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public:t_720_atai:atai-18:lecture_notes_w7 [2018/10/05 08:52]
thorisson [Cumulative Learning]
public:t_720_atai:atai-18:lecture_notes_w7 [2018/12/13 12:59] (current)
thorisson [The Pedagogical Pentagon: A Framework for (Artificial) Pedagogy]
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 |  \\ The Learner  | Intelligent systems continually receive inputs/observations from their environment and send outputs/actions back. Some of the system’s inputs may be treated specially — e.g. as feedback or a reward signal, possibly provided by a teacher. Since intelligent action can only be called "intelligent" if it is trying to achieve something - against which the level of intelligence can be evaluated - we model intelligent agents as imperfect optimizers of some (possibly unknown) real-valued objective function.      | |  \\ The Learner  | Intelligent systems continually receive inputs/observations from their environment and send outputs/actions back. Some of the system’s inputs may be treated specially — e.g. as feedback or a reward signal, possibly provided by a teacher. Since intelligent action can only be called "intelligent" if it is trying to achieve something - against which the level of intelligence can be evaluated - we model intelligent agents as imperfect optimizers of some (possibly unknown) real-valued objective function.      |
 |  \\ 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 influence the learner’s task-environments in such a way that progress towards the is facilitated. The teacher’s teaching task is to change the learner’s knowledge in some way (e.g. to make the learner understand something, or increase the learner’s skill on some metric).    |+|  \\ Teacher  | The goal of the teacher is to influence the learner’s task-environments in such a way that progress towards the learning goal is facilitated. The teacher’s teaching task is to change the learner’s knowledge in some way (e.g. to make the learner understand something, or increase the learner’s skill on some metric).    |
 |   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.    |
/var/www/ailab/WWW/wiki/data/pages/public/t_720_atai/atai-18/lecture_notes_w7.txt · Last modified: 2018/12/13 12:59 by thorisson