The August 7th issue of "The Economist" has an editorial and a feature article about the advances of open-source intelligence capabilities once reserved for superpowers. Open-source intelligence, also known as OSINT, is not a recent development. However, advances in technology have increased the opportunities for citizens not employed by an intelligence agency to find and disclose information that governments might want to remain classified.
Financial Times writer Richard Waters has reported recently announced changes to Google’s search engine. Google says that its multitask unified model (MUM) is a tool powered by artificial intelligence (AI) and designed to better answer context-related questions. Pandu Nayak, the Google researcher in charge of MUM, explained in an interview that the targeted outcome of using the tool is to meet “fuzzy information needs” by allowing users to input a single question, rather than a sequence of questions designed to narrow down the field of potential answers.
The announcement this week that public company 2U was buying EdX (a non-profit formed by Harvard and MIT) for $800 million made headlines everywhere (thanks to a well-oiled publicity plan). I looked at a few of the articles (and I’m sure there will be more) covering the merger and thought I would add my comments.
After reading and writing about Steven Mintz’s Inside Higher Ed article questioning whether or not educational technology will ever live up to its promise, I thought about the workhorse software that most colleges and universities use: the Learning Management System (LMS).
In a recently published article in The Wall Street Journal, reporter Angus Loten writes about the pandemic-induced acceleration of artificial intelligence (AI) implementations by businesses, with some industries pulling ahead of others.
In a recently published EdSurge article, senior reporter Emily Tate reports that the edtech industry in the U.S. is massive. In 2020, edtech startups and existing companies raised $2.2 billion from investors. Despite the continuing investment of capital in the industry, no one knows what the aggregate industry revenues are.
Last month, the Organisation for Economic Co-operation and Development (OECD) issued a report about the potential impact of artificial intelligence (AI) on education. Authored by Dirk Van Damme, Head of the OECD Centre for Educational Research and Innovation, the report begins by mentioning the collapse of the financial system in 2008, the pandemic, and climate change. It also states that the most disruptive change in the 21st century will be AI.
In his recently published blog article for Inside Higher Ed, University of Texas professor Steven Mintz asks a pivotal question: “Can educational technology ever live up to its promise?”
For years, my typical method for finding a book to read has been to read a review or see it listed as a source in a paper or other publication. While that’s my typical method, it’s not my favorite. My favorite is to wander through a bookstore, peruse the latest releases shelf and one or two specialized areas, and find a book that looks interesting enough to purchase. The recent pandemic minimized my frequency of finding books through perusal. With an hour to kill on Saturday before meeting one of my daughters for lunch, I opted for a short visit to a college town bookstore. In the new releases section, I stumbled across the book Genius Makers: The Mavericks Who Brought AI to Google, Facebook, and the World by Cade Metz.