48,168 research outputs found
Covid-19 and Digital Education: a Catalyst For Change?
No full textWhile education still faces huge challenges, including the rapid shift to online learning, teaching and assessment, there may be some light at the end of the tunnel, writes Tom Crick MBE FBCS, Professor of Digital Education & Policy at Swansea University
The New Curriculum for Wales
No full textProfessor Tom Crick outlines the new bilingual Curriculum for Wales, published in January 2020, alongside other major educational system-level reforms in Wales
How Collaboration Can Address Digital Poverty
No full textBeing digitally excluded has a huge impact on everyday aspects of life, from lack of access to significant social improvements, to health and social care, write Dave Donaghy CITP CEng FRSA MBCS and Tom Crick MBE CEng FLSW FBCS
Restart: The Resurgence of Computer Science in UK Schools
No full textComputer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead
Of the Helmholtz Club, South-Californian seedbed for visual and cognitive neuroscience, and its patron Francis Crick
No full textTaking up the view that semi-institutional gatherings such as clubs, societies, research schools, have been instrumental in creating sheltered spaces from which many a 20th-century project-driven interdisciplinary research programme could develop and become established within the institutions of science, the paper explores the history of one such gathering from its inception in the early 1980s into the 2000s, the Helmholtz Club, which brought together scientists from such various research fields as neuroanatomy, neurophysiology, psychophysics, computer science and engineering, who all had an interest in the study of the visual system and of higher cognitive functions relying on visual perception such as visual consciousness. It argues that British molecular biologist turned South Californian neuroscientist Francis Crick had an early and lasting influence over the Helmholtz Club of which he was a founding pillar, and that from its inception, the club served as a constitutive element in his long-term plans for a neuroscience of vision and of cognition. Further, it argues that in this role, the Helmholtz Club served many purposes, the primary of which was to be a social forum for interdisciplinary discussion, where ‘discussion’ was not mere talk but was imbued with an epistemic value and as such, carefully cultivated. Finally, it questions what counts as ‘doing science’ and in turn, definitions of success and failure—and provides some material evidence towards re-appraising the successfulness of Crick’s contribution to the neurosciences
Wireless-Philosophy-Consent-Part-1-Tom-Dougherty
No full textTom Dougherty considers the nature of consent
Tom-Cridford/sandpit: First release
No full text<p>First release for test repository, Sandpit.</p>
Research and analysis: Deepfakes and media literacy. Meeting notes from roundtable chaired by Tom Crick (Chief Scientific Adviser, DCMS) facilitated by the Government Office for Science, 22 March 2024
No full textMeeting notes from roundtable chaired by Tom Crick (Chief Scientific Adviser, DCMS) facilitated by the Government Office for Science, 22 March 2024
What is the evidence for the impacts of deepfakes on voting behaviour? To what extent would a focus on media literacy mitigate any impacts? Rapid projects support government departments to understand the scientific evidence underpinning a policy issue or area by convening academic, industry and government experts at a single roundtable. These summary meeting notes seek to provide accessible science advice for policymakers. They represent the combined views of roundtable participants at the time of the discussion and are not statements of government policy.
Attendees
Tom Crick (Chair, DCMS)
Andrew Chadwick (Loughborough University)
Colin Strong (Ipsos)
Gabriela Jiga-Boy (Swansea University)
Jens Madsen (LSE)
Joanna Burkhardt (University of Rhode Island)
Jon Roozenbeek (University of Cambridge)
John W5 (NCSC)
Lasana Harris (UCL)
Laszlo Horvath (Birkbeck University)
Lee Edwards (LSE)
Magda Osman (University of Cambridge)
Max Mawby (Thinks Insight)
Yvonne McDermott Rees (Swansea University).
Contains public sector information licensed under the Open Government Licence v3.0.</p
Wireless-Philosophy-Consent-Part-2-Tom-Dougherty
No full textTom Dougherty considers the relationship between consent and rights
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