AI and Life in 2030

Posted: October 25, 2016 in Moodle MOOC posts

A report on Artificial Intelligence published by University of Stanford in 2016 –

List of ‘hot’ areas of current study (quoted, p.9):

  • Large-scale machine learning – algorithms to work with extremely large data sets.
  • Deep learning – has facilitated object recognition in images, video labeling, and activity recognition
  • Reinforcement learning –  experience-driven sequential decision-making
  • Robotics – train a robot to interact with the world around it
  • Computer vision – form of machine perception; automatic image and video captioning.
  • Natural Language Processing – systems that are able to interact with people through dialog; machine translation
  • Collaborative systems – autonomous systems that can work collaboratively with other systems and with humans
  • Crowdsourcing and human computation – make automated calls to human expertise
  • Algorithmic game theory and computational social choice draw – handle potentially misaligned incentives
  • Internet of Things (IoT) –  devices interconnected to collect and share their abundant sensory information
  • Neuromorphic – mimic biological neural networks

Myo – control by gesture

Posted: September 30, 2016 in Moodle MOOC posts

Myo a device that reacts to electrical impulses of the muscles. Research in prothetics and sign language –

Kagura app

Posted: September 30, 2016 in Moodle MOOC posts

An app to produce music by gesture

Digital Readiness Gaps

Posted: September 30, 2016 in Moodle MOOC posts

«Americans fall along a spectrum of preparedness when it comes to using tech tools to pursue learning online, and many are not eager or ready to take the plunge» –

«For many years concerns about “digital divides” centered primarily on whether people had access to digital technologies. Now, those worried about these issues also focus on the degree to which people succeed or struggle when they use technology to try to navigate their environments, solve problems, and make decisions. A recent Pew Research Center report showed that adoption of technology for adult learning in both personal and job-related activities varies by people’s socio-economic status, their race and ethnicity, and their level of access to home broadband and smartphones. Another report showed that some users are unable to make the internet and mobile devices function adequately for key activities such as looking for jobs

Open Cuture gathers a long list of self-learning courses –

«Get 1200 free online courses from the world’s leading universities —  Stanford, Yale, MIT, Harvard, Berkeley, Oxford and more. You can download these audio & video courses (often from iTunes, YouTube, or university web sites) straight to your computer or mp3 player. Over 30,000 hours of free audio & video lectures, await you now.»

A Kadenze post collecting recent digital art –

On Your Wavelength: Merge Festival 2015 from marcus lyall on Vimeo.

The offer of MOOCs has been increasing as well as new platforms, and it is a promising field to open up education.

« MOOCs are not dead, they are morphing into new areas and development continues.»


Tony Bates’ ebook –

Tony Bates ebook

A short article on learning theories –

«In education, we tend to create false dichotomies between two sides that we think are diametrically opposed to each other. In the open learning world, there are many that label connectivism as “always good” and instructivism as “always bad.” Unfortunately, the world is not that simple, that black and white. The data that I have collected after two dual-layer MOOCs reaching tens of thousands of students would indicate learners are not that simplistic. Many learners find extreme value in instructivism… as long as it happens at a point that they choose, not one that is forced on them.»

An essay by Diana Laurillard – The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students –

«The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most professional development. A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT) in primary education and was carried out to contribute to the UNESCO “Education For All” goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education. Course analytics, forums and participant surveys demonstrated that it worked well. The paper concludes by arguing that this technology has the power to tackle the large-scale educational problem of developing the primary-level teachers needed to meet the goal of universal education.»