists or education technology support and i wonder what what you thought people should do on on the sector level across what we need to do yeah um well so one of the things and and this part is is rel this first part of my answer will be relatively bleak but then i'm going to hopefully turn it back around and have it be optimistic on my twitter uh it was once said about me that i was irresistibly optimistic um and so i when when i heard that i was like i don't know what that means but i'll figure it out and for now i'm just going to put it on my twitter bio um but so that's that's essentially where my answer is going to go um often companies that are predatory um shawn in one of the quotes he talked about certain ed tech companies that predate are predatory um use predatory marketing techniques and one of the techniques that they use is to find the most powerful least knowledgeable person at an institution and market their product to that person the person who can make the decision but doesn't understand the work well enough for example it usually isn't the composition and rhetoric scholars who turn it in is talking to um or when you have something like a publishing company that is selling inclusive access programs which are i don't know if people how many people have heard this phrase inclusive access not not many i'll tell you in brief it's neither inclusive inclusive nor accessible um but it's called inclusive access they essentially will market it to bookstores and the bookstores aren't the folks who are thinking about great people work in bookstores so i'm not demonizing the people that are being targeted with this marketing great people work in bookstores but they're not the people trained to think about what a good educational material is so i guess my answer to your question is across the sector what i think we need to do is we all need to be in every conversation where we can be where decisions are being made about what tools and technologies institution will adopt especially because these are often adopted universally so it's adopted such that a tool is used across the institution sometimes in the blink of an eye and so as many of us as possible need to show up for those meetings where those decisions are being made and ask the hard questions does that kind of answer your question i guess in part and i guess i was wondering whether you thought unions had a role in that because on a national level they're sometimes the one organization as you know alt obviously yeah but also union because they bring people from different roles within the university together i think bringing people together to talk about the future of education is what their role is as much as possible bringing people together so they can have the conversations the idea that there would be some top-down legislation that would solve this problem i don't think is going to work and so i think what we need to do is do whatever we can to create the hard conversation so that's what i would say is is their role to not shy away from the hard conversations we need to have about this stuff okay there was another question that came up i was not showing on the screen there and i think it was on someone called jillie in the audience and her question was about how do we kind of balance the need to have this kind of scrutiny and also not stifle creativity because quite often people are going to want to try things out and test them before they use them and be curious themselves and i think that's really important as well but how do we kind of balance that to say you know be critical about your i think one of the things that's important for me is not imagining that there's some moral high ground that any of us can at some point live upon we have to recognize that the work of teaching and the work of learning is experimental by nature and so one of the things that i do is i try out every single technological tool that i can get my hands on and i try it out with students and sometimes i realize wow this tool uses student data in a really weird way and at the point that i realized that i then bring that up with my students and i say let's talk about this i just noticed in their terms of service what do you all think and so one of the things we might do is not be afraid to use the tool or experiment with the tool and then also not be afraid to halfway through the class have the students realize ooh we don't want to use this anymore and then have them remove themselves from the tool because then those are real experiences that we all need to have the decision to sign up on facebook and then the decision maybe later to change the way we engage with it so i think having those conversations with students as part of a class sort of moving to the meta level where we ask what did we just do here we had a twitter chat how is a twitter chat different from a chat we might have in a room and then using that conversation as a way to get into the conversation i guess we don't want to put more work on to people in terms of red tape and processes and having to complete lots of impact assessments but there needs to be a balance there too about how the evidence the kind of conversations they've had with students so that they can actually show that they've carried out those kinds of checks and balances themselves and taken on board the feedback from the students are there any other questions in the audience and you're not going to be leaving us are you going to be here for the whole time i'm going to be here i'm going to be and i'm here afterwards i'll hang out sitting right here as long as yeah as long as people are near me then i'll run away real quick and hide in another room hi we have a question here uh oh sorry next there's one question at the back yes fascinating talk Jess thank you very much um you talked of trusting students i imagine that your students might be unused to that in some cases how do they respond to being trusted um well and it's interesting because people have often asked me well can you well what if a student betrays your trust and i i honestly my response to that is i don't think that that can actually happen i think that there's something in my role as an educator where what i have to do is be willing to always suspend disbelief for students in part because i feel like that's my job that is the work that i do but i would say that the other reason for trusting students is not just because there's something inherently good about it it's because it's pedagogically effective and so what i find is for the most part it works 97 percent of the time where the and the only point where it doesn't work is that first moment where students realize wait you're not going to grade any of the work that we turn in well how's that going to work it's that first moment of sort of discomfort at realizing wait things are going to be different here and i actually think that the answer to that is to let us all sit together in that discomfort i don't need to make it i don't need to make that part easy and the great thing that i would say about helping is about building trust and it goes both ways so it's both about me trusting students but also asking students to trust me asking them to suspend disbelief the great thing about that is that i think that it um i lost the thread of where i was going but i think that that last bit answered your question the idea that i ask them ask them to suspend disbelief if they have that comfort uncomfortable odd moment of what are we doing here i say trust me we're gonna you you'll get it later and if you don't talk to me and we'll work it out trusting students but also trusting lecturers and our teachers and staff as well actually we trust them with kids we should be able to trust them to you know you see things yes last question okay last question if you can pick up the question that somebody else asked which i think is a really important question about open source solutions and why they are on the decline at the moment and what can be done about that oh gosh that's a hard one i think we need a whole hour to talk about that but i can i can pontificate on that my first thought is well they don't have millions of marketing dollars they didn't just have a valuation of 1.75 billion that they can then use to market to people i think that that's one of the challenges we face which is that companies private companies with a lot of money market much better and more clearly than open source is the question up there now no oh our open source solutions no that was a different well it was a variation um gosh it's a complex it's a complex question i think that why my hope is that our students and that we help our students get develop the digital tools and digital literacies that they need in order to build our next generation of open source tools i think the learning management system is an interesting example a tool like Moodle which was open source and which to some extent still is open source except that it was bought by blackboard high blackboard not not new Moodle but Moodle rooms they're big one of their biggest no no i know not Moodle itself i'm talking about Moodle rooms that one of the biggest instances of Moodle the company that ran that instance was bought by blackboard i know that the tool itself the open source tool doesn't but what my argument is is that that relationship with the private company changed the dynamic it changed the culture of Moodle to some extent and not necessarily not necessarily it didn't ruin or destroy the culture but it changed it in fundamental ways i don't know that i am as big of a lover of Moodle as i was before that happened in some ways it changed the culture but i'd love you seem to have a really great ideas about Moodle so hang out afterwards and tell me why i'm wrong about that because i don't i Moodle is not my area of expertise i have used it a few times okay thank you we're running out of time now but i'd like to join me in thanking jessie for such a great keynote edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with notable our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our Jupiter notebook service our digimap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology


Are you ready for your second round? So I don't, realistically, I don't think we can do this. We have a bus waiting to pick council up, take them at 5.45, and it's five minutes from now. I doubt we're going to do this. But, it's coming at six, I guess we're going to tell. I promise this was ending at six. Yeah, yeah, we were breaking. Okay, we should, you want to keep going? Sorry, Jill, you're okay. I guess we'll go on to the next concept. While you guys are tough. Okay. Is there one more? One more. Okay, so this is the related initiative, working on developing genomic technologies for non-invasive sample collection methods. So there's currently a wide variety of uses for dried blood spots as a type of non-invasive or less invasive sample collection method. They're used for a number of different screening and monitoring programs for diabetes, testing for drug levels such as alcohol consumption, HIV testing, lipid levels for newborn screening, as well as tests of renal function. And what this proposal is looking at is that blood spots and saliva have a lot of advantages. They can be stored at room temperature. They're more readily collected. They're easier to ship. And they allow you to start doing things like remote collection, therefore having technology that would permit large-scale DNA sequencing and genomic analysis of such samples would be of considerable value to a number of fields. This SBIR STTR technology development RFA's goal is to focus on technology development relevant to nucleic acid-based analysis of non-invasive samples. This would include the development or adaptation of current technologies for using these types of non-invasive samples. It would be relevant to samples of the newborn period as well as other clinical and research sentings that would benefit from samples that could be collected in more remote locations, for example. And all of these applications would be required to maintain or improve cost-effectiveness sensitivity and quality, at least equivalent to that of whole blood. So we're really looking for them to be in advance upon current technologies. Projects that might fit within this are things such as refining existing technologies to be able to obtain from these types of non-invasive samples DNA sequence, epigenomic or transcriptomic data, and potentially developing new sample collection methodology such as a new filter card or paper that would lend itself better to be able to provide higher-quality samples. And we would like to include all sorts of different non-invasive sample collection methods not limited to saliva or dried blood spots. And for this initiative, we're anticipating funding from the SBIR STTR set-aside for three to five awards, with NHGRI committing roughly 1.5 million per year for a total of three years. And our goal would be able to encourage participation from other ICs such as NICHD, which was partnering with us on the other initiative. And with that, I would like to thank the same folks who worked on the other initiative, and see if you have any questions on this one. Just a technical one. Yes. When you say non-invasive, you're still meaning blood stick? We are still talking about dried blood spots. We're trying to come up with a way of framing this that's other than whole blood. And what are the other fluids? I mean, what are you thinking, sputum? So saliva would be another option, like buccal swabs? But this is a good example of there will be traditional data from blood spots. And this sort of technical study will give some idea of how well genomic information replicates the same information, and sometimes may see other things, is that right? Can we develop better technologies for being able to extract genomic information from these types of samples? Aren't there a number of other technologies that are already available, have been tested or have been tested, for example, for sequencing? Jeff, do you want to? Yeah. I think there are some. I'm not sure if they're being used in newborn setting, but there are some other storage and collections I've got. That's part of what we hope to capture. They're getting a lot of companies applying. Yes, they're small business, so it's all SPIR. So the whole point of this is to, this is all companies. Yeah, I think 1.5 million per year for three years. Any other questions? Either it's not controversial, we've worn you down. You like this one? Okay, can we get a vote then, all in favor? Any opposed? Any abstentions? Okay.


Here, our director, what are we doing here today? We're going to shoot in 35mm, 4.35s. Like here, the old days. Let's see the set. Yes. The set. We also brought Ari Amira because we are cowards. Hey! Okay, no need for digital, it looks great.


How can you be more intentional in your use of social media? Anxious people often default to scrolling, scrolling, scrolling endlessly every day. Sometimes that's a distraction technique. Sometimes it's part of a compulsive need to keep searching for those magic solutions that you think you might find in the next scroll session that'll fix everything for you. And while you might have the best of intentions in trying to use social media in a positive way, that can often backfire. You can wind up overwhelmed, paralyzed by too much information or really confused by conflicting messages from all kinds of different helpers and gurus. So try to be more intentional with your use of social media. Ask yourself a few questions before you scroll. What am I looking for today? How long am I going to give myself to look for that? Is this something I've been looking for for weeks or months? And if I haven't found it, why do I think I'm gonna find it today? And finally, what else can I do today besides scrolling that will move me toward recovery in the real world instead of virtually? Asking yourself these questions can help you be more intentional with your use of social media and that can only be a good thing.


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