Interaction and Experience in Enactive Intelligence and Humanoid Robotics

We overview how sensorimotor experience can be operationalized for interaction scenarios in which humanoid robots acquire skills and linguistic behaviours via enacting a “form-of-life”’ in interaction games (following Wittgenstein) with humans. The enactive paradigm is introduced which provides a powerful framework for the construction of complex adaptive systems, based on interaction, habit, and experience. Enactive cognitive architectures (following insights of Varela, Thompson and Rosch) that we have developed support social learning and robot ontogeny by harnessing information-theoretic methods and raw uninterpreted sensorimotor experience to scaffold the acquisition of behaviours. The success criterion here is validation by the robot engaging in ongoing human-robot interaction with naive participants who, over the course of iterated interactions, shape the robot’s behavioural and linguistic development. Engagement in such interaction exhibiting aspects of purposeful, habitual recurring structure evidences the developed capability of the humanoid to enact language and interaction games as a successful participant

New perspectives on realism, tractability, and complexity in economics

Fuzzy logic and genetic algorithms are used to rework more realistic (and more complex) models of competitive markets. The resulting equilibria are significantly different from the ones predicted from the usual static analysis; the methodology solves the Walrasian problem of how markets can reach equilibrium, starting with firms trading at disparate prices. The modified equilibria found in these complex market models involve some mutual self-restraint on the part of the agents involved, relative to economically rational behaviour. Research (using similar techniques) into the evolution of collaborative behaviours in economics, and of altruism generally, is summarized; and the joint significance of these two bodies of work for public policy is reviewed. The possible extension of the fuzzy/ genetic methodology to other technical aspects of economics (including international trade theory, and development) is also discussed, as are the limitations to the usefulness of any type of theory in political domains. For the latter purpose, a more differentiated concept of rationality, appropriate to ill-structured choices, is developed. The philosophical case for laissez-faire policies is considered briefly; and the prospects for change in the way we ‘do economics’ are analysed

Pre-Education Programs: A Comprehensive Project at Henry Ford Community College

Henry Ford Community College (HFCC) in Dearbom, Michigan is a two-year institution of higher education serving a diverse student population of approximately 13,000 students. In addition to providing a broad array of technical and vocational programs, the College provides the first two years of a baccalaureate program. However, the transferability of these programs is not assured. In the absence of a mandated state-wide curriculum, two- and four-year colleges and universities in Michigan develop courses and programs independently, and the transfer of courses between institutions is determined independently by the respective departments. The end result is often loss of credit when a community college student transfers. Other problems faced prospective education majors as well. Students were justifiably apprehensive about the suitability of their academic preparation for the challenges they would confront at the four-year institution. To address this and other problems, HFCC initiated a comprehensive project to develop a structured teacher education program. The project consisted of two components: 1) creation of pre-education programs and 2) institution of articulated transfer agreements as a result of collaboration with neighboring universities. The success of this reform is underscored by a dramatic increase in HFCC pre-education majors from 354 students in 1994 to 697 in 1997, with 80 students designating minority status in 1994 and 179 in 1997

The Hard Problem: A Quantum Approach

Contents: 1. Introduction: Philosophical Setting 2. Quantum Model of the Mind/Brain 3. Person and Self 4. Meeting Baars's Criteria for Consciousness 5. Qualia 6. Free-WillComment: 28 pages, no figures, latexed, uses math_macros.tex that can be found on Archive, this paper was submitted in 5/95 and this is a revised version full postscript available from http://theor1.lbl.gov/www/theorygroup/papers/37163rev.p

HOW CAN PD PROCESS MODELLING BE MADE MORE USEFUL? AN EXPLORATION OF FACTORS WHICH INFLUENCE MODELLING UTILITY

In what sense is PD process modelling useful? and how can the utility of modelling be improved? In this paper, we approach these questions through an analysis of PD process modelling ‘utility’ – which in broad terms we consider to be the degree to which a model-based approach or modelling intervention benefits practice. We view the utility of modelling as a composite characteristic which depends both on the properties of models and on the way they are applied. The paper draws upon established principles of cybernetic systems in an attempt to explain the role played by process modelling in operating and improving PD processes. We use this framework to identify eight key factors which influence the utility of modelling in the context of use. Further, we indicate how these factors can be interpreted to identify opportunities to improve modelling utility.International Design Conference - DESIGN 201

Using the Arts to Develop a Pedagogy of Creativity, Innovation, and Risk-Taking (CIRT)

This paper considers the complex and somewhat nebulous term “creativity”, exploring the ways in which the pedagogical phenomenon we call “CIRT” (an acronym) can enrich classroom approaches so as to enhance Creativity, boost Innovation, and encourage Risk-Taking. In addition, we review elements that impact the creative process and explore concepts of freedom, as well as the constraints and parameters of creativity. In our role as teacher educators, we explore the connection between teaching and creativity by outlining three key examples of approaches that utilize the CIRT framework including: synesthesia, imagination, and audiation activities.  

Game-based learning or game-based teaching?

Emerging technologies for learning report - Article exploring games based learning and its potential for edcuatio