T shaped cognitive 20170221 v2
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(1) The building blocks are getting better for the next generation of makers (2) T-shaped talent is what IBM looks for, and people with lots of ideas! - Whole New Engineer Related (3) The AI building blocks are getting better too (4) The next generation can build an amazing world (5) However, they need to wrestle with ethical decisions - and Whole New Engineer topic, for sure (6) Q&A
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T shaped cognitive 20170221 v2
- 1. T-Shaped Talent and Better Building Blocks Jim Spohrer (IBM) Stanford, Feb 17, 2017 http://www.slideshare.net/spohrer/understanding_20170104_v10 2/21/2017 Understanding Cognitive Systems 1
- 2. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 2 I have… Have you noticed how the building blocks just keep getting better?
- 3. IBM Cloud Bluemix: Watson APIs are growing… 2/21/2017 © IBM UPWard 2016 3 So far (June 2016), 100,000 faculty and students globally given access
- 4. High School Senior: Anish Krishnan 2/21/2017 © IBM UPWard 2016 4
- 5. 2/21/2017 © IBM UPWard 2016 5
- 6. Dedication: Douglas C. Engelbart Father of the mouse and augmentation theory 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 6
- 7. Jobs of the Future 2/21/2017 Understanding Cognitive Systems 7
- 8. Courage Required…. 2/21/2017 © IBM UPWard 2016 8
- 9. -10 -5 0 5 10 15 1969 1974 1979 1984 1989 1994 1999 Levy, F, & Murnane, R. J. (2004). The New Division of Labor: How Computers Are Creating the Next Job Market. Princeton University Press. Expert Thinking Complex Communication Routine Manual Non-routine Manual Routine Cognitive
- 10. Future-Ready T-Shapes 2/21/2017 © IBM UPWard 2016 10
- 11. Next Generation: Future-Ready T-Shaped Adaptive Innovators Many disciplines Many sectors Many regions/cultures (understanding & communications) Deepinonesector Deepinoneregion/culture Deepinonediscipline
- 12. Top 10 Skills 2/21/2017 Understanding Cognitive Systems 12
- 13. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 13 I have… Have you noticed how the building blocks just keep getting better?
- 14. Learning to program: My first program 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 14 Early Computer Science Class: Watson Center at Columbia 1945 Jim Spohrer’s First Program 1972
- 15. 2/21/2017 © IBM UPWard 2016 15 Fast Forward 2016: Consider this…
- 16. Microsoft CaptionBot June 19, 2016 2/21/2017 © IBM UPWard 2016 16
- 17. Microsoft CaptionBot June 20, 2016 2/21/2017 © IBM UPWard 2016 17
- 18. IBM Image Tagging 2/21/2017 © IBM UPWard 2016 18
- 19. IBM Cloud Bluemix: Watson APIs are growing… 2/21/2017 © IBM UPWard 2016 19 So far (June 2016), 100,000 faculty and students globally given access
- 20. Steps Toward a Next Generation Cognitive Curriculum • 2016 • “How to build a cognitive system for Q&A task.” • 9 months to 40% question answering accuracy • 1-2 years for 90% accuracy, which questions to reject • 2026 • “How to use cognitive assistants to be a better professional X.” • Tools to build a student level Q&A from textbook in 1 week • 2036 • “How to use your cognitive mediator to build a startup.” • Tools to build faculty level Q&A for textbook in one day • Cognitive mediator knows a person better (in some ways) than they know themselves (identity & responsibility) • 2046 & 2056 • “How to manage your workforce of digital workers.” • 2046: 10 digital workers each; 2056: 100 digital workers each 2/21/2017 20
- 21. 2/21/2017 21 1956 1976 1996 2016 2036 2056 Personal Reflections: The building blocks are getting better Maine MIT, Verbex, Yale Apple IBM
- 22. Computing: Then, Now, Projected 2/21/2017 22 2035 2055
- 23. 2/21/2017 © IBM UPWard 2016 23
- 24. 2/21/2017 © IBM UPWard 2016 24 What might Reality 2.0 look like?
- 25. “The best way to predict the future is to inspire the next generation of students to build it better” Digital Natives Transportation Water Manufacturing Energy Construction ICT Retail Finance Healthcare Education Government
- 26. In sum, the top job of the future will be… • Knowing what to do with 100 people working for you! • What is the most productive purpose to point them towards? • What goals create the most value for business and society? • That is the world we are entering with digital cognitive systems (DCS) • No shortage of DCS workers… • …but what would you do with 100 people/DCS working for you? • Most people don’t have any idea… • However, great entrepreneurs do have an idea • Education of the future must teach students to work in teams • Work on challenges in teams with no solutions • This will require T-shaped professionals with depth and breadth 2/21/2017 Understanding Cognitive Systems 26
- 27. 2/21/2017 Understanding Cognitive Systems 27
- 28. In Summary 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 28 “A service science perspective considers the evolving ecology of service system entities, their value co-creation and capability co-elevation interactions, and their capabilities, constraints, rights, and responsibilities.” Cognitive Systems Entities Service Systems Entities With Cognitive Mediators Add Rights & Responsibilities
- 29. 2/21/2017 29 Come visit IBM Research – Almaden in San Jose, CA USA – monthly university day!
- 30. What is DCS? 2/21/2017 Understanding Cognitive Systems 30
- 31. What is a biological cognitive system (BCS entity)? 2/21/2017 Understanding Cognitive Systems 31
- 32. What is a digital cognitive system (DCS entity)? 2/21/2017 Understanding Cognitive Systems 32
- 33. Build them (BCS)? 10 million minutes of experience 2/21/2017 Understanding Cognitive Systems 33
- 34. Build them (BCS)? 2 million minutes of experience 2/21/2017 Understanding Cognitive Systems 34
- 35. Build them (DCS)? Computers, data, building blocks & service offerings 2/21/2017 Understanding Cognitive Systems 35
- 36. Build them (BCS + DCS)? Socio-technical system design hardware < software < data < experience < transformation 2/21/2017 Understanding Cognitive Systems 36
- 37. Understand them? • Observe Them: Predictable and Auditable? • BCS: Sometimes predictable and auditable (natural, evolved, experiences, free will) • DCS: Mostly predictable and auditable (artificial, designed, algorithms, blockchain) • Hardware: • BCS: Brain-based (neurons) • DCS: Microprocessor-based (transistors) • Software: • BCS: (People and Experiences) Evolution & Psychology, Cognitive Science • DCS: (Machines and Algorithms) Design & Engineering, Computer Science • Data, Experience, Transformation? • BCS & DCS: External environment & sensing (Data), Internal processes, communications, storage (Information & experience), Philosophy of life, values (Transformation) 2/21/2017 Understanding Cognitive Systems 37
- 38. Work with them? Circa 2016… 2/21/2017 Understanding Cognitive Systems 38
- 39. What we don’t yet understand? 2/21/2017 Understanding Cognitive Systems 39
- 40. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 40 Explain external phenomena
- 41. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 41 Explain internal phenomena
- 42. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 42 Explain value co-creation phenomena
- 43. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 43 Physics Chemistry Biology Neuroscience Psychology Artificial Intelligence Engineering Management Public Policy Education Design Humanities Natural Systems Cognitive Systems Service Systems
- 44. Sciences provide… • Frameworks for people to ask and answer questions systematically • Explanations with instructions on “how to re-do” 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 44 Kline: Conceptual Foundation of Multidisciplinary Thinking - “To our children and children’s children, to whom we elders owe an explanation of the world that is understandable, realistic, forward-looking, and whole.” Proenneke: Alone in the Wilderness - To do a thorough testing, should each generation be required to rapidly rebuild from scratch? A re-makers movement?
- 45. What are the opportunities? 2/21/2017 Understanding Cognitive Systems 45
- 46. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 46 Cognitive Mediators for all people in all roles
- 47. Occupations = Many Tasks 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 47
- 48. Watson Discovery Advisor 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 48 Simonite, T. 2014. Software Mines Science Papers to Make New Discoveries. MIT. November 25, 2014. URL: http://m.technologyreview.com/news/520461/software-mines-science-papers-to-make-new-discoveries/
- 49. User Models 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 49
- 50. What are IBM employees doing? 2/21/2017 Understanding Cognitive Systems 50
- 51. What types of digital cognitive systems (DCS)? • Cognitive Build: Outthink Challenge (250K people) • Imagine a digital cognitive system to help you do something important in your personal or professional lives • Team to design it and advocate for it, and then everyone votes • Winners: reduce waste and human suffering, screen for health issues and safety threats, learn life skills and make better choices, find what you are looking for, move around more effectively, provide emotional support, provide IT support, learn about important public policy goals and make better choices • Types: Tool, Assistant, Collaborator, Coach, Mediator 2/21/2017 Understanding Cognitive Systems 51
- 52. Types • Tool • Assistant • Collaborator • Coach • Mediator 2/21/2017 Understanding Cognitive Systems 52
- 53. Types: Model/Capability/Challenge (+ = relative difficulty level) 2/21/2017 Understanding Cognitive Systems 53 DCS Type Improvement Model/ Learning/ Data Task Model/ Perception/ Variety Self Model/ Reasoning/ Commonsense User Model/ Interaction/ Episodic Memory World Model/ Knowledge/ Legal Trust Tool + ++ + + + Assistant ++ +++ +++ ++ ++ Collaborator +++ +++ +++ ++++ +++ Coach ++++ ++++ ++++ +++++ +++++ Mediator +++++ +++++ +++++ +++++ +++++++ tool assistant collaborator coach mediator
- 54. Next Generation Cognitive Curriculum: Intelligence Building Blocks 2/21/2017 Understanding Cognitive Systems 54 • Intelligence Augmentation (IA) • Science • Design • Business • Society • Interdisciplinary • Artificial Intelligence (AI) • Learning • Perception • Reasoning • Interaction • Knowledge
- 55. IBM in Silicon Valley: From Punch Cards…. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 55 On August 22, 1943, 105 men, women and children, among them 43 IBM employees, alighted from a special train that carried them across the continent to establish new homes and the new IBM Card Manufacturing Plant Number 5 at 16th and St. John Streets, San Jose, CA.
- 56. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 56
- 57. IBM in Silicon Valley: To Brain Chips…. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 57
- 58. 2/21/2017 © IBM 2015, IBM Upward University Programs Worldwide accelerating regional development 58
- 59. Partnership for AI formed 2/21/2017 Understanding Cognitive Systems 59
- 60. Remember, this stuff is still really hard… 2/21/2017 © IBM UPWard 2016 60
- 61. Cognitive Science, a young field • Society • cognitivesciencesociety.org • People • Founders: Roger Schank, Donald Norman, Allan Collins • Others: David Rumelhart, Herbert Simon, Allen Newell • Today: Patrick Langley, Wayne Gray, Kenneth Forbus, Ashok Goel, Paul Maglio, etc. • Systems Conference • cogsys.org • (JCS wishes this was part of HICSS) 2/21/2017 Understanding Cognitive Systems 61
- 62. Advances in Cognitive Systems - cogsys.org 2/21/2017 Understanding Cognitive Systems 62
- 63. Google Search: August 26, 2016 2/21/2017 Understanding Cognitive Systems 63
- 64. Work with them? 2/21/2017 Understanding Cognitive Systems 64
- 65. T Summit
- 66. Summary
- 67. Agenda: T-Shapes & Mindset • Introduction • Depth & Breadth: Future-ready adaptive innovators • Example of successful T-shaped individual(s) • Mindset: Meet the ME in the T • KEEN 3 C’s and T-Shapes • T Summit Event: Theory & Practice Question • Highlights of T Summit 2016 • Industry perspective • University perspective • Q&A
- 68. Today’s Talk: Understanding Cognitive Systems • What is a cognitive system (entity)… • Biological? • Digital? • How to… • Build them? • Understand them? • Work with them? • Steps toward a next generation cognitive curriculum… • Types of digital cognitive systems? • Types of courses? 2/21/2017 Understanding Cognitive Systems 68 Jim Spohrer (Maine, MIT, Verbex, Yale, Apple, IBM, …)
- 69. Sample existing courses • AI MOOCs (Next Slide) • Watson Innovation Course • http://crowdtruth.org/course/watson-innovation-course-2016/ 2/21/2017 Understanding Cognitive Systems 69
- 70. AI MOOCs: Circa 2016 2/21/2017 Understanding Cognitive Systems 70
- 71. 2/21/2017 Understanding Cognitive Systems 71 Prof. Pieter Abbeel (UC Berkeley)
- 72. 2/21/2017 Understanding Cognitive Systems 72
- 73. 2/21/2017 Understanding Cognitive Systems 73
- 74. 2/21/2017 Understanding Cognitive Systems 74
- 75. 2/21/2017 Understanding Cognitive Systems 75
- 76. 2/21/2017 Understanding Cognitive Systems 76 Commonsense Reasoning Fluid Conversations Ingesting Textbooks
- 77. KEEN
Hinweis der Redaktion
- This presentation provides an initial conceptual framework for “Understanding Cognitive Systems” – this presentation can be downloaded from slideshare.net/spohrer Spohrer, J (2016) Understanding Cognitive Systems. A CSIG weekly speaker series presentation, also for Marty Apple. URL: http://www.slideshare.net/spohrer/understanding_20161127_v8
- Today’s talk will explore two questions What should we know how to make? What might programming education become? If we look at history we see a time when people could make only simple things, and often a single person could make them. Would it ever be possible for a single person to know and make complex things? And what role might programming education play? Will the cognitive era – the coming era of smart machines – make people more capable or less capable to know and make complex things?
- One of my heroes and mentors – Doug Engelbart (1925-2013) Doug and I had several conversations about the relationship between augmentation theory and service science. I wish we could have had many more. Before connecting augmentation theory to service science, I have to travel through some technical areas that are closer to my first two degrees physics at MIT and artificial intelligence at Yale university – but I promise you, I will connect this to service science and smarter service system research agenda….
- We are talking about the Frontiers of Service here – and Roland has long predicted information and service converge in some hard to imagine way…
- URL: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
- Today’s talk will explore two questions What should we know how to make? What might programming education become? If we look at history we see a time when people could make only simple things, and often a single person could make them. Would it ever be possible for a single person to know and make complex things? And what role might programming education play? Will the cognitive era – the coming era of smart machines – make people more capable or less capable to know and make complex things?
- In the 1940’s IBM started teaching computer science at Columbia. My first program – punch cards 1972.
- Here is what I tell students.... ... to try to provoke their thinking about the cognitive era: (0) 2015 - about 9 months to build a formative Q&A system - 40% accuracy; - another 1-2 years and a team of 10-20, can get it to 90% accuracy, by reducing the scope ("sorry that question is out of scope") - today's systems can only answer questions, if the answers are already existing in the text explicitly - debater is an example of where we would like to get to though in 5 years: https://www.youtube.com/watch?v=7g59PJxbGhY - more about the ambitions at http://cognitive-science.info (1) 2025: Watson will be able to rapidly ingest just about any textbooks and produce a Q&A system - the Q&A system will rival C-grade (average) student performance on questions (2) 2035 - above, but rivals C-level (average) faculty performance on questions (3) 2035 - an exascale of compute power costs about $1000 - an exascale is the equivalent compute of one person's brain power (at 20W power) (4) 2035 - nearly everyone has a cognitive mediator that knows them in many ways better than they know themselves - memory of all health information, memory of everyone you have ever interacted with, executive assistant, personal coach, process and memory aid, etc. (5) 2055 - nearly everyone has 100 cognitive assistants that "work for them" - better management of your cognitive assistant workforce is a course taught at university In 2015, we are at the beginning of the beginning or the cognitive era... In 2025, we will be middle of beginning... easy to generate average student level performance on questions in textbook.... In 2035, we will be end of beginning (one brain power equivalent)... easy to generate average faculty level performance on questions in textbook.... http://www.slideshare.net/spohrer/spohrer-ubi-learn-20151103-v2 By 2055, roughly 2x 20 year generations out, the cognitive era will be in full force. Cellphones will likely become body suits - with burst-mode super-strength and super-safety features: Suits - body suit cell phones Cognitive Mediators will read everything for us, and relate the information to us - and what we know and our goals. Think combined personal coach, executive assistant, personal research team.... The key is knowing which problem to work on next - see this long video for the answer - energy, water, food, wellness - and note especially the wellness suit at the end: https://www.youtube.com/watch?v=YY7f1t9y9a0&index=10&list=WL Do not be put off by the beginning of the video - it is a bit over hyped and trivial, to say the leasat... but the projects are really good if you have the patience to watch.
- The weakest link is what needs to be improved – according to system scientists. Accessing help, service, experts is the weakest link in most systems. By 2035 the phone may have the power of one human brain – by 2055 the phone may have the power of all human brains. Before trying to answer the question about which types of sciences are more important – the ones that try to explain the external world or the ones that try to explain the internal world – consider this, slide that shows the different telephones that I have used in my life. I grew up in rural Maine, where we had a party line telephone because we were somewhat remote on our farm in Newburgh, Maine. However, over the years phones got much better…. So in 2035 or 2055, who are you going to call when you need help?
- If Moore’s Law continues, by 2035 and by 2055, we are projected to have unimaginably large amounts of cheap computing…. 2035 one human brain level, and by 2055 all human brains level(10 billion people). Based on Kurweil’s graph of how much compute power $1000 will buy, it seems that by 2030, for $1000 you should be able to buy the compute power of one person’s brain, and that by 2060 for $1000 you should be able to buy the computer power of 10***10, or 10B people, the compute power of the world’s population for $1000. Source: http://waitbutwhy.com/2015/01/artificial-intelligence-revolution-1.html Was Moore’s Law inevitable? http://kk.org/thetechnium/was-moores-law/
- By 2036, there will be an accumulation of knowledge as well as a distribution of knowledge in service systems globally. We need to ensure as there is knowledge accumulation that service systems at all scale become more resilient. Leading to the capability of rapid rebuilding of service systems across scales, by T-shaped people who understand how to rapidly rebuild – knowledge has been chunked, modularized, and put into networks that support rapid rebuilding.
- Biological cognitive system entities… and human intelligence… The best explanation of what a biological cognitive system entity is can be found in Terrence Deacon’s book- the Symbolic Species – the co-evolution of language and the brain. All easily recognizable biological cognitive systems from ants to wolves to crows to dolphins to monkeys to people have brains that have co-evolved with symbol systems - chemical, visual, auditory – that individuals of the species you as a type of language for communicating and coordinating reasoning and interactions and the accumulation of knowledge for successful multi-generational living in an environment. Less sophisticated languages and brains deal primarily with the physical world, but more sophisticated languages and brains are needed to deal with the social and in the case of people, the cultural and institutional world, of large numbers of others of their species living in close proximity with each other. Responds to environment (decision making – model of physical world, tasks), learning (memory – model of self), language (communications – model of other), institutions (collaboration, competition – model of institutional world, trust) Is the entity the individual, the collective, or the species? Or all of these levels of organization? Bionic ant design: https://www.youtube.com/watch?v=voNBzuI7IJ4
- Technological cognitive system entities, or what we will call digital cognitive system entities – are most easily explained from science fiction examples like Star Trek’s Mr. Data – an individual smart machine or AI (Artificial Intelligence). Artificial Intelligence (AI = MI) versus Intelligence Augmentations (IA = HI + MI) = Human Intelligence + Machine Intelligence Versus a Tony Stark and Jarvis in Iron Man – which is an example of an Augmented Intelligence that combines biological human intelligence with technological machine intelligence into a system. In Augmented Intelligence – human computer interactions are often aided by augmented reality symbol systems that allow a blending of the physical and virtual or cyber worlds, so that people in the physical world can directly interact with bits of information in the machine intelligence or AI world. So it is likely that over time augmented intelligence and augmented reality interfaces will co-evolve as complementary technologies and system components. Important property of Augmented Intelligence, must increase HI by use and not diminish it. Same as a parent and a child – the child must become more capable over time, and more dependent
- People take 10 million minutes of experience to go from conception to adult in today’s society with rights and responsibilities. Dogs, and some other biological cognitive systems, make the journey in about 500,000 minutes of experience (half a million minutes of experience).
- Building an expert BCS takes 10,000 hours of deliberate practice, or around 2 million minutes of experience. Building an expert DCS is still very heard work, and the rule-based approach of expert systems can be brittle and the bottom-up data-driven deep learning approaches can take an incredible amount of data.
- In the 60 year history of the new field called Artificial Intelligence (AI) the building blocks have been getting better, and now “cognition as a service” is being offered by industry and non-profit players.
- As the lower level building blocks get better and easier to use, value migrates to higher and higher levels…. Ultimately, building an expert BCS (person) or DCS (assistant) is not simply about the hardware/software/data/experience levels but about the design and transformation of socio-technical systems. Where is the variety? Hardware and even software standardizing into modules and algorithms…. Data will standardize next into categories and types…. Experience is where the uniqueness is, and variety and variability, and identity.
- Moving from science fiction to what exists today in 2016 – in the marketplace, we can see that more and more companies are developing intelligent assistants and augmented intelligence systems with technological components – in the cloud, on smartphones, in robots, and in cars, or as embedded in existing communication apps or other devices that people use when interacting with others or the world.
- Which is more important to explain external phenomena or internal phenomena? Physics is the science that helps us understand the the external world – across many scales. Picture of star formation https://www.bnl.gov/science/physics.php
- Which is more important to explain external phenomena or internal phenomena? Cognitive science, including brain science, neuroscience, psychology and other areas, is the study of the internal world. Artificial intelligence is the science and engineering discipline trying to build smart machines – or what we at IBM call cognitive systems. Cognitive assistants are cognitive systems with capabilities of natural language, learning, and levels (of confidence) in recommendations to people trying to use them to make decisions, and some cognitive assistants have more than 3 L’s, they also have a 4th L – limbs – those cognitive assistants are robots. Picture of physics and the brain... http://medimoon.com/2014/04/drayson-foundation-donation-to-tackle-the-girls-in-physics-conundrum/
- However, at the end of the day, even with more creative and productive people…. With the 2035 symbiosis of people and their cognitive assistants, we are left trying to explain external phenomena and internal phenomena, as well as to create possible future worlds… The natural sciences of course include physics, chemistry, and biology. The cogntive science are not as well understood, but people are increasing aware of neuroscience (brain science), psychology, and artificial intelligence – which inform cognitive science. Finally, the least understood and newest is service science. Service science is the study of the evolving ecology of service sytem entities with capabilities, contraints, rights, and responsibilities – but also importantly with imagination! The humanities and fiction are a great source of possible future worlds. We just have to design and edcuate the next generation to engineer, manage, and set in place public policy that allows us to realize possible future worlds that we would like to live in. Source: Regis Lemmes http://www.slideshare.net/SalesCubes/sales-cocreation-35336385
- These concerns about what could possibly go wrong with cognitive mediators are real, so how can science help provide answers to help us make good choices in creating our future? Image sources: http://ecx.images-amazon.com/images/I/51oBLyAHXzL._SX327_BO1,204,203,200_.jpg Alone in the Wilderness (1968) – Dick Proenneke - https://www.youtube.com/watch?v=iYJKd0rkKss
- O*NET Online is the occupation network online, started by the US Dept of Labor in the 1990’s – it now represents one of the most comprehensive lists of occupations along with a great deal of information about each occupation, including skills, tasks, certifications, demand for these jobs, etc. O*NET lists about 1000 occupations from Accountants to Zoologists – and many job families in between. O*NET updates the descriptions of the occupations as well as adding new occupations over time. Source: http://www.onetonline.org/find/family?f=0
- In early 2016, IBM did an experiment to see what types of digital cognitive systems is employees where most interested in building. The experiment was called the “Cognitive Build” and over 250K employees took part in some way. I analyzed the top 400 projects, and with the help of ideas about Types of cognitive systems - co-created with the help of Don Norman and Paul Maglio – was able to identify five major types of cognitive systems that differ in the complexity of the models they possess.
- Tools are the simplest since the do one thing well Assistants are slightly more complex since they can help with a range of tasks. A collaborator is more complex, in that the best collaborators really know they user well. A coach must know the user even more deeply, not just today’s capabilities, but aspirations for the future. And finally a trusted mediator can take actions on behalf of the user – to help people interact better to co-create more value in complex interactions that require reasoning about institutional arrangements and laws, social and cultural conventions.
- These five types of digital cognitive systems and the types of models and capabilities they require are summarized in this table. Relate to learning, perception, reasoning, interaction, and knowledge – five parts of an AI course.
- From Punchcards….. History of IBM in San Jose http://www.almaden.ibm.com/almaden20/history.shtml
- Source: https://books.google.com/books?id=AzHs2vi9UegC&pg=SA1-PA10&lpg=SA1-PA10&dq=%22this+has+been+a+day+of+solid+achievement%22&source=bl&ots=2cXOJI5iN7&sig=6MpztsLgQTqQvCDatlr-o-sRZ7w&hl=en&sa=X&ei=kY-eVbC_CMuosAXOnb7YBQ&ved=0CCgQ6AEwAg#v=onepage&q=%22this%20has%20been%20a%20day%20of%20solid%20achievement%22&f=false
- To Brain Chips…. Modha’s Brain - Goal 1KW and 2 Litres…. Dharmendra Modha and his design for a brain chip playing pong: https://www.youtube.com/watch?v=gQ3HEVelBFY https://www.youtube.com/watch?v=tqeINGOzIZo https://twitter.com/dharmendramodha/status/545693986149511168
- Reference Wikipedia “Cognitive Science”
- T-shaped Breadth and Depth attitle
- Here’s the 5-minute sections with embedded questions: [Section #1 - 5 minutes] Introduction — The Intersection of T-Shaped and Entrepreneurial Mindset (a) “Jim, could you introduce us to the core idea of a T-Shaped professional?” (b) “Let’s talk about a specific example where you've seen success because of a T-shaped individual on the scene. Is there a specific example that our viewers might appreciate?” (c) “You talk about the breadth and depth of knowledge. But what about mindset, i.e. dispositions, attitudes, and motivations. Are those different for T-shaped people?” (d) “Within KEEN, we speak of CONNECTIONS. It’s one of our 3C’s. T-shaped seems to fit that perfectly. Where else do you see overlap with the 3C’s and T-shaped?” [Section #2 - 5 minutes] Overview of the T-Shaped Summit Q: “The idea of a T-Shaped professional is a growing movement. It’s important to a lot of people. Could you tell us about the movement and the T-Shaped Summit that you’ve helped champion?" [Section #3 - 5 minutes] T-Shaped Summit Highlights Q: “At the recent T-Shaped Summit (March 21 & 22 in Washington DC), there were some highlights, perhaps some particularly important for our audience. Could you share?" [Section #4 - 5 minutes] T-Shaped Professionals; Industry Perspective Q: “When companies recognize the value of T-shaped professionals, and the benefits they bring, what’s next? How is the desire turned into a reality?" [Section #5 - 5 minutes] T-Shaped Professionals; University Perspective Q: “Experience is the great educator — and it stands to reason that people might become more T-shaped with experience. But what can be done within an academic program?" [Section #6 - 5 minutes] Q & A Alayna and I will field and deliver the questions.
- I’m Jim Spohrer, I work at IBM and I am the presenter, and in today’s short talk, I will briefly cover what is a cognitive system (entity) – both biological and digital. Then I will briefly discuss how to build, understand, and work with digital cognitive systems – and how this is steps towards a next generation cognitive curriculum, including types of digital cognitive systems.
- So how far are we from the master algorithm? How far are we from having digital cognitive systems learn more like biological cognitive systems, rather than people programming with the rapidly improving building blocks? To begin to answer these questions, let’s look at the work of Prof. Peter Abbeel (UC Berkeley) – people may note that he has one of the top rated AI/Machine Learning MOOCs in the world fyi…
- In the video you can find by scrolling down on his home page, he provides a nice example of a simulated digital cognitive system entity learning from interactions with a simulated environment. The rewards are for forward speed, and head hitting ground less hard (impact with ground should be as low as possible). Re-enforcement for control, not just prediction. Control is interaction between entities and the environment, and entities and other entities – social interaction.