A weekly collection of education-related news from around the web.

Tag: tech/AI: ethics and risk

SUSTAINABILITY

A.I. Updates

    • Maha Bali
    • 09/29/24
    “For example, would YOU notice that QuickDraw expects a cross on hospital buildings, rather than a crescent? Would YOU try to draw a crescent on the hospital building and see if it understands you (hint: it doesn’t).”
    • New York Times
    • 09/04/24
    “To foster “fake intimacy,” bots will not need to evolve any feelings of their own; they just need to learn to make us feel emotionally attached to them… What might happen to human society and human psychology as algorithm fights algorithm in a battle to fake intimate relationships with us, which can then be used […]
    • Medium
    • 06/28/24
    “I’ve created a resource to proactively envision how young people might relate to and utilize chatbots, with different impacts on human connection. The framework below maps four different possible futures, each representing the most common chatbot experience for young people.”
    • Noema
    • 06/20/24
    “Sigmund Freud used the term “Copernican” to describe modern decenterings of the human from a place of intuitive privilege. After Nicolaus Copernicus and Charles Darwin, he nominated psychoanalysis as the third such revolution. He also characterized the response to such decenterings as “traumas.”… We should add to Freud’s list… What is today called “artificial intelligence” […]
    • New York Times
    • 05/20/24
    “But if the point of living lies in relationships with other people, then it’s hard to think of A.I. assistants that imitate humans without nervousness. I don’t think they’re going to solve the loneliness epidemic at all. During the presentation, Murati said several times that the idea was to “reduce friction” in users’ “collaboration” with […]
    • Second Best
    • 05/07/24
    “III. AI progress is accelerating, not plateauing. 20) The last 12 months of AI progress were the slowest they’ll be for the foreseeable future. 21) Scaling LLMs still has a long way to go, but will not result in superintelligence on its own, as minimizing cross-entropy loss over human-generated data converges to human-level intelligence. 22) […]

TECH/AI: EDUCATION

TECH/AI: ETHICS AND RISK

TECH/AI: GOVERNMENT AND LAW

TECH/AI: INDUSTRY DEVELOPMENT

    • Noema
    • 09/03/24
    “Hybridization of life with technology is scary when you can’t quite lose the unspoken belief that current humans are somehow an ideal, crafted, chosen form (including their lower back pain, susceptibility to infections and degenerative brain disease, astigmatism, limited life span and IQ, etc.).”
    • Noema
    • 06/20/24
    “Sigmund Freud used the term “Copernican” to describe modern decenterings of the human from a place of intuitive privilege. After Nicolaus Copernicus and Charles Darwin, he nominated psychoanalysis as the third such revolution. He also characterized the response to such decenterings as “traumas.”… We should add to Freud’s list… What is today called “artificial intelligence” […]
    • New York Times
    • 05/29/24
    • Second Best
    • 05/07/24
    “III. AI progress is accelerating, not plateauing. 20) The last 12 months of AI progress were the slowest they’ll be for the foreseeable future. 21) Scaling LLMs still has a long way to go, but will not result in superintelligence on its own, as minimizing cross-entropy loss over human-generated data converges to human-level intelligence. 22) […]
    • Knowing Machines
    • 03/01/24
    “If you want to make a really big AI model — the kind that can generate images or do your homework, or build this website, or fake a moon landing — you start by finding a really big training set.”

TECH/AI: USES AND APPLICATIONS

    • Medium
    • 06/28/24
    “I’ve created a resource to proactively envision how young people might relate to and utilize chatbots, with different impacts on human connection. The framework below maps four different possible futures, each representing the most common chatbot experience for young people.”

Issues

Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson

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