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"Cope, Bill"
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Artificial intelligence in the long view: from mechanical intelligence to cyber-social systems
Artificial intelligence (AI) is emerging as a defining technology of our time, a source of fear as often as inspiration. Immersed in its practicalities, rarely do we get to ask the question, what is it? How does it impact our lives? How does it extend our human capacities? What are its risks? What are its limits? This paper is a theoretical and historical overview of the nature of binary computing that underpins AI and its relations with human intelligence. It also considers some philosophical questions about the semiotic or sense-creating work of computers. Our argument proceeds in five steps. We begin with an historical background: since Ada Lovelace, we have wondered about the intelligence of machines capable of computation, and the ways in which machine intelligence can extend human intelligence. Second, we ask, in what ways does binary computing extend human intelligence and delimit the scope of AI? Third, we propose a grammar with which to parse the practical meanings that are enabled with and through binary computing. Through this discussion, we raise the question of ontology as a counter-balance to what we will argue has been an over-emphasis on the instrumental reasoning processes of the algorithm. Fourth, we situate binary computing in the context of broad developments in modern societies which we characterize as a series of systems transitions: from industrial, to informational, to a new phase that we term “cyber-social.” Finally, we explore the risks inherent in a pervasively cyber-social system. These are narrowly captured in the technical domain, “cybersecurity.” We set out to reconceive this problem framework as the location for a potential solution, supplementing analyses of cybersecurity risk with a program of cyber-social trust.
Journal Article
A proposal of formative assessment in EFL teaching and learning: Online writing and peer-review activities
Technological advances have promoted changes in social practices. In the educational context, they have set new roles and modified the relations among those who engage in the teaching-learning process, and have changed the way knowledge is produced, consumed and distributed, demanding new and efficient types of formative assessment. In this line of thought, this article suggests the multimodal platform CGScholar as an effective resource to develop online writing and peer-feedback activities with an automated managerial system to blind and randomly distribute papers to reviewers. Moreover, this article reports research findings to demonstrate that the writing and the peer-feedback activities are enhanced by the multimodal features of this platform. These activities can be employed in EFL learning to enhance learning opportunities, employ higher cognitive processes, and to teach large groups of students, either remote or face-to-face, without increasing management time.
Journal Article
Multiliteracies: Life of an Idea
Several decades have now passed since the publication in the Harvard Educational Review of the article by the New London Group, “A Pedagogy of Multiliteracies: Designing Social Futures” (1996). Published on the cusp of a revolution in our means of production of meaning, the article proved to be one of the most influential in the field of literacy education. Looking back over these decades, the article that follows is an intellectual biography written by two members of the original New London Group. It traces the origins of the idea, the subsequent work of the members of the group, and the main contours of the idea as reflected in a review of the literature.
Journal Article
Child-Parent Research Reimagined
Child-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making. Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, \"E.\" O'Keefe, Joanne O'Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O'Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.
eBook
A pedagogy of multiliteracies: designing social futures
The New London Group, which includes several Australians, presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call 'multiliteracies'. The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies overcomes the limitations of traditional approaches by emphasising how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.
Journal Article
Ubiquitous learning
This collection seeks to define the emerging field of \"ubiquitous learning,\" an educational paradigm made possible in part by the omnipresence of digital media, supporting new modes of knowledge creation, communication, and access. As new media empower practically anyone to produce and disseminate knowledge, learning can now occur at any time and any place. The essays in this volume present key concepts, contextual factors, and current practices in this new field._x000B__x000B_Contributors are Simon J. Appleford, Patrick Berry, Jack Brighton, Bertram C. Bruce, Amber Buck, Nicholas C. Burbules, Orville Vernon Burton, Timothy Cash, Bill Cope, Alan Craig, Elizabeth M. Delacruz, Lisa Bouillion Diaz, Steve Downey, Guy Garnett, Steven E. Gump, Gail E. Hawisher, Caroline Haythornthwaite, Cory Holding, Wenhao David Huang, Eric Jakobsson, Tristan E. Johnson, Mary Kalantzis, Samuel Kamin, Karrie G. Karahalios, Joycelyn Landrum-Brown, Hannah Lee, Faye L. Lesht, Maria Lovett, Cheryl McFadden, Robert E. McGrath, James D. Myers, Christa Olson, James Onderdonk, Michael A. Peters, Evangeline S. Pianfetti, Paul Prior, Fazal Rizvi, Mei-Li Shih, Janine Solberg, Joseph Squier, Kona Taylor, Sharon Tettegah, Michael Twidale, Edee Norman Wiziecki, and Hanna Zhong.
eBook
Multiliteracies: A Short Update
This short article serves two purposes. First, it provides an overview of the theory of multiliteracies and a definition of its key concepts. Consistent with previous versions of the multiliteracies argument, the article examines: the “why” of contemporary social context with its insistent calls to diversity and the demands of digital media; the “what” of multiliteracies in a grammar of multiform or multimodal meaning; and the “how” of multiliteracies pedagogy as a repertoire of knowledge processes. Second, the article updates the original article based on the recent work of Kalantzis and Cope in the areas of computer-mediated meaning and a multiform and transpositional grammar. The article ends with a call to education justice to address unequal diversity.
Journal Article
The Paradoxes of Open Educational Resources
The era of digital media has spawned a number of “open” movements. These represent new domains of “social production” resistant to commercialism: open-source software, open access scholarly publishing, and Open Educational Resources (OERs). This article focuses on OERs, while also ranging more widely to explore paradoxes in the idea and practice of “open.” On the one hand, “open” movements make intellectual property freely accessible and reusable for all. On the other hand, this openness favors Big Tech companies that base their search and artificial intelligence businesses on open content. When content is not open, they treat it as if it were, copying copyrighted material without permission. The article explores the consequences of these developments for the economics of educational content development, contrasting such practices with traditional publishing models. With its high textbook prices and journal subscription fees, traditional publishing is far from blameless. However, in the “open” regime, the creative work of authors, publishers, and educational content creators is being pushed into the realm of unpaid labor. We conclude by suggesting some solutions.
Journal Article
On Cyber-Social Meaning: The Clause, Revised
Much of the focus of recent discussion about the nature and social impact of computing has been on algorithmic processes that purport to imitate humans by their “artificial intelligence.” This has been to the neglect of semantic processes managed by computers, and these are particularly powerful because their scope and effects are so different from human intelligence. The semantic processes that we examine in this article radically extend the limitations of natural language, long-term memory, and the range of sensitivity of the human sensorium. To make its case, the article takes as its reference point some semantic primitives, expressed in traditional grammar as nouns, adjectives, verbs, and prepositions. Parsing these semantic datum points in computer-mediated meaning, we find emerging a new alliance of the social and the mechanical, a human–machine symbiosis that we call “cyber-social meaning.” This has the potential to change our human meaning capacities as much as literacy did at the time of its emergence, whether for better or for worse. The result is a frame of meaning that subsumes and in some respects supersedes natural language, that grounds representation in the material, and that for practical purposes turns semantics into an ontological question.
Journal Article