What I like about structured data is that it basically turns every web page into a feed of sorts. And it allows the page to be aggregated and added to a linked data system, enabling services to build knowledge bases. This page describes the government of Canada use of linked data (at least aspirationally). For more, see the Google guide to linked data, or if you prefer, this introduction by Alexis Sanders.
The argument is essentially that online proctoring is not essential because "the exams or tests themselves are not essential." That, asserts Matt Crosslin, is because "quizzes, tests, exams, assignments (cannot) measure learning or skill mastery. Not directly at least." In his own classes his assignments "revolve around projects that have students creating artifacts that match closely what they would do in a real life position in our field." And if you think about it, there's no proctoring or plagiarism detection system in the workplace - and no need for one.
Single sign-on is probably one of the most in-demand online services, yet the hardest (it seems) to find. Institutions work to ensure all their services can be accessed with one login, and make use of service like EduRoam to provide access to visitors. Ellucian, "known for its enterprise resource planning and student information systems platforms," works with roughly 150 partners and feels this need acutely, which explains why it has launched Experience. "it also intends the new platform to serve as a hub around which new modules, called 'cards.'" All very nice, but real single sign-on won't exist until it is removed from the domain of application providers.
This is overall a good interview but saves its most interesting point to the very end. Here's Michael Feldstein on learning content: "I think there’s going to be more creation of university-specific content, and in those cases, being able to understand their tech toolkit will be key." While this wouldn't surprise me, especially for institutions with recognizabl brands, it would have the potential to shake up the existing content market. Feldstein also addresses what instructors need to know about instructional design (starting with learning goals, and analytics) and how instructors view the LMS (as a virtual classroom, or as a file distribution method).
So I think it's clear that this isn't a turn I would make, though a lot of people would: "the key capacity that computers and robots should possess in order to emulate human cognition and (ethical) consciousness is the capacity to learn and apply ‘coherent webs-of-theories’... where classic AI has been, in essence, ‘data-driven’, the greatest leap forward would be ‘theory-driven’ AI." The important concept discussed in this paper (36 page PDF) is the Conscious-through-Monitoring-through-Theories (CMT) Model, and it's used to argue that "all truly human-like AI will somehow have to be theory-driven, rather than purely data-driven, as is now the case. A similar claim has, in essence, been made by cognitive scientists." There's some good discussion about whether neural networks could develop these theories themselves, including a recognition that there is probably no general model for theory generation.
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