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Recent negotiations of 'data' in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers' digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researchers. Drawing on the Australian Human Rights Commission's "Human Rights and Technology final report," this conceptual paper focusses on teachers' rights alongside emerging technologies that use or provide predictive analytics or artificial intelligence, also called 'personalisation'. The lens of Postdigital positionality guides the discussion. Three potential consequences are presented as provocations: (1) What might happen if emerging technology uses teachers' digital data that represent current societal inequality? (2) What might happen if insights provided by such technology are inaccurate, insufficient, or unrepresentative of our teachers? (3) What might happen if the design of the AI system itself is discriminatory? This conceptual paper argues for increased discourse about technologies that use or provide predictive analytics complemented by considering potential consequences associated with algorithmic bias.

As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (COVID-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia.

In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of 'data justice' in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of 'data justice', we consider five critical socio-technical imaginaries with different kinds of data to think through the implications of technical democracy, data justice and post-automation. Finally, we consider the imaginary of citizenship when LGBTQI+ data is habitually missing in action from systematic power integrated into forms of governance. This paper positions 'data' not as a static 'object or process' but as a dynamic ecology that carries with it a multi-faceted set of coded meanings requiring constant review and reconsideration.

The Chameleon Educational Policy Reforms' (CEPR) 25th anniversary was celebrated at the Global General Assembly with the 2075 Decennial Analysis of Schooling (DecAS) announcement of the attainment of a benefit-cost ratio of >1.0. The attainment of a global positive net value of education is directly linked to the educational reforms established to 'provide the right access to the right education for all people' (CEPR, 2050). The Chameleon reforms, informed by The Algorithm, produce policies that instantly adapt to the learning environment and needs of students. Barriers that effect students' learning are removed, in stark contrast to historic processes that viewed students as the barrier to be removed from learning environments. The case studies presented in this paper are guided by three questions: 'Where are we now?', 'How did we get here?', and 'Are we there yet?'. Questioning the 'here and now', directs a look back from educational engagement currently governed by the CEPR to key moments and movements in the attainment of past grand policy announcements that no child be left behind to live in poverty. And 'yet', leads to critical consideration of the ongoing engagement with The Algorithm. Artifacts detailing the 2045 commencement of annual donations from the richest two percent to fully fund global education remain sealed. The results of the annual donations are, however, publicly available; and some would say exploited (Gerve, 2072). Achieving self-sustainable economic cost-benefit status for the CEPR may release the Donators from those agreements and untether society from the Donators.

Video-based human action recognition is currently one of the most active research areas in computer vision. Various research studies indicate that the performance of action recognition is highly dependent on the type of features being extracted and how the actions are represented. Since the release of the Kinect camera, a large number of Kinect-based human action recognition techniques have been proposed in the literature. However, there still does not exist a thorough comparison of these Kinect-based techniques under the grouping of feature types, such as handcrafted versus deep learning features and depth-based versus skeleton-based features. In this paper, we analyze and compare 10 recent Kinect-based algorithms for both cross-subject action recognition and cross-view action recognition using six benchmark datasets. In addition, we have implemented and improved some of these techniques and included their variants in the comparison. Our experiments show that the majority of methods perform better on cross-subject action recognition than cross-view action recognition, that the skeleton-based features are more robust for cross-view recognition than the depth-based features, and that the deep learning features are suitable for large datasets. [ABSTRACT FROM AUTHOR]

Performance evaluation of multi-target tracking algorithms is of great practical importance in the design, parameter optimization and comparison of tracking systems. The goal of performance evaluation is to measure the distance between two sets of tracks: the ground truth tracks and the set of estimated tracks. This paper proposes a mathematically rigorous metric for this purpose. The basis of the proposed distance measure is the recently formulated consistent metric for performance evaluation of multi-target filters, referred to as the OSPA metric. Multi-target filters sequentially estimate the number of targets and their position in the state space. The OSPA metric is therefore defined on the space of finite sets of vectors. The distinction between filtering and tracking is that tracking algorithms output tracks and a track represents a labeled temporal sequence of state estimates, associated with the same target. The metric proposed in this paper is therefore defined on the space of finite sets of tracks and incorporates the labeling error. Numerical examples demonstrate that the proposed metric behaves in a manner consistent with our expectations. [ABSTRACT FROM PUBLISHER]

In contrast to the recent proliferation of studies incorporating ordinal methods to generate health state values from adults, to date relatively few studies have utilised ordinal methods to generate health state values from adolescents. This paper reports upon a study to apply profile case best worst scaling methods to derive a new adolescent specific scoring algorithm for the Child Health Utility 9D (CHU9D), a generic preference based instrument that has been specifically designed for the estimation of quality adjusted life years for the economic evaluation of health care treatment and preventive programs targeted at young people. A survey was developed for administration in an on-line format in which consenting community based Australian adolescents aged 11–17 years (N = 1982) indicated the best and worst features of a series of 10 health states derived from the CHU9D descriptive system. The data were analyzed using latent class conditional logit models to estimate values (part worth utilities) for each level of the nine attributes relating to the CHU9D. A marginal utility matrix was then estimated to generate an adolescent-specific scoring algorithm on the full health = 1 and dead = 0 scale required for the calculation of QALYs. It was evident that different decision processes were being used in the best and worst choices. Whilst respondents appeared readily able to choose ‘best’ attribute levels for the CHU9D health states, a large amount of random variability and indeed different decision rules were evident for the choice of ‘worst’ attribute levels, to the extent that the best and worst data should not be pooled from the statistical perspective. The optimal adolescent-specific scoring algorithm was therefore derived using data obtained from the best choices only. The study provides important insights into the use of profile case best worst scaling methods to generate health state values with adolescent populations. [ABSTRACT FROM AUTHOR]