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| public:t-713-mers:mers-23:knowledge [2023/11/19 13:39] – [The Pedagogical Pentagon] thorisson | public:t-713-mers:mers-23:knowledge [2024/04/29 13:33] (current) – external edit 127.0.0.1 |
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| | 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. | | | 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. | |
