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	<title>Comments for Clare&#039;s EDC blog</title>
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	<link>https://edc15.education.ed.ac.uk/champton</link>
	<description>Just another Education and digital culture 2015 site</description>
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		<title>Comment on Final Lifestream Summary by sbayne</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/27/final-lifestream-summary/#comment-381</link>
		<dc:creator><![CDATA[sbayne]]></dc:creator>
		<pubDate>Mon, 30 Mar 2015 20:36:39 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=577#comment-381</guid>
		<description><![CDATA[Thanks Clare - that&#039;s lovely feedback on the course - I&#039;m glad you have enjoyed it so far - hope you enjoy the assessment-writing process too : )]]></description>
		<content:encoded><![CDATA[<p>Thanks Clare &#8211; that&#8217;s lovely feedback on the course &#8211; I&#8217;m glad you have enjoyed it so far &#8211; hope you enjoy the assessment-writing process too : )</p>
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		<title>Comment on Week 10 Lifestream Summary by PJ Fameli</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/21/week-10-lifestream-summary/#comment-380</link>
		<dc:creator><![CDATA[PJ Fameli]]></dc:creator>
		<pubDate>Fri, 27 Mar 2015 14:01:07 +0000</pubDate>
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		<description><![CDATA[Clare, good summary of Tweetorial and concluding paragraph. I share your perspective about quality vs. quantity of Tweets. Cheers, PJ]]></description>
		<content:encoded><![CDATA[<p>Clare, good summary of Tweetorial and concluding paragraph. I share your perspective about quality vs. quantity of Tweets. Cheers, PJ</p>
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		<title>Comment on Week 10 Lifestream Summary by Clare</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/21/week-10-lifestream-summary/#comment-379</link>
		<dc:creator><![CDATA[Clare]]></dc:creator>
		<pubDate>Fri, 27 Mar 2015 03:44:48 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=557#comment-379</guid>
		<description><![CDATA[Rather disconcerting that it can be that far out - and that it&#039;s trying to determine gender based on inference rather than fact.]]></description>
		<content:encoded><![CDATA[<p>Rather disconcerting that it can be that far out &#8211; and that it&#8217;s trying to determine gender based on inference rather than fact.</p>
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		<title>Comment on Week 10 Lifestream Summary by sbayne</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/21/week-10-lifestream-summary/#comment-378</link>
		<dc:creator><![CDATA[sbayne]]></dc:creator>
		<pubDate>Thu, 26 Mar 2015 16:02:23 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=557#comment-378</guid>
		<description><![CDATA[That&#039;s interesting Katherine - I&#039;ve been digging around a bit for more on how these things infer gender from social media - it sounds like it&#039;s pretty sketchy and an emergent field using things like first names categorisation, linkage to weblog profiles and text/image processing, so we&#039;ve clearly surfaced something not quite working with Keyhole et al here...  Shiny, convincing new truths must be being made all the time by algorithms that only partly work.]]></description>
		<content:encoded><![CDATA[<p>That&#8217;s interesting Katherine &#8211; I&#8217;ve been digging around a bit for more on how these things infer gender from social media &#8211; it sounds like it&#8217;s pretty sketchy and an emergent field using things like first names categorisation, linkage to weblog profiles and text/image processing, so we&#8217;ve clearly surfaced something not quite working with Keyhole et al here&#8230;  Shiny, convincing new truths must be being made all the time by algorithms that only partly work.</p>
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		<title>Comment on Week 10 Lifestream Summary by jdarling</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/21/week-10-lifestream-summary/#comment-377</link>
		<dc:creator><![CDATA[jdarling]]></dc:creator>
		<pubDate>Tue, 24 Mar 2015 15:59:26 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=557#comment-377</guid>
		<description><![CDATA[&gt;&gt; after more careful analysis I’m not sure that I was any the wiser for it 

I came to the same conclusion.  Looks good but doesn&#039;t deliver anything new.]]></description>
		<content:encoded><![CDATA[<p>&gt;&gt; after more careful analysis I’m not sure that I was any the wiser for it </p>
<p>I came to the same conclusion.  Looks good but doesn&#8217;t deliver anything new.</p>
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		<title>Comment on Week 10 Lifestream Summary by Katherine</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/21/week-10-lifestream-summary/#comment-375</link>
		<dc:creator><![CDATA[Katherine]]></dc:creator>
		<pubDate>Sun, 22 Mar 2015 03:03:49 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=557#comment-375</guid>
		<description><![CDATA[Hi Claire, I went and did some counting between the Keyhole and Tweet Archivist records. (Assuming both were using the same data...) Actually, the contribution from female participants is more like 36-46% (depending on number of participants or number of tweets). That is nothing like 10%! I don&#039;t know how Keyhole is judging gender (Twitter doesn&#039;t require it to sign up for a new account), but it&#039;s clearly undercounting!]]></description>
		<content:encoded><![CDATA[<p>Hi Claire, I went and did some counting between the Keyhole and Tweet Archivist records. (Assuming both were using the same data&#8230;) Actually, the contribution from female participants is more like 36-46% (depending on number of participants or number of tweets). That is nothing like 10%! I don&#8217;t know how Keyhole is judging gender (Twitter doesn&#8217;t require it to sign up for a new account), but it&#8217;s clearly undercounting!</p>
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		<title>Comment on Week 8 Lifestream Summary by PJ Fameli</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/07/week-8-lifestream-summary/#comment-322</link>
		<dc:creator><![CDATA[PJ Fameli]]></dc:creator>
		<pubDate>Wed, 11 Mar 2015 13:27:11 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=488#comment-322</guid>
		<description><![CDATA[Clare, I was interested in your comments about Amazon and &#039;the difficult event&#039; in our lives. I think Amazon, the other platforms we all regularly use now and the associated algorithms have a &#039;reminiscent&#039; characteristic that can cut both ways;  e.g. tracing our thoughts, interests and preferences over time. Sometimes I look back at my past un-ordered items in the Amazon shopping basket or wish list and wonder what I was thinking at the time.  Others, as you mention have to do with seeking guidance on sensitive health or relationship issues, that have come and gone. Others, with previous interests that slipped away that deserve re-exploring; like Winston Churchill&#039;s history tomes that I intend to order and  read some day.  

I think this validates your comments on the &#039;you loop&#039; phenomenon, and gets to Jeremy&#039;s point that yes, I do think  we need to understand students&#039; &#039;learner types,&#039; but that makes education ever-more demanding: tailoring curriculum, delivery modes, and assessments .

Again, brilliant Tiki-Toki. Cheers, PJ]]></description>
		<content:encoded><![CDATA[<p>Clare, I was interested in your comments about Amazon and &#8216;the difficult event&#8217; in our lives. I think Amazon, the other platforms we all regularly use now and the associated algorithms have a &#8216;reminiscent&#8217; characteristic that can cut both ways;  e.g. tracing our thoughts, interests and preferences over time. Sometimes I look back at my past un-ordered items in the Amazon shopping basket or wish list and wonder what I was thinking at the time.  Others, as you mention have to do with seeking guidance on sensitive health or relationship issues, that have come and gone. Others, with previous interests that slipped away that deserve re-exploring; like Winston Churchill&#8217;s history tomes that I intend to order and  read some day.  </p>
<p>I think this validates your comments on the &#8216;you loop&#8217; phenomenon, and gets to Jeremy&#8217;s point that yes, I do think  we need to understand students&#8217; &#8216;learner types,&#8217; but that makes education ever-more demanding: tailoring curriculum, delivery modes, and assessments .</p>
<p>Again, brilliant Tiki-Toki. Cheers, PJ</p>
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		<title>Comment on Week 8 Lifestream Summary by Clare</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/07/week-8-lifestream-summary/#comment-320</link>
		<dc:creator><![CDATA[Clare]]></dc:creator>
		<pubDate>Wed, 11 Mar 2015 07:50:14 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=488#comment-320</guid>
		<description><![CDATA[Jeremy, hi, thanks for the feedback.
Yes,  you&#039;re right about the local language, which is Cantonese. As I could read a good number of characters I assumed many of the videos were in Mandarin but my colleague has just confirmed that many are in Cantonese as the characters are traditional not simplified. 

The combination of recommended videos/courses do imply a certain identity but as they only partially represent my interests I don&#039;t really feel much affinity with that particular identity.

Yes, agree with the clarification regarding the MOOC courses. The metaphor that springs to mind is that if you buy a black woolly jumper online, you would prefer an algorithm gives you other winter items to match your jumper rather than the same jumper in a variety of different colours :)]]></description>
		<content:encoded><![CDATA[<p>Jeremy, hi, thanks for the feedback.<br />
Yes,  you&#8217;re right about the local language, which is Cantonese. As I could read a good number of characters I assumed many of the videos were in Mandarin but my colleague has just confirmed that many are in Cantonese as the characters are traditional not simplified. </p>
<p>The combination of recommended videos/courses do imply a certain identity but as they only partially represent my interests I don&#8217;t really feel much affinity with that particular identity.</p>
<p>Yes, agree with the clarification regarding the MOOC courses. The metaphor that springs to mind is that if you buy a black woolly jumper online, you would prefer an algorithm gives you other winter items to match your jumper rather than the same jumper in a variety of different colours <img src="https://edc15.education.ed.ac.uk/champton/wp-includes/images/smilies/simple-smile.png" alt=":)" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
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		<title>Comment on Week 8 Lifestream Summary by Jeremy Knox</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/07/week-8-lifestream-summary/#comment-315</link>
		<dc:creator><![CDATA[Jeremy Knox]]></dc:creator>
		<pubDate>Tue, 10 Mar 2015 14:02:04 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=488#comment-315</guid>
		<description><![CDATA[&#039;By logging out of Google+ the options I were given were mainly in Mandarin and clearly linked to my location.&#039;

Interesting, so it was making assumptions about you based on your location? Yet, Mandarin wouldn&#039;t be the dominant language where you are, is that right? I think there is a really interesting distinction here, that between assuming you are a particular type of person based on your location, or looking at your previous activity to determine that. Both seem fairly limiting? 

&#039;the issue that being in ‘youloop’ may start to impact on your identity and the internet’s distorted picture of us actually creates who we are&#039;

Yes, a central point here, and the one that seems to have significant implications for education. I wonder, from the recommended videos you received, did you feel the combination implied a particular kind of person? (e.g. professional might be lots of work-related stuff, music videos or other entertainment might imply something else). And if so, did you feel any affinity with that identity? Might this be related to the idea that we need to classify students into &#039;learner types&#039; based on their activity data?

&#039;when I was logged in the comments were better written and supportive of the talk, while when I was logged out they were more critical, contentious and used bad language.&#039;

Fascinating to hear this example, as I&#039;ve never noticed that much of a difference when I&#039;ve tired this, although admittedly not very often. I wonder, are there specific things you have done previously that might have contributed to this censoring? Have you down-voted or reported comments previously?  

&#039;it’s fairly unlikely that you are going to do several courses on the same topic.&#039;

Yes, however you may want to expand your understanding within a certain domain. Indeed, Coursera and edX have both developed specialisations recently, which are sequences of courses that lead to an overall certificate. However, these are predefined rather than being chosen by algorithms, and more nuance would be needed to decide which other courses in the same area would be a relevant step forward. As you say, simply redoing exactly the same subject may not be of interest or value to most.]]></description>
		<content:encoded><![CDATA[<p>&#8216;By logging out of Google+ the options I were given were mainly in Mandarin and clearly linked to my location.&#8217;</p>
<p>Interesting, so it was making assumptions about you based on your location? Yet, Mandarin wouldn&#8217;t be the dominant language where you are, is that right? I think there is a really interesting distinction here, that between assuming you are a particular type of person based on your location, or looking at your previous activity to determine that. Both seem fairly limiting? </p>
<p>&#8216;the issue that being in ‘youloop’ may start to impact on your identity and the internet’s distorted picture of us actually creates who we are&#8217;</p>
<p>Yes, a central point here, and the one that seems to have significant implications for education. I wonder, from the recommended videos you received, did you feel the combination implied a particular kind of person? (e.g. professional might be lots of work-related stuff, music videos or other entertainment might imply something else). And if so, did you feel any affinity with that identity? Might this be related to the idea that we need to classify students into &#8216;learner types&#8217; based on their activity data?</p>
<p>&#8216;when I was logged in the comments were better written and supportive of the talk, while when I was logged out they were more critical, contentious and used bad language.&#8217;</p>
<p>Fascinating to hear this example, as I&#8217;ve never noticed that much of a difference when I&#8217;ve tired this, although admittedly not very often. I wonder, are there specific things you have done previously that might have contributed to this censoring? Have you down-voted or reported comments previously?  </p>
<p>&#8216;it’s fairly unlikely that you are going to do several courses on the same topic.&#8217;</p>
<p>Yes, however you may want to expand your understanding within a certain domain. Indeed, Coursera and edX have both developed specialisations recently, which are sequences of courses that lead to an overall certificate. However, these are predefined rather than being chosen by algorithms, and more nuance would be needed to decide which other courses in the same area would be a relevant step forward. As you say, simply redoing exactly the same subject may not be of interest or value to most.</p>
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		<title>Comment on Week 8 Lifestream Summary by Week 9: learning analytics and calculating academics &#124; MSc in Digital Education at the University of Edinburgh</title>
		<link>https://edc15.education.ed.ac.uk/champton/2015/03/07/week-8-lifestream-summary/#comment-310</link>
		<dc:creator><![CDATA[Week 9: learning analytics and calculating academics &#124; MSc in Digital Education at the University of Edinburgh]]></dc:creator>
		<pubDate>Mon, 09 Mar 2015 10:51:37 +0000</pubDate>
		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/champton/?p=488#comment-310</guid>
		<description><![CDATA[[&#8230;] the construction of our identity. Martyn did a great job of analysing this in relation to Netflix, Clare’s tiki-toki timeline gave a terrific sense of her wider social media ecology, Jin applied these ideas to TED, while [&#8230;]]]></description>
		<content:encoded><![CDATA[<p>[&#8230;] the construction of our identity. Martyn did a great job of analysing this in relation to Netflix, Clare’s tiki-toki timeline gave a terrific sense of her wider social media ecology, Jin applied these ideas to TED, while [&#8230;]</p>
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