LLMs take knowledge from millions of people who have written web content or posted in places like Reddit and Wikipedia, interacted with chatbots, and generated other types of data, and make that available to individuals on demand.
这一观点挑战了'人工智能'的术语本身，提出'集体智能'可能是更准确的描述。LLM实际上是数百万人的集体知识产物，这一反直觉的视角揭示了AI与人类创造力之间的复杂关系，挑战了AI作为独立实体的传统理解。
Informationbecomes knowledge—personal, embodied, verified—only when weput it to use. You gain confidence in what you know only when youknow that it works. Until you do, it’s just a theory.
motivational...
A word of warning before you go import-crazy, though: cards you create yourself are invariably better than cards you import, even if the person who shared them is a spaced-repetition expert (which they usually are not). The act of making the cards helps you learn them, plus you won’t be creating any cards that you don’t care about, and you can use personal references on them. Further, importing large quantities of cards often tempts you to try to memorize information you don’t fully understand, which can waste immense amounts of time. That probably sounds like such a dumb idea you would never do it, but it’s so common I guarantee you’ve done it at some point in your life – it’s surprisingly difficult to notice it’s happening.
The best space repetition decks are ones the learner has created for themselves. Creating the cards yourself will act as a first layer of repetition, but it will help you fashion them in your own words and in a way that best dovetails how the information fits into your scaffold of existing information. By creating your own cards, you're more likely to do so for information you're most interested in . Importing cards from others defeats these benefits and increases the likelihood that you'll create a mound of material that is both uninteresting as well as material one doesn't have pre-existing scaffolding for.
The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization.
Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111
Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
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The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization.
Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111
Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
7/10
Esther Choo, MD MPH on Twitter: “Question for Twitter. Why didn’t academia take the lead on Covid information? Why didn’t schools of med & public health across the US band together, put forth their experienced scientists in epidemiology, virology, emergency & critical care, pandemic and disaster response...” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/choo_ek/status/1291789978716868608
Fry, C. V., Cai, X., Zhang, Y., & Wagner, C. S. (2020). Consolidation in a crisis: Patterns of international collaboration in early COVID-19 research. PLOS ONE, 15(7), e0236307. https://doi.org/10.1371/journal.pone.0236307
Luscombe, A., & McClelland, A. (2020). Policing the Pandemic: Tracking the Policing of Covid-19 across Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/9pn27
Younes, G. A., Ayoubi, C., Ballester, O., Cristelli, G., de Rassenfosse, G., Foray, D., Gaule, P., Pellegrino, G., van den Heuvel, M., Webster, B., & Zhou, L. (2020). COVID-19_Insights from Innovation Economists [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/b5zae
O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika‐Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (n.d.). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, n/a(n/a), e12468. https://doi.org/10.1111/bjop.12468
Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/ek6tz
Hahn, U., Lagnado, D., Lewandowsky, S., & Chater, N. (2020). Crisis knowledge management: Reconfiguring the behavioural science community for rapid responding in the Covid-19 crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/hsxdk
composes a new ontological framework ofbecoming-subjects
posthumanism as knowledge creation
And the fourth concerns the idea of the adjacent possible. It just may be the case that biospheres on average keep expanding into the adjacent possible. By doing so they increase the diversity of what can happen next. It may be that biospheres, as a secular trend, maximize the rate of exploration of the adjacent possible.
For biospheres (as autonomous agents): expanding into the adjacent possible, at a maximized but secure rate, will put them in an advantage in evolution.
For an idea (in Popperian World 3): knowing its 'genes' and the boundary it operates within leads to the exploration of the adjacent possible. This is before it can start 'evolving' in the complex game of idea development.
The viewer should be able to obtain a complete understand from various levels and mediums of information. One way to effectively convey information to the patron is through the use of technology
Multiple senses should be activated in a museum environment