-Caveat Lector-
Let me be Frank...or Franklin or WHATever. If the level of discussion on
these "lists" doesn't make a quantum jump pretty soon, yo'all will find
yourselves waxing eloquent with a Chinese Chatterbot and you won't even know
it.
FWP.
http://users.uniserve.com/~culturex/Machine-Psychology-EEL.htm
-----Original Message-----
From: Franklin Wayne Poley <[EMAIL PROTECTED]>
To: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
Cc: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
Date: Thursday, November 25, 1999 7:26 PM
Subject: [LIFE-GAZETTE] Re: Harvard and Notable Law Professor at
Odds...Chatterbots.
>From: "Franklin Wayne Poley" <[EMAIL PROTECTED]>
>
>
>-----Original Message-----
>From: Steve Eskow <[EMAIL PROTECTED]>
>To: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
>Date: Wednesday, November 24, 1999 8:22 PM
>Subject: RE: Harvard and Notable Law Professor at Odds
>
>
>>==============================================================
>>
>>
>>I'm not quite sure I understand this point:
>>
>><<English 101 won't survive the Internet as an exclusively human domain.>>
>
>Steve: This is not the same as "Roboteacher". This is a conversational
>program which will carry on the same kind of mindless current affairs
>chit-chat which is typical of such "lists". Who would know the difference
>between such a program and the sages of these "lists"? The Case of Bruce
the
>Borg is somewhere in
>http://users.uniserve.com/~culturex/Machine-Psychology.htm
>Bruce the Borg is an actual Internet personality and to this day I have to
>reasonably suspect a CIA Psy-Op using such a program. In about a year I may
>get a program up and running to prove this to all concerned. Or maybe I'll
>keep it quiet. The fact that no-one, even on CTRL (Conspiracy List) has
even
>expressed an interest in this tells me that the prospect for an Internet
>Robot many times smarter than Internet discussants is very, very real. I
can
>just put my Internet Conversational Robot up on the net and have some fun.
>FWP
>
>
>>My hunch is that the students, by and large, will continue to be
>exclusively
>>human.
>>
>>Human teachers, and some of those that are inhuman, have been aided by
>>machinery for a long time: books, for example, are often organized as
>>self-teaching devices.
>>
>>More recently, as you know, Skinner and others have developed a theory and
>>practice of behavioral learning, and "teaching machines" to embody that
>that
>>praxis.
>>
>>There is now an extensive body of research on "computer tutoring systems"
>>what you call robot teacher, and software programs of good quality are
>>available: one that I have and like is actually called "Guru."
>>
>>There are machines available that hurls baseballs and tennis balls at live
>>students so that they can practice without live teachers. there is no
>>question that software tutoring systems will progressively more useful for
>>certain kinds of teaching/learning, as standalone or as teaching
assistants
>>to the human, or semihuman, teacher.
>>
>>And perhaps soon biotechnology will create a teacher that is semihuman and
>>hemirobot.
>>
>>SE
>>In
>>"Machine Psychology" I give various reasons to think that an English
>>conversational program might have been tried out on the Internet already
>>especially on the current affairs/new types of lists. Are you sure I am
>>not
>>a robot?
>>FWP.
>>http://users.uniserve.com/~culturex/Machine-Psychology-EEL.htm
>>
>>
>>-----Original Message-----
>>From: Steve Eskow <[EMAIL PROTECTED]>
>>To: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
>>Date: Monday, November 22, 1999 9:51 PM
>>Subject: RE: Harvard and Notable Law Professor at Odds
>>
>>
>>>==============================================================
>>>
>>> Earl,
>>>
>>>One thing doesn't change: the belief that each new technology will
>>change
>>>everything. I've lived through education will be different because
>>radio
>>>will bring Harvard and the Sorbonne to students in every small town in
>>the
>>>world. Same for movies. Same for tv. And now it's the computer that
>>will
>>>change everything.
>>>
>>>My hunch is that English 101, which has outlived every new teaching
>>fad,
>>>every new technology, will survive the computer.
>>>
>>>In any event, I'm always troubled by what sounds like the notion that
>>we
>>>have no control over our technologies, that they're bound to change
>>>everything whether we want them to or not.
>>>
>>>Question, Earl.
>>>
>>>Suppose it's obviously right that One Big University, a Microsoft of
>>>education, can do high quality teaching for the whole world, making it
>>>unnecessary for us to have 3500 accredited colleges in the US, or even
>>350.
>>>Or even 35. Would it be a good thing to save all that brick and mortar,
>>and
>>>have all those teachers go into another line of work: taxi driving
>>perhaps?
>>>Would you favor that kind of trend in your country?
>>>
>>>Do you agree there's a lot of nonsense spoken about the marvels of
>>>technology, as if radio and television and the telegraph and 35 mm
>>slides
>>>really brought us out of the intellectual dark ages and into the
>>education
>>>marvels of today: a world where children are taught reading and writing
>>and
>>>numbers and geography and job skill by the audiovisual marvels of the
>>new
>>>wondrous gadgets. Or are we saying that radio may have disappointed,
>>and
>>>television didn't quite deliver on the prophesies, but the computer,
>>now,
>>>the computer will really have everyone able to learn everything, and
>>there
>>>will soon be no more illiteracy, and no more unemployment, and no more
>>>homelessness, because the computer will teach everyone, each one at
>>his/her
>>>level, learning at his/her pace,
>>>
>>>etc., etc., etc.
>>>
>>>Ah me, Earl. Did someone say the more things change the more they stay
>>the
>>>same?
>>>
>>>Learning faster is the funniest idea I've heard in a long time. Like if
>>you
>>>computerize weight training people can get muscles faster.
>>>
>>>If speed of learning is really important, we really have to do
>>something
>>>about my Windows crashing all the time: I spend more time rebooting my
>>>computer than I do learning something very fast.
>>>
>>>Cheers, Earl.
>>>
>>>Steve
>>>
>>>
>>>
>>>-----Original Message-----
>>>From: Earl Mardle
>>>To: [EMAIL PROTECTED]
>>>Sent: 11/22/99 8:22 PM
>>>Subject: RE: Harvard and Notable Law Professor at Odds
>>>
>>>Looks like we are back at the universal instruction set theory of
>>>distance education and I'm sure we've been here before.
>>>
>>>At 03:58 PM 22/11/99 -0700, Steve wrote:
>>>>==============================================================
>>>>
>>>>Skinner and his followers actually built teaching machines and there
>>>are
>>>>many programs that were developed for them, some still in use. The
>>>movement,
>>>>some of you will recall, was called "programmed instruction."
>>>>
>>>>What Oracle and Mike Milken seem to be saying is that the Internet and
>>>>software can indeed make Harvard, and the 107 community colleges of
>>>>California, and all the Texas community colleges except one,
>>>unnecessary.
>>>>
>>>>
>>>>Wait till the faculty now embracing distance learning finds out what
>>>Larry
>>>>Ellison is really planning to do to them.
>>>>
>>>>Who needs Harvard, or RSU, or 107 community colleges in California,
>>>when we
>>>>have the Internet Teaching Machine?
>>>
>>>I'm all in favour of Milken and Ellison pouring their gold into this
>>>kind of development. I'm sure the spin offs for any number of functions
>>>and capabilities will be astonishing and in the end they may end up
>>>teaching English 101 on the net, and correcting the papers.
>>>
>>>At which point they, and all of us will discover the enduring hole in
>>>this entire process of down sizing, rationalising, whatever you call it
>>>theory of economics.
>>>
>>>Business only has one kind of customer; people with incomes.
>>>
>>>We don't need teachers of woad application, Druidic instruction or
>>>manuscript copying of holy documents any more either. Are we worse off
>>>for that? Or are there more interesting things still to do on the
>>>planet.
>>>
>>>I may want desperately to teach Druidic lore, I might even get a few
>>>students, I'll just make a better living teaching Java or C++. Its a
>>>trade-off. I can get a view of the Himalayas from an aircraft or I can
>>>climb mount Everest without oxygen. Why would I do the latter if I can
>>>do the former?
>>>
>>>Big news. Tomorrow will be different. things we do now will be
>>>redundant, things we haven't heard of will be commonplace, like email.
>>>The only thing I am moderately sure of is that whatever we need to
>>learn
>>>will take more skill, intelligence and brain power than whatever it
>>>replaces; and we'll need teachers, (any substitute word is acceptable
>>>here).
>>>
>>>There may even be a job for human teachers of English 101 in the local
>>>museum where kids can go to feel what it was like in the old days.
>>>
>>>Just because this is the way we do it now doesn't make it
>>>a) the best way of doing it
>>>b) the way it has to be done tomorrow
>>>c) beyond challenge and change.
>>>
>>>Its always been like that, the pace has just picked up a little.
>>>
>>>Cheers
>>>
>>>
>>>Earl Mardle
>>>KeyNet Consultancy
>>>"Using ICT in the Real World"
>>>http: www.kn.com.au <http://www.kn.com.au/>
>>>
>>>Secondary email
>>>[EMAIL PROTECTED]
>>>ICQ 51600656
>>>
>>>29 River St
>>>Sydney
>>>NSW 2206
>>>Australia
>>>Ph 612 9787 4527
>>>
>>>==============================================================
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>>>
>>
>>
>>==============================================================
>>GLD is provided world-wide by Rogers State University to all
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>>
>>==============================================================
>>GLD is provided world-wide by Rogers State University to all
>>interested in distance learning. Postings to GLD express
>>thoughts of the list subscribers, and have not been endorsed
>>by Rogers State University.
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>>
>>
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>* Life Gazette chronicles the development of world cultures which have
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