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Zite — your own personalized magazine

On 03/31/2011, in digital textbooks, innovation, journalism, learning agents, mobile learning, personalized/customized learning, by Daniel Christian

Zite.com -- your own personalized magazine

 

From DSC:
Interesting if this same concept could be applied towards developing a personalized digital textbook that a student could build over time…and be assessed up what they came up with. Also the student could take the personalized textbook with them. Cool.

 

Also see:

 

4/1/11 addendums:

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IADIS International Conference: Intelligent Systems and Agents 2011

On 03/24/2011, in 21st century, blended learning, cost of getting a degree, Daniel S. Christian, elearning, emerging technologies, Europe, future, future of higher education, game-changing environment, hybrid learning, intelligent systems, intelligent tutoring, K-12 related, learning agents, online learning, personalized/customized learning, by Daniel Christian

From DSC:
In my mind, this area of intelligent systems and agents is one of the most important areas to watch in the years ahead.  Such efforts should help us develop sophisticated systems that can help deliver personalized, customized education at the K-12 and higher ed levels…and perhaps will be relevant in the L&D space as well.

The innovations that come from this area may make hybrid-based — as well as  100% online-based learning — incredibly powerful!

If someone can develop such systems and make them available at far cheaper prices than exist today, a quality “Walmart of Education” will truly have been built.


IADIS International Conference: Intelligent Systems and Agents - in Rome, July 24-26, 2011

 

Per the Call for Papers section, the topics for this conference include, but are not limited to:

 

Area 1 – Intelligent Systems  

– Algorithms

– Artificial Intelligence

– Automation Systems and Control

– Bioinformatics

– Computational Intelligence

– Expert Systems

– Fuzzy Technologies and Systems

– Game and Decision Theories

– Intelligent Control Systems

– Intelligent Internet Systems

– Intelligent Software Systems

– Intelligent Systems

– Machine Learning

– Neural Networks

– Neurocomputers

– Optimization

– Parallel Computation

– Pattern Recognition

– Robotics and Autonomous Robots

– Signal Processing

– Systems Modelling

– Web Mining

 

 

 

 

 Area 2 – Agents  

– Adaptive Agent Systems

– Agent Applications

– Agent Communication

– Agent Development

– Agent middleware

– Agent Models and Architectures

– Agent Ontologies

– Agent Oriented Systems and Engineering

– Agent Programming, Languages and Environments

– Agent Systems

– Agent Technologies

– Agent Theories

– Agent Trends

– Agents Analysis and Design

– Agents and Learning

– Agents and Ubiquitous Computing

– Agents in Networks

– Agents Protocols and Standards

– Artificial Systems

– Computational Complexity

– eCommerce and Agents

– Embodied Agents

– Mobile Agents

– Multi-Agent Systems

– Negotiation Strategies

– Performance Issues

– Security, Privacy and Trust

– Semantic Grids

– Simulation

– Web Agents

 

 

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Reflections upon “MBA Curriculum Changes: Wharton, Yale, and Stanford Lead the Pack”

On 03/22/2011, in 21st century, business, corporate / business world, curriculum, Daniel S. Christian, future, innovation, leadership, learning agents, learning ecosystem, MBA, metacognition / metacognitive skills, strategy, technology (general), vision/possibilities, workplace, by Daniel Christian

MBA Curriculum Changes: Wharton, Yale, and Stanford Lead the Pack — from knewton.com by Christina Yu

Excerpt (citing article from a  U.S. News article):

“Rather than consider pre-digested summaries of company situations, students tackle ‘raw cases’ packed with original data. Instead of being presented with an income statement, for example, they must mine the considerably bulkier annual filing to the Securities and Exchange Commission for data. The raw cases ‘push us to understand,’ says second-year Yale student Jason Hill. ‘They purposely put in more material than you could ever look at, but you have to learn where to look.’” (emphasis DSC)

From DSC:
I found this to be a good, interesting post. I just had a couple of thoughts that I wanted to throw out there re: it.

In looking at trends from an 80,000-foot level, I’d vote for MBA programs integrating much more of the tech-know-how — and/or appreciation of what technologies can bring to the table — as well as teaching grad students about some of the tools/technologies that are emerging these days (and I’d bet that the leaders/schools mentioned in this article are already doing this) .

I remember an instructor years ago — at SFSU’s MSP Program — saying that bots and agents will be the key to making decisions in the future, as there will be too much information for a person to sift through. The streams of content need to be tapped — but in efficient ways. So perhaps the logical step here is for MBA students to learn what bots/agents are, how to use them, and what their applications might be in making business/strategic decisions.

The most successful organizations of the future will be well-versed in technologies and what the applications/benefits of these technologies are. My bet? If you don’t have a technologist at the power table of your organization, the outlook doesn’t look very bright for your organization in terms of surviving and thriving in the future. Organizations will also need to be willing to take risks and move forward without having a full cost-benefit analysis done — as many times these don’t work well or are not even possible when implementing tech-based endeavors/visions.

Also relevant here:

 

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The Connected Life at Home — from Cisco

On 02/28/2011, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, adult learning, cloud-based computing / apps / other cloud-related, communications, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, entrepreneurship, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, informal learning, intelligent tutoring, internet, K-12 related, learner profiles, learning, learning agents, learning ecosystem, learning spaces, lifelong learning, mobile learning, mobile technologies, online learning, online media, online tutoring, open courseware and systems, personalized/customized learning, social learning / networks, social media, technologies for your home, technology (general), telepresence, television, tools, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, workplace, by Daniel Christian

The connected life at home -- from Cisco

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From DSC:

How will these types of technologies affect what we can do with K-12 education/higher education/workplace training and development? I’d say they will open up a world of new applications and opportunities for those who are ready to innovate; and these types of technologies will move the “Forthcoming Walmart of Education” along.

Above item from:

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Watson ties top players in Jeopardy — “Disrupting Class” phenomenon continues

On 02/15/2011, in Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, disruption, education technology, emerging technologies, game-changing environment, human-computer interaction (HCI), innovation, learner profiles, learning agents, learning ecosystem, personalized/customized learning, the downsides of how people use tech, by Daniel Christian

Computer ties human as they square off on ‘Jeopardy!’ — from CNN.com

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IBM's Watson computer is competing against former champs Ken Jennings, left, and Brad Rutter on "Jeopardy!" this week.

.From DSC:
To be clear, I celebrate what the LORD has created and given to us in our amazingly-complex minds! I do not subscribe to the idea that robots are better than humans or that technologies are to be glorified and that technologies will save the world — not at all. (In fact, I have some concerns about the havoc that could easily occur if certain technologies wound up in the wrong hands — with those who have no fear of the LORD and who have massive amounts of pride…with hearts of stone.)

Getting back to my point…
The phenomenon that Christensen, Horn, and Johnson describe in Disrupting Class continues to play out in higher education/K-12. The innovations are mainly happening outside the face-to-face T&L environments.

Also see:

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Interesting post from Jon Bischke: Learning Graph + Reputation Graph = Massive Disruption in Higher Ed?

On 02/12/2011, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, career development, cloud-based computing / apps / other cloud-related, competency-based learning/education, disruption, higher education, K-12 related, learner profiles, learning agents, learning ecosystem, workplace, by Daniel Christian

Learning Graph + Reputation Graph = Massive Disruption in Higher Ed? — from Jon Bischke

From DSC:
Jon gets at something similar to my thoughts on cloud-based learner profiles. Jon links to — and also see — Kirsten Winkler’s posting from August 2010:

Also see:

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Elementary, my dear Watson: Jeopardy computer offers insight into human cognition

On 02/09/2011, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, Canada, future, future of higher education, game-changing environment, learning agents, learning ecosystem, personalized/customized learning, vendors, by Daniel Christian

Elementary, my dear Watson: Jeopardy computer offers insight into human cognition — from Sentient Developments by George Dvorsky

Also see:

  1. Massive parallelism:
    Exploit massive parallelism in the consideration of multiple interpretations and hypotheses.
  2. Many experts:
    Facilitate the integration, application and con-textual evaluation of a wide range of loosely coupled probabilistic question and content analytics.
  3. Pervasive confidence estimation:
    No single component commits to an answer; all components produce features and associated confidences, scoring different question and contentinterpretations. An underlying confidence processing substratelearns how to stack and combine the scores.
  4. Integrate shallow and deep knowledge:
    Balance the use of strict semantics and shallow semantics, leveraging many loosely formed ontologies.

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IBM's Watson -- incredible AI!

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Semantic technologies and learning

On 02/07/2011, in digital audio, digital learning, digital storytelling, digital textbooks, digital video, interactivity, learning agents, learning ecosystem, multimedia, by Daniel Christian

Semantic technologies and learning — from Steve Wheeler

Excerpt:

The January special issue of Interactive Learning Environments is out right now. Our guest editors have done a great job drawing together 5 excellent papers under the banner of ‘Semantic Technologies for Multimedia Enhanced Learning Environments’ and for Learning with ‘e’s readers, here is the editorial in full, with excellent summaries of all the papers by our special issue editors Marco Bertini, Vladan Devedzic, Dragan Gasevic and Carlo Torniai…

…

This special issue solicited papers focused on the use of semantic technologies in multimedia-enhanced learning environments. In this call, we were especially interested in publishing research reports and lessons learned in the following research tasks:

  • Ontologies and semantic annotations for multimedia learning objects.
  • Collaborative tagging and folksonomies for multimedia learning objects.
  • Semantic social networking in multimedia-based learning environments.
  • Semantic technologies for enabling pedagogical theories in multimedia-enhanced learning environments.
  • Semantic-enhanced learning designs in multimedia-enhanced learning.
  • Semantic technologies for personalization and adaptation of multimedia-enhanced learning.
  • Semantic-rich service-oriented architectures for multimedia learning environments.
  • Semantic multimedia content for (collaborative) mobile learning.
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IEEE Transactions on Learning Technologies Journal

On 02/07/2011, in 21st century, 24x7x365 access, assessment, education technology, elearning, emerging technologies, learning agents, online learning, online tutoring, open courseware and systems, personalized/customized learning, research, simulations, by Daniel Christian

IEEE Transactions on Learning Technologies TLT is a scholarly archival journal published quarterly using a delayed open access publication model.

IEEE Transactions on Learning Technologies (TLT) is an archival journal published quarterly. TLT covers research on such topics as Innovative online learning systems, Intelligent tutors, Educational software applications and games, and Simulation systems for education and training.

The Web revolution, the popularity of on-line learning, and the broad availability of computers in schools, colleges, universities, workplaces and in other social settings has caused a qualitative change in the field of learning technologies. Both the variety and the complexity of e-learning tools have increased dramatically over the last 10 years. A number of new conferences emerged to provide a forum for researchers and practitioners in the field of learning technologies to discuss their work. Yet, there are very few journals, which embrace the field as a whole and provide a space to publish archival quality papers. The goal of IEEE Transactions on Learning Technologies (TLT) is to bridge this gap.TLT covers all advances in learning technologies, including but not limited to the following topics:

  • Innovative online learning systems
  • Intelligent tutors
  • Educational software applications and games
  • Simulation systems for education and training
  • Collaborative learning tools
  • Devices and interfaces for learning
  • Interactive techniques for learning
  • Personalized and adaptive learning systems
  • Tools for formative and summative assessment
  • Ontologies for learning systems
  • Standards and web services that support learning
  • Authoring tools for learning materials
  • Computer support for peer tutoring
  • Learning via discovery, field, and lab work
  • Learning with mobile devices
  • Social learning techniques
  • Social networks and infrastructures for learning and knowledge sharing
  • Creation and management of learning objects

IEEE Transactions on Learning Technologies
The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge.

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Commentary: Universities On the brink

On 02/04/2011, in colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, leadership, learning agents, learning ecosystem, new business models, personalized/customized learning, staying relevant, strategy, universities, vision/possibilities, by Daniel Christian

Commentary: Universities on the brink — from Forbes.com by Louis E. Lataif
The ever-increasing cost of education is not sustainable.

From DSC:
Regular readers of this Learning Ecosystems blog can point to numerous postings that illustrate that those of us in higher education are in a game-changing environment. Alternative methods of acquiring an education are springing up more frequently now — disruption is here. The status quo is a dangerous path to be on.

If…

  • learning engines hooked into web-based learner profiles occurs — ushering in an era of unprecedented customization/personalization of learning on demand…
  • web-based educations cost a small fraction of what you have to pay elsewhere…
  • the rates of tuition increases continue in colleges and universities across the land…
  • the Internet brings the level of disruption to higher education that it has brought to other industries…

…then what are our plans for remaining relevant and accessible? How are we planning to deal with these trends? What is our response(s)? What is our vision?

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This is the type of learning engine that could be applied in education for personalized, customized learning (on demand)

On 02/04/2011, in 21st century, analytics, Artificial Intelligence/Agents/LLMs/and Related, emerging technologies, IT in HE, learner profiles, learning agents, personalized/customized learning, trends, by Daniel Christian

Behavior Learning Engine from netuitive.com
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Along these lines, check out:
‘Jeopardy’ champs take on IBM’s Watson

“This is huge; this isn’t just about answering questions,” says computational linguistics expert George Luger of the University of New Mexico in Albuquerque, who was not part of IBM’s team. “Everything before this was just a run-up to computers as true personal assistants.”

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Millions of TV’s (as completely converged/Internet-connected devices) = millions of learners?!?

On 01/20/2011, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, animation, blended learning, cloud-based computing / apps / other cloud-related, collaboration, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, hybrid learning, immersion, informal learning, innovation, interactivity, internet, K-12 related, learning, learning agents, learning ecosystem, learning preferences, learning spaces, lifelong learning, love of learning, marketplaces, media/film, mobile learning, mobile technologies, multimedia, new business models, new media literacies, online learning, online media, online tutoring, play, podcasting, simulations, social learning / networks, social media, strategy, teaching & learning, technologies for your home, technology (general), telepresence, television, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), user interface design, vendors, videoconferencing, virtual field trips, virtual K-12 schools, vision/possibilities, visualizing information, web-based collaboration, by Daniel Christian

From DSC:

The other day, I created/posted the top graphic below. Take the concepts below — hook them up to engines that use cloud-based learner profiles — and you have some serious potential for powerful, global, ubiquitous learning! A touch-sensitive panel might be interesting here as well.

Come to think of it, add social networking, videoconferencing, and web-based collaboration tools — the power to learn would be quite impressive.  Multimedia to the nth degree.

Then add to that online marketplaces for teaching and learning — where you can be both a teacher and a learner at the same time — hmmm…

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From DSC:
Then today, I saw Cisco’s piece on their Videoscape product line! Check it out!

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ALA 2011: Adaptive and Learning Agents Workshop held at AAMAS 2011

On 01/18/2011, in 21st century, biology, computer science, economics, learning agents, personalized/customized learning, by Daniel Christian

ALA 2011: Adaptive and Learning Agents Workshop held at AAMAS 2011 — from Intelligent Systems

Adaptive and Learning Agents, particularly those in a multi-agent setting are becoming more and more prominent as the sheer size and complexity of many real world systems grows. How to adaptively control, coordinate and optimize such systems is an emerging multi-disciplinary research area at the intersection of Computer Science, Control theory, Economics, and Biology.

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The Ultimate Study Guide: Wolfram Alpha Launches “Course Assistant” Apps

On 01/18/2011, in 21st century, analytics, computer science, learner profiles, learning agents, learning ecosystem, mathematics, music, personalized/customized learning, programming, science, by Daniel Christian

The Ultimate Study Guide: Wolfram Alpha Launches “Course Assistant” Apps — from ReadWriteWeb by Audrey Watters

The computational knowledge engine Wolfram|Alpha is launching the first three of a series of new “course assistant” apps today. These apps, available for iPhone, iPod Touch, and iPad, are designed to take advantage of the Wolfram|Alpha technology in the service of supporting some of the most popular courses in high school and college.

The idea is to be able to quickly access the pertinent capabilities of Wolfram|Alpha relevant for specific subject areas. Currently, these subject areas are Algebra, Calculus, and Music Theory. But the company says it plans to add apps for other subjects – “for every major course, from elementary school to graduate school,” – including those fields outside math and science.

From DSC:
Notice the term engine (in bold maroon above). This is the type of sophisticated programming that will increasingly be baked into future learning products — as the software seeks to learn more about each learner while providing each learner with a more customized learning experience…pushing them, but aiming to encourage — not discourage — them. I can see an opt-in program where each of us can build a cloud/web-based learner profile — and allow such an engine to be “fed” that data.



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Adaptive and Learning Agents Workshop 2011 [call for proposals]

On 12/17/2010, in 21st century, 24x7x365 access, learning agents, learning ecosystem, by Daniel Christian

Adaptive and Learning Agents Workshop 2011 [call for proposals]
The topics of interest include but are not limited to:

* Novel combinations of reinforcement and supervised learning approaches
* Integrated learning approaches that work with other agent reasoning modules like negotiation, trust models, coordination, etc.
* Supervised multi-agent learning
* Reinforcement learning (single and multi-agent)
* Planning (single and multi-agent)
* Reasoning (single and multi-agent)
* Distributed learning
* Adaptation and learning in dynamic environments
* Evolution of agents in complex environments
* Co-evolution of agents in a multi-agent setting
* Cooperative exploration and learning to cooperate and collaborate
* Learning trust and reputation
* Communication restrictions and their impact on multi-agent coordination
* Design of reward structure and fitness measures for coordination
* Scaling learning techniques to large systems of learning and adaptive agents
* Emergent behaviour in adaptive multi-agent systems
* Game theoretical analysis of adaptive multi-agent systems
* Neuro-control in multi-agent systems
* Bio-inspired multi-agent systems
* Applications of adaptive and learning agents and multi-agent systems to real world complex systems
* Learning of Co-ordination

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