iSchools: Contemporary Information Technology Theory Studies

The perfect merger of academic rigor and contemporary thinking has come together in the concept of iSchools, which give practical consideration and interesting learning opportunities to the most relevant issue of our time: information. So far there are over 50 worldwide iSchools; a global pool, like bitcoin for academia. The March 2014 conference was held in Berlin and the March 2015 conference will be at UC Irvine. With higher education under reinvention pressure from all directions, the possibility of making institutional learning relevant again cannot be underscored enough.

iSchools are the perfect venue to take up not just the practical agenda within the information technology field but also the theoretical, philosophical, and societal dimensions of the impact of information technology. There have started to be some conferences regarding ‘big data theory’ (Theory of Big Data, University College London, Jan 2015), and a calling out of the need for ‘big data theory’ (Big Data Needs a Big Theory to Go with It, Scientific American, Rise of Big Data underscores need for theory, Science News). These efforts are good, but mostly concern having theory to explain the internal operations of the field, not its greater societal and philosophical effect. In addition to how ‘big data theory’ is currently being conceptualized, an explicit consideration of the general theoretical and social impact of information technology is needed. Floridi’s distinction re: philosophy of information is apt; the main focus is how the field changes society, not the internecine methods of the field.

Research Agenda:
Contemporary Information Technology Theory Studies 
Here is a thumbnail sketch of a research agenda for Contemporary Information Technology Theory Studies. Early examples of topics taken up at institutes and think tanks (like Data&Society) are a good start and should be expanded and included in the academic setting. A more appropriately robust agenda will consider the broad theoretical, social, and philosophical impact of the classes of information technology below that are dramatically reshaping the world, including specifically how our ideas of self and world, and future possibilities are changing.

• Big Data (big data, smart data, personal data, group data)  
• Blockchain Technology (Institute for Blockchain Studies) 
• The Brain as an Information Technology (computational neuroscience, connectome, in-silico simulation, cognitive enhancement) 
• Smartcity, Connected World, Self-driving Vehicles 

Antifragile: Build Open Resilient Systems

Nicholas Taleb Nassim’s latest book, Antifragile: Things that Gain from Disorder (2012) is a nice continuation and development of his oeuvre. The main point in his first mainstream book, Fooled by Randomness (2001), was that humans are not good at thinking statistically, and therefore to improve our lives and ability to act in the world, we need stories or heuristics that package accurate underlying statistical information. Black Swan (2007) made us aware that black swans (seemingly rare events (if you have never seen a black swan, you incorrectly think that they do not exist)) can happen much more frequently than we can estimate. Therefore, we should organize our lives to minimize exposure to negative black swans (events with unlimited downside risk like stock market crashes) and maximize our exposure to positive black swans (events with unlimited upside like investing in startups (with a small portion of total assets)). In the future, there could be a Black Swan App to help us respond to life’s events in real-time with bias correction, heightened rationality, and statistical accuracy.

In Antifragile, Taleb continues to articulate his unique world view and winds it into a proposal for how to better lead our lives as individuals and societies. Fragility is organic systems that aim for stability and avoid change, thereby becoming brittle, weak, and breakable as a result. Antifragility (like Derrida’s autoimmunity) on the other hand, describes systems that are open to mistakes and quickly learn from and incorporate errors, thus becoming resilient and vibrant with the ability to adapt and survive (like Silicon Valley’s mantra to ‘fail early and learn fast’). For better vigor and survival, organic systems (like living organisms, humans, and societies) should develop their antifragility.

Another way of understanding antifragility is that when you have a capability, it means that you are able to handle new situations that arise in the same domain, effectively handling situations that arise that are up to 10% outside the bounds of situations you have seen before in that domain. For Taleb, success is determined more by tinkering and harnessing the disorder and chaos in a system (the variance or antifragility) than applying pure intellect. This is how the industrial revolution happened, and how technologies develop that drive science. Antifragile systems are those that gain from randomness or uncertainty (statistically, pulling a probability distribution’s mean higher with more upside long-tail instances).

Fragility/antifragility applies only in the case of organic systems, not inorganic systems (like our computers (at present)). Organic systems need stressors to grow, thrive, and survive. Taleb’s colorful example distinguishes between a cat and a washing machine.

Digital Literacy: Learning Newtech for its Own Sake

Digital literacy is a new capability and feature of our modern world, where consciously or unconsciously, there is a category in our lives called ‘learning newtech.’

There are two levels: first the basic skill acquisition and conceptual understanding required to learn a newtech, and second, the psychology of the digital learning curve which includes evaluating and justifying the time investment and utility of learning au courrant digital literacy tools with the appreciation that they will be almost immediately obsolescent.

We might complain about the effort required to master contemporary areas of digital literacy like learning mobile app development, the big data statistical manipulation language R, and scripting frameworks like node.js and jQuery. At the same time as we forget our many digital proficiencies, and the time invested to acquire them; previous generations of digital tools like file sharing, photo-uploading, Excel macros, Microsoft Word, PREZI presentations, file archival, and system restoration.

It is arguable that we should devote explicit effort to digital literacy, and further that digital literacy for its own sake could also be an objective. Taking Stanford University as an example, all incoming students must take a software programming class; pedagogically the language requirement is still in place, but it has shifted from French, Spanish, or German to C++, Java, or Python.

AAAI 2014: Connecting Machine Learning and Human Intelligence

The AAAI Spring Symposia are a place for worldwide artificial intelligence, machine learning, and other computer scientists to present and discuss innovative theoretical research in a workshop-like environment. In 2013, some of the topics included: learning, autonomous systems, wellness, crowd computing, behavior change, and creativity.

Proposals are underway for 2014. Please indicate your opinion by voting at the poll at the top right for these potential topics:

• My data identity: personal, social, universal 
• Big data becomes personal: knowledge into meaning 
• Wearable computing and digital affect: wellness, bioidentity, and intentionality 
• Big data, wearable computing, and identity construction: knowledge becomes meaning 
• Personalized knowledge generation: identity, intentionality, action, and wellness

Omnivorous Learning

The Learning Mode: Critical Issues in Online Education at UC Berkeley March 15-16, 2013 squarely addressed the future of learning. Most obvious from this examination of the future of learning is that the same transition is underway that has happened in many other industries such as music, publishing, and personal communications, and is still wanting in public health. The effect of technology on the industry is to enable more categories of participation to be defined and a wider spectrum of outcomes to be achieved. Overall this points to an inherently democratizing and empowering influence of technology.

Another theme (as discussed in the book Why School?) is that education systems were developed in a different era when teachers, knowledge, and information were scarce, and that is no longer the case. There are many more choices for self, expert-based, and peer-based learning, in real-time on-demand and time-shifted venues. MOOC (massive open online course) platforms like Coursera, Udacity, edX, and Class Central (a MOOC aggregator) have been growing and adding credentialing and course curation functionality. Other learning tools include podcasts, Khan Academy and YouTube videos, and Lumosity’s cognitive performance brain trainer.

A third theme is that the value chain for learning is becoming more granularly stratified. Learners are of all ages and backgrounds and have diverse educational objectives with are being supported with a variety of in-person, online, and mobile instruction tools.

Massive educational reform facilitated by technology

More than any other sector, education is currently poised for significant reform, of an expansionary, inclusionary, complementary nature, with the fingers of change that have long been present being gathered into inexorable industry-shifting waves. The hand of technology is the beneficial enabler.

Distance learning, and digital recording and streaming technologies have been steadily improving which has given way to a new way of connecting large worldwide audiences. What was the initial opening up of courses to online students has now turned into classrooms of huge online audiences in the range of 60,000-70,000 participants. This in turn has brought attention to the need and possibility of innovating educational methods to make material more dynamic. It may be possible to reorganize pedagogy in the new venue of the large-scale online audiences. Some ways are by communicating in real-time for both exercises and feedback loops to instructors, and by participating in dynamic exercises. This could help in making educational content more alive, experiencable, and interactive.

Big data facilitates new era of knowledge, education, and thinking

Big data and the internet continue their sweep across modern life by facilitating a new era of education, and possibly, thinking. As traditional educational institutions have become financial institutions intent on merchandizing their brands, students are finding other means of accessing educational content.

At present
Some of the newer models include MIT OpenCourseWare, the Khan Academy, Coursera, and Codecademy. These free or low-cost education services confer the direct benefit of their programs, and advantages by using the large numbers and real-time aspects of the internet to obtain and incorporate immediate feedback from growing student populations. This is leading to a better education product, and a mechanism for learning about learning.

The near future
A next stage could add course-level (rather than degree-level) accreditation and a basic algorithms interpretation layer à la Google Translate, Spell Check, and Ngram Viewer. Simple machine learning algorithms applied to large data sets could allow an expansion from quantitative testing to semantic testing (and more importantly, semantic living, in the sense of a broader intellectual life). Core knowledge elements could be identified in data corpora and reviewed for comprehension in student-produced material.

The farther future
Taken to its logical extreme, what if distance learning were to completely replace local educational institutions? Are there risks of homogenization of thought if everyone is taking the same classes from leading worldwide professors? Does personalized learning, via sommelier-assembled curricula, increase inherent biases that might otherwise be countered by institutional education? Does the U.S. need 5-10 philosophy/etc. professors at 5-10 universities per state? Clearly there are systemic aspects, and costs and benefits, of a more radical reinvention of education. These can be managed effectively through the lens of overall goals, perhaps the most important of which is extending the depth and capacity for thinking, both within individuals, and to more individuals.

Empathy-building 101: the top 10 list

Some important social intelligence skills are empathy, compassion, and a positive mental outlook. These skills can be taught as any other skills such as leadership and goal-setting. Some of the important aspects of developing empathy are self-awareness, self-compassion, active listening, and the ability to experience or identify with the thoughts and emotions of others.

One way to deliver social intelligence-building experiences is on the mobile platform. A virtual coach ('Siri 2.0') can send you randomly-timed messages like the examples below. If you are interested, sign up now for the beta launch the DIYgenomics Social Intelligence Mobile app by messaging our personal virtual coaches led by Marbet Grant 650-209-0872 or marbetgrant AT gmail.com.

1. What is one of your best qualities? Think about how you know you have this quality. Who else has this quality? Where are useful places in your life that you might use this quality?
2. Think of three goals you plan to accomplish today or tomorrow and write them down
3. When you really stop to think about it, what is really great about your life right now?
4. Where are you today? How are you feeling in your body right now?
5. What do you feel grateful for right now?
6. What’s one of your biggest flaws that a lot of other people might have too?
7. Think of a recent situation where you noticed the emotion experienced by someone else and get a sense what that must feel like
8. Take a moment, drop inside and get a sense of how you are felling right now, describe this with some emotion words
9. Think of a recent situation with someone else that didn’t go as well as you wanted. Put yourself in the other person’s position and identify what positive intent they may have had for the way they behaved
10. Ask yourself what you really want out of this current work project (or job or relationship). Say this back to yourself, ‘so what you really want in this [project, job, relationship] is _________’ and see what you notice

Brave New Simu World

What an exciting world we live in with so many new and evolving forms of entertainment, learning, experiencing, interacting and actualizing. And they are all converging, merging and bubbling into new possibilities. It's all part of the trends to seamlessness between learning and entertainment and people being more interactive and expressive with every medium.

We used to have radio, then TV, then cable, then video games, then online video games and MMOGs (massive multi-player online games).

As one great example of what is available now, SimuLearn offers the Virtual Leader simulation elearning tool to develop leadership skills for corporate and government customers. What a great tool this could be. What if everyone in a work team played themselves in the online simulation? What if everyone played others especially swapping roles up and down the power hierarchy, what could you learn by playing your supervisor? What if every role was played by others with your personality and work skill characteristics? A dream or a nightmare?

There can be at least two ways to play a role; first by being yourself doing the responsibilities of that position or second by inheriting or creating character attributes (personality, skills, etc.) that filter/direct how the player you are playing can perform their role and interact in that context. Being someone else from the constraints of their value system, background, personality, skills, mindset and outlook can be hugely educational. Identifying these aspects of yourself can be extremely educational. This would be useful in any and all contexts of human interaction: professional relationships, personal relationships, interactions between any entities, politics, international relations in particular....

Kuma War offers game simulations of real world events, mainly war strategy related. The Great Divine is a move-through-the-stages video game but ability to move up is measured via biofeedback of how calm you are. And of course The Sims were the original simulation platform, with Sims Online and Second Life now growing exponentially as users create their experiences, realize their creativity and interact with others.

How soon can we have holographic 3-D displays and simulated conversations with non-human characters representing our dream characters or real-life people!