Protect Your Data Or You Will Soon Have To Deal With ‘The Rise Of The Machines’

Posted by Andreas Christodoulou

Description :

For the well-informed, it is an undeniable fact that the future of internet privacy is bleak. We live in a time where the internet is an indispensable resource. Unfortunately, we have been conditioned by internet service providers and internet companies to believe that to access internet services, we must first give up any notion of privacy. As a result, these companies collect unlimited user information every time we use their services. Of course, on the surface, this is done for the sake of providing better services, but the reality is that they do this to protect the corporate bottom line.

Ask yourself this; how much information is collected on a daily basis and how much of that information is used to help in improving internet services? Taking it a step further, you should question how the information is used and whether it is discarded or stored after use. More importantly, you should seek to find the reasons behind the fast-paced erosion of internet privacy. 

The answers to these questions prove that internet privacy is a fast-fading concept and with time it will be eroded to non-existence. Of course, since there is little to no support from governments as far as internet privacy is concerned, we cannot hope for a resolution in the near future. In fact, most governments are in support of the abolition of internet privacy altogether so they can have free reign in matters of surveillance. But, are we truly out of options? 

The Age of Big Data 

Big Data is one of the core reasons why there is so little internet privacy. Big Data analytics refers to the process of collecting and analyzing data then compiling it into data sets, big data, the applications of which span across numerous fields of study. For instance, the data is used by companies to analyze and predict customer shopping habits and trends and to adjust marketing and sales efforts accordingly. 

Essentially, all your online activities contribute to big data. Of course, the amount and type of data collected depend entirely on the company in question and how they collect the information. There are various ways of collecting big data, some of which are more open and others which are secret. Your daily online activities leave a trail that can be assessed to create a data set. For instance, what time do you usually log online? How many times do you visit particular websites in a day and how long do you spend on each website? How much data do you share on any particular website and which site receives the highest usage? On average, how much data do you use on a daily basis? What kind of data do you share/view the most? Nevertheless, this information is only a drop in the ocean of data that is collected on a daily basis, especially when you include GPS data, online shopping data, social media data and more. Such information when compiled on a daily basis reveals your online habits and interests, which are then exploited by companies in various ways. 

While there are various applications of big data, one of the most visible uses of big data is in machine learning or automation. Compared to before big data, there is more distinct usage of automated intelligence in many fields currently. A clear example is search engines which have grown more robust over the years thanks to big data. However, this is just a small scope of the extent to which machine learning has advanced in recent years due to big data. 

In particular, the field of predictive analytics has experienced the most significant growth. For instance, it is a feasible concept for social media and search engines to be used to diagnose diseases in the future. By correlating the information shared on social media with search engine searches, the data can be used to make a predictive analysis and determine a diagnosis. If a person persistently shares information relating to particular conditions, then proceeds to search for the same symptoms on search engines, a program can subsequently search for the corresponding symptoms on a database and formulate a possible diagnosis. Although this is a futuristic concept, there are various other applications of predictive analysis in effect at the moment, especially when it comes to the sales and marketing fields of business. Additionally, there are other futuristic concepts, such as using big data to determine an individual’s credit score. 

Although big data has its advantages and has led to the advancement of technology by at least a few decades, there are still disadvantages that cannot be overlooked. One of the greatest risks of big data is that it leaves you at the mercy of governments, corporations, and companies. With so much data at their disposal, what is to say that all the data is used in a way that is beneficial to you? Depending on how the information is used, it can be as damaging as it is beneficial. It has always been said that information is power, meaning that those who control big data have power over the masses. 

The Internet of Things (IoT) - Bridging the Online and Offline Worlds 

Aside from big data, another major detriment of internet privacy is the IoT. The IoT refers to a system of interconnected and interrelated devices that facilitate the transfer of information over networks. What sets the IoT apart from normal interconnected systems is that it does not require human-computer or human-human interaction. Instead, the IoT works to automatically bridge the online space and meatspace seamlessly. 

Of course, the IoT is one of the largest contributors of big data, with the data collected being even more comprehensive than data collected online. IoT devices rely on numerous sensors to relay information back and forth, meaning that the information collected has a direct correlation to the meatspace. For instance, a networked house could have multiple smart devices from the entertainment system to the air conditioning unit. Each of these devices collects different data and then correlates it making the data set more comprehensive, which allows for a more streamlined and sophisticated system. 

With the smart devices correlating their data, the benefits offered by the IoT are more refined, allowing you to enjoy near-perfect automation. However, since human input is required at various points in the network, we are still some years away from enjoying full automation, which in itself is a blessing in disguise. The reason why we shouldn’t aspire for full automation just yet is that there are still too many kinks in the IoT that have yet to be fixed, and even more that are yet to be discovered. Should we achieve full automation before the issues are ironed out, we would be staring down at a full machine takeover without the means to stop it. 

Of course, one of the major issues that we have to deal with is internet privacy or lack thereof. Thanks to the influence of the IoT, the erosion of internet privacy is even more apparent. Considering the amount and type of information collected thanks to IoT devices, then one can imagine the risk and consequences if such information were to fall to the wrong hands. 

Nevertheless, even with the evident risk, most smart devices lack security measures to protect the user’s data, which leaves you wide open to an attack. With companies rushing to create devices for the IoT and reap the benefits of the increasing interest in the field, they often forget to establish security measures. Perhaps this is due to the fact that there are yet to be standardized practices for the IoT, which leaves everyone free to decide how to advance. But, would device-based security measures be enough? Even though having a security system installed in every smart device would provide a layer of protection, it is still lacking. Keep in mind that the more devices you have in a network, the greater the risk of exposure to a hack, especially considering that there are different manufacturers for various devices. You should consider the IoT as a whole. Therefore, there won’t be sufficient protection until there is a centralized security system which protects every individual device in the network. 

Additionally, since the IoT is still a new field, all the data collected is still highly useful for companies, meaning that they definitely store the information instead of discarding. As the information exists somewhere, the risk is elevated, since it is always possible for the information to be sold, stolen or mismanaged, which could cause even more dire consequences. 

Another of the significant risks of the IoT lies in the fact that it bridges the gap between the online space and meatspace. Owing to this, it is now possible to commit a crime via the internet and directly affect the meatspace. Initially, internet crimes only had an indirect influence on the offline space. However, thanks to smart devices, it is now possible for an internet crime to be tangible in the offline space. For instance, it is possible to commit murder, arson, and theft directly through the internet. 

It is possible for a hacker to take control of your car while you are driving and drive you off the road or destroy your brakes and such. It is also possible for a hacker to mess with heat sensors in your devices causing them to overheat and possibly cause a fire. A hacker can also take control of your air conditioning unit and reverse the flow of air. There are hundreds of similar possibilities where hackers can wreak havoc to you, your family and your property from miles away at the mere touch of a button. That is the risk posed by the IoT and one that can only be stopped by having a robust security system in place. 

What The Future Holds 

Ever since the Snowden Leaks, there has been an increased focus on internet privacy. Although there were positive reforms soon after, it could be said that currently not only have the reforms regressed, we are even worse off than in the beginning. Without government support, internet privacy is in a constant state of erosion. Unfortunately, thanks to big data and the IoT, the erosion of internet privacy is progressing at an even faster rate with no end in sight. Therefore, it is safe to assume that there won’t be any positive changes to internet privacy in the near future. In fact, we should look forward to an even worse state of affairs. 

Since it is impractical to rely on external help from bodies such as the government and corporations, we should instead focus on what is within our grasp. While it is impossible to stop the erosion of internet privacy, it is not impossible to prevent a breach in your personal internet privacy. Of course, for that to happen, you need to have a deeper understanding of internet privacy, the threats that plague it and the measures to reinforce and protect it. 

The best way to guarantee that you have what little is left of internet privacy is to make use of privacy tools. Of course, this too requires its own deep understanding so you have to do more in-depth research of the same, particularly since there are numerous privacy tools with different functions. Just as important, you should ensure that your information is always updated because security tools and attacks directed at them are always in flux. Although a security tool may offer protection against a particular attack, it may prove ineffectual against a new type of attack. In fact, a new attack may rely on the defense of the security tools as was evidenced by the Wi-Fi KRACK attacks. 

For maximum efficiency, you should rely on multiple privacy tools simultaneously. For instance, you should couple a VPN with Tor, allowing you to maximize the benefits and eliminate the weaknesses. Even then, you should use Tor over VPN instead of VPN over Tor since the former provides the best protection so knowing how to couple multiple privacy tools is equally as important. Additionally, you should rely on anonymous search engines such as DuckDuckGo for browser security, Adblock extensions to prevent the collection of data by third parties and cryptocurrencies to guarantee your privacy and anonymity in financial transactions.

YOU MIGHT ALSO LIKE: How to Protect Your Company’s Email Against Cyberattack

I'd love to hear what you think! 👂👇

*by andreascy*

Infusing Multiliteracies Into Museum Learning Practice for Inclusive Cultural Participation

Posted by Dr Stephania Savva

Description :

One of the most poignant discussions in the museum world, has been on issues of inclusion and access. Prolific museum figures like Nina Simon presenting in the recent Museum Next Conference in London, shared the vision behind OFBYFOR ALL, a new global initiative to help civic and cultural organisations become OF, BY, and FOR their communities. However, what is it that can help take the next step in terms of inclusion and learning within and out of museum grounds? 

This article draws on a doctoral research study to investigate museum’s democratic potential, through transformative approaches to pedagogy aimed at meaningful cultural participation.

The ‘meaningful’, stands for a degree of competence in reading, interpreting and constructing meaning from the existing multiple forms of language (Stapp, 1984: 112; Mitchell, 2007: 3). ‘Participation’ involves an ability to negotiate the complex dialogic relationship that exists between the written word, the spoken word, images, objects, time and space (Mathewson-Mitchell, 2007: 3).

Consideration of issues of access in relation to the significant literacy requirements of museums, suggests that increasing focus on the explicit teaching of museum-based literacies, could be the way through which to expand museum visiting opportunities for the less 'conventional' audience.

It is actually proposed that museum-based literacies could act as the means to the development of cultural competence in museum environments. This evolution in theory and practice of, and about museums, has been notably part of radical changes in the museum world since the 1970s, mostly known as new museology.

Museums as Agents of Change

The development of a “new museology” (Mayrand, 1985: 201), is a concept used to describe the focus on the potential of museums as a positive social force. Golding (2009) suggests the museums should act as frontiers, places where learning and identity are produced and developed for all, while new ‘bridges’ are raised between non-dominant communities and their own histories (Philip, 1992 in Golding 2009).

It became profound that if museums accept their educational role, “they must also accept their social responsibility to work towards supporting a participatory democratic society” (Hein, 2005: 50). We need to “take advantage of the current context, as ‘opening new educational and social possibilities’ (Cope and Kalantzis, 2000: 18), to promote democratic education and human needs...” (Early, 2007: 67).

Changing Times, Changing Literacy 

Ever since the 1960s, the nature of literacy practice and needs is changing; Hall (1989) suggests this is thought of as a consequence of New Times. New Times is an era of internalization, characterised by the breaking down of borders between local and global contexts resulting from rapid change in communicative practices (Gee, 2000: 183; Luke and Elkins, 1998).

One common element that has changed is that literacy has become inherently plural; thus researchers have problematized the very notion of literacy as a discrete set of skills. Luke and Freebody (2000) provide one of the more recent and useful definitions of literacy: 

"Literacy is the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken, print, and multimedia". 

(Luke and Freebody, 2000: 9)

In such a perspective of literacy, the literate person is one who develops capacity to respond to emerging and communicative needs, a literate person who is a sophisticated user of texts. The individual engages with literacy practices as a decoder of text, as a maker of meanings, as a purposeful user of information and as a text analyst who employs critical thinking skills in the literate work (Luke and Freebody, 2000; Liddicoat, 2007: 20). 

Figure 1: Evolution of the concept of literacy over fifty decades

Although acknowledging contemporary, 21st century demands of ‘literacy’ and education, this definition does not incorporate the social context of literacy. Literacy is, as Gee (1996: 22) has aptly described, “a socially contested term”. To this respect, literacy is a social practice rather than merely a means to an end. 

Such a consideration draws on the paradigm of New Literacy Studies (NLS) and recognises literacy as a set of socially and culturally constituted practices enacted across and within social and institutional spaces. It acknowledges literacy as a social and historical construction that evolves dynamically (Giampapa, 2010: 4; Potvin, 2009; Garcia, Bartlett and Kleifgen, 2006). 

Literacy is seen as a social responsibility including a critical or transformative emphasis in which literacy is a tool to understanding social structure in which we live so we can transform it in meaningful ways (Gee, 1996: 58; Street, 1995). The social perspective of literacy, implies more than superficial contacts with print; it icorporates an understanding of how to manipulate words and concepts through complex daily social interactions in an accepted manner (Giampapa, 2010; Potvin, 2009; Reid, 1998; Kern, 2000) through cultural apprenticeship (Rogoff, 1990).

The ‘New’ in Literacies: Multiliteracies

Following the NLS paradigm, ‘multiliteracies’ have emerged. The term “Multiliteracies” immediately shifts us from the dominant written print text to acknowledge the complexities of practices, modes, technologies and languages with which literate people need to engage in the contemporary world.

The “New London Group” (a team of ten academics including James Gee and Allan Luke) came together in 1996 concerned about how literacy pedagogy might address the rapid change in literacy due to globalisation, technology and increasing cultural and social diversity. They employed the term ‘multiliteracies’ to address these issues (The New London Group, 1996).

Since then, The Ontario Ministry of Education has come up with a number of literacy initiatives, some of which are characterized by a critical and social view of literacy, where literacy is conceived of as "the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, and think critically about ideas" (Expert Panel on Literacy Report, 2004: 5).

Figure 2: Multiliteracies and their design elements (Adapted from The New London Group, 2000)

Luke and Luke (2001: 92-94) echo this idea, and argue that new technologies have facilitated the emergence of new kinds of artefacts, such as digital storytelling, requiring new levels of engagement and development of higher and different mental faculties (i.e. new multiliteracies). Luke (2000) also talks about the critical multiliteracies - being able to understand, debate, and act upon the material, political, and social consequences of technological change.

An alternative view of literacy calls for a reconceptualization of literacy as reading and writing the world (Freire, 1970). This conceptualization foregrounds critical thinking in both teachers and students, and looks beyond functional literacy (reading and writing skills), to the knowledge and power relations in literacy discourses.

Agnello (2001) refers to this approach as postmodern literacy, and argues that through this approach “reading and writing become enhanced methods for exploring the democratic self and its formation through ideological exposure to knowledge and power relations formulated by educational policy texts. Through such exploration, literacy becomes a tool for self-, student, and social advocacy rather than commodity to determine whether one measures up satisfactorily on test scores” (Agnello, 2001: 24-25).

Museum Learning as a Multiliteracy Practice

Museum-based literacies or museum literacy, refers to the competence in drawing upon the museum, its space and collections using certain skills and practices. In 1984, Carol B. Stapp observed that “museum literacy” was then a newly emerging phrase that articulated the older idea of a philosophy of museum accessibility.

Museum literacy goes beyond ‘reading’ objects; which may be understood as visual literacy; it requires a deeper level of process and understanding of the multiple and interacting languages and modes of communication found in the museum. 

By broadening the view of museum literacy, it is acknowledged that the language that is involved in the museum is diverse and incorporates multimodal literacies including: linguistic, visual, audio, gestural, spatial patterns, technological and print-based (see for instance, Cope and Kalantzis, 2000: 160,203; Giroux, 1992; Hooper-Greenhill, 1999).

Figure 3: The multimodal literacies in museum-based pedagogy (Savva, 2016)

This view of museum learning redefines the goals and strategies of educators and the museum curricula. The idea of education in museums is seen as exploratory, broad, experiential, complex and multi-layered; museum strategies are now audience driven (Russo et al., 2007, Hein, 1998; Falk and Dierking, 2000).

To this discussion fits the incorporation of museum learning into the multiliteracies concept; this is facilitated by the realization that a display of material culture conveys messages about the people who created them and the times in which they were used (Pearce, 2003). 

The act of creating an exhibit is parallel to the act of producing knowledge. Exhibits are not simply displays, but systems of signs that express messages about culture. Museums and their exhibits reflect the ideology of those who create them.

In the same vein that “There is no such thing as ‘reading’ or ‘writing,’ only reading or writing something . . .” (Gee, 1999: 93), the same would hold true for creating exhibits. There is no such thing as displaying an artifact without displaying something about that artefact. Also, the interpretation of messages is similar to the deciphering of text, using the signs, symbols, objects, etc., of a museum exhibit as part of the process of creating meaning (Roberts, 1997).

Griffin (1999: 8) identifies the unique learning opportunities offered by museums as: opportunities to closely examine objects or specimens; opportunities for comparison that allow trends and patterns to be deciphered; natural learning processes that incorporate the sharing and communication of ideas and the raising of questions; and opportunities to develop perceptual skills that teach how to gather information from objects and experiences. 

Because museum exhibits make meaning through multiple media, multiple modes, and multiple symbol systems, the literacy practice of museum visiting is a multiliteracy. 

An interesting project exploring the latter, is the ‘Museum Literacy Project’ in 2008-2010, involving nine different museums, administrations and training institutions based in five European countries, supported by the EU programme Lifelong Learning - Grundtvig Learning Partnerships, 2008. The project focus was on museums and audiences with low schooling level, and how museum literacy can be reached and maximize the museum experience for these audience.

Dimensions of a Pedagogy of Multiliteracies for Museum Learning - The Research Framework

Taking into consideration the unique characteristics of the museum environment, I undertook an empirically-based doctoral study involving the design, enactment and evaluation of the Living Museum Partnership (LMP), a museum-school partnership that unfolded in 13 weeks for the construction of a student-generated virtual museum to support environmental education curriculum (Savva, 2016). 

Specific focus was on developing virtual learning environments and applying augmented reality to enhance culturally and linguistically diverse students' repertoires of literacy practices. This design-based research, draws from the field of New Literacy Studies, the proposed Museum Multiliteracies Practice (MMP) framework derived from the multiliteracies pedagogy of the New London Group, the Learning by Design Model adapted from Cope and Kalantzis and Schwartz’s museum based pedagogy.

Figure 4: The pedagogies interacting in the Museum Multiliteracies Practice framework (Savva, 2016)

It is proposed that museum educators and learning professionals undertake an approach for teaching and learning in the museum setting which incorporates multiliteracies pedagogy. Identification of museum literacies requires thorough examination into the interaction of modes that are evident, the incorporation of multiliteracies implicated, the various sign systems that are employed, and the unique nature of the museum learning environment (Mathewson-Mitchell, 2007: 7-8).

The focus should be not only on literacies as communication (meaning for others, as supports for social interaction). My doctoral research for instance also emphasized on literacies as a form of representation (or meanings for ourselves, as supports for thinking).

Cope and Kalatzis (1996, refined 2000, 2009) elaborate on the potentials of a ‘Pedagogy of Multiliteracies’ in fulfilling these aspirations. Two important ideas brought in a multiliteracies pedagogy are Learning by Design and Multimodality.

Learning by Design, is building into curriculum the idea that not every learner will bring the same lifeworld experiences and interests to learning, as well as acknowledging that every learner is not on the same page at the same time; pedagogies of learning are re-configured to construct learning as “a dialogue of difference” (Cope and Kalantzis, 2005: 31). The idea of Multimodality discusses learners’ movement between written, oral, visual, audio, tactile, gestural and spatial modes of meaning-making (Cope and Kalantzis 2005, 2009). 

On this basis, the New London Group (1996) has proposed a multiliteracies pedagogy consisting of situated practice, overt instruction, critical framing, and transformed practice.

• Situated practice includes learners’ prior and present experiences in a community of learners (composed of experts and novices). 

• Overt instruction involves the teacher’s or expert’s interventions to scaffold (Bruner, 1983) or support learning and increase the learner’s consciousness about learning. Scaffolding is a metaphorical concept that refers to the visible or audible assistance that a more expert member of a culture can give to an apprentice (Bruner, 1983, 1986). You might also note Vygotsky’s Zone of Proximal Development (ZPD), that relates to Bruner’s notion of the scaffold here. 

• Critical framing refers to learners interpreting the historical, cultural, political and ideological contexts of learning.

• Transformed practice includes implementing new understandings through reflective practice in other contexts.

Figure 5: The Multiliteracies Model and Learning by Design (Adapted from Kalantzis and Cope, 2000)

Also identified within the Learning by Design Model are four knowledge processes (See Figure 5 above). The knowledge processes identified are:

(a) Experiencing the known and the new

(b) Conceptualising by naming concepts and theorising 

(c) Analysing functions and interests 

(d) Applying appropriately and creatively.

Findings and Implications for Museum Learning Practice

Stapp (1984) had argued that schools do not address the knowledge, skills and attitudes for museum literacy. Recent observations of the characteristic use of museums by school-based teachers suggest that a relatively passive, idealist approach to museum experiences, as identified by Stapp, has continued, with teachers lacking confidence and competence in the museum setting (Mathewson-Mitchell, 2006). 

Based on the findings of my doctoral research, it is suggested that addressing museum-based multiliteracies leads to effective museum-school partnerships and meaningful museum learning practice. Research data suggested that students’ repertoires of literacy were enhanced as they engaged in the learning process as active designers and multimodal learners (Savva, 2016). It was found that students gained opportunities to:

Figure 6: Findings of Museum Multiliteracies Practice research (Savva, 2016)

It is proposed that any museum education programme or museum-school partnership or collaboration pays attention to the following key principles:

1. Teaching children, especially digital natives of our time, to be literate in any setting is not just a set of skills that can be transferred. Rather, education needs to enable them to participate in social situations using the required literacy practices.

2. Museum visiting is seen as multiliteracy practice; as such it requires specific museum-based literacies that are rarely identified or explicitly taught by museums or schools.

Conclusion

Ultimately, this brief review and presentation of the proposed empirically based, research framework for museum learning practice, forms a pathway to follow for inclusive cultural participation at any level and age. The London New Group’s (1996) ideas further developed by Cope and Kalatzis (2000; 2005; 2006) for a Pedagogy of Multiliteracies, could inform the development of the specific literacy requirements of museums, in a way that could lead to full museum literacy and a transformative cultural engagement and participation for diverse audiences.

The Enormous Rise of Artificial Neural Networks

Posted by Andreas Christodoulou

Description :

Artificial Neural Networks, which are also known as ANNs have received a lot of attention recently. The increasing awareness of Artificial Intelligence has contributed a lot towards their popularity.

The Artificial Neural Networks can simply be defined as biologically inspired networks. In other words, these networks work similar to the human brain. As is probably well known, the human brain consists of billions of special cells named as neurons. To be precise, it has been estimated that a typical human brain consists of about 150 billion neurons. These neurons are inter-connected with each other to form a network. As a result, the human brain can be considered as a collection of neural networks.

The Concept of Neural Computing

The application of Artificial Neural Networks is known as Neural Computing. Neural computing uses a limited amount of concepts that are borrowed from biological neural systems. The main objective of Artificial Neural Networks is to simulate massively parallel processes that are associated with interconnected processing elements in network architecture. An artificial neuron would be the building block of an Artificial Neural Network.

A neuron would receive inputs from the other neurons that are connected to it. And conversely, the output of a neuron will be passed to several other connected neurons. The same mechanism takes place within the human brain as well. Likewise, the artificial signals processed by the neurons can be changed. How Artificial Neural Networks process information entirely depends on its structure. The algorithm that is being used to process information can also create an impact on it.

Application and Benefits of Artificial Neural Networks

Artificial Neural Networks can be applied to a variety of scenarios. The benefits that are associated with these applications have contributed a lot towards their proliferation over the past decade. The most popular areas where ANNs are being applied include learning, pattern recognition and interpretation of noise and incomplete inputs.

Humans follow a different approach when solving problems when compared to computers. The objective of Artificial Neural Networks is to make computers think and solve issues like human beings. This can help computers to solve complex problems, which cannot be solved with a rule based approach. In other words, Artificial Neural Networks are being used to solve complex problems that cannot be simulated using analytical or logical techniques. They have the potential to solve issues, which cannot be solved even with expert systems. Pattern recognition is a perfect example to prove the aforementioned fact.

Artificial Neural Networks are in a position to analyze large amounts of data in an effective manner. After the analysis, it can establish characteristics and patterns, where rules or logic are not known. Loan applications are a perfect example for such a situation. After going through a large number of historical cases, the questionnaire of the applicant is either accepted or rejected. Only Artificial Neural Networks have the ability to automate this process of approving loans.

Artificial Neural Networks also have the ability to create profiles or patterns of applications that need to be denied or approved. Then a new application is matched against a pattern by the computer. The computer would gain the intelligence to classify whether it is a “yes” or “no”. Otherwise, it would go for the decision of humans. That’s the main reason why neural networks are being used for a variety of financial applications such as predicting exchange rates, predicting bankruptcy and determining when to purchase and sell stock.

Artificial Neural Networks and Smart Computers

Computer systems have gone through significant development throughout the past few years. Artificial Neural Networks have contributed a lot towards this evolution. As a result, people in the 21st century prefer to use computers to accomplish most of their day to day needs.

A traditional computer has the potential to perform millions of operations within a second. However, this type of computer is not in a position to think like a human and make decisions by themselves. In other words, the traditional computers do not have the ability to perform certain tasks on their own. You will need to program those computers to make them perform certain tasks, but you will not be able to make them solve problems in the way humans do. That’s where Artificial Neural Networks come into play.

Artificial Intelligence can simply be defined as a set of techniques, which are entirely based on the behavioral patterns of the human brain. It can learn on its own and make decisions like humans do. Most of the living beings that exist on this planet are biological systems that learn on their own. They are capable of making useful decisions as well. Generally these decisions are based on the instinct of survival.

Human beings need to learn before they can make decisions. The same principle applies for machines as well. Machines differ from biological systems though in that they will have to learn new things through mathematical algorithms. However, Artificial Neural Networks have given machines the opportunity to learn new things like human beings. This has given life to a brand new aspect in computing as well.

The use of Artificial Intelligence and Artificial Neural Networks are being implemented mostly in the software industry at the moment. This has the potential to emulate the parallel nature of an Artificial Neural Network into a linear system. As mentioned earlier, Artificial Neural Networks are being used on a variety of applications such as image reconstruction, character recognition and voice recognition.

Neural networks can also be found in a variety of applications such as robotics. People however are extremely concerned about automation and the danger of robots taking over their lives as a result of advances in the field of Artificial Intelligence and Machine Learning. These fears derive from the fact that whilst Artificial Intelligence is helping the humans to achieve a better standard of living, it is also important to keep in mind that transferring the biological capabilities of humans to computers can make us more dependent on them.

In this respect, special attention has been attributed towards Artificial Neural Networks. This is because Artificial Neural Networks have the ability to make computers think like human beings and solve complex problems which in effect means that it can humanize computers. Such a prospect creates all sorts of anxiety and extreme scenarios. Nevertheless, for the time being, research is focused on different medical applications of ANNs with beneficial results for humans. What remains to be seen is how future research and practice in this exciting area will continue to grow.

READ THIS: Real Life Super Humans Via Robotic Software

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*by andreascy*

The Potential of Blended Learning for Steering Education

Posted by Andreas Christodoulou

Description: 

Think about all of the ways that technology has influenced and infiltrated nearly every aspect of your life. Paying by check? You can do that online or just with your phone. Making a reservation at a restaurant? No need to call - an app will do it for you. Want to turn off the lights and lock your door? Your smart devices can help connect you.

That technological influence extends to our learning environments, too. Classrooms have undergone a centuries-long change that’s only been speed up with the advent of technology. What used to be one-room schoolhouses in the late 1800s are now redesigned spaces which invite students and teachers to engage in learning using tablets, whiteboards, and more.

One of the most prominent ways in which technology is changing classrooms is through impact on what we think of as the traditional learning environment. One classroom with one teacher standing in front of multiple students as an authoritative figure has given way to a concept known as blended learning. The latter is an instructional approach that capitalizes on the best of both worlds - education and tech. 

Blended learning, is a learning trend driving education which in some form, is currently available in nearly every state. In a nutshell, this strategy or approach to teaching and learning involves the student learning through at least partial online delivery of content. In this sense, it offers both traditional instruction - a teacher in front of students - and digital or online content that’s accessible at any time. 

The conceptualizations behind blended learning adhere to the notion that students are not uniform, and learning shouldn’t be either. Based on learning theories such as Gardner’s on multiple intelligences, and multiliteracies pedagogy, it is considered that students have different learning styles and come for culturally and linguistically diverse backgrounds which should be taken into consideration when planning a lesson. In this respect, it is suggested that enhancing students’ learning through digital content can be a personalized response to students’ needs and desires, allowing them to learn at their own pace through means that are relevant to their lives.

In relation to the different strategies for undertaking a blended learning approach, six models have been proposed for its implementation: Face-to-Face Driver Model, Rotation Model, Flex Model, Online Lab Model, Self-Blend Model and Online Driver Model. More recently, other alternative blended learning models have been brought to the surface of educational cycles: 

a) The traditional brick-and-mortar blended learning model:

An approach where the instructor uses online platforms to add resources, assign and gather homework, as well as encourage online discussions and other asynchronous learning activities beyond classroom hours

b) The hybrid learning model:

Students attend live events physically or online (for example webinars) while also work in virtual online environments. There could be an arranged schedule where some days students attend the class and others are optional however students must attend online.

c) The flipped learning model:

Teachers and other instructors record their online lectures and students are obliged to watch them before class. During the lesson, they can work on different tasks and in this sense the teacher has more time to work with challenging topics and addresses students’ difficulties. 

Regardless of which type of blended learning model one chooses to adopt, there are certain misconceptions and considerations needed to be addressed. For instance, people often assume that blended learning equals all education online, but that isn’t true. It might be that the focus is on a technology rich environment, nevertheless, there is ‘hands on’ learning. In addition, unlike it is commonly believed, in blended learning students do not work individually only. The can undertake projects in groups with their peers to produce collaborative work online.

Furthermore, blended learning in contrast to the myth that it requires less work than traditional face to face instruction, doesn’t cut down on the amount of work that needs to be done by either students or educators. In fact, both sides may need to work at a more systematic basis. Instructors still need to prepare and students still need to do the work. But blended learning allows those learners to engage with information more frequently in order to fully grasp concepts that may have been more difficult with just one go-round.

Based on these characteristics of blended learning, in summary, the advantages from engaging in such practice have been identified as being:

- The meaningful combination of interactive face to face instruction and digital content through a differentiated personalized based teaching approach

- The use of digitally mediated content such as digital storytelling that has been found to motivate students’ interest and increase students’ learning and affective outcomes

- Access to the instruction such as an online session many times, with stops and pauses to the discretion of the learner.

- Researchers and practitioners suggest that blended learning can encourage students to continue learning outside the classroom. It can expand beyond the traditional school walls to connect with students’ lives.

- Blended learning can maximize the potential for acquiring 21st century skills.

Despite the promising features of this approach, the excitement about the possibilities of blended learning and the ways that technology can better prepare our students and assist our educators needs to be tempered with some serious questions about the process. It’s not a match for every person or every situation. Students need to know what the physical, in-class requirements are, and instructors need to be upfront and proactive about their availability and roles through digital means. 

For instance, the technology that’s a given in a traditional classroom may not be available in each student’s home, which can impact learning and pacing. Students and instructors must have a shared understanding about assignments and work - what files are usable and which are not. And there should be practice and testing so that everyone understands the accessibility and usability of that particular online environment.

Whilst there is no fixed recipe for meaningful teaching and learning instruction, it appears that technology enhanced learning is the present and future of 21st century education. Blended learning could be a flexible and dynamic approach through the meaningful engagement with technology. 

Whatever the end result, it’s important to understand how blended learning cannot guarantee success. It requires commitment on behalf of the educator and careful use of digital means. And therefore it is important to be aware of its different aspects. This graphic is a good place to start.

Source: Quill.com

Conclusively, it appears that exciting times lay ahead for educators and students all together. Now, more than ever, we are in a position to offer the most engaging form of education that will empower students as dynamic and active learners. Blended learning, as it is proposed in this article, is one powerful approach which could change the education game and will be around for many years to come.

READ NEXT: 8 Ways Digital Storytelling Transforms Learning in 21st Century Education: The Research Evidence

I’m all eyes and ears for your comments.

*by andreascy*

An Anatomy of Deeper Learning and Implementation for 21st Century Education: The Research Findings

Posted by Dr Stephania Savva

Description : 

21st century education is experiencing significant turbulence as a response to the call for more meaningful and relevant learning experiences that comply with students’ literacy needs and competencies required to succeed in their lives. 

Towards this end, deeper learning has emerged as a theory which could be the means to transform 21st century education when truly integrated in the classroom.

Deep Learning Quote by: Kelsey Sheehy.  Image by: THE OFFICIAL ANDREASCY

Does this hold true? This article will attempt to provide some insights on the matter drawing from research findings from the last two decades.

What is Deeper Learning?

Deeper Learning is a broad term coined by the Hewlett Foundation and refers to the range of skills and knowledge required for students to acquire and master "in order to succeed in 21st century jobs and civic life” (Hewlett Foundation, 2013). The essence of the concept entails a set of competencies incremental to students exposed in academic content. The intention is that through the instructional principles proposed by the deeper learning theory, students gain an in-depth level of knowledge and understanding on different subjects rather than superficial learning, and are in a position to achieve problem solving in and out of a school context, both in their school-word and their lifeworlds to be able to successfully cope with challenges in their college, career and life.

Can Deeper Learning Contribute to Succeeding 21st Century Education?

“Schools aren’t failing and don’t need reform”. Instead, a renown academic and researcher, Tony Wagner states, “we need to reinvent, re-imagine our schools.”.

In response to the dilemma for school leaders on what this transformation should entail for 21st century learning, educational researchers cohort that we should intend to cultivate deeper understandings and higher order thinking in a holistic manner by pursuing changes in terms of students, teachers, school culture, school systems and leadership (Figure 1).

Figure 1: Schools Tranformational Model by Lenz et al. (2015, p. 149)

In order to re-imagine schools in such a transformational and holistic way, deeper learning theory proposes 4 components that need to be implemented in a school setting (Infographic).

1. Policy makers and teachers should opt to create a strong school culture

2. Educational staff should be working collaboratively

3. Teachers should design instructional content that is meaningful and relevant to students' lives

4. Deeper Learning outcomes should be the ultimate intention of each learning experience

 

Infographic: 4 Components of Deeper Learning Outcomes (by Monica Martinez and Dennis McGrath)

One key indicator of whether learning has been improved, is student learning outcomes. The latter relates to achieving 21st century skills or the four Cs of learning as they are commonly referred to: creativity, critical thinking, communication and collaboration. In deeper learning theory, student driven outcomes are more specifically addressed and interpreted in terms of the following:

• Mastering core academic content: Students attain and master core key subjects and use a metalanguage to fulfill certain tasks

• Think critically and solve complex problems: It is imperative for students to exhibit competency in thinking critically, analytical thinking process and creativity in solving problems

• Work collaboratively: Students should be familiarized and feel confident working in groups to be better prepared to respond in a team setting later in their lives and succeed several goals.

• Communicate effectively: Students should be able to communicate effectively both orally and in writing. They must cultivate their presentation skills and developing logical and convincing arguments that are appropriate for communicating in a variety of settings. 

• Self-directed learning and ability to incorporate feedback: It is imperative that students grow into mature learning, be able to set their own learning pace, determine goals and monitor their progress, as well as strive to improve.

• “Academic mindset”: The term refers to the mental state students have by feeling confident based on their skills and abilities, in a way that they are empowered to overcome obstacles.

These outcomes are incremental towards an authentic deeper learning approach.

Deeper Learning in Practice: The Strategies

Deeper Learning is far from a generic theory. In fact, it has already been utilized in a range of settings that extend beyond the scope of education, such as in training in businesses. However, the focus in this article is to examine the practical implementation and strategies pertaining to schools. 

Over the last decade the spotlight is on deeper learning principles (DLP). In regards to the previous, research findings has indicated substantial benefits from the use of deeper learning principles. The National Research Council in its 2012 report Education for Life and Work suggests the following research-based methods for developing true deeper learning: to employ multiple and varied representations of concepts and tasks, encourage elaboration, questioning, and self-explanation, engage learners in challenging tasks through supportive guidance and feedback, teach with examples and cases, promote student motivation, and implement formative assessment.

Other research has showed that among the prerequisites for a successful implementation of the theory are to design instructional content that extends beyond superficial activities and relate to authentic life situations and problems. Towards this direction, learning experiences for students should stem from project based, connected approaches and inquiry based learning principles. Further to these, deeper learning activities should rely on apprenticeship-based learning, which adheres to allocating mentors with a real-world role. All the above should take place in the context of a collaborative classroom setting where groups of students work together to solve complex real life problems and apply transferable knowledge.

 Dr Monica Martinez in her book "In Deeper Learning: How Eight Public Schools are Transforming Education in the 21st Century" (2014), draws on the example of eight public schools educating students based on the following six strategies for developing deeper learning principles:

1. Empowering students to lead their own learning (student owned learning) through disruptive learning experiences. Students as self-learners are empowered through taking over leadership roles, managing complex projects and assignments, as well as engaging in reflective practice. 

2. Emphasize meaningful learning experiences through inquiry-based learning that seeks solutions to real-world complex situations (student centered learning). Students in groups critically reflect and solve problems with teachers acting as facilitators in the learning experience.

3. Design connected experiences and subjects around central concepts and ideas that will lead to Deeper learning outcomes and content knowledge and skills (competency-based learning). In this way the instructional approach promotes a coherent picture of what in-school learning is.

4. Extend learning experiences beyond school with authentic and relevant entanglements and opportunities to learn. This can be achieved through interaction with local communities by reaching out to museums, organizations and corporations.

5. Personalized learning is incremental to cater for students’ individual needs. The latter requires substantial time and dedication to prepare a profile with insights of each student’s needs, abilities and competence in order to then design appropriate and meaningful lessons and activities. 

6. Use of technology is a powerful tool in succeeding deeper learning in the schools researched by Martinez in purposeful ways promotes meaningful learning. Engagement in digital literacy by means of projects can enhance students’ analytical, creative and critical thinking skills, as well as communicative and collaborative attributes effectively regardless of the location, anytime and anywhere.

The above strategies are schematically represented in Figure 2.

Figure 2: Strategies of Implementation to foster Deeper Learning

Research Evidence of the Impact of Deeper Learning

With educators constantly bombarded with new learning theories and best practices to reach the objectives of the new millennium, there is reason to be suspicious and reluctant to adopt new approaches. Nevertheless, in the case of deeper learning, substantial evidence exists on the beneficial impact from its systematic implementation. The vast majority of this work is based in the United States where deeper learning has been embraced by schools, universities and a range of other learning settings.

The American Institutes of Research conducted a study in 2014 which illustrates that students in deeper learning schools graduated at higher rates than others from non deeper learning schools. In particular, in the San Francisco Bay Area, Envision High Schools, fostering deeper learning principles, succeeded more than 90% of their students continuing to college, in comparison to the 50% of students graduating from all California High Schools. Importantly, students from these schools managed to score highest rates in the standardized Academic Performance Index tests, when comparing to all other California schools. And in many of these cases, these students were the first in their family to attend college.

As a result of the need to assess deeper learning, influential foundations have developed different formative assessments including the Collegiate Learning Assessment, which is vastly used by more than 175 institutions across the United States. Internationally, the most reputable test is the Programme for International Student Achievement (PISA) exam, offering a reliable and widely acknowledged measure of key aspects of deeper learning. Further to these, the federal government has funded two unique consortia of states: SMARTER Balanced Assessment Consortium (SBAC) and Partnership for the Assessment of Readiness for College and Careers (PARCC) in order to develop the next generation of assessments that comply with the principles of deeper learning and contemporary education standards.  

Conclusion

The quest for deeper learning is not utopia. It is a complete theoretical approach with practical guidelines to integrate in variant school contexts. Although much research is still needed to determine its impact, the preliminary work being carried out so far illustrates that
  deeper learning could be the path to re-imagining teaching and learning for 21st century education.

RELATED READ: Six Learning Trends Driving Education

Intrigued to know what you think.

(DISCLOSURE: This page contains affiliate links. If you purchase a product through one of them, I will receive a commission (at no additional cost to you). I only ever endorse products that I have personally used and benefitted from personally. Thank you for your support!) 

15 Ed Stories to Read Over the Weekend

Posted by Dr Stephania Savva

Description :

Finally, the first weekend of September is here and the educational world is preparing for yet another challenging year. Taking inspiration from this we have pulled together a useful list with articles that draw on all levels of education, from Primary to Higher Education and life-long learning such as online courses.

So, time to get some rest and catch up on some reading. Here we round up 15 key educational articles from around the web that caught our attention this week. Hope you find them interesting as much as we did.

1. Spaces for Learning. This excellent piece explores the significance of learning spaces of today by addressing the basic features of an emerging concept: ‘flexible’ learning spaces as environments that are catering for students’ different learning styles and needs while bringing an air of innovation and playfulness in the learning process. A glimpse to the classrooms of the future. 

2. Growth Mindset: How to Normalize Mistake Making and Struggle in Class. Everybody makes mistakes. In terms of mistakes made during the learning process at school, this article addresses Carol Dweck’s research on growth mindset to explain how teachers should create the appropriate classroom atmosphere that supports student’s efforts and promote “productive failure”: student develop a growth mindset as they cope with challenges and overcome failures.

3. 8 Ways Digital Storytelling Transforms Learning in 21st Century Education: The Research Evidence. Digital storytelling is a buzzword in the educational world. Read this interesting article about the transformative impact of digital storytelling for learning based on empirical research findings conducted in the last decade. 

4. Myths and Realities of Online Training. Online training is one of the key ways that adults choose to learn nowadays. This useful article clarifies some of the misunderstandings and prejudice surrounding this revolutionized way of life-long learning. 

5. Assessing the Potential of Gamification in Higher Education. Gamification, a term which refers to applying game-design thinking in different situations to make them more appealing is rising as an approach to teaching and learning in Higher Education. Know how it has been implemented in different universities across USA and what its benefits are.

6. Applying Learning Theory to Mobile Learning. Explore the latest issue of TD at work and know the basics of m-learning, drivers and barriers for its implementation, relevant learning theories and how to use them in practice as well as informal strategies to utilizing m-learning. A great resource. 

7. 6 Learning Trends Driving Education in 2015. Want to know the key teaching and learning practices and strategies that will influence education from 2015 onwards? This article compiles a list with learning trends including blended learning, maker education and four more that are changing the face of schools.

8. Learning Theory v5 - What are the established learning theories? An amazing graphic to get insights on the learning theories and key concepts surrounding them that have emerged in the past centuries. This is probably one of the most comprehensive summaries we’ve seen in a while on learning.

9. 12 Ways to Support ESL Students in the Mainstream Classroom. One of the best reads recently with great tips on how to support English as a Second Language (ESL) for your students, which is a reality of most mainstream classrooms today.

10. Learning Power: new research identifies Mindful Agency as central to resilience. Research findings published this week from Professor’ Crick investigation using the Crick Learning for Resilient Agency Profile (CLARA) suggest that Mindful Agency is a key learning power dimension. Know more about what this term involves and how it can affect research and practice around learning.

11. Developing Critical Thinking Skills in Elementary Students. Critical thinking is one of the most incremental and essential competencies that students should possess in the 21st century. Find out how to develop critical thinking in the classroom through the advice in this article. Includes an infographic and videos.

12. Harvard Launches 'Virtual Classroom' for Students Anywhere. Fascinating stuff happening in Harvard university by introducing a futuristic classroom through using HBX Live to teach its business students who won’t be physically able to attend lessons. Great read.

13. Using New Technology to Rediscover Traditional Ways of Learning. This is an excellent article with an alternative view of technology, discussing how it can enable engagement and traditional forms of learning through embodiment and observation strategies.

14. Museum-based Multiliteracies and Learning for 21st century skills: a preliminary study. This academic paper addresses findings from a doctoral study that employs a conceptual framework for museum teaching and learning drawing on multiliteracies pedagogy, an approach that takes into consideration students’ cultural and linguistic diversity and the demands of an increasingly multimodal and digitally mediated world to promote learning of 21st century skills.

15. “We shouldn’t assume people know what digital citizenship is”. Get top insights from educators organizing the first annual Digital Citizenship Summit on what the concept of digital citizenship actually entails and possible ways to address the gap of knowledge for its implementation by the greater educational community.

These are all! Let us know your insight and suggestions down below. 

Have an awesome weekend!