Tag: knowledge
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Podcast – Breaking Boundaries: Democratizing Scientific Knowledge Using AI
https://www.cognitiverevolution.ai/breaking-boundaries-democratizing-scientific-knowledge-using-ai-with-gabe-gomes-of-coscientist/ Gabe Gomes, Assistant Professor at Carnegie Mellon University, discusses Democratizing Scientific Knowledge using AI. They talk about Coscientist, the first non-organic, intelligent being to design, plan, and execute a chemistry experiment. They explore the benefits and concerns of using AI in science, the potential of AI in generating synthesis protocols, the value of automation…
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AI and information-based work
I don’t think we’ve really come to terms with what it means to have universal access to expertise. We’ve become used to an information-rich environment, where we have virtually free access to information. But large language models and generative AI have created an environment in which everyone has access to a wide range of expertise.…
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When an unstoppable force meets an immovable object
TL;DR (generated by Claude, lightly edited by me). The rise of abundant expertise in the form of generative AI questions the university monopoly on expertise provision and validation. Leadership in the creative deployment of AI for learning, teaching, and assessment will require a change in mindset and a shift towards a new paradigm, which universities…
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Towards artificial wisdom
The ultimate goal of artificial intelligence (AI) is to develop technologies that are best able to serve humanity. This will require advancements that go beyond the basic components of general intelligence. The term “intelligence” does not best represent the technological needs of advancing society, because it is “wisdom”, rather than intelligence, that is associated with…
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It takes effort to understand…
“…the act of writing forces me to think a bit more than clicking once and having it served up from an automated system. The process of seeking out information sources, making sense of them through some actions, and then sharing with others to confirm or accelerate my knowledge are manual activities, requiring effort on my…
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Theoretical underpinnings of PBL
Schmidt, H.G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27: 422-432. This paper presents the theoretical premises that underlie decisions to use PBL as part of an approach to develop critical thinking. A key premise is that knowledge cannot be transferred, as in a lecture. The learner has to “master it”. An…
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Adding complexity for its own sake
I was discussing a PhD project with a colleague at the HELTASA conference a few weeks ago and she was describing her plan to me. She’s interested in the possibilities that mobile technology brings to higher learning, specifically in nursing education. I gathered that she was talking about mobile as a combination of hardware and…
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Content isn’t important, relative to thinking
I just had a brief conversation with a colleague on the nature of the teaching method we’re using in my department. Earlier this year we shifted from a methodology premised on lectures, to the use of case-based learning. I’ve been saying for a while that content is not important, but I’ve realised that I haven’t…
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From “designing teaching” to “evaluating learning”
Later this month we’ll be implementing a blended approach to teaching and learning in one module in our physiotherapy department. This was to form the main part of my research project, looking at the use of technology enhanced teaching and learning in clinical education. The idea was that I’d look at the process of developing…
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Results of my Delphi first round
I’ve recently finished the analysis of the first round of the Delphi study that I’m conducting as part of my PhD. The aim of the study is to determine the personal and professional attributes that determine patient outcomes, as well as the challenges faced in clinical education. These results will serve to inform the development…
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Applying theoretical concepts to clinical practice
I just finished giving feedback to my students on the concept mapping assignment they’re busy with. It’s the first time I’ve used concept mapping in an assignment and in addition to the students’ learning, I’m also trying to see if it helps me figure out what they really understand about applying the theory we cover…
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Posted to Diigo 09/19/2010
in Digestactivities from various services, africa, data/semantic web, education, education disruption, educational systems, Europe, India, internet connectivity, Jon Dron, knowledge, knowledge infrastructure, large network, learning networks, learning systems, networked learning, North America, p2p, teaching and learning, technological infrastructureAfrica: Millenium Development Goals Knowledge in complex settings is a process of negotiation…an interplay of entities…a dance. And being knowledgeable in these settings requires an awareness of process and flow, not of being in possession of “knowledge” What has happened in journalism will also happen in education: breakdown of a single controlled narrative, increased role…
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Posted to Diigo 06/10/2010
Mohamed Amine Chatti’s ongoing research on Technology Enhanced Learning: Deficiencies in Current TEL Models The view of knowledge as an object that can be stored and reused makes that what is presented as learning management is simply content management under a new label Information is explicit knowledge that is easily expressed, captured, stored and reused…
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What is Connectivism?
It is the idea that… Knowledge is networked and distributed The experience of learning is one of forming your own neural, conceptual and external networks Learning occurs in complex, chaotic and shifting spaces And that it is increasingly aided by technology Siemens (2008), via Connectivism – Personal Learning Networks for 21st Century Teachers