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Posts Tagged ‘AI’
How deep learning―from Google Translate to driverless cars to personal cognitive assistants―is changing our lives and transforming every sector of the economy.
The deep learning revolution has brought us driverless cars, the greatly improved Google Translate, fluent conversations with Siri and Alexa, and enormous profits from automated trading on the New York Stock Exchange. Deep learning networks can play poker better than professional poker players and defeat a world champion at Go. In this book, Terry Sejnowski explains how deep learning went from being an arcane academic field to a disruptive technology in the information economy.
Sejnowski played an important role in the founding of deep learning, as one of a small group of researchers in the 1980s who challenged the prevailing logic-and-symbol based version of AI. The new version of AI Sejnowski and others developed, which became deep learning, is fueled instead by data. Deep networks learn from data in the same way that babies experience the world, starting with fresh eyes and gradually acquiring the skills needed to navigate novel environments. Learning algorithms extract information from raw data; information can be used to create knowledge; knowledge underlies understanding; understanding leads to wisdom. Someday a driverless car will know the road better than you do and drive with more skill; a deep learning network will diagnose your illness; a personal cognitive assistant will augment your puny human brain. It took nature many millions of years to evolve human intelligence; AI is on a trajectory measured in decades. Sejnowski prepares us for a deep learning future.
A pioneering scientist explains ‘deep learning’
Artificial intelligence meets human intelligence
Buzzwords like “deep learning” and “neural networks” are everywhere, but so much of the popular understanding is misguided, says Terrence Sejnowski, a computational neuroscientist at the Salk Institute for Biological Studies.
Sejnowski, a pioneer in the study of learning algorithms, is the author of The Deep Learning Revolution (out next week from MIT Press). He argues that the hype about killer AI or robots making us obsolete ignores exciting possibilities happening in the fields of computer science and neuroscience, and what can happen when artificial intelligence meets human intelligence.
Machine learning is a very large field and goes way back. Originally, people were calling it “pattern recognition,” but the algorithms became much broader and much more sophisticated mathematically. Within machine learning are neural networks inspired by the brain, and then deep learning. Deep learning algorithms have a particular architecture with many layers that flow through the network. So basically, deep learning is one part of machine learning and machine learning is one part of AI.
December 2012 at the NIPS meeting, which is the biggest AI conference. There, [computer scientist] Geoff Hinton and two of his graduate students showed you could take a very large dataset called ImageNet, with 10,000 categories and 10 million images, and reduce the classification error by 20 percent using deep learning.Traditionally on that dataset, error decreases by less than 1 percent in one year. In one year, 20 years of research was bypassed. That really opened the floodgates.
The inspiration for deep learning really comes from neuroscience.
AlphaGo, the program that beat the Go champion included not just a model of the cortex, but also a model of a part of the brain called the basal ganglia, which is important for making a sequence of decisions to meet a goal. There’s an algorithm there called temporal differences, developed back in the ‘80s by Richard Sutton, that, when coupled with deep learning, is capable of very sophisticated plays that no human has ever seen before.
there’s a convergence occurring between AI and human intelligence. As we learn more and more about how the brain works, that’s going to reflect back in AI. But at the same time, they’re actually creating a whole theory of learning that can be applied to understanding the brain and allowing us to analyze the thousands of neurons and how their activities are coming out. So there’s this feedback loop between neuroscience and AI
deep learning revolution
EASI Free Webinar: Inclusive Design of Artificial Intelligence Thursday
more on AI in this IMS blog
Live Facebook discussion at SCSU VizLab on ethics and technology:
Join our discussion on #technology and #ethics. share your opinions, suggestions, ideas
Posted by InforMedia Services on Thursday, November 1, 2018
Heard on Marketplace this morning (Oct. 22, 2018): ethics of artificial intelligence with John Havens of the Institute of Electrical and Electronics Engineers, which has developed a new ethics certification process for AI: https://standards.ieee.org/content/dam/ieee-standards/standards/web/documents/other/ec_bios.pdf
Ethics and AI
***** The student club, the Philosophical Society, has now been recognized by SCSU as a student organization ***
Could it be the case that a random decision is still better then predetermined one designed to minimize harm?
similar ethical considerations are raised also:
in this sitcom
https://www.theatlantic.com/sponsored/hpe-2018/the-ethics-of-ai/1865/ (full movie)
This TED talk:
IoT (Internet of Things), Industry 4.0, Big Data, BlockChain,
IoT (Internet of Things), Industry 4.0, Big Data, BlockChain, Privacy, Security, Surveilance
Keyword search: ethic* + Internet of Things = 31
Baldini, G., Botterman, M., Neisse, R., & Tallacchini, M. (2018). Ethical Design in the Internet of Things. Science & Engineering Ethics, 24(3), 905–925. https://doi-org.libproxy.stcloudstate.edu/10.1007/s11948-016-9754-5
Berman, F., & Cerf, V. G. (2017). Social and Ethical Behavior in the Internet of Things. Communications of the ACM, 60(2), 6–7. https://doi-org.libproxy.stcloudstate.edu/10.1145/3036698
Murdock, G. (2018). Media Materialties: For A Moral Economy of Machines. Journal of Communication, 68(2), 359–368. https://doi-org.libproxy.stcloudstate.edu/10.1093/joc/jqx023
Carrier, J. G. (2018). Moral economy: What’s in a name. Anthropological Theory, 18(1), 18–35. https://doi-org.libproxy.stcloudstate.edu/10.1177/1463499617735259
Kernaghan, K. (2014). Digital dilemmas: Values, ethics and information technology. Canadian Public Administration, 57(2), 295–317. https://doi-org.libproxy.stcloudstate.edu/10.1111/capa.12069
Koucheryavy, Y., Kirichek, R., Glushakov, R., & Pirmagomedov, R. (2017). Quo vadis, humanity? Ethics on the last mile toward cybernetic organism. Russian Journal of Communication, 9(3), 287–293. https://doi-org.libproxy.stcloudstate.edu/10.1080/19409419.2017.1376561
Keyword search: ethic+ + autonomous vehicles = 46
Cerf, V. G. (2017). A Brittle and Fragile Future. Communications of the ACM, 60(7), 7. https://doi-org.libproxy.stcloudstate.edu/10.1145/3102112
Fleetwood, J. (2017). Public Health, Ethics, and Autonomous Vehicles. American Journal of Public Health, 107(4), 632–537. https://doi-org.libproxy.stcloudstate.edu/10.2105/AJPH.2016.303628
HARRIS, J. (2018). Who Owns My Autonomous Vehicle? Ethics and Responsibility in Artificial and Human Intelligence. Cambridge Quarterly of Healthcare Ethics, 27(4), 599–609. https://doi-org.libproxy.stcloudstate.edu/10.1017/S0963180118000038
Keeling, G. (2018). Legal Necessity, Pareto Efficiency & Justified Killing in Autonomous Vehicle Collisions. Ethical Theory & Moral Practice, 21(2), 413–427. https://doi-org.libproxy.stcloudstate.edu/10.1007/s10677-018-9887-5
Hevelke, A., & Nida-Rümelin, J. (2015). Responsibility for Crashes of Autonomous Vehicles: An Ethical Analysis. Science & Engineering Ethics, 21(3), 619–630. https://doi-org.libproxy.stcloudstate.edu/10.1007/s11948-014-9565-5
Getha-Taylor, H. (2017). The Problem with Automated Ethics. Public Integrity, 19(4), 299–300. https://doi-org.libproxy.stcloudstate.edu/10.1080/10999922.2016.1250575
Keyword search: ethic* + artificial intelligence = 349
Etzioni, A., & Etzioni, O. (2017). Incorporating Ethics into Artificial Intelligence. Journal of Ethics, 21(4), 403–418. https://doi-org.libproxy.stcloudstate.edu/10.1007/s10892-017-9252-2
Köse, U. (2018). Are We Safe Enough in the Future of Artificial Intelligence? A Discussion on Machine Ethics and Artificial Intelligence Safety. BRAIN: Broad Research in Artificial Intelligence & Neuroscience, 9(2), 184–197. Retrieved from http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d129943455%26site%3dehost-live%26scope%3dsite
2018 CTS Transportation Research Conference
Keynote presentations will explore the future of driving and the evolution and potential of automated vehicle technologies.
more on AI in this IMS blog
AI and autonomous cars as ALA discussion topic
and privacy concerns
the call of the German scientists on ethics and AI
AI in the race for world dominance
The Promise (and Pitfalls) of AI for Education
Artificial intelligence could have a profound impact on learning, but it also raises key questions.
By Dennis Pierce, Alice Hathaway 08/29/18
Artificial intelligence (AI) and machine learning are no longer fantastical prospects seen only in science fiction. Products like Amazon Echo and Siri have brought AI into many homes,
Kelly Calhoun Williams, an education analyst for the technology research firm Gartner Inc., cautions there is a clear gap between the promise of AI and the reality of AI.
Artificial intelligence is a broad term used to describe any technology that emulates human intelligence, such as by understanding complex information, drawing its own conclusions and engaging in natural dialog with people.
Machine learning is a subset of AI in which the software can learn or adapt like a human can. Essentially, it analyzes huge amounts of data and looks for patterns in order to classify information or make predictions. The addition of a feedback loop allows the software to “learn” as it goes by modifying its approach based on whether the conclusions it draws are right or wrong.
AI can process far more information than a human can, and it can perform tasks much faster and with more accuracy. Some curriculum software developers have begun harnessing these capabilities to create programs that can adapt to each student’s unique circumstances.
For instance, a Seattle-based nonprofit company called Enlearn has developed an adaptive learning platform that uses machine learning technology to create highly individualized learning paths that can accelerate learning for every student. (My note: about learning and technology, Alfie Kohn in http://blog.stcloudstate.edu/ims/2018/09/11/educational-technology/)
GoGuardian, a Los Angeles company, uses machine learning technology to improve the accuracy of its cloud-based Internet filtering and monitoring software for Chromebooks. (My note: that smells Big Brother).Instead of blocking students’ access to questionable material based on a website’s address or domain name, GoGuardian’s software uses AI to analyze the actual content of a page in real time to determine whether it’s appropriate for students. (my note: privacy)
serious privacy concerns. It requires an increased focus not only on data quality and accuracy, but also on the responsible stewardship of this information. “School leaders need to get ready for AI from a policy standpoint,” Calhoun Williams said. For instance: What steps will administrators take to secure student data and ensure the privacy of this information?
more on AI in education in this IMS blog
Limbic thought and artificial intelligence
September 5, 2018 Siddharth (Sid) Pai
Stephen Hawking warns artificial intelligence could end mankind
An AI Wake-Up Call From Ancient Greece
more on AI in this IMS blog
Franken-algorithms: the deadly consequences of unpredictable code
by Andrew Smith Thu 30 Aug 2018 01.00 EDT
Between the “dumb” fixed algorithms and true AI lies the problematic halfway house we’ve already entered with scarcely a thought and almost no debate, much less agreement as to aims, ethics, safety, best practice. If the algorithms around us are not yet intelligent, meaning able to independently say “that calculation/course of action doesn’t look right: I’ll do it again”, they are nonetheless starting to learn from their environments. And once an algorithm is learning, we no longer know to any degree of certainty what its rules and parameters are. At which point we can’t be certain of how it will interact with other algorithms, the physical world, or us. Where the “dumb” fixed algorithms – complex, opaque and inured to real time monitoring as they can be – are in principle predictable and interrogable, these ones are not. After a time in the wild, we no longer know what they are: they have the potential to become erratic. We might be tempted to call these “frankenalgos” – though Mary Shelley couldn’t have made this up.
Twenty years ago, George Dyson anticipated much of what is happening today in his classic book Darwin Among the Machines. The problem, he tells me, is that we’re building systems that are beyond our intellectual means to control. We believe that if a system is deterministic (acting according to fixed rules, this being the definition of an algorithm) it is predictable – and that what is predictable can be controlled. Both assumptions turn out to be wrong.“It’s proceeding on its own, in little bits and pieces,” he says. “What I was obsessed with 20 years ago that has completely taken over the world today are multicellular, metazoan digital organisms, the same way we see in biology, where you have all these pieces of code running on people’s iPhones, and collectively it acts like one multicellular organism.“There’s this old law called Ashby’s law that says a control system has to be as complex as the system it’s controlling, and we’re running into that at full speed now, with this huge push to build self-driving cars where the software has to have a complete model of everything, and almost by definition we’re not going to understand it. Because any model that we understand is gonna do the thing like run into a fire truck ’cause we forgot to put in the fire truck.”
Walsh believes this makes it more, not less, important that the public learn about programming, because the more alienated we become from it, the more it seems like magic beyond our ability to affect. When shown the definition of “algorithm” given earlier in this piece, he found it incomplete, commenting: “I would suggest the problem is that algorithm now means any large, complex decision making software system and the larger environment in which it is embedded, which makes them even more unpredictable.” A chilling thought indeed. Accordingly, he believes ethics to be the new frontier in tech, foreseeing “a golden age for philosophy” – a view with which Eugene Spafford of Purdue University, a cybersecurity expert, concurs. Where there are choices to be made, that’s where ethics comes in.
our existing system of tort law, which requires proof of intention or negligence, will need to be rethought. A dog is not held legally responsible for biting you; its owner might be, but only if the dog’s action is thought foreseeable.
model-based programming, in which machines do most of the coding work and are able to test as they go.
As we wait for a technological answer to the problem of soaring algorithmic entanglement, there are precautions we can take. Paul Wilmott, a British expert in quantitative analysis and vocal critic of high frequency trading on the stock market, wryly suggests “learning to shoot, make jam and knit”
The venerable Association for Computing Machinery has updated its code of ethics along the lines of medicine’s Hippocratic oath, to instruct computing professionals to do no harm and consider the wider impacts of their work.
more on coding in this IMS blog
NMC/CoSN Horizon Report 2017 K–12 Edition
p. 20 Coding as a Literacy
What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
more on NMC Horizon Reports in this IMS blog
Competency-based education (CBE) recognizes that all students enter a program with different skills and proficiencies and that each moves at a different rate. We now possess the technology to better measure these differences and design adaptive learning programs accordingly. These programs aim to increase student engagement, as time is spent expanding on what the students already know rather than having them relearn familiar material.
The Internet of Things
The Internet of Things has opened up a whole new world of possibilities in higher education. The increased connectivity between devices and “everyday things” means better data tracking and analytics, and improved communication between student, professor, and institution, often without ever saying a word. IoT is making it easier for students to learn when, how, and where they want, while providing professors support to create a more flexible and connected learning environment.
Virtual and augmented reality technologies have begun to take Higher Ed into the realm of what used to be considered science fiction.
More often than not, they require significant planning and investment into the infrastructure needed to support them.
an A.I. professor’s assistant or an online learning platform that adapts to each student’s specific needs. Having artificial intelligence that learns and improves as it aids in the learning process could have a far-reaching effect on higher education both online and in-person.
more on disruptive technologies in this IMS blog
The Deep Mind of Dennis Hassabis
In the race to recruit the best AI talent, Google scored a coup by getting the team led by a former video game guru and chess prodigy
the only path to developing really powerful AI would be to use this unstructured information. It’s also called unsupervised learning— you just give it data and it learns by itself what to do with it, what the structure is, what the insights are.
One of the people you work with at Google is Geoff Hinton, a pioneer of neural networks. Has his work been crucial to yours?
Sure. He had this big paper in 2006 that rejuvenated this whole area. And he introduced this idea of deep neural networks—Deep Learning. The other big thing that we have here is reinforcement learning, which we think is equally important. A lot of what Deep Mind has done so far is combining those two promising areas of research together in a really fundamental way. And that’s resulted in the Atari game player, which really is the first demonstration of an agent that goes from pixels to action, as we call it.