Sometimes I find myself getting so paranoid by AI that I forget that some of us pursue it is because we want to make the world a better place Say Hi to Milo, the Autism Robot https://t.co/vl5unYm4PQ via @YouTube #mscedc

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If younger generations have interactions with AI at a young age what bonds may they build with AI? Will it change how much they trust it? Tega, the new robot in school https://t.co/bSvjdpGWsj via @YouTube #mscedc

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@SeanFlower3 Why is it that we are so distrustful of bots? Where does it come from? I think it’s because our first impressions of AI is through sci-fi and the impression is not often very flattering. I wonder if a new generation with new impressions of AI will have the same pattern #mscedc

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“We need to ask not only what technology can do, but where they fail in relation to our expectations of education.” – Hamilton and Friesen, via Bayne A useful question to keep in mind whenever we look at new tech meant to enhance education. #mscedc

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Blog Post 2

Happy Monday!

Going through the readings I have been reflecting on the themes that I can translate to images for the end of the block project. Naturally, I have been most curious about cyborgs and the different ones that we have in society.

Considering the list of human-machine relationships in the Miller reading, we are all cyborgs in some way but some of us are more entrenched than others. Mainly I have been captured by the idea of professions that are dependant upon their enhancements. Such as a chef and their knives, a painter and their brushes, and a tradesman with their signature tool. Dreyfus’s ideas that “The way human bodies fit into the physical and social world make the world available to them” (Miller, 2011) stimulates the thinking of how the enhancement relationship shifts and changes the available world. How does the world’s availability shift for these professions with the mastery of these enhancements?

On the subject of enhancements in the context of education, Bayne’s reading reminds us that the definitions we give words must be done so with care.  Bayne describes the term of TEL being used in policy to describe “the notions of ‘harnessing technology’ and ‘transforming education through technology’” (Bayne, 2015), which is an oversimplification of the term. The idea was presented on Twitter, I forget by who, that in the symbiotic relationship of technology and humanity loses it balance and technology take over, what will happen? What about this question applied to TEL, if the technology takes over education what will the results be?

I want to display this in my project but I’m not sure how. My thoughts are a little all over the place right now.

@BrianDigitalEd @YouTube Thank you so much for saying that! I agree. I have many parents who have approached me about what I think is the best usage system for their family and I know I will never say what they want to hear. #mscedc

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@acupoftao Best case scenario: AI becomes so intelligent it realizes that all our questions on science, economics and the environment are pointless but art is the real challenge. #mscedc

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@JemMeganMay #mscedc Great article with great points. Especially the part about solving all questions about ethics being “tricky to say the least.” Wonder if it’s actually possible to make an AI with the purpose of solving ethical questions.

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