Artificial Intelligence, Cognitive Systems and the Learning Brain

Monday, May 30, 2016 Comment hand holding multi-colored wires

New ideas about artificial intelligence and cognitive computing systems in education have been advanced this year by major computing and educational businesses, including Pearson and IBM. Pearson’s promotion of AI reflects its growing interests in data analytics and other digital methods while IBM is seeking to extend its existing R&D on cognitive computing into the education sector. AI has been the subject of serious debate recently. High profile figures including Stephen Hawking, Bill Gates and Elon Musk have voiced concern about the threats it poses, while awareness about cognitive computing has been fueled by widespread media

Computing Brains: Neuroscience, Machine Intelligence and Big Data in the Cognitive Classroom

Monday, December 08, 2014 Comment detailed graphic of human brain function lights numbers

The human brain has become a major topic in education. The field of educational neuroscience, or neuroeducation, is flourishing. At the same time, a number of initiatives based in computer science departments and major technology companies are also taking the brain seriously. Computer scientists talk of developing new brain-inspired cognitive learning systems, or of developing new theoretical and computational understandings of the brain in order to then build new and more effective forms of machine intelligence. The important aspect of these synchronous developments in neuroscience and brain-based systems is that they are beginning to come together

The Technophobe’s Dilemma: Nicholas Carr’s ‘The Glass Cage’

Monday, November 10, 2014 Comment cockpit of plane pilot sitting in seat working on computer while plane is in auto pilot

Nicholas Carr is well-known for his work critiquing emerging technologies, particularly his argument that “Google is making us stupid.” In his new book, “The Glass Cage: Automation and Us” (W. W. Norton & Company, 2014), he works in the same vein, taking on automation, or “the use of computers and software to do things we used to do ourselves.” Unfortunately, as with his argument against Google, in this book, Carr works too hard to demonize automation technologies, stretching examples and not working through the logic of his arguments. The end result is disappointing. Carr’s genuine insights