NLP – natural language processing; ACL – Association for Computational Linguistics (ACL 2019)
Major trends in NLP: a review of 20 years of ACL research
Janna Lipenkova, July 23, 2019
https://www.linkedin.com/pulse/major-trends-nlp-review-20-years-acl-research-janna-lipenkova
The 57th Annual Meeting of the Association for Computational Linguistics (ACL 2019)
Data: working around the bottlenecks
large data is inherently noisy. \In general, the more “democratic” the production channel, the dirtier the data – which means that more effort has to be spent on its cleaning. For example, data from social media will require a longer cleaning pipeline. Among others, you will need to deal with extravagancies of self-expression like smileys and irregular punctuation, which are normally absent in more formal settings such as scientific papers or legal contracts.
The other major challenge is the labeled data bottleneck
crowd-sourcing and Training Data as a Service (TDaaS). On the other hand, a range of automatic workarounds for the creation of annotated datasets have also been suggested in the machine learning community.
Algorithms: a chain of disruptions in Deep Learning
Neural Networks are the workhorse of Deep Learning (cf. Goldberg and Hirst (2017) for an introduction of the basic architectures in the NLP context). Convolutional Neural Networks have seen an increase in the past years, whereas the popularity of the traditional Recurrent Neural Network (RNN) is dropping. This is due, on the one hand, to the availability of more efficient RNN-based architectures such as LSTM and GRU. On the other hand, a new and pretty disruptive mechanism for sequential processing – attention – has been introduced in the sequence-to-sequence (seq2seq) model by Sutskever et al. (2014).
Consolidating various NLP tasks
the three “global” NLP development curves – syntax, semantics and context awareness
the third curve – the awareness of a larger context – has already become one of the main drivers behind new Deep Learning algorithms.
A note on multilingual research
Think of different languages as different lenses through which we view the same world – they share many properties, a fact that is fully accommodated by modern learning algorithms with their increasing power for abstraction and generalization.
Spurred by the global AI hype, the NLP field is exploding with new approaches and disruptive improvements. There is a shift towards modeling meaning and context dependence, probably the most universal and challenging fact of human language. The generalisation power of modern algorithms allows for efficient scaling across different tasks, languages and datasets, thus significantly speeding up the ROI cycle of NLP developments and allowing for a flexible and efficient integration of NLP into individual business scenarios.
We define immersive scholarship as any scholarly work developed through or implemented utilizing technologies including Virtual Reality, Augmented Reality, Mixed Reality, Visualization (i.e., large format displays and visualization walls, GIS, Tableau), and any related hardware, programs or software.
We are seeking survey participants who are employed in an academic library and who currently support immersive scholarship and technologies at their institution.
how your academic library has developed tools, implemented third party hardware/software, and in what barriers you have identified at your institution in supporting immersive scholarship.
Link to Online Survey
third Library 2.019 mini-conference: “Emerging Technology,” which will be held online (and for free) on Wednesday, October 30th, from 12:00 – 3:00 pm US-Pacific Daylight Time (click for your own time zone).
Tomorrow’s technologies are shaping our world today, revolutionizing the way we live and learn. Virtual Reality, Augmented Reality, Artificial Intelligence, Machine Learning, Blockchain, Internet of Things, Drones, Personalization, the Quantified Self. Libraries can and should be the epicenter of exploring, building and promoting these emerging techs, assuring the better futures and opportunities they offer are accessible to everyone. Learn what libraries are doing right now with these cutting-edge technologies, what they’re planning next and how you can implement these ideas in your own organization.
This is a free event, being held live online and also recorded.
REGISTER HERE
The Role of Librarians in Supporting ICT Literacy
Lesley Farmer May 9, 2019,
https://er.educause.edu/blogs/2019/5/the-role-of-librarians-in-supporting-ict-literacy
Academic librarians increasingly provide guidance to faculty and students for the integration of digital information into the learning experience.
TPACK: Technological Pedagogical Content Knowledge
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g. https://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (https://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/)
Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.
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more about academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library
more on SAMR and TRACK models in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/
https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/
Fraunhofer-Gesellschaft June 3, 2019
https://phys.org/news/2019-06-machine-sensors.html
Researchers at the Fraunhofer Institute for Microelectronic Circuits and Systems IMS have developed AIfES, an artificial intelligence (AI) concept for microcontrollers and sensors that contains a completely configurable artificial neural network. AIfES is a platform-independent machine learning library which can be used to realize self-learning microelectronics requiring no connection to a cloud or to high-performance computers. The sensor-related AI system recognizes handwriting and gestures, enabling for example gesture control of input when the library is running on a wearable.
a machine learning library programmed in C that can run on microcontrollers, but also on other platforms such as PCs, Raspberry PI and Android.
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more about machine learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=machine+learning
Millimeter-wave 5G will never scale beyond dense urban areas, T-Mobile says
T-Mobile CTO says 5G’s high-frequency spectrum won’t cover rural America.
Research from the Center for Higher Education CIO Studies (CHECS) has been transferred to EDUCAUSE, including a report on the role of the Chief Academic Technology Officer and its differences and similarities to other higher ed IT tech executives.
https://library.educause.edu/resources/2019/1/the-center-for-higher-education-cio-studies-reports-2003-2018 Friday, January 18, 2019
The Center for Higher Education CIO Studies (CHECS) was a nonprofit organization founded by Dr. Wayne A. Brown, dedicated to the education and development of technology leaders in higher education. CHECS produced the CIO Study, the Technology Leadership (TL) Study, the Chief Information Security Officer (CISO) Study and the Higher Education Chief Academic Technology Officer Study.
The Chief Information Officer (CIO) study provides information about higher education CIOs’ attributes, education, experience and effectiveness. The CIO study was conducted from 2003 to 2018. Find all the CIO reports here.
The Technology Leadership (TL) study surveyed those in the next organizational layer down from the CIO. The TL study examines the demographics of the TL, where they have worked, and the activities they are undertaking to prepare themselves to become CIOs. The TL study was study was conducted from 2009 to 2018. Find all the TL reports here.
The Chief Information Security Officer (CISO) study examines the demographics of the higher education CISO, the career route they have taken to their role, and the activities and attributes needed for a CISO according to the CISO and the CIO. The CISO study was study was conducted from 2014 to 2017. Find all the CISO reports here.
The Higher Education Chief Academic Technology Officer Study, 2018 canvassed CIOs, known CATOs and academic technology leaders, as well as deans and provosts to understand changes happening across institutions of higher education in academic technology.