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"Learning Fiction."
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Studying hard
\"Good study habits get good results. Learn to study well and the results will come.\"--Back cover.
Book
From Fictional Disagreements to Thought Experiments
In this paper, I present a conceptual connection between fictional disagreements and thought experiments. Fictional disagreements happen when two readers disagree about a fictional detail. The “great beetle debate” is a paradigmatic case. Nabokov once argued that Gregor Samsa, in The Metamorphosis, metamorphosed into a beetle. Yet many critics and readers imagine Gregor to be a big cockroach. Analysing a fictional disagreement is interesting because it exhibits the informational structure which is common to all fictions. First, it shows the distinction between the fictional foreground (what is expressed by the narrator) and background (what the reader automatically infers from the narration). Second, it shows how the fictional background is filled with the reader’s representations of reality and other shared conventional representations. The fictional background is a sophisticated mixture of traceable fictional and non-fictional bits of information. I argue that one can use this complex informational structure to explain how it is possible to extract new information originating in fiction for non-fictional purposes. The possibility of “learning from fiction” has led to a long-standing philosophical debate. However, everyone agrees on the possibility of extracting fictional information: this corresponds to drawing a moral from a given fiction. This possibility is, I argue, analogous to performing a thought experiment. I show that thought experiments and fictional disagreements exploit the same informational structure. Instead of filling the fictional background, one informs one’s non-fictional representations using the same informational channels in reverse direction.
Journal Article
Frank and Lucky get schooled
A boy and his dog learn about each other, go to school to learn more, then explore the world around them as they study science, geography and even foreign languages together.
Book
The Cognitive Value of Fiction: Two Models
Un buen número de controversias actuales incluyen cuestiones sobre el valor cognitivo de la ficción. En cada uno de esos contextos encontramos un cierto escepticismo sobre lo que podría llamarse la \"tesis fuerte\": que podemos alcanzar determinado conocimiento proposicional no-trivial a partir de la ficción en virtud del contenido narrativo de esta. Presento dos maneras en las que las ficciones pueden proporcionarnos (y a menudo lo proporcionan de forma efectiva) conocimiento proposicional precisamente de ese modo. Defiendo que esos modelos ayudar a dar una respuesta a gran parte del escepticismo que se ha mencionado. Concluyo considerando algunas implicaciones de todo el proyecto y algunas objeciones al mismo. A number of current controversies involve questions about the cognitive value of fiction. In each of these contexts, we find skepticism about what might be called the \"strong thesis,\" that we can non-trivially gain determinate propositional knowledge from fictions by virtue of their narrative contents. I offer two ways in which fictions can (and often do) provide us with propositional knowledge in just this way. I make the case that these models help answer much of the skepticism mentioned above. I conclude by considering a number of implications of and objections to the entire project.
Journal Article
Magnificent Joe
After being released from prison, Jim returns home and finds a friend in the other outsider, Joe, but their friendship is tested when Joe is accused of a crime.
Book
The Gamification of Learning: a Meta-analysis
This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (
g
= .49, 95% CI [0.30, 0.69],
k
= 19,
N
= 1686), motivational (
g
= .36, 95% CI [0.18, 0.54],
k
= 16,
N
= 2246), and behavioral learning outcomes (
g
= .25, 95% CI [0.04, 0.46],
k
= 9,
N
= 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine
inclusion of game fiction
,
social interaction
,
learning arrangement of the comparison group
, as well as situational, contextual, and methodological moderators, namely,
period of time
,
research context
,
randomization
,
design
, and
instruments
. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes.
Journal Article
Niagara Falls, or does it?
Fourth-graders Hank, Ashley, and Frankie are excitedly preparing for a magic show at the Rock 'N Bowl when Hank's creative alternative to an English essay lands him in detention and grounded the week of the show.
Book
Memoirs of an Old Teacher
Students feel that they study too much, teachers feel that they work too many hours, and politicians think that education costs too much money. Variation, flexibility, public management, entrepreneurship, sustainability, computational thinking, digitally aware, AI-friendly, common core, leadership, resilience, self-efficacy, inclusiveness, lift-the-gifted… The latest trend is the smell association theory—the retrieving of knowledge by smelling the same aroma that was present when the knowledge was first learned.
Journal Article
The disturbed girl's dictionary
Fifteen-year-old Macy, officially labeled \"disturbed\" by her school, records her impressions of her rough neighborhood and home life as she tries to rescue her brother from Child Protective Services, win back her overachieving best friend after a fight, and figure out whether to tell her incarcerated father about her mother's cheating.
BOOK
Artificial Intelligence in News Media: Current Perceptions and Future Outlook
In recent years, news media has been greatly disrupted by the potential of technologically driven approaches in the creation, production, and distribution of news products and services. Artificial intelligence (AI) has emerged from the realm of science fiction and has become a very real tool that can aid society in addressing many issues, including the challenges faced by the news industry. The ubiquity of computing has become apparent and has demonstrated the different approaches that can be achieved using AI. We analyzed the news industry’s AI adoption based on the seven subfields of AI: (i) machine learning; (ii) computer vision (CV); (iii) speech recognition; (iv) natural language processing (NLP); (v) planning, scheduling, and optimization; (vi) expert systems; and (vii) robotics. Our findings suggest that three subfields are being developed more in the news media: machine learning, computer vision, and planning, scheduling, and optimization. Other areas have not been fully deployed in the journalistic field. Most AI news projects rely on funds from tech companies such as Google. This limits AI’s potential to a small number of players in the news industry. We made conclusions by providing examples of how these subfields are being developed in journalism and presented an agenda for future research.
Journal Article