More Like this

1. Intelligence Augmentation for Collaborative Learning

   Roschelle, Jeremy ( January 2021 , HCI International)

   null (Ed.)

   Today’s classrooms are remarkably different from those of yesteryear. In place of individual students responding to the teacher from neat rows of desks, one more typically finds students working in groups on projects, with a teacher circulating among groups. AI applications in learning have been slow to catch up, with most available technologies focusing on personalizing or adapting instruction to learners as isolated individuals. Meanwhile, an established science of Computer Supported Collaborative Learning has come to prominence, with clear implications for how collaborative learning could best be supported. In this contribution, I will consider how intelligence augmentation could evolve to support collaborative learning as well as three signature challenges of this work that could drive AI forward. In conceptualizing collaborative learning, Kirschner and Erkens (2013) provide a useful 3x3 framework in which there are three aspects of learning (cognitive, social and motivational), three levels (community, group/team, and individual) and three kinds of pedagogical supports (discourse-oriented, representation-oriented, and process-oriented). As they engage in this multiply complex space, teachers and learners are both learning to collaborate and collaborating to learn. Further, questions of equity arise as we consider who is able to participate and in which ways. Overall, this analysis helps us see the complexity of today’s classrooms and within this complexity, the opportunities for augmentation or “assistance to become important and even essential. An overarching design concept has emerged in the past 5 years in response to this complexity, the idea of intelligent augmentation for “orchestrating” classrooms (Dillenbourg, et al, 2013). As a metaphor, orchestration can suggest the need for a coordinated performance among many agents who are each playing different roles or voicing different ideas. Practically speaking, orchestration suggests that “intelligence augmentation” could help many smaller things go well, and in doing so, could enable the overall intention of the learning experience to succeed. Those smaller things could include helping the teacher stay aware of students or groups who need attention, supporting formation of groups or transitions from one activity to the next, facilitating productive social interactions in groups, suggesting learning resources that would support teamwork, and more. A recent panel of AI experts identified orchestration as an overarching concept that is an important focus for near-term research and development for intelligence augmentation (Roschelle, Lester & Fusco, 2020). Tackling this challenging area of collaborative learning could also be beneficial for advancing AI technologies overall. Building AI agents that better understand the social context of human activities has broad importance, as does designing AI agents that can appropriately interact within teamwork. Collaborative learning has trajectory over time, and designing AI systems that support teams not just with a short term recommendation or suggestion but in long-term developmental processes is important. Further, classrooms that are engaged in collaborative learning could become very interesting hybrid environments, with multiple human and AI agents present at once and addressing dual outcome goals of learning to collaborate and collaborating to learn; addressing a hybrid environment like this could lead to developing AI systems that more robustly help many types of realistic human activity. In conclusion, the opportunity to make a societal impact by attending to collaborative learning, the availability of growing science of computer-supported collaborative learning and the need to push new boundaries in AI together suggest collaborative learning as a challenge worth tackling in coming years. 

   more » « less
2. Artificial Intelligence for Biology

   https://doi.org/10.1093/icb/icab188  

   Hassoun, Soha ; Jefferson, Felicia ; Shi, Xinghua ; Stucky, Brian ; Wang, Jin ; Rosa, Epaminondas ( August 2021 , Integrative and Comparative Biology)

   null (Ed.)

   Abstract Despite efforts to integrate research across different subdisciplines of biology, the scale of integration remains limited. We hypothesize that future generations of Artificial Intelligence (AI) technologies specifically adapted for biological sciences will help enable the reintegration of biology. AI technologies will allow us not only to collect, connect and analyze data at unprecedented scales, but also to build comprehensive predictive models that span various subdisciplines. They will make possible both targeted (testing specific hypotheses) and untargeted discoveries. AI for biology will be the cross-cutting technology that will enhance our ability to do biological research at every scale. We expect AI to revolutionize biology in the 21st century much like statistics transformed biology in the 20th century. The difficulties, however, are many, including data curation and assembly, development of new science in the form of theories that connect the subdisciplines, and new predictive and interpretable AI models that are more suited to biology than existing machine learning and AI techniques. Development efforts will require strong collaborations between biological and computational scientists. This white paper provides a vision for AI for Biology and highlights some challenges. 

   more » « less
3. Neural learning rules for generating flexible predictions and computing the successor representation

   https://doi.org/10.7554/eLife.80680  

   Fang, Ching ; Aronov, Dmitriy ; Abbott, LF ; Mackevicius, Emily L ( March 2023 , eLife)

   Memories are an important part of how we think, understand the world around us, and plan out future actions. In the brain, memories are thought to be stored in a region called the hippocampus. When memories are formed, neurons store events that occur around the same time together. This might explain why often, in the brains of animals, the activity associated with retrieving memories is not just a snapshot of what happened at a specific moment-- it can also include information about what the animal might experience next. This can have a clear utility if animals use memories to predict what they might experience next and plan out future actions. Mathematically, this notion of predictiveness can be summarized by an algorithm known as the successor representation. This algorithm describes what the activity of neurons in the hippocampus looks like when retrieving memories and making predictions based on them. However, even though the successor representation can computationally reproduce the activity seen in the hippocampus when it is making predictions, it is unclear what biological mechanisms underpin this computation in the brain. Fang et al. approached this problem by trying to build a model that could generate the same activity patterns computed by the successor representation using only biological mechanisms known to exist in the hippocampus. First, they used computational methods to design a network of neurons that had the biological properties of neural networks in the hippocampus. They then used the network to simulate neural activity. The results show that the activity of the network they designed was able to exactly match the successor representation. Additionally, the data resulting from the simulated activity in the network fitted experimental observations of hippocampal activity in Tufted Titmice. One advantage of the network designed by Fang et al. is that it can generate predictions in flexible ways,. That is, it canmake both short and long-term predictions from what an individual is experiencing at the moment. This flexibility means that the network can be used to simulate how the hippocampus learns in a variety of cognitive tasks. Additionally, the network is robust to different conditions. Given that the brain has to be able to store memories in many different situations, this is a promising indication that this network may be a reasonable model of how the brain learns. The results of Fang et al. lay the groundwork for connecting biological mechanisms in the hippocampus at the cellular level to cognitive effects, an essential step to understanding the hippocampus, as well as its role in health and disease. For instance, their network may provide a concrete approach to studying how disruptions to the ways neurons make and break connections can impair memory formation. More generally, better models of the biological mechanisms involved in making computations in the hippocampus can help scientists better understand and test out theories about how memories are formed and stored in the brain. 

   more » « less
4. Machine learning for the educational sciences

   https://doi.org/10.1002/rev3.3310  

   Hilbert, Sven ; Coors, Stefan ; Kraus, Elisabeth ; Bischl, Bernd ; Lindl, Alfred ; Frei, Mario ; Wild, Johannes ; Krauss, Stefan ; Goretzko, David ; Stachl, Clemens ( November 2021 , Review of Education)

   Machine learning (ML) provides a powerful framework for the analysis of high‐dimensional datasets by modelling complex relationships, often encountered in modern data with many variables, cases and potentially non‐linear effects. The impact of ML methods on research and practical applications in the educational sciences is still limited, but continuously grows, as larger and more complex datasets become available through massive open online courses (MOOCs) and large‐scale investigations. The educational sciences are at a crucial pivot point, because of the anticipated impact ML methods hold for the field. To provide educational researchers with an elaborate introduction to the topic, we provide an instructional summary of the opportunities and challenges of ML for the educational sciences, show how a look at related disciplines can help learning from their experiences, and argue for a philosophical shift in model evaluation. We demonstrate how the overall quality of data analysis in educational research can benefit from these methods and show how ML can play a decisive role in the validation of empirical models. Specifically, we (1) provide an overview of the types of data suitable for ML and (2) give practical advice for the application of ML methods. In each section, we provide analytical examples and reproducible R code. Also, we provide an extensive Appendix on ML‐based applications for education. This instructional summary will help educational scientists and practitioners to prepare for the promises and threats that come with the shift towards digitisation and large‐scale assessment in education.

   In 2020, the worldwide SARS‐COV‐2 pandemic forced the educational sciences to perform a rapid paradigm shift with classrooms going online around the world—a hardly novel but now strongly catalysed development. In the context of data‐driven education, this paper demonstrates that the widespread adoption of machine learning techniques is central for the educational sciences and shows how these methods will become crucial tools in the collection and analysis of data and in concrete educational applications. Helping to leverage the opportunities and to avoid the common pitfalls of machine learning, this paper provides educators with the theoretical, conceptual and practical essentials.

   The process of teaching and learning is complex, multifaceted and dynamic. This paper contributes a seminal resource to highlight the digitisation of the educational sciences by demonstrating how new machine learning methods can be effectively and reliably used in research, education and practical application.

   The progressing digitisation of societies around the globe and the impact of the SARS‐COV‐2 pandemic have highlighted the vulnerabilities and shortcomings of educational systems. These developments have shown the necessity to provide effective educational processes that can support sometimes overwhelmed teachers to digitally impart knowledge on the plan of many governments and policy makers. Educational scientists, corporate partners and stakeholders can make use of machine learning techniques to develop advanced, scalable educational processes that account for individual needs of learners and that can complement and support existing learning infrastructure. The proper use of machine learning methods can contribute essential applications to the educational sciences, such as (semi‐)automated assessments, algorithmic‐grading, personalised feedback and adaptive learning approaches. However, these promises are strongly tied to an at least basic understanding of the concepts of machine learning and a degree of data literacy, which has to become the standard in education and the educational sciences.

   Demonstrating both the promises and the challenges that are inherent to the collection and the analysis of large educational data with machine learning, this paper covers the essential topics that their application requires and provides easy‐to‐follow resources and code to facilitate the process of adoption.

    

   more » « less
5. Unraveling complex causal processes that affect sustainability requires more integration between empirical and modeling approaches

   https://doi.org/10.1073/pnas.2215676120  

   Schlüter, Maja ; Brelsford, Christa ; Ferraro, Paul J. ; Orach, Kirill ; Qiu, Minghao ; Smith, Martin D. ( October 2023 , Proceedings of the National Academy of Sciences)

   Scientists seek to understand the causal processes that generate sustainability problems and determine effective solutions. Yet, causal inquiry in nature–society systems is hampered by conceptual and methodological challenges that arise from nature–society interdependencies and the complex dynamics they create. Here, we demonstrate how sustainability scientists can address these challenges and make more robust causal claims through better integration between empirical analyses and process- or agent-based modeling. To illustrate how these different epistemological traditions can be integrated, we present four studies of air pollution regulation, natural resource management, and the spread of COVID-19. The studies show how integration can improve empirical estimates of causal effects, inform future research designs and data collection, enhance understanding of the complex dynamics that underlie observed temporal patterns, and elucidate causal mechanisms and the contexts in which they operate. These advances in causal understanding can help sustainability scientists develop better theories of phenomena where social and ecological processes are dynamically intertwined and prior causal knowledge and data are limited. The improved causal understanding also enhances governance by helping scientists and practitioners choose among potential interventions, decide when and how the timing of an intervention matters, and anticipate unexpected outcomes. Methodological integration, however, requires skills and efforts of all involved to learn how members of the respective other tradition think and analyze nature–society systems.

    

   more » « less