Algorithms are increasingly being used to make decisions that have a lasting impact on our current and future lives. There is a growing public awareness that algorithms, especially those used in forms of artificial intelligence, need to be understood as raising issues of fairness. But while everyone may have a vernacular understanding of what is fair or unfair, when algorithms are used numerous trade-offs are involved.
Studying science helps you make sense of the world and opens the door to a wide range of careers. If you’ve decided to be a doctor or engineer then you will already know you need to do a science. But if you’re in the 45% of students who don’t know what career they’ll end up in, you may want to study a range of different subject types to keep your options open. Science could be one of them
This question is central to work being undertaken by colleagues at UTS and internationally. Evidence and data are increasingly emphasised in educational contexts, with the spread of What Works centres such as the Educational Endowment Foundation (UK), Evidence for Learning (Australia), the What Works Clearinghouse (USA), international (PISA), national (SATS, NAPLAN, etc.
As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology startups to support effective use of that evidence?
Whether they’re driven by commercial interests or not, most developers and companies care about positive impact. Of course, impact helps in selling products, but it’s also a key motivation in why people develop and refine technologies: they care about supporting learning.
Studying chemistry can take you into many careers, from an analytical chemist to a forensic scientist and even an environmental consultant. Shutterstock/Rawpixel.com Tracey-Ann Palmer, University of Technology Sydney
Higher education around the world is facing the significant challenge of providing excellent teaching in response to complex, shifting pressures. Institutions must adapt to changing student populations, rising societal expectations and technological advances.
Not all schools have access to enough equipment for their students, which means they waste time building, un-building and re-building their projects. Shutterstock Jane Louise Hunter, University of Technology Sydney