by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

by Fritz Machlup. Princeton, New Jersey: Princeton University Press, 1962. Pp. xx+416. $7.50. In this book Professor Machlup has twice defined knowledge as \"any human (or human-induced) activity designed to create, alter, or confirm in a human mind-one's own or anyone else's-a meaningful apperception, awareness, cognizance, or consciousness of whatever it may be.\" Though the term \"distribution\" appears in his title, it is in fact subsumed under knowledge production; Machlup is using \"distribution\" in the sense of knowledge transmission or diffusion as a process, which becomes part of \"production\" in economic analysis through exactly the same logic that identifies retailing, for example, as an economically \"productive\" activity. Knowledge production is thus defined to include many types of activities: transporting (e.g., postal services), transforming, data-processing, interpreting, and analyzing, as well as the original creation of new knowledge by discovery or invention. Machlup's concern is with three tasks: 1. A reasoned introductory presentation of concepts and types of knowledge. This analysis provides the broad framework and criteria for selection of what is to be included as knowledge-producing. 2. The measurement of the components of knowledge production and its share in gross national product or national income. This task occupies the bulk of the book. 3. The presentation of a program of school reform. Although the definition of knowledge cuts an exceedingly wide swath, Machlup narrows his task to manageable proportions by

The Production and Distribution of Knowledge in the United States.

Teaching in the knowledge society: education in the age of insecurity

The current landscape of learning analytics in higher education

New technologies and the knowledge economy are destabilising graduate professions, with artificial intelligence and the analysis of ‘big data’ making significant impacts on formerly secure jobs. Bl...

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Does Competency-Based Education with Blockchain Signal a New Mission for Universities?.

The future of Western universities as public institutions is the subject of extensive continuing debate, underpinned by the issue of what constitutes valid knowledge. Where in the past only propositional knowledge codified by academics was considered valid, in the new economy enabled by information and communications technology, the procedural knowledge of expertise has become a key commodity, and the acquisition of this expertise is increasingly seen as a priority by intending university students. Universities have traditionally proved adaptable to changing circumstances, but there is little evidence to date of their success in accommodating to the scale and unprecedented pace of change of the Knowledge Economy or to the new vocationally-oriented demands of their course clients. And in addition to these external factors, internal ones are now at work. Recent developments in eLearning have enabled the infiltration of commercial providers who are cherry-picking the most lucrative subject areas. The prospect is of a fracturing higher education system, with the less adaptable universities consigned to a shrinking public-funded sector supporting less vocationally saleable courses, and the more enterprising universities developing commercial partnerships in eLearning and knowledge transfer. This paper analyses pressures upon universities, their attempts to adapt to changing circumstances, and the institutional transformations which may result. It is concluded that a diversity of partnerships will emerge for the capture and transfer of knowledge, combining expertise from the economy with the conceptual frameworks of the academy.

Valid knowledge : the economy and the academy

Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores t...

/pdf/assessing-collaborative-learning-big-data-analytics-and-214nyjlyr4.pdf

Assessing collaborative learning: big data, analytics and university futures

This paper reviews significant events of the last 25 years in schools and teacher education in England and looks ahead to the next 25 years Various scenarios for the future are examined and the potential is considered for new forms of teachers' initial education and continuing professional development using information and communications technology It is concluded that the current centrally‐controlled national system is increasingly inappropriate to present needs and will fracture under the combination of pressures of a commodified education market, learners' consumerist expectations of personalised provision, and networks of informal learning enabled by widespread access to portable communications technology Four lessons from this future prediction are drawn, with recommendations for radical changes in government policy and orientation

Lessons from the future: ICT scenarios and the education of teachers

Recent years have seen unprecedented growth in the size, diversity and academic orientation of undergraduate student populations. There is evidence that the use of innovative pedagogies using information and communications technology has the potential to address such student diversity by offering opportunities for a more personalised student learning experience. However, ways of assessing student work in such personalised learning contexts have remained a challenge for most English universities, dominated by traditional high stakes, timed exercises. Being almost always text-intensive, these can prove particularly stressful and disadvantageous for the growing numbers of students with specific learning difficulties (SpLD). Such challenges are examined in relation to national requirements and exemplified in the SpLD strategies developed in two faculties of an English university. The paper defines key principles and practices to be realised in order for assessment to be considered fit for purpose. Using these...

Fit for purpose : traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help?

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