Tag: Google

Using AI in Education: A Student Voice

Published 26th April 2023

Screenshot of a search query in Google and ChatGPT

A second session from the University of Kent on AI / ChatGPT, this time student-led. It was good to hear the student voice on these developments, and I found it reassuring that they are identifying the same issues and raising the same concerns as staff. More than one of the student presentations talked about how ChatGPT is already displacing Google and other search engines as the first place they are going to find answers. Like in the screenshot above, which shows the difference in results when searching for the temperature in Egypt from Google on the left, where you get a list of links to follow through, and ChatGPT on the right which provides a far more detailed answer in a written form. The problem is, as identified in one of the presentations but not the other, is that there is no way to verify the data which ChatGPT is presenting as truth. With the Google results you can evaluate the sources and verify against others; ChatGPT is a black box.

There was another good presentation from a student at Northumbria who has done some early research with students who have used ChatGPT to find out why and what they are using it for. The results being that they are mostly using it to check their own knowledge (problematic if you can’t trust ChatGPT to give you true answers), and to generate ideas. They are also using it outside of education to, for example, help write CVs and job applications. This makes me feel like we are always going to be on the defensive, reactive as one student said. While the education sector tries to grapple with the technology and debates banning it on one hand and thoughtful ethical use – while protecting academic integrity – on the other, other areas of society plough on regardless and heedless.

In another presentation a student talked about experimenting with ChatGPT to produce a response to one of their assignments and, echoing Margaret Bearman’s point from the teacher led session last month, they found that the result lacked critical analysis, and believe it would have been a clear fail.

I was pleased to note that ethical issues were being raised by students, though largely in the context of equitable access. With GPT 4 and priority access going behind a paywall, the students who can afford to use it will, and those who can’t will find they have another new and innovative way of being disadvantaged. How long before we see the first university or college purchasing a license for all of their staff and students?

Once again all of the presentations were recorded and are available as a YouTube playlist.

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Adiós Google, Hola Microsoft

Published 31st March 2021

Ask me to do this again and I set the building on fire

I am a professional of many hats, because of course I am. Aren’t we all? In addition to the Sunderland gig that pays The Man, I look after the IT for a small local human rights organisation. I’ve been doing this for a couple of years now, pretty much since they got started, and it’s generally quite low-level stuff. A little bit of training, writing help guides, customer support; nothing terribly taxing. I also manage a Moodle VLE for them which is used for all of our internal training, hence all the Moodle Munches I’ve been attending lately. Putting that together was more fun, but still, VLE admin is the bread and butter.

However… early this year the one-man force of nature who effectively runs the show, had the bright idea of migrating from G Suite to Office 365 for their IT infrastructure, and asked me if I could do the science bit – transferring domain ownership and migrating all of the data and email addresses that had been created in Google. The answer was no, but actually yes. Who else was going to do it? I’m no Exchange admin, and I’d never attempted anything like this before, but I did my research and read the guides and set aside a few days when there could be downtime, both for the organisation and for me to be off work, to do the job.

It was not an easy one – very stressful – but after a couple of days the job was done, and it was a good ‘un. The hardest part was on the Google side, they make it so difficult for admins to manage accounts. For all the generic email address I had to effectively hack into them with password resets, then set 2 factor authentication and ‘app passwords’ which were needed for Microsoft to access the data. For the sadistic amongst you, the basic guide I followed was this one, but supplemented with many more to resolve specific issues.

On the Microsoft end it was wonderful, and it is so much easier to manage accounts now. We have far more accounts than we were allowed in G Suite, so now every one of our volunteers and members have individual accounts with access to Outlook, Teams, and the full Office suite online. I’m no fan of Microsoft (or any of the Big Five, tbh), but I have to give credit where it’s due, and they are good for this kind of thing.

It was certainly an experience, I learned a great deal, and I’m proud to have pulled it off so successfully. But I am never doing this again. Never!

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Google Cardboard and Playstation VR

Published 10th November 2016

Finally got my hands on a Google Cardboard VR headset today. Ironically the cheapest and most common VR system is the one that has eluded me until today. Perhaps it’s because I’ve came at this backwards and tried the least advanced system last, the one that’s supposed to be a cheap, quick and easy demonstration of the technology to get people’s interest, that I was unimpressed. It simply isn’t immersive. Having to hold the headset to your head with one hand and all the ambient light that seeps in through the sides spoils the desired illusion. I tried a few apps and games, including what I thought the Cardboard would be good for, 360 degree videos, but they all disappointed. When having to move your head around to follow things there was noticeable lag which comes in part from the need to hold the headset on and the low processing power of mobile phones. I tried different apps with both an iPhone 6S and a Samsung Galaxy S6 Edge.

I also got to play with a Playstation VR a few weeks ago thanks to a colleague. That was a different story. It’s big, it’s heavy, but also comfortable once it’s on. On dark screens light does seep in from the bright lights used for motion tracking, but once you’re in a game it’s completely immersive and the relatively low resolution compared to the Rift and the Vive is nullified. Set-up is a breeze which is exactly what you would want from a console driven system and everything just works.

This is the one. Undoubtedly if I were going to buy a VR system for personal use it would be the PlayStation VR. For non-gaming uses, quality and an even more completely immersive experience it would be the HTC Vive, but that’s over twice the price of the PlayStation VR and needs a gaming PC costing around £1,000, rather than a PlayStation 4 costing around £250, and which I already have.

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Interface Symposium: Arts, Participation and Higher Education

Published 7th September 2016

Attended a symposium for people working in participatory arts, organised by the university with attendees from ArtWorks-U, the Paul Hamlyn Foundation, ArtWorks Alliance and many independent artists. It was an enlightening day and I met lots of interesting people, with discussions around challenges facing the arts and how participatory practice can interface with university research, and presentations on current good practice and reflections on the Asunder Project.

However, the main reason for my attendance was that I was facilitating one of the afternoon sessions: ‘New approaches to teaching resources’, a live demonstration of some of the content which is being developed in collaboration between the department and WaLTS for the ArtWorks MOOC. The MOOC platform will not be ready for some time yet, so what was demonstrated was a sample unit which I build out on SunSpace. This included a number of videos produced ourselves, some video and written case studies for discussion, a main presentation which I converted to Storyline, a couple of Google forms to get gather participant’s experience and reflections on the mini MOOC and a short sample assignment asking people to give their definition of participatory arts.

After some issues getting people logged on with the guest accounts, it went pretty smoothly. I deliberately kept the structure simple and the use of tools to a minimum to eliminate the need to give any kind of training on how to use SunSpace, and feedback was generally positive and useful.

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Zapier Demonstration

Published 20th November 2015

Had a demonstration of Zapier today from a Pearson rep from their developers network. Zapier is a service that allows web services from different platforms to talk to each other, but in a very simple visual manner – no programming skills required. So, for example, you could set a new direct message alert from Twitter (the trigger) to send you an email to your Gmail account (the action). Triggers and actions can be chained together to create complex sets of actions. You could add a second part to my example which adds an entry to a Google Sheets spreadsheet from the Twitter DM as well for example. The possibilities are huge, and every modern web service you can probably think of is available on Zapier.

If this sounds like If This Then That that’s because it is pretty much the same, though Zapier claims to have more integrations available. Why Zapier then? Because Pearson have chosen Zapier to experiment with by linking up the web services which are available from LearningStudio to Zapier. You won’t find that advertised on Zapier though, as they are set to private at the moment, but we will be able to use them and can send them on to others. We could, for example, create a ‘Zap’ that sends an email whenever a new announcement is posted in a course site. We’re still waiting for full details of what the 17 triggers are, and there are no actions, so unfortunately this is going to be a one way thing; no possibility of setting a Facebook post to be pushed into a discussion board thread for example.

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New Team Activity Reports

Published 7th September 2015

The old customer support and Google Analytics reports that I have been doing for the past year, and in some form for many years now, were good as far as they went but didn’t encompass all of the other work that we do, the services that we provide and the systems we support. In an effort to provide something that goes a little wider I have created this new style of report which picks out the highlights of the two old reports and adds in what measures are available from our other systems. I actually did most of this work a few months ago, but it took time to be approved. With agreement from the big boss I am also now publishing this report publicly on our website.

Part of what prompted this was my new found liking of Piktochart and the desire to turn my reports into more of an infographic, but in the end I stuck with Excel as there were a number of charts with data that I found I was just going to end up having to screenshot and import into Piktochart, which kind of defeated the point.

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OERs: Using Free, Shared, Information Literacy Resources

Published 24th June 2015

“The what and how of using, re-writing and sharing Open Educational Resources in HE and FE library contexts”. A one day conference run by the Yorkshire and Humberside Branch of the Academic and Research Libraries Group and hosted at Leeds Beckett University (in the Rose Bowl building, above).

Who Needs a Repository When You’ve Got Google?
Nick Sheppard – Repository Developer, Leeds Beckett University
http://www.slideshare.net/MrNick/cilip-oer

Nick started his presentation by exploring the differences between the Green and Gold models of open access publication of research papers and the current recommendations of the Finch Report and HEFCE, and the implications on library departments, particularly the potential for additional costs. He then moved on to demonstrate an OER resource he has created in Xerte, an interactive exploration of the SCONUL Seven Pillars model of information literacy, itself based on Creative Commons licensed OERs he found in Jorum. (And an hour later the news broke that Jorum would soon be no more!)

CoPILOT: What Can We Do For You?
Nancy Graham – Research Support and Academic Liaison Manager, London School of Economics

Nancy led a discussion on how to convince academics to use OERs and contribute their own materials to repositories. Challenges and barriers we identified included where to find suitable materials, concerns about quality, and relevance to their subject areas. Nancy then shared some of her research into reasons why people choose to use OERs which included personal recommendations from colleagues, reputation of the repository and relevance to their subject area, and clear Creative Commons license indicating allowed re-use. Finally Nancy told us about the Lilac Credo Award for Digital Literacy and recommended we put any good uses of OERs forward for consideration.

Skills@Library: Using and Creating OERs
Helen Howard – Learning Services Team Leader, University of Leeds
http://www.slideshare.net/hehoward/oers-at-skillslibrary

Helen gave us an overview of the Skills for Learning provision at the University of Leeds and shared their experience in developing their resources. Considerations included identifying core skills which all students should have and how best to present the Skills for Learning material to those students. From their experience Helen recommended working with academics to embed the Skills for Learning materials in student’s core curriculum, ideally linked to learning outcomes and including an element of assessment. All of their materials were published as OERs accompanied by lesson plans and notes on how to use them.

OERs for People With no Technical Skills and No Money
Sarah George – Subject Librarian, University of Bradford
http://www.slideshare.net/sgeorge71/creating-oers-with-no-technical-skills-and-new

Sarah presented an extended case study of their experience developed OERs in very short timescales and with no budget. One thing they tried was re-purposing OERs from other institutions and Sarah discussed some of the problems they experienced, including the difficulty in removing the branding from certain types of document, such as PDFs, and the inability to do any kind of editing of others, such as those created with Storyline. One tool they used successfully was SlideGo, an online tool that converts PowerPoint files into HTML5 web presentations, to good effect according to Sarah. Something else which she demonstrated was a home-made method of doing simple quizzes in PowerPoint by utilising internal links applied to objects and shapes.

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Google Analytics on SunSpace

Published 7th October 2014

One of my little areas of expertise at Northumbria was providing analytics data and reports on Blackboard usage and it’s something which was missing here at Sunderland, for the VLE at least. Unfortunately the way Learning Studio works it has not been possible to implement Google Analytics tracking code system wide, but I’m not easily deterred! I found a way to embed the code into an announcement on the landing page so that we can at least get client side data: numbers, technology, location and mobile use which is all useful in informing development.

If the report looks a little familiar, well, that’s just because great cooks bake nice cakes no matter what kitchen they’re in!

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SoDash Demonstration

Published 2nd October 2014

Now that WaLTS are on Twitter, we found out on the grapevine that the University’s Marketing department had a tool called SoDash for collating all of our various accounts across different departments and social media outlets. We asked for a demonstration to see how it could be of use to us and this session was the result.

SoDash collates both incoming and outgoing social media activity on Twitter, FaceBook, Linkedin, YouTube and Instagram. The ability to include Google+ was mentioned too, but I didn’t see it in any of the dashboard and it’s dying anyway. SoDash has some really useful functionality such as the ability to tag and add notes to posts and people, create live activity dashboards, and most useful for us it can do wide-ranging searches for keywords to help catch posts which are for our attention but which don’t mention our handles directly. Many students won’t necessarily know ‘Web and Learning Technology Services’, or ‘UoS_WaLTS’, but they will tweet about SunSpace and My Sunderland problems which we may miss.

http://www.soda.sh/

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Quick, Someone Google the URL for Bing!

Published 29th July 2014

So Google was very briefly down this morning. I’ve heard of it happening before, whispers in dim, smokey corridors, but never experienced it personally so I thought it worth recording for posterity. That and because the little robot on the error page is cute.

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