Obvious Consequences of Mobile Use

Like many Harvard Business Review articles, "The Unanticipated Consequences of a Frictionless Mobile Experience" by Peter Kriss dresses up the obvious in jargon, to make it look profound. The article relates that making customer surveys easier to fill in (via a mobile device) resulted in lower ratings for a hotel. The conclusion was that because the survey was easier to fill in, customers who were less engaged filled it and so the hotel's rating went down. As far as I can see, this has little to do with mobile devices and you would get the same effect from switching from a multi-page paper questionnaire to a tick-and-flick postcard.

Automated Analysis of Corruption Commission Transcripts in Canberra Today

Simon Kravis will discuss automated analysis the transcripts from the Independent Commission Against Corruption (ICAC), in Canberra today, 4pm, 18 March 2013. Each fortnight those interested in Information Retrieval (IR) and web searching meet to discuss the latest research at "IR and Friends", in the CSIRO seminar room, 2nd Floor, Computer Science and Information Technology Building, Australian National University, North Road, Canberra.

Measuring Policy Impact of University Research

Greetings from the Crawford School of Public Policy at the Australian National University in Canberra. Paul Harris is speaking on "Pathways to policy impact". ANU and CSIRO are collaborating to look at how the research which is undertaken at a university contributes to the development of government policy. The ANU and CSIRO between them spend more than $2B of public money on research each year, so they are obliged to look at if this expenditure is providing a benefit to the public. Paul pointed out there is much informal interaction between researchers and government people, so clearly it is having an impact. There are some attempts to document this, especially in CSIRO, but this could be done more systematically. Paul pointed out that as CSIRO is a government body, the researchers have more direct access to internal policy processes in government. In contrast ANU as a university does not have as direct access (alto ugh there is less formal consultations made through those of us at the ANU who are former public servants). Paul also suggests that researcher should consider the possible impact of proposed research. The UK Research Councils have done some work on "Pathways to Impact". It occurs to me that this work could benefit from the work done on teaching commercialization to researchers, through projects such as "Innovation ACT". Impact on government policy would then be just one way the results of research could be turned into a useful result. Many of the skills developed in innovation courses would also apply to policy, covering IP issues, how to prepare and present a proposal. Paul gave the example of the US "SPARC Usable Science A Handbook for Science Policy Decision Makers". He pointed out that the process of research to policy is not necessarily linear: instead there is two way interaction between researchers and policy makers. Paul asked the interesting question of the role of science of the public service policy cycle. I suggest this raises a more interesting question about what the actual policy development process is in government and what it should be. My experience of working for government was that there was no workable policy development process: policies had to be developed in secret, as a draft policy could be used by your enemies. Paul touched on this by suggesting that the political impact of research needs to be considered.

Is Action Research Real Research?

Several of the courses for the Certificate of Higher Education I am studying have touched on "Action Research" without explaining it in detail. As described it would not be regarded as "research" in the Computer Science discipline. In 2000 when relaunching the Australian Computer Journal and setting up a new conference paper series, we decided to add Practice to the title ("Research and Practice in Information Technology") so that professional practice, which did not qualify as research, could be included. Looking at my practice systematically could be a worthwhile educational exercise, I did not see how trying out something in my classroom was "research".

These issues are discussed with clarity and passion in Action Research: Living Theory (A Jack Whitehead and Jean McNiff, 2006). Whitehead and McNiff put the case that Action Research is valid research technique, alongside those of the social and physical sciences. They claim action research as a rigorous and valid approach for a PHD thesis. What I found most useful was the explanation that Action Research was not trying to emulate social or physical science research methods, but do something different and more personal, with the researcher more involved with their subject.
After reading this book I feel I understand Action Research better. I can see its role in educational development and as an approach for scholarly discourse.

However, I am still not convinced this is equal to  conventional scientific research techniques. It is useful for a practitioner sets down an educational technique they tried, to document their progress and as an aid to other. But that is not sufficient to base a theory of education on, or to make recommendations for widespread educational practice, or the investment of large amounts of education funding. Before deciding on a theory, practice or program  I would want to see  research which involved many educators and students and which applied statistical analysis techniques with tests to see the results were not due to chance, or wishful thinking.

References

Whitehead, J., & McNiff, J. (2006). Action research: Living theory: Sage Publications Limited.

Worthington, T. (2000). Re-engineering the ACS Journal:
Notes for the launch of the Journal of Research and Practice in IT, 17 April 2000, Sydney. from http://www.tomw.net.au/2000/jrpitw.html

Learning Interdisciplinary Research Techniques

Greetings from the famous room N101 at the College of Engineering & Computer Science at the Australian National University, where summer students are reporting on their projects. One theme emerging is the difficulty of interdisciplinary research. There are environmental economists and biochemists being supervised by computer scientists and engineers. The students need to learn how to bridge the disciplines. Another issue is simply the mechanics of running a large number of short presentations. This is particularly a problem for computer scientists who need specialized software for their demonstrations. Some of this will be discussed at the "2013 Integration and Implementation Conference: Taking Stock" at ANU, September 8, 2013,  investigating complex multidisciplinary, interdisciplinary, transdisciplinary, crossdisciplinary, systems-based or mode 2 real world problems.

University Websites Must Allow for Difference of Opinion

In "3 idioms reveal the truth about university websites" (13 December 2012), Dey Alexander argues that universities need a single coordinated web presence, not just a collection of sub-sites and there should be a clear boundary between what is boundary between internal and external content. However, universities are not corporations devoted to profit, they intended to educate and produce new knowledge, which requires differing views to be debated.

Education and research require that different views of the world be explored, debated and tested. There cannot be one central unified view on what is true at at university: everything has to be open to debate. The World Wide Web was developed by researchers in order to foster new knowledge. Unlike previous online information systems, it was designed to allow for diversity of view, not having any single point of control and allowing documents to be created ad-hoc. Tim Berners-Lee , the inventor of the World Wide Web will be speaking at the Australian National University in Canberra, 31 January 2013.

Here are the functions of the Australian National University, as set down in legislation:

(a)  advancing and transmitting knowledge, by undertaking research and teaching of the highest quality;

(b)  encouraging, and providing facilities for, research and postgraduate study, both generally and in relation to subjects of national importance to Australia;

(c)  providing facilities and courses for higher education generally, including education appropriate to professional and other occupations, for students from within Australia and overseas;

(d)  providing facilities and courses at higher education level and other levels in the visual and performing arts, and, in so doing, promoting the highest standards of practice in those fields;

(e)  awarding and conferring degrees, diplomas and certificates in its own right or jointly with other institutions, as determined by the Council;

(f)  providing opportunities for persons, including those who already have post‑secondary qualifications, to obtain higher education qualifications;

(g)  engaging in extension activities.

(2)  In the performance of its functions, the University must pay attention to its national and international roles and to the needs of the Australian Capital Territory and the surrounding regions. ...

From section 5, Functions of the University,

Australian National University Act 1991.

In universities, as in the corporate world and in government, individuals are not free to publish whatever they like. There are rules as to what you can say as a member of the organisation. However, academics are given a level of freedom to express their views. Unlike company employees and public servants, academics are encouraged to speak publicly on areas within their area of expertise. There is no requirement for an academic to seek approval for what they say, but with that freedom comes responsibility.

Academic Freedom

5. The University recognises the concept and practice of academic freedom as central to the proper conduct of teaching, research and scholarship.
6. Academic and general staff are expected to use this freedom in a manner that is consistent with a responsible and honest search for knowledge and its dissemination.
7. Academic freedom does not extend to behaviour that is harassing, disruptive and intimidating or that interferes with the academic or work performance or freedom of others ...
   
   From: ANU Code of Conduct, Policy 200103912, Vice-Chancellor , Australian National University, 26 March 2012

The situation with government is not that different to academics. While there are more secrets for public servants to keep, there is still an obligation to release information. In 2010, the then Minister for Finance and Deregulation, Lindsay Tanner, issued a "Declaration of Open Government" via a Blog. Freedom of Information legislation, overseen by the  Australian Information Commissioner. The most tangible change is the release of government information under a Creative Commons Licence. What has yet to change is a culture of rigid hierarchical control and hoarding of public information, prevalent in much of the public service. Ironically, during my time working as a civilian in the Defence Department, I found that the military personnel were better equipped to deal with distributed decision making than the public servants, as the military trains it officers to consult, decide and then act.

Open Government, like education and research at universities, is something which requires differing views to be expressed within reasonable bounds. Australian universities, in particular the ANU, had a key role in introducing the web to government. They can again have a key role in fostering a more open and efficient form of government. These techniques will be increasingly applicable to the corporate world as well. With the ubiquity of the Internet and rapid distribution of information, companies do not have the luxury of waiting for a rigid hierarchy to make decisions.

There will be an Open Government  Min-Conference, at the ANU in Canberra, 29 January 2013, as part of Linux Conference 2013.

Inside the Defence Labs

Dr Alex Zelinsky, Chief Defence Scientist and Head of Australian Defence Science, will talk about what makes for good research in "Inside the Researchers Lab", at the Australian National University, 5 December 2012. The event is free, but bookings are required. 

Inside the Researchers Lab with Dr Alex Zelinksy (DSTO) & Prof Hans Bachor (ANU)

This series of colloquia aims to provide insights into successful research by successful researchers.

In the style of Hollywood's "Inside the Actors Studio", and modelled on "Proust’s Questionnaire", our two guest speakers, Dr Alex Zelinsky (Chief Defence Scientist and Head of Defence Science and Technology Organisation (DSTO)) and Emeritus Professor Hans Bachor (Research School of Physics & Engineering, ANU), will go head-to-head and answer 10 pithy questions on what makes a good research problem, posed by our MC, Emeritus Professor John Richards (ANU College of Engineering and Computer Science).

Join us for this master class with a difference to gather new and personal insights from leading scientists.

Afterwards, network with friends, colleagues and alumni over drinks and finger food.
Please RSVP at least two days before the event.

Bookings are essential as seats are limited. Preference will be given to current academic staff and HDR students in CECS, special guests and our alumni.

Please arrive promptly as interviews are filmed.

e-Learning at ANU

ANU Sciences Teaching Building

Greetings from the new new Sciences Teaching Building at the Australian National University in Canberra, where I am attending a Science Teaching and Learning Colloquium on Research Led Education. The event is being held in one of the 150 seat flexible learning spaces. 

The keynote is from Associate Professor Adam Bridgeman, University of Sydney, on the ‘Sydney Scientist’ project.

The ‘Sydney Scientist’ project involves a collaboration between the Faculty of Science, the Library and the Learning Centre at The University of Sydney. The project seeks to renew the BSc curriculum through the embedding of graduate attributes and academic skills across first year units. The project simultaneously aims to enhance the transition of students into the culture of the Faculty through the ‘First Year Science eCommunity’.

Professor Bridgeman described how the sciences program was modified to remove "core" units and  make use of online systems for carefully designing units and ensuring each student gets the required skills. The students document their work with an eportfolio.

Coincidentally, yesterday I visited the Canberra Institute of Technology (CIT) to have my teaching experience assessed for Recognition of Prior Learning (RPL)  in a Graduate Certificate iV in Teaching and Assessment. The process described by Professor Bridgeman for University of Sydney is very much like the systematic process which CIT and the vocational sector in Australia has been using for decades.

Previously I have proposed using such a system at ANU, but this was seen by many of my colleagues as trivializing education with a vocational model, not suited to a leading research university. So since last November I have been looking at the educational theory behind such an approach. This would seem to be the right time to propose: "On-line Professional Education For Australian Research-Intensive Universities in the Asian Century".

Science Teaching and Learning Colloquium at ANU

ANU Sciences Teaching Building

The Australian National University will hold a free Science Teaching and Learning Colloquium on Research Led Education in Canberra, November 16, 2012 at the new ANU Sciences Teaching Building.