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Machine learning versus AI: what’s the difference?

Thanks to the likes of Google, Amazon, and Facebook, the terms artificial intelligence (AI) and machine learning have become much more widespread than ever before. They are often used interchangeably and promise all sorts from smarter home appliances to robots taking our jobs.

The UK has a new AI centre – so when robots kill, we know who to blame The UK has a new AI centre – so when robots kill, we know who to blameArtificial Intelligence 12 Oct 2016.

But while AI and machine learning are very much related, they are not quite the same thing. AI is a branch of computer science attempting to build machines capable of intelligent behaviour, while 
Stanford University defines machine learning as “the science of getting computers to act without being explicitly programmed”. 

You need AI researchers to build the smart machines, but you need machine learning experts to make them truly intelligent.

Source: Machine learning versus AI: what’s the difference?


Learning at the Speed of Links and Conversations []

The use of search engines, databases, platforms, and spaces for collaborative exploration and exchange has exploded into our personal and collective world. Both real-time and asynchronous connection combined with effective technologies for compressing the bits that drive/carry audio and video have enabled inexpensive and effective telepresence. We’re transitioning into an era of “conversations” from which we extract useful information and knowledge, whilst time and space are being altered in front of our faces.

Arguably the capabilities offered by these new tools and the conditions they generate are having deep impact upon how, why, where, and when we learn. I think it’s “how” we learn that is the most important focus or issue for these early days of a new set of conditions rapidly becoming ubiquitous.

via Learning at the Speed of Links and Conversations.

Higher education: The attack of the MOOCs [The Economist]

DOTCOM mania was slow in coming to higher education, but now it has the venerable industry firmly in its grip. Since the launch early last year of Udacity and Coursera, two Silicon Valley start-ups offering free education through MOOCs, massive open online courses, the ivory towers of academia have been shaken to their foundations. University brands built in some cases over centuries have been forced to contemplate the possibility that information technology will rapidly make their existing business model obsolete. Meanwhile, the MOOCs have multiplied in number, resources and student recruitment—without yet having figured out a business model of their own.

via Higher education: The attack of the MOOCs | The Economist.

Web TV – TV Digital Educativa

Web TV - TV Digital Educativa

Los nuevos ambientes de aprendizaje están diversificando la oferta formativa, dando lugar a experiencias innovadoras. Los entornos virtuales de formación generados mediante LMS, extendidos en la educación formal y que promueven diversidad de experiencias de e-learning, han de ser revisados. Mientras, la evolución del software social permite nuevas formas de interacción y comunicación más horizontal, generando otros entornos como redes sociales y comunidades virtuales. Como sistema integrador entre el entorno virtual institucional utilizado para distribuir cursos y este entorno más informal que ofrecen redes sociales y comunidades virtuales de aprendizaje, aparecen los entornos personales de aprendizaje.

Web TV – TV Digital Educativa.

Meaningful learning and creativity in virtual worlds

Virtual worlds open new possibilities for learners, prompting a reconsideration of how learning takes place, and setting education in a context of playfulness, delight and creativity. They provide environments in which it is not only possible but also necessary to generate and try out ideas. They therefore offer opportunities to explore new possibilities related to teaching and learning about creativity and to challenge assumptions about the creative capabilities of young learners. The research reported here focuses on a group of teenaged learners who worked together online in the virtual world of Second Life®, as well as using other online tools.

Les mondes virtuels ouvrent de nouvelles possibilités pour les apprenants, ce qui incite à reconsidérer la manière dont l’apprentissage a lieu, et l’éducation dans un contexte d’enjouement, de plaisir et de créativité. Ils fournissent des environnements dans lesquels il est non seulement possible mais aussi nécessaire pour produire et tester des idées. Ils offrent donc des occasions d’explorer de nouvelles possibilités liées à l’enseignement et l’apprentissage de la créativité et de mettre en pratique les hypothèses sur les capacités créatives des jeunes apprenants. La recherche présentée ici se concentre sur un groupe d’apprenants adolescents qui ont travaillé ensemble en ligne dans le monde virtuel de Second Life ®, ainsi que l’utilisation d’autres outils en ligne.

via Meaningful learning and creativity in virtual worlds.

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