Some key points from this webinar

·    Bandwidth and latency - availability in fixed and mobile locations, network neutrality, distribution of accessibility and quality are parameters that determine the present and future networks and are also decisive for different forms and potentials of educational applications.

·    The market for mobile subscriptions is growing faster than for fixed subscriptions. But mobile network distribution is not equal all over the world.

·    Networks can support community building, shared education, and joint learning opportunities.

·    Even with growing access to the Internet and wireless communication, inequality in broadband access and educational gaps in operating a digital culture tends to reproduce and amplify class, ethnicity, race, age, and gender structures of social domination between countries and within countries.

·    Network-based open education is characterised by open admissions, open curricula, open educational resources, online learning, transnational education, and learner-initiated pedagogy. But open education does not necessarily mean it is free of cost. Open online learning offerings require a balance of cost, access and quality factors.

·    How will networks evolve and develop concerning technical features and social purposes, in terms of human relationship?

·    How can technical or social networks facilitate the transformations of society, especially concerning sustainability and social equity and justice?

·    How can networks and digital technologies improve ‘shared education’, open online and distributed learning and students’ collaboration?

·    What are the main pedagogical challenges when using technical networks, distributed data sources, social networks and social media?

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 Key points from this webinar

•      How do you understand AI: magic or everyday work? To what level will we be able to reveal the ‘black box'?

•      Should the concepts and tools of machine learning and big data analysis be applied in different school subjects, and/or should machine Learning and big data analysis be the subject of computer science education in schools?

•      AI support should empower teachers AND empower learners

•      The meaning of data science and data analysis, data mining is not transparent. The terms must be clarified to avoid misinterpretation in communication between stakeholders from various professional areas.

•      Education needs to be holistic and build on diverse interdisciplinary perspectives. Education is not only content knowledge but agency. We must enable students and teachers to work, dream, anticipate the impact of technology and avoid ‘learnification’ where learning is broken into small pieces.

•      Gamification and ambient environments supported by AI can be an excellent approach to introducing AI intp the classroom, even for younger pupils.

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Research into technology supported learning needs more “pedagogical provenance” according to Dr Keith Turvey and Professor Norbert Pachler. They challenged both policy makers and researchers to reflect on how effective the last decade of policy and research into technology supported learning had been in enabling the education sector to sustain teaching and learning throughout the coronavirus pandemic.                      
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IFIP is a federation of computer societies, so it brings together many people, from different areas of work and with different perspectives - people in industry and in commerce, developers, researchers, practitioners and policy makers. One of the wonderful things about IFIP is that it allows you to gain from that mix of people coming together. For me, the form of networking that comes from our community, the opportunities to become involved with people from those different backgrounds, is of enormous value. That for me has been the real value of IFIP and TC3.
I have undoubtedly gained from the enormous width of experiences offered, from the friendliness and collegiality of colleagues. I hope you will also come enjoy the width and value of their experience and expertise, and take full advantage of it, as I have done over the past years.

Professor Don Passey,  Chair of TC3.