Geoffrey Rockwell writes, "The International Review of Information Ethics (IRIE) has just published Volume 28 which collects papers on Artificial Intelligence, Ethics and Society. This issue comes from the AI, Ethics and Society conference that the Kule Institute for Advanced Study (KIAS) organized." I haven't had the chance to even think about reading threse, but I don't want to let this pass me by.
I ran across this item while working on a paper and though it's from 2017 decided it was worth passing along. It's a quick overview of the concept of alternative learning credentials, followed by a number of case studies from some U.S. colleges, including SUNY Empire State College, Rio Salado Community College and the American Public University System. Most of the alternatives are what you would expect - prior learning assessment and competency-based learning - but I appreciated the concrete examples. See also: Algonquin College's microcredential framework.
Mark Guzdial writes that a paradigm shift " is happening (and maybe has already happened) in research around education and educational technology from the world of Papert and Bruner to the world of learning sciences." But don't think this means anything like a general theory of learning. It's too context-specific. "This shift from the general to the specific, and from what could work to what does work is true in my research too," writes Guzdial. What bothers me, though, is fixing this context to "the reality of school in the U.S., where Thorndike won and Dewey lost." I don't think you can start from "where schools are now." I think that, in the long term, if there is a paradigm change coming, it will come from outside schools. Ceratinly outside U.S. schools. Image: Bond. et.al.
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