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:Education Futures Studio]

Current Projects

At the EFS we are trialing novel approaches and methods to support collective learning about education futures, emerging technologies, and policymaking. This Learning Library documents our shared repertoire of work intended for diverse audiences: researchers, educators, policymakers, plus other diverse ‘publics’ wishing to learn together about the interplay between education, technology, and democracy. Our library archive includes a range of resources: key concepts (glossary), and brief summaries of methods we have trialled (snapshots); non-traditional research outputs (online games and interactive tools); white papers, reports, and submissions; traditional research outputs (journal articles); and, media articles.

Generative AI in education: Adapting the national framework with NSW schools

Snapshots

Games and tools

Training and courses

White papers and reports

Media articles

Academic publications

Generative AI in education: Adapting the national framework with NSW schools

Here is a short paragraph description of the project

Snapshots

As part of this EFS Learning Library, our team is building a shared toolkit which highlights how novel methods and examples have informed our work. Each snapshot slide-deck presents a series of examples, followed by a particular artefact (e.g. a game, report, or white paper) generated by our Technical Democracy Collective.

Snapshot 1: Play – emergent serious games

Discover what ‘emergent serious games’ are and how they support learning about algorithms, inequalities, and fairness/ethics through play. This genre of play informed the development of our UK exam algorithm game.

Snapshot 2: Policy prototyping and/or AIAs

Discover what ‘policy prototyping’ is and how this approach informed a SSSHARC event and white paper focused upon education, AI, and policy

Games and tools

A key aspect of the EFS is the co-creation of games and tools which can support collective experimentation and learning about socio-technical controversies.

UK exam algorithm game (2021)

Can an automated algorithm make human grading fairer?

Automated Essay Scoring Exploratory Tool (forthcoming)

What are the social, technical, ethical, and political dimensions of AES?

Training and courses

We are in the process of planning training and courses. More details coming soon.

White papers, reports and submissions

Automated Essay Scoring Project

White Paper: Key Issues and Recommendations

Gulson, K., Thompson, G., Swist, T., Kitto, K., Rutkowski, L., Rutkowski, D., Hogan, A., Zhang, V., Knight, S. (2022). Automated Essay Scoring in Australian Schools: Key Issues and Recommendations (White Paper). Education Innovations White Paper Series ISSN 2653-6749. Sydney Social Sciences and Humanities Advanced Research Centre (SSSHARC), University of Sydney, Australia.

Policy Brief: Collaborative Policymaking

Gulson, K., Thompson, G., Swist, T., Kitto, K., Rutkowski, L., Rutkowski, D., Hogan, A., Zhang, V., Knight, S. (2022). Automated Essay Scoring in Australian Schools: Collaborative Policymaking (Policy Brief). Education Innovations Policy Brief Series ISSN 2653-6757. Sydney Social Sciences and Humanities Advanced Research Centre (SSSHARC), University of Sydney, Australia.

Media articles

Gulson, K., Benn, C., Kitto, K., Knight, S., & Swist, T. (2021) Algorithms can decide your marks, your work prospects and your financial security. How do you know they’re fair? The Conversation.

Academic publications

Below is a selection of our collective’s latest academic publications.

Gulson, K., Sellar, S., Taylor Webb, P., Webb, P. (2022). Algorithms of education: How datafication and artificial intelligence shape policy. Minneapolis: University of Minnesota Press.

Greg Thompson, Kalervo N. Gulson, Teresa Swist & Kevin Witzenberger (2022) Responding to sociotechnical controversies in education: a modest proposal toward technical democracy, Learning, Media and Technology, DOI: 10.1080/17439884.2022.2126495

Kalervo N. Gulson & Kevin Witzenberger (2022) Repackaging authority: artificial intelligence, automated governance and education trade shows, Journal of Education Policy, 37:1, 145-160, DOI: 10.1080/02680939.2020.1785552

Swist, T., Gulson, K.N. (2022) School Choice Algorithms: Data Infrastructures, Automation, and Inequality. Postdigit Sci Educ. https://doi.org/10.1007/s42438-022-00334-z

Kevin Witzenberger & Kalervo N. Gulson (2021) Why EdTech is always right: students, data and machines in pre-emptive configurations, Learning, Media and Technology, 46:4, 420-434, DOI: 10.1080/17439884.2021.1913181

Howard, S., Swist, T., Gasevic, D., Bartimote, K., Knight, S., Gulson, K., Apps, T., Peloche, J., Hutchinson, N., Selwyn, N. (2022). Educational data journeys: Where are we going, what are we taking and making for AI? Computers & Education. Artificial Intelligence, 3, 100073 1-8.

Sam Sellar & Kalervo N. Gulson (2021) Becoming information centric: the emergence of new cognitive infrastructures in education policy, Journal of Education Policy, 36:3, 309-326, DOI: 10.1080/02680939.2019.1678766

Perrotta, C., Gulson, K., Williamson, B., Witzenberger, K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1), 97-113. https://doi.org/10.1080/17508487.2020.1855597

Gulson, K., Murphie, A., Witzenberger, K. (2021). Amazon Go for Education: Artificial Intelligence, Disruption, and Intensification. In C. Wyatt-Smith, B. Lingard, E. Heck (Eds.), Digital Disruption in Teaching and Testing: Assessments, Big Data, and the Transformation of Schooling, (pp. 90-106). New York: Routledge.

Thompson, Greg, Rutkowski, David, & Seller, Sam (2019) Flipping large-scale assessments: Bringing teacher expertise to the table. In Andrews, J, Paterson, C, & Netolicky, D M (Eds.) Flip the system Australia: What matters in education.Routledge, United Kingdom, pp. 55-63.