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| public:t-713-mers:mers-23:knowledge [2023/11/19 13:36] – [Key Learning Terms] thorisson | public:t-713-mers:mers-23:knowledge [2024/04/29 13:33] (current) – external edit 127.0.0.1 |
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| ====The Pedagogical Pentagon==== | ====The Pedagogical Pentagon==== |
| | \\ What is Needed | There exists no //universal theory of learning// -- nor of //teaching//, //training//, //task-environments//, and //evaluation//. \\ Anything short of having complete theories for these means that experimentation, exploration, and blind search are the only ways to answer questions about performance, curriculum design, training requirements, etc., from which we can never get more than partial, limited answers. | | | What is Needed | There exists no //universal theory of learning// -- nor of //teaching//, //training//, //task-environments//, and //evaluation//. \\ This means that experimentation, exploration, and blind search are the only ways to answer questions about a learner's performance, curriculum design, training requirements, etc., and that we can never get more than partial, limited answers to such questions. | |
| | That Said... | The Pedagogical Pentagon captures the five pillars of education: Learning, Teaching, Training, Environments, and Testing. \\ It's not a theory, but rather, a conceptual framework for capturing all key aspects of education. | | | That Said... | The Pedagogical Pentagon captures the five pillars of education: Learning, Teaching, Training, Environments, and Testing. \\ It's not a theory, but rather, a conceptual framework for capturing all key aspects of education. | |
| | {{http://cadia.ru.is/wiki/_media/pedagogical_pentagon_full1.png}} || | | {{http://cadia.ru.is/wiki/_media/pedagogical_pentagon_full1.png?850}} || |
| | The Pedagogical Pentagon (left) captures the five main pillars of any learning/teaching situation. The relationships between its contents can be seen from various perspectives: (a) As information flow between processes. (b) As relations between systems. (c ) As dependencies between (largely missing!) theories. [[http://alumni.media.mit.edu/~kris/ftp/AGI17-pedagogical-pentagon.pdf|REF]] || | | The Pedagogical Pentagon (left) captures the five main pillars of any learning/teaching situation. The relationships between its contents can be seen from various perspectives: (a) As information flow between processes. (b) As relations between systems. (c ) As dependencies between (largely missing!) theories. [[http://alumni.media.mit.edu/~kris/ftp/AGI17-pedagogical-pentagon.pdf|REF]] || |
| | \\ Tasks | Learning systems adjust their knowledge as a result of interactions with a task- environment. Defined by (possibly a variety of) objective functions, as well as (possibly) instructions (i.e. knowledge provided at the start of the task, e.g. as a "seed", or continuously or intermittently throughout its duration). Since tasks can only be defined w.r.t. some environment, we often refer to the combination of a task and its environment as a single unit: the task-environment. | | | \\ Tasks | Learning systems adjust their knowledge as a result of interactions with a task- environment. Defined by (possibly a variety of) objective functions, as well as (possibly) instructions (i.e. knowledge provided at the start of the task, e.g. as a "seed", or continuously or intermittently throughout its duration). Since tasks can only be defined w.r.t. some environment, we often refer to the combination of a task and its environment as a single unit: the task-environment. | |
| | \\ Teacher | The goal of the teacher is to help a learner learn. This is done by influencing the learner’s task-environment in such a way that progress towards the learning goals is facilitated. Teaching, as opposed to training, typically involves information about the //What, Why & How:// \\ - What to pay attention to. \\ - Relationships between observables (causal, part-whole, etc.). \\ - Sub-goals, negative goals and their relationships (strategy). \\ - Background-foreground separation. | | | \\ Teacher | The goal of the teacher is to help a learner learn. This is done by influencing the learner’s task-environment in such a way that progress towards the learning goals is facilitated. Teaching, as opposed to training, typically involves information about the //What, Why & How:// \\ - What to pay attention to. \\ - Relationships between observables (causal, part-whole, etc.). \\ - Sub-goals, negative goals and their relationships (strategy). \\ - Background-foreground separation. | |
| | Environment & Task | The learner and the teacher each interact with their own view of the world (i.e. their own “environments”) which are typically different, but overlapping to some degree. | | | Environment & Task | The learner and the teacher each interact with their own view of the world (i.e. their own “environments”) which are typically different, but overlapping to some degree. | |
| | \\ Training | Viewed from a teacher’s and intentional learner’s point of view, “training” means the actions taken (repeatedly) over time with the goal of becoming better at some task, by avoiding learning erroneous skills/things and avoid forgetting or unlearning desirable skills/things. | | | Training | Viewed from a teacher’s and intentional learner’s point of view, “training” means the actions taken (repeatedly) over time with the goal of becoming better at some task, by avoiding learning erroneous skills/things and avoid forgetting or unlearning desirable skills/things. | |
| | \\ Test | Testing - or //evaluation// - is meant to obtain information about the structural, epistemic and emergent properties of learners, as they progress on a learning task. Testing can be done for different purposes: e.g. to ensure that a learner has good-enough performance on a range of tasks, to identify strengths and weaknesses for an AI designer to improve or an adversary to exploit, or to ensure that a learner has understood a certain concept so that we can trust it will use it correctly in the future. | | | \\ Test | Testing - or //evaluation// - is meant to obtain information about the structural, epistemic and emergent properties of learners, as they progress on a learning task. Testing can be done for different purposes: e.g. to ensure that a learner has good-enough performance on a range of tasks, to identify strengths and weaknesses for an AI designer to improve or an adversary to exploit, or to ensure that a learner has understood a certain concept so that we can trust it will use it correctly in the future. | |
| | Source | [[http://alumni.media.mit.edu/~kris/ftp/AGI17-pedagogical-pentagon.pdf|The Pedagogical Pentagon: A Conceptual Framework for Artificial Pedagogy]] by Bieger et al. | | | Source | [[http://alumni.media.mit.edu/~kris/ftp/AGI17-pedagogical-pentagon.pdf|The Pedagogical Pentagon: A Conceptual Framework for Artificial Pedagogy]] by Bieger et al. | |
