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| public:t-720-atai:atai-20:teaching [2020/09/03 18:54] – thorisson | public:t-720-atai:atai-20:teaching [2024/04/29 13:33] (current) – external edit 127.0.0.1 |
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| ====The Pedagogical Pentagon: A Framework for (Artificial) Pedagogy==== | ====The Pedagogical Pentagon: A Framework for (Artificial) Pedagogy==== |
| | \\ What is Needed | We need a //universal theory of learning// -- and in fact of //teaching//, //training//, //task-environments//, and //evaluation//. \\ Anything short of having complete theories for all of 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 | We need a //universal theory of learning// -- and in fact of //teaching//, //training//, //task-environments//, and //evaluation//. \\ Anything short of having complete theories for all of 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. | |
| | That Said... | The Pedagogical Pentagon captures the five pillars of education: Learning, Teaching, Training, Environments, and Testing. | | | 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}} || |
| | 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]] || |
| | \\ Coaching | Giving the learner instructions of what action to take during the task. \\ Requirements: Ability to map language-based instruction onto actions, generalization ability. \\ Related: Supervised learning. \\ RL Example: Add input that specifies correct output. | | | \\ Coaching | Giving the learner instructions of what action to take during the task. \\ Requirements: Ability to map language-based instruction onto actions, generalization ability. \\ Related: Supervised learning. \\ RL Example: Add input that specifies correct output. | |
| | \\ Explanation | Explaining to the learner how to approach certain situations before the starts (a new instance of) the task. \\ Requirements: Language capability, generalization ability. \\ Related: Imperative programming, analogies. \\ RL Example: Nonexistent. | | | \\ Explanation | Explaining to the learner how to approach certain situations before the starts (a new instance of) the task. \\ Requirements: Language capability, generalization ability. \\ Related: Imperative programming, analogies. \\ RL Example: Nonexistent. | |
| | \\ Cooperation | Doing a task together with the learner to facilitate other tutoring techniques. | | | Cooperation | Doing a task together with the learner to facilitate other tutoring techniques. | |
| | Socratic Method | Asking questions to encourage critical thinking and guide the learner towards its own conclusions. \\ Related: Shaping, chaining. \\ RL Example: Nonexistent. \\ **NARS Example:** \\ > <dog --> mammal>. \\ > <<$x --> mammal> --> <$x --> [breaths]>>. \\ > <{Spike} --> dog>. \\ > <{Spike} --> [breaths]>? // main question \\ > <{Spike} --> mammal>? // helping question | | | \\ Socratic Method | Asking questions to encourage critical thinking and guide the learner towards its own conclusions. \\ Related: Shaping, chaining. \\ RL Example: Nonexistent. \\ **NARS Example:** \\ > <dog --> mammal>. \\ > <<$x --> mammal> --> <$x --> [breaths]>>. \\ > <{Spike} --> dog>. \\ > <{Spike} --> [breaths]>? // main question \\ > <{Spike} --> mammal>? // helping question | |
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