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Jonathan Becker

Computers Are Learning How To Treat Illnesses By Playing Poker And Atari | FiveThirtyEight - 0 views

fivethirtyeight.com/...tes-by-playing-poker-and-atari

computers learning poker algorithms

shared by Jonathan Becker on 21 Oct 15 - No Cached
  • Jonathan Becker on 21 Oct 15
     
    ""We're not doing research into games. I'm not here doing work that will allow humans to play better checkers," said Schaeffer. "We're interested in finding ways to make computers perform tasks that you normally think humans should be doing." Games are just the test bed."
aagvcu

http://macyfoundation.org/docs/macy_pubs/JMF_ExecSummary_Final.pdf - 1 views

macyfoundation.org/...JMF_ExecSummary_Final.pdf

shared by aagvcu on 10 Jul 15 - No Cached
  • aagvcu on 10 Jul 15
     
    The thumbnail came out too small to read on my computer. This is an excerpt from a white paper about technology in health profession education that speaks to the need for faculty development opportunities in the effective use of educational technologies. Thank you ALT lab and OLE for your work to meet this need!
mmoslowbenway

Study: Online classes really do work - 1 views

newsoffice.mit.edu/...-online-courses-effective-0924

onlinelearning MOOC

shared by mmoslowbenway on 06 Jan 15 - No Cached
  • mmoslowbenway on 06 Jan 15
     
    It's been two years since a New York Times article declared the "year of the MOOC" -short for "massive open online courses." Now, for the first time, researchers have carried out a detailed study that shows that these classes really can teach at least as effectively as traditional classroom courses - and they found that this is true regardless of how much preparation and knowledge students start out with.
liscip

Ten Best Practices for Teaching Online - 1 views

www.designingforlearning.info/...tenbest.html

Best Practices for Online Teaching

shared by liscip on 12 Nov 14 - Cached
  • Ten Best Practices for Teaching Online Quick Guide for New Online faculty J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013
  • Joyce Kincannon on 12 Nov 14
     
    "Traditional courses have long focused on tools and techniques for the presentation of content. Traditional concerns from faculty focused on covering the material, getting through the book and meeting expectations so that faculty in other courses won't muse and wonder,  "Didn't you learn these concepts from faculty X?"   And "Didn't you study the work and contributions of  ____ (Fill in your favorite who)"  A major drawback with designing for content as a priority is that it focuses attention on what the faculty member is doing, thinking and talking about and not on the interaction and engagement of students with the core concepts and skills of a course. The new focus on learners encourages a focus on learners as a priority. The new focus on the learner is to develop a habit of asking, what is going on inside the learner's head? How much of the content is being integrated into their knowledge base? How much of the content and the tools can he/she actually use? What are students thinking and how did they arrive at their respective positions? Additionally, we are seeing a shift to looking at the student no only as an individual, but as an individual within the learning community. Other questions that we are now considering include: How is the learner supporting the community of learners and contributing to the overall growth of the group? "
Yin Wah Kreher

Federated Education: New Directions in Digital Collaboration | Hapgood - 2 views

hapgood.us/...tions-in-digital-collaboration

VCU

shared by Yin Wah Kreher on 27 Nov 14 - No Cached
  • And my sense is that this sort of thing happens almost every day — someone somewhere has the information or insight you need but you don’t have access to it. Ten years from now you’ll solve the problem you’re working on and tell me about the solution and I’ll tell you — Geez, I could have told you that 10 years ago. How does this happen? Why does communication break? One answer to that is right in front of us. This is a letter, addressed to one person who might find it interesting. Clarke couldn’t have addressed it to the folks at APL because he didn’t know they would be interested.
  • Carol Goman calls this phenomenon “Unconscious Competence”. You don’t know the value of what you know. It’s not just that Clarke didn’t send his letter to the right people. It’s that Clarke didn’t think there was that much of interest to tell. He sent out that letter, but for the ten years before that that he had had that idea, he didn’t send letters to anyone.
  • There’s a broad feeling that social media has solved this problem. I think it’s solved a lot of it. But as I think we’ll see, there’s a lot left to improve.
  • ...9 more annotations...
  • The first problem is that social media tends to get only a certain kind of idea down.
  • These platforms are conversational which makes us overly concerned with publishing interesting stuff.
  • But here’s the problem — I’m embedded within a pretty advanced group of people in educational technology. Ideas that we think are common might be revolutionary for others. But we’ll never produce posts or tweets about them because everyone in our clan already knows them.
  • And the stuff that we do produce assumes you share our background, so it’s not always readable outside our clan.
  • But for a nontrivial set of things if information is going to useful to the circles it moves to it is going to need to be recontextualized and reframed.
  • different technologies excel at different stages.
  • federated wiki which allows the sort of communal wiki experience, but also supports those earlier stages of the knowledge life cycle.
  • You’re looking for a system that produces what Polanyi called “spontaneous order”.
  • Minority voices are squelched, flame wars abound. We spend hours at a time as rats hitting the Skinner-esque levers of Twitter and Tumblr, hoping for new treats — and this might be OK if we actually then built off these things, but we don’t. We’re stuck in an attention economy feedback loop that doesn’t allow us silent spaces to reflect on issues without news pegs, and in which many of our areas of collaboration have become toxic, or worse, a toxic bureaucracy. We’re stuck in an attention economy feedback loop where we react to the reactions of reactions (while fearing further reactions), and then we wonder why we’re stuck with groupthink and ideological gridlock.
Yin Wah Kreher

Can Students Have Too Much Tech? - NYTimes.com - 3 views

www.nytimes.com/...udents-have-too-much-tech.html

technology_integration VCU Readings

shared by Yin Wah Kreher on 02 Feb 15 - No Cached
  • “Students who gain access to a home computer between the 5th and 8th grades tend to witness a persistent decline in reading and math scores,” the economists wrote, adding that license to surf the Internet was also linked to lower grades in younger children.In fact, the students’ academic scores dropped and remained depressed for as long as the researchers kept tabs on them. What’s worse, the weaker students (boys, African-Americans) were more adversely affected than the rest. When their computers arrived, their reading scores fell off a cliff.
  • We don’t know why this is, but we can speculate. With no adults to supervise them, many kids used their networked devices not for schoolwork, but to play games, troll social media and download entertainment. (And why not? Given their druthers, most adults would do the same.)
  • Babies born to low-income parents spend at least 40 percent of their waking hours in front of a screen — more than twice the time spent by middle-class babies. They also get far less cuddling and bantering over family meals than do more privileged children. The give-and-take of these interactions is what predicts robust vocabularies and school success. Apps and videos don’t.
  • ...4 more annotations...
  • One Laptop Per Child
  • But the program didn’t live up to the ballyhoo.
  • it is worth the investment only when it’s perfectly suited to the task, in science simulations, for example, or to teach students with learning disabilities.
  • technology can work only when it is deployed as a tool by a terrific, highly trained teacher.
  • Yin Wah Kreher on 02 Feb 15
     
    link to ECAR findings
Tom Woodward

Working Examples - 2 views

www.workingexamples.org/...examples

examples pedagogy community he teaching instruction lessons projects

shared by Tom Woodward on 02 Mar 15 - No Cached
  • Tom Woodward on 02 Mar 15
     
    Not far from our example site so something to look at for inspiration in format and for inspirational examples as well. h/t Prof Hacker in the Chronicle
Yin Wah Kreher

Take A Look Inside The Infographic Mega-Tome, "Knowledge Is Beautiful" | The Creators P... - 0 views

thecreatorsproject.vice.com/...ge-into-beautiful-infographics

shared by Yin Wah Kreher on 11 Nov 14 - Cached
  • “I start with the idea, and usually a question. Something that typically stupefies me, bewilders me, or frustrates me,” McCandless tells The Creators Project in an interview. “And then the question becomes a concept, and the concept becomes a graphic.”
  • A great and effective data visualization begins with an accurate and well-structured data set, a compelling story and an intention or a goal for getting the information across, explains McCandless. The visual structure comes into play only at the end of the research stage, following the pages and pages of spreadsheets a reader never gets to see. “This work is about 80% research and 20% design,” he explains.
  • He felt he could relate.
  • ...2 more annotations...
  • “A lot of people just visualize complex data,” says McCandless. “They’ll take the data without wrapping it in a story, filtering it in any way, humanizing it, or focusing on what’s interesting. Without doing that, you just translate the complexity into visual form.” A complex visualization is counterintuitive, he adds, because its purpose is to clarify and distill data. The strength of an idea is what carries it through each precise stage of the creation process, from data gathering through structuring and designing.
  • With visual language, McCandless can cut through the noise in information overload, uncover the insights locked within data, and decode the self-referential language that pervades knowledge.
  • Yin Wah Kreher on 11 Nov 14
     
    dataviz project for ECAR stats
mbaernholdt

untitled - 4 views

www.nytimes.com/...of-modern-art-in-new-york.html

shared by mbaernholdt on 07 Feb 15 - No Cached
  • mbaernholdt on 07 Feb 15
     
    what a way to have us walk through the gallery- would like to know how to do this with a school/hospital or.....
  • Tom Woodward on 09 Feb 15
     
    We could work with you to do the web side of this without any trouble. The hardest part would probably be taking the pictures.
Tom Woodward

Architects I work for just gave the best reactions I've ever seen in person. : oculus - 0 views

www.reddit.com/..._i_work_for_just_gave_the_best

occulus rift 3d architect future immersive weekly

shared by Tom Woodward on 17 Feb 15 - No Cached
  • Tom Woodward on 17 Feb 15
     
    "He finally put the Rift off his head, his eyes were in a total state of blown away. He put the Rift away and just sat there, saying nothing. Some colleagues were giggling and I asked how he liked it. It looked like my question was just some noise to him, and he replied, "sorry, it's just so much information that I have to process" after 5 minutes of staring he shook his head and stood up. "I would never expect this", "the building isn't finished, and I've already been there" "as an architect, this is cheating, my god". "
sanamuah

University Bans GitHub Homework (Then Changes Its Mind) | WIRED - 1 views

www.wired.com/...s-github-homework-changes-mind

3rdspace

shared by sanamuah on 18 Feb 15 - No Cached
  • Recently, a computer science student at the University of Illinois did some class homework and posted the answers to GitHub, the code-sharing platform widely used by open-source software developers. And the university was peeved. Last week, using a DMCA takedown notice, the standard way to request removal of copyrighted material from the net, the university tried to force GitHub into vanishing the coursework from its service. After criticism from students, the school has rescinded the notice, but the incident goes a long way towards describing how the software world has changed in recent years. In short, the world’s developers are moving towards a model of open collaboration. And though that works well for them, it clashes with the way the world of programming traditionally operated—as embodied by the University of Illinois.
sanamuah

The mother of all tech demos becomes an avant garde opera - 0 views

www.engadget.com/...s-becomes-an-avant-garde-opera

shared by sanamuah on 01 Apr 15 - No Cached
  • 1968 is when it all changed. On December 9 that year, Douglas Engelbart, a computer scientist at Stanford Research Center, made a 90-minute video presentation that revolutionized the world of computers. He didn't show up on stage at the Computer Conference in San Francisco, instead, he teleconferenced from his research lab 30 miles away -- an unprecedented feat at the time. Now almost half a century later, "the mother of all demos" is being resurrected as an avant garde opera called The Demo. Composers Mikel Rouse and Ben Neill re-imagine Engelbart's demo and the defining moments in his life that led up to it through a hybrid theater performance.
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