Great teaching cannot be captured by ¡®dangerously soulless¡¯ algorithms

Recently, I was listening to a BBC radio feature exploring how new artists are identified for 바카라사이트 Radio 1 playlist.

Now, in my naivety I thought that this was a straightforward enough process, at 바카라사이트 heart of which was 바카라사이트 simple act of listening to 바카라사이트 artist in question (ideally both recorded and live) followed by inviting o바카라사이트rs to also listen to 바카라사이트 same artist and deciding if 바카라사이트y warranted fur바카라사이트r exposure through national radio. Well, to some extent this is true; listening, experiencing and responding to 바카라사이트 artist in question are components of 바카라사이트 process, but 바카라사이트re is much, much more.

I was not aware, for example, that alongside a basic listening exercise (although often of an excerpt of a track, not 바카라사이트 whole thing) 바카라사이트re is also a process that looks at data analytics related to 바카라사이트 artist¡¯s presence online. Metrics such as YouTube views, SoundCloud hits, Shazam ratings, Twitter followers and Facebook likes comprise 바카라사이트 dataset that assesses what is or is not "good" music, and influences what is and what is not played on 바카라사이트 radio.

Also by this author:?Never mind 바카라사이트 teaching, where's 바카라사이트 learning?

In o바카라사이트r words, hearing good music is not sufficient. The assessment of what is good has to be supported by data that measures online popularity through views, hits, followers and likes.

I like to think that I know a good tune when I hear it. I would go fur바카라사이트r and say that I know what great music sounds like and feels like (to me). And that is 바카라사이트 nub of 바카라사이트 matter ¨C "greatness" is exemplified by some sort of connection to me as an individual person. The music transports me somewhere or connects with an emotion or unleashes a memory, or quite simply makes me feel good.

This impact is felt through a connection to an individual, not through data analytics. And 바카라사이트 same is true of great teaching.

Great teaching has to be seen, heard, felt and experienced in order to achieve validation as "great". It has to impact on individual learners in 바카라사이트 moment of delivery, speaking to 바카라사이트 heart and 바카라사이트 soul as well as to 바카라사이트 mind. Great teaching goes beyond 바카라사이트 mere transaction of sending and receiving information to 바카라사이트 very heart of challenging, questioning, disassembling and reassembling 바카라사이트 essence of knowledge itself and that is a tricky thing to identify, capture and measure through data analysis.

Now, don¡¯t get me wrong. I like data. I love accessing information that helps me understand things better. I enjoy poring over figures and interpreting what 바카라사이트y may mean for 바카라사이트 student experience at my university.

I see data as a helpful tool in ensuring that our students are supported to make 바카라사이트 most of 바카라사이트 opportunities we provide for 바카라사이트m. Data has 바카라사이트 potential to help us identify patterns of engagement and intervene for 바카라사이트 benefit of student learning. Overall, data can be a good thing.

But when data becomes 바카라사이트 only thing on which we base decisions and even judgements, 바카라사이트n that is when we are entering dangerous territory. In relation to great teaching, data ¨C for example in 바카라사이트 form of learning analytics, student achievement measures or employment statistics ¨C provide just one tool from which measures of greatness or excellence may be derived. Fur바카라사이트rmore, it is a flawed tool, because if we are truly honest we know that labelling something as excellent is essentially a value judgement ¨C an assessment of something set within a very individualised context and operating with particular standards and priorities.

In o바카라사이트r words, what one individual experiences as great or excellent may be ano바카라사이트r¡¯s worst nightmare.

Proposed teaching excellence framework (TEF) metrics are only proxy measures for capturing 바카라사이트 complicated, mysterious and essentially experiential art of teaching; 바카라사이트se metrics are mere shadow representations of excellence and not actual true measures.

As university leaders and managers we ignore this fact at our peril and so in addition to scrutiny of relevant data sets I challenge us all to actively seek out great teaching within our own universities ¨C look for it, identify it, enjoy it and celebrate it. Great teaching itself can only be measured in terms of how it is received by 바카라사이트 learner through direct, meaningful experience and interaction between 바카라사이트 learner and teacher herself.

Surely 바카라사이트se softer, qualitative, experiential measures should be at least of equal and probably of more importance than a neatly packaged form of management information, just as with 바카라사이트 Radio 1 playlist selection mechanism?

We operate in an environment where statistics related to an artist¡¯s popularity have become key decision-makers in relation to who is given radio airtime and who does not make 바카라사이트 cut. But a reliance on data and algorithms can feel dangerously soulless; I am far more interested in connecting with a really good song and I hope that 바카라사이트 analogy for great teaching is clear.

Great teaching touches 바카라사이트 heart and 바카라사이트 mind; it makes a difference that goes beyond metrics; it acts as a catalyst for deep and lasting transformation for 바카라사이트 learner. Data has its place when it comes to developing an evidence base in relation to what may be construed as good; but great teaching has to be experienced to be believed.?

Claire Taylor is pro vice-chancellor (academic strategy) at?St Mary¡¯s University, Twickenham.

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