Sunday, October 27, 2019

Food For Thought: AI from different perspectives

Sorry but having watched a few videos and read a couple of articles recently I couldn't resist returning to one of my favourite topics A1. Both of these TED talks are definitely positive AI talks. The first By Janelle Shane puts AI's capabilities into perspective and does indirectly touch on a few of the challenges that AI has for us as we move forward. Beyond the reassuring tone of this talk, I felt there was also a good message for us as teachers. Although our students do not have the brains of worms, their brains are all still developing and moving from being driven by flight or fight response to thoughtful processing. With such a diverse group of students bringing different English levels and interpretations of the meaning of individual words, I wonder how close our student's thinking is to that of AI today.  How good are we at giving instructions or assessments that allow them to achieve the objectives that we anticipate in our planning? How much time do we spend thinking about how we construct instructions and assessments to ensure they are aligned with the learning objectives?















Near the end of Janelle's talk, she identifies a challenge of AI using data created by humans to make decisions for and about us. Hence, I wanted to share this second talk about AI that looks at these biases and what we should be doing to prevent human prejudices emerging through AI. Our students are going to be the future, working with and designing AI, hence it is very important that they are aware of danger of bias and prejudice and how it exists in our school, just as it does in the world beyond ISHCMC. In our won world we also need to ensure that across the school we are encouraging girls to develop passions for engineering, coding, robotics etc as much as the boys.


To end this week's Food for Thought, it wouldn't be me posting if there wasn't a darker touch. Both of the TED talks indirectly touched on the ethical issues emerging from the development of AI. Where are the rules about algorithms that reduce prejudice? Who is monitoring the development of AI and robots? Are governments being honest with their people about AI data collection and its use for controlling society? Is it possible to have a common code of conduct? What is going to happen now that supercomputers are upon us, with the announcement of Google's quantum computing and is this about to change the shape of our world? 

The darker touch linked to the above is from this Newsweek article, Lab-grown mini-brains could outsmart us in the future if we're not careful which ends by raising moral and ethical questions about this research and whether we can actually stop it now. The same questions that perhaps should have been asked about AI. There are so many questions but I think it is very important that we are constantly challenging our students about morla and ethical challenges that we are going to face as a species and expecting them all to participate in these conversations.
"The cutting-edge method of growing clusters of cells that organize themselves into mini versions of human brains in the lab is gathering more and more attention. These "brain organoids," made from stem cells, offer unparalleled insights into the human brain, which is notoriously difficult to study.

But some researchers are worried that a form of consciousness might arise in such mini-brains, which are sometimes transplanted into animals. They could at least be sentient to the extent of experiencing pain and suffering from being trapped. If this is true—and before we consider how likely it is—it is absolutely clear in my mind that we must exert a supreme level of caution when considering this issue.

Brain organoids are currently very simple compared to human brains and can't be conscious in the same way. Due to a lack of blood supply, they do not reach sizes larger than around five or six millimeters. That said, they have been found to produce brain waves that are similar to those in premature babies. A study has showed they can also grow neural networks that respond to light.

There are also signs that such organoids can link up with other organs and receptors in animals. That means that they not only have a prospect of becoming sentient, they also have the potential to communicate with the external world, by collecting sensory information. Perhaps they can one day actually respond through sound devices or digital output.

As a cognitive neuroscientist, I am happy to conceive that an organoid maintained alive for a long time, with a constant supply of life-essential nutrients, could eventually become sentient and maybe even fully conscious.

This isn't the first time biological science has thrown up ethical questions. Gender reassignment shocked many in the past, but, whatever your beliefs and moral convictions, sex change narrowly concerns the individual undergoing the procedure, with limited or no biological impact on their entourage and descendants.

Genetic manipulation of embryos, in contrast, raised alert levels to hot red, given the very high likelihood of genetic modifications being heritable and potentially changing the genetic makeup of the population down the line. This is why successful operations of this kind conducted by Chinese scientist He Jianku raised very strong objections worldwide.


But creating mini brains inside animals, or even worse, within an artificial biological environment, should send us all frantically panicking. In my opinion, the ethical implications go well beyond determining whether we may be creating a suffering individual. If we are creating a brain—however small—we are creating a system with a capacity to process information and, down the line, given enough time and input, potentially the ability to think.

Some form of consciousness is ubiquitous in the animal world, and we, as humans, are obviously on top of the scale of complexity. While we don't know exactly what consciousness is, we still worry that human-designed AI may develop some form of it. But thought and emotions are likely to be emergent properties of our neurons organized into networks through development, and it is much more likely it could arise in an organoid than in a robot. This may be a primitive form of consciousness or even a full blown version of it, provided it receives input from the external world and finds ways to interact with it.

In theory, mini-brains could be grown forever in a laboratory—whether it is legal or not—increasing in complexity and power for as long as their life-support system can provide them with oxygen and vital nutrients. This is the case for the cancer cells of a woman called Henrietta Lacks, which are alive more than 60 years after her death and multiplying today in hundreds of thousands of labs throughout the world.

But if brains are cultivated in the laboratory in such conditions, without time limit, could they ever develop a form of consciousness that surpasses human capacity? As I see it, why not?

And if they did, would we be able to tell? What if such a new form of mind decided to keep us, humans, in the dark about their existence—be it only to secure enough time to take control of their life-support system and ensure that they are safe?

When I was an adolescent, I often had scary dreams of the world being taken over by a giant computer network. I still have that worry today, and it has partly become true. But the scare of a biological super-brain taking over is now much greater in my mind. Keep in mind that such new organism would not have to worry about their body becoming old and dying, because they would not have a body.



This may sound like the first lines of a bad science fiction plot, but I don't see reasons to dismiss these ideas as forever unrealistic.

The point is that we have to remain vigilant, especially given that this could all happen without us noticing. You just have to consider how difficult it is to assess whether someone is lying when testifying in court to realize that we will not have an easy task trying to work out the hidden thoughts of a lab grown mini-brain.

Slowing the research down by controlling organoid size and life span, or widely agreeing a moratorium before we reach a point of no return, would make good sense. But unfortunately, the growing ubiquity of biological labs and equipment will make enforcement incredibly difficult—as we've seen with genetic embryo editing.
It would be an understatement to say that I share the worries of some of my colleagues working in the field of cellular medicine. The toughest question that we can ask regarding these mesmerising possibilities, and which also applies to genetic manipulations of embryos, is: can we even stop this?

Saturday, October 5, 2019

Food for Thought: Self regulated learning and metacognition (Part 1)

Last week, in my email with the Food For Thought link, I attached a very useful document from the Education Endowment Foundation EEF. This site has lots of excellent resources across 14 different categories of toolkits that were mots requested by teachers. Here is the list of categories where resources have been created from educational research. If you click on the topic it should take you to the relevant page on EEF. There is lots of information here that is research-based and tested that could be used to inform our committee work that we are continuing on October 11th. Please take a look at areas that interest you.
B 
C 
E
F
L
M
O
P
S


In conjunction with the EEF pdf that I shared last week on Metacognition and Self Regulated Learners, I thought that it might be useful this week to ensure that we all have a common understanding of Metacognition. Hence I am sharing two videos depending on your own confidence in this area. If you feel you understand metacognition and know how and why it is important jump to video 2.  The first video is from the Smithsonian Science Education Center that goes through metacognition and provides strategies for adaption in classrooms. Because it is the form of a cartoon it may appear too simplified, however, it does remove many misconceptions that many of us may have about what exactly is Metacognition and how can it be developed in a classroom.


The second video, produced by Dr. Tomas Armstrong although titled 6 Metacognitive Strategies for Middle and High Schoolers ( this is because of the presenter felt that Piaget's developmental model for students points to metacognition being practically useful around the age of 12) I feel is very applicable to teachers of all ages to understand this concept of learning. 






To finish this week's Food for Thought I am going to return to the EEF website and share their findings with you. Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. 

"METACOGNITION AND SELF REGULATED LEARNERS


Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning. Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task.
Self-regulated learning can be broken into three essential components:
  • cognition - the mental process involved in knowing, understanding, and learning;
  • metacognition - often defined as ‘learning to learn’; and
  • motivation - willingness to engage our metacognitive and cognitive skills.
Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress.
These strategies are usually more effective when taught in collaborative groups so that learners can support each other and make their thinking explicit through discussion.
The potential impact of these approaches is high, but can be difficult to achieve in practice as they require pupils to take greater responsibility for their learning and develop their understanding of what is required to succeed.
A number of systematic reviews and meta-analyses have consistently found strategies related to metacognition and self-regulation to have large positive impacts. Most studies have looked at the impact on English or mathematics, though there is some evidence from other subject areas like science, suggesting that the approach is likely to be widely applicable.
The approaches that have been tested tend to involve applying self-regulation strategies to specific tasks involving subject knowledge, rather than learning generic ‘thinking skills’.
The EEF has evaluated a number of programmes that seek to improve ‘learning to learn’ skills. The majority have found positive impacts, although smaller in size (around 2 months’ progress on average) than the average seen in the wider evidence base. For three of these programmes there were indications that they were particularly beneficial for pupils from low income families.
A 2014 study, Improving Writing Quality, used a structured programme of writing development based on a self-regulation strategy. The evaluation found gains, on average, of an additional nine months’ progress, suggesting that the high average impact of self-regulation strategies is achievable in English schools.
The EEF has published guidance on applying the evidence on metacognition and self-regulation in the classroom. The guidance report can be found here."