Zooming – D’Arcy Norman dot net

Since we launched Zoom as a campus platform on March 13, 2020, there have been 36,439 meetings conducted by our community. And 3 reports of ZoomBombing (so far). There may have been others, but we have only 3 reported cases at this time1.
We have spent much time and effort adjusting the configuration of our campus Zoom account to address security and privacy concerns. Default settings for meetings have been modified, making it more difficult (if not impossible) for intruders to barge into a meeting/class and ZoomBomb it.
— Read on darcynorman.net/2020/04/10/zooming/

Top 5 things to know about neuro-symbolic artificial intelligence – TechRepublic

What do you get when you combine neural networks with symbolic AI? The answer is: Neuro-symbolic artificial intelligence. Tom Merritt lists five things you should know about it.
— Read on www.techrepublic.com/article/top-5-things-to-know-about-neuro-symbolic-artificial-intelligence/

The Coronavirus Pandemic Has Unleashed A Revolution In Education: From Now On, Blended Learning Will Be The Benchmark

We must prepare for life in a world where a vaccine for COVID-19 is going to take a long time to arrive. For a long time, classes will be at half capacity, students or teachers will be forced to self-confine, attendance will be irregular, and many methodologies we used before will no longer apply.
— Read on www.forbes.com/sites/enriquedans/2020/04/13/the-coronavirus-pandemic-has-unleashed-a-revolution-in-education-from-now-on-blended-learning-will-be-the-benchmark/

Education Sciences | Free Full-Text | Student Participation in Online Content-Related Discussion and Its Relation to Students’ Background Knowledge

This paper presents two novel network methods developed for education research. These methods were used to investigate online discussions and the structure of students’ background knowledge in a blended university course for pre-service teachers (n = 11). Consequently, these measures were used for correlation analysis. The social network analysis of the online discussions was based on network roles defined using triadic motifs instead of more commonly used centrality measures. The network analysis of the background knowledge is based on the Katz centrality measure and Jaccard similarity. The results reveal that both measures have characteristic features that are typical for each student. These features, however, are not correlated when student participation is controlled for. The results show that the structure and extension of a student’s background knowledge does not explain their activity and role in online discussions. The limitations and implications of the developed methods and results are discussed.
— Read on www.mdpi.com/2227-7102/10/4/106