OLDaily

To create AGI, we need a new theory of intelligence
Ben Dickson, TechTalks, 2021/08/05

This post summarizes Saty Raghavachary's paper Intelligence - Consider This and Respond (the link in the article is to a paywall, but I link here to an arXiv version (10 page PDF)). I like it a lot. Raghavachary proposes that "intelligence is a biological phenomenon tied to evolutionary adaptation, meant to aid an agent survive and reproduce in its environment by interacting with it appropriately—it is one of considered response." What's significant (to me) here is that considered response is not a cognitive process; it does not "focus on high-level computational processing such as reasoning, planning, goal-seeking, and problem-solving in general." Rather, it is "physical structures giving rise to appropriate phenomena, in other words, S->P." It's based on, in other words, direct experience of the world by a physical system such that the physical system (over time, learning and evolution) adapts to produce a response appropriate to the world as experienced. This is very close to my own view, though I am not committed to the view that all and only a specific embodiment is necessary for intelligence.

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Diversity, Equity, and Inclusion and Digital Learning
Tina Parscal, Van Davis, WCET Frontiers, 2021/08/05

This is a very short article, useful because it offers quick definitions of the terms in question, and some statistics regarding them. And it's relevant because diuscussions on the ethics of open learning and sharing have been focusing on these issues. But as I posted on Twitter today: "I support these (diversity, equity and inclusion (DEI)), obviously. But why? I don't think DEI is an end in itself, but means to a greater good. But what? Productivity? Resilience? Self-efficacy? Autonomy? Or are there many goods? I think we need a story here." Now of course there was no response to my tweet, but I don't think we've fully addressed DEI until we've addressed the need for DEI. Contrast this, for example, with what I call 'the sementic condition', a similar set of pinciples (diversity, autonomy, openness, interactivity) which are (I argue) in order to assure the veracity and reliability of network-based cognition. Now maybe veracity and reliability aren't your thing, but my point is, something needs to be in place for DEI to be ethical principles, and not just platitudes.

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Open Pedagogy: A Systematic Review of Empirical Findings
Virginia Clinton - Lisell, Journal of Learning for Development, 2021/08/05

If I were to draw a single conclusion from this article, it would probably be that the concept of 'open pedagogy' is not sufficiently well-defined to allow for a systematic review of empirical findings. Most of this paper is devoted to offering an account of the concept as it has developed over the years, with interpretations varying from Wiley's OER-enabled pedagogy to Hegarty's eight key attributes to being "conceptualised as process oriented and emphasising collaboration (Masterman), learner directed (Bonica), or enabled by open licensing (Kruger & Hollister)." Moreover, as the author notes, there may be many examples of research on open pedagogy that does not employ the term (for example, editing Wikipedia articles). Image: Hegarty, via Bates.

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The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning
Mark Brown, Mairéad Nic Giolla Mhichil, Elaine Beirne, Conchúr Mac Lochlainn, Journal of Learning for Development, 2021/08/05

As the abstract says, "this article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education." In particular, "it addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways?" This paper (27 page PDF) offers a good history and does not shy away from the criticisms. For example: "the critical point is that the micro-credentialing movement is part of a wider social practice. Arguably, the drive to unbundle the traditional degree can be traced to the forces of what has been described as the ‘neoliberal learning economy’. Higher education takes the form of a commodity, a product or service, marketed and sold and acquired like any other commodity in this economy." But as the authors respond, "this type of critical stance oversimplifies the micro-credentialing movement."

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The Design Studio as a Nedtwork - Application of Connectivism in the Planning of an Online Learning Space
Miroslava Nadkova Petrova, The Design Society, 2021/08/05

This paper (6 page PDF) "explores the potential of connectivism as a holistic approach to the planning of the contents of an online design studio." Connectivism is a natural for a design studio, defined as a place where students "express and explore ideas, generate and evaluate alternatives, and ultimately make decisions and take action." As Miroslava Petrova writes, "A major benefit of the experience in a virtual design studio is that students are exposed to a simulation of the real working environment where expertise in digital media and collaboration in multidisciplinary teams are prerequisites."

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Content Presentation Techniques for Learning Experience Enhancement in Massive Open Online Course (MOOC)
Erny Arniza binti Ahmad, International Journal on E-Learning and Higher Education, 2021/08/05

From the abstract: "this study introduces Augmented MOOC (A-MOOC), an enriched learning MOOC environment. A-MOOC explores Active Learning, Augmented Reality, and Gamification techniques, and show how these strategies can be combined with MOOC content in both online and offline modes." The intent is to increase engagement and improve completion rates. The model is well-defined and described, though the article does not reference or describe an actual implementation; presumably that would be the next step taken by the author. Meanwhile, this publication allows readers to consider potential augmentations, improvements or objections, and ideally to relay these back to the author.

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