Basics – AI in Media and Society

Is job loss due to AI exaggerated?

November 21, 2023 Mindy McAdams

Three reports were released earlier this year, each focused on the potential of AI to take over jobs done by humans.

“Pew Research Center conducted this study to understand how American workers may be exposed to artificial intelligence (AI) at their jobs. The study emphasizes the impact of AI on different groups of workers, such as men and women and racial and ethnic groups …”

These researchers considered whether particular jobs are more or less “exposed” to AI. “In our analysis, jobs are considered more exposed to artificial intelligence if AI can either perform their most important activities entirely or help with them.” The study found that white-collar jobs dealing in information gathering or data analysis are “more exposed,” while jobs requiring manual labor and hands-on caregiving as “less exposed.”

As far as job losses, or jobs disappearing, the researchers concluded they just don’t know. Rather than being replaced (say, customer-service workers being replaced by AI chatbots), workers might use AI to make themselves more productive.

Goldman Sachs’s report focused on productivity and generative AI. They estimated that “roughly two-thirds of U.S. occupations are exposed to some degree of automation by AI.”

The McKinsey Global Institute released a 76-page PDF that said, in part, “we see generative AI enhancing the way STEM, creative, and business and legal professionals work rather than eliminating a significant number of jobs outright.” Looking at the near term (up to 2030), the analysts predicted changes in worker training and continued mobility of workers (“occupational shifts”), following pandemic-era job attrition in food service, customer service and sales, office support, and production work such as manufacturing.”

AI in Media and Society by Mindy McAdams is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Include the author’s name (Mindy McAdams) and a link to the original post in any reuse of this content.

We should not talk about sentience

July 25, 2022 Mindy McAdams

I guess it should be no surprise that people want to talk about sentient machines when the term artificial intelligence has become more common than bread and butter. I was hoping this July 2022 article in The Wall Street Journal would go further than it does to assert that there are no grounds at all for talking about sentience in today’s AI, but I was disappointed. The two authors at least did not try to “both sides” the spurious claims.

First, they state that there are a lot of exaggerated claims from companies selling so-called AI products and “solutions.” Second, they touch on the danger this holds for policy decisions — when our elected officials, lawyers, judges, etc., don’t have a clear idea of how AI systems work, they are bound to make poor laws and poor rulings. AI ethicists warn that the hype is “distorting policy makers’ views of the power and fallibility” of AI systems. The reporters quote Oren Etzioni, CEO of the nonprofit Allen Institute for Artificial Intelligence, as saying policy makers are “well-intentioned and ask good questions, but they’re not super well-informed.”

“The belief that AI is becoming — or could ever become — conscious remains on the fringes in the broader scientific community, researchers say.”
—Hao and Kruppa, in “Tech Giants Pour Billions into AI, but Hype Doesn’t Always Match Reality”

The WSJ article also covers the claims of a (now former) Google engineer who claimed the LaMDA chatbot is sentient. On July 22, The Verge was among several news organizations reporting that the engineer has been fired. That article links to a YouTube video that explains “how LaMDA works and how it could produce the responses that convinced [the engineer] without actually being sentient.”

I was dismayed that the media gave so much attention to the engineer’s claims — which he never should have made in the first place, being an engineer. If you take some time to learn about how chatbots are created (or voice assistants — my undergrad college students are decidedly unimpressed with Siri and Alexa), you’ll understand that they cannot possibly have sentience. These conversational systems are prediction machines — they predict “the likelihood of a token (character, word or string) given either its preceding context or … its surrounding context” (source: Bender et al., 2021). The results can be astoundingly good, or hilariously awful. Either way, the process that generates the responses is the result of computational predictions and not the product of a sentient being.

The same is true of the output from DALL-E (and the newer DALL-E 2), which creates an image based on a text description. The less you know about today’s algorithms and powerful AI hardware, the more likely you are to wonder whether there’s a humanlike intelligence behind the system that can produce these graphics. The output is extraordinary and literally was not even possible just a few years ago. What makes it possible today are the combination of massively parallel computational structures and the algorithms designed by humans to enable really, really good guesses (predictions) at what images would best match the descriptive text.

When I say we shouldn’t talk about sentience, I am being a bit coy. I do think we should be talking about what constitutes intelligence in humans and animals, how we know an entity is conscious, and what it means to think, to feel, to perceive the world. I don’t think we should be looking for sentience in our computers — not today and not for a long, long time to come. It distracts us from what today’s AI systems are actually doing, which is making guesses that then affect real sentient humans’ real lives.

AI literacy for everyone

April 16, 2022April 17, 2022 Mindy McAdams

My university has undertaken a long-term initiative called “AI across the curriculum.” I recently saw a presentation that referred to this article: Conceptualizing AI literacy: An exploratory review (2021; open access). The authors analyzed 30 publications (all peer-reviewed; 22 conference papers and eight journal articles; 2016–2021). Based in part on their findings, my university proposes to tag each AI course as fitting into one or more of these categories:

Know and understand AI
Use and apply AI
Evaluate and create AI
AI ethics

“Most researchers advocated that instead of merely knowing how to use AI applications, learners should learn about the underlying AI concepts for their future careers and understand the ethical concerns in order to use AI responsibly.”
— Ng, Leung, Chu and Qiao (2021)

AI literacy was never explicitly defined in any of the articles, and assessment of the approaches used was rigorous in only three of the studies represented among the 30 publications. Nevertheless, the article raises a number of concerns for education of the general public, as well as K–12 students and non–computer science students in universities.

Not everyone is going to learn to code, and not everyone is going to build or customize AI systems for their own use. But just about everyone is already using Google Translate, automated captions on YouTube and Zoom, content recommendations and filters (Netflix, Spotify), and/or voice assistants such as Siri and Alexa. People in far more situations than they know are subject to face recognition, and decisions about their loans, job applications, college admissions, health, and safety are increasingly affected (to some degree) by AI systems.

That’s why AI literacy matters. “AI becomes a fundamental skill for everyone” (Ng et al., 2021, p. 9). People ought to be able to raise questions about how AI is used, and knowing what to ask, or even how to ask, depends on understanding. I see a critical role for journalism in this, and a crying need for less “It uses AI!” cheerleading (*cough* Wall Street Journal) and more “It works like this” and “It has these worrisome attributes.”

In education (whether higher, secondary, or primary), courses and course modules that teach students to “know and understand AI” are probably even more important than the ones where students open up a Google Colab notebook, plug in some numbers, and get a result that might seem cool but is produced as if by sorcery.

Five big ideas about AI

This paper led me to another, Envisioning AI for K-12: What Should Every Child Know about AI? (2019, open access), which provides a list of five concise “big ideas” in AI:

“Computers perceive the world using sensors.” (Perceive is misleading. I might say receive data about the world.)
“Agents maintain models/representations of the world and use them for reasoning.” (I would quibble with the word reasoning here. Prediction should be specified. Also, agents is going to need explaining.)
“Computers can learn from data.” (We need to differentiate between how humans/animals learn and how machines “learn.”)
“Making agents interact comfortably with humans is a substantial challenge for AI developers.” (This is a very nice point!)
“AI applications can impact society in both positive and negative ways.” (Also excellent.)

Each of those is explained further in the original paper.

The “big ideas” get closer to a general concept for AI literacy — what does one need to understand to be “literate” about AI? I would argue you don’t need to know how to code, but you do need to understand that code is written by humans to tell computer systems what to do and how to do it. From that, all kinds of concepts stem; for example, when “sensors” (cameras) send video into the computer system, how does the system read the image data? How different is that from the way the human brain processes visual information? Moreover, “what to do and how to do it” changes subtly for machine learning systems, and I think first understanding how explicit a non–AI program needs to be helps you understand how the so-called learning in machine learning works.

A small practical case

A colleague who is a filmmaker recently asked me if the automated transcription software he and his students use is AI. I think this question opens a door to a low-stakes, non-threatening conversation about AI in everyday work and life. Two common terms used for this technology are automatic speech recognition (ASR) and speech-to-text (STT). One thing my colleague might not realize is that all voice assistants, such as Siri and Alexa, use a version of this technology, because they cannot “know” what a person has said until the sounds are transformed into text.

The serious AI work took place before there was an app that filmmakers and journalists (and many other people) routinely use to transcribe interviews. The app or product they use is plug-and-play — it doesn’t require a powerful supercomputer to run. Just play the audio, and text is produced. The algorithms that make it work so well, however, were refined by an impressive amount of computational power, an immense quantity of voice data, and a number of computer scientists and engineers.

So if you ask whether these filmmakers and journalists “are using AI” when they use a software program to automatically transcribe the audio from their interviews, it’s not entirely wrong to say yes, they are. Yet they can go about their work without knowing anything at all about AI. As they use the software repeatedly, though, they will learn some things — such as, the transcription quality will be poorer for voices speaking English with an accent, and often for people with higher-pitched voices, like women and children. They will learn that acronyms and abbreviations are often transcribed inaccurately.

The users of transcription apps will make adjustments and carry on — but I think it would be wonderful if they also understood something about why their software tool makes exactly those kinds of mistakes. For example, the kinds of voices (pitch, tone, accents, pronunciation) that the system was trained on will affect whose voices are transcribed most accurately and whose are not. Transcription by a human is still preferred in some cases.

Explaining common misconceptions about AI

August 27, 2021August 27, 2021 Mindy McAdams

Sometimes people make a statement that an artificial intelligence system is a computer system that learns, or that learns on its own.

That is inaccurate. Machine learning is a subset of artificial intelligence, not the whole field. Machine learning systems are computer systems that learn from data. Other AI systems do not. Various systems are wholly programmed by humans to follow explicit rules and do not generate any code or instructions on their own.

The error probably arises from the fact that many of the exciting advances in AI since 2012 have involved some form of machine learning.

The recent successes of machine learning have much to do with neural networks, each of which is a system of algorithms that (in some respects) mimics the way neurons work in the brains of humans and other animals — but only in some respects. In other words, a neural network shares some features with human brains, but is not extremely similar to a human brain in all its complexity.

Advances in neural networks have been made possible not only by new algorithms (written by humans) but also by new computer hardware that did not exist in the earlier decades of AI development. The main advance concerns graphical processing units, commonly called GPUs. If you’ve noticed how computer games have evolved from simple flat pixel blocks (e.g. Pac-Man) to vast 3D worlds through which the player can fly or run at high speed, turning in different directions to view vast new landscapes, you can extrapolate how the advanced hardware has increased the speed of processing of graphical information by many orders of magnitude.

Without today’s GPUs, you can’t create a neural network that runs multiple algorithms in parallel fast enough to achieve the amazing things that AI systems have achieved. To be clear, the GPUs are just engines, powering the code that creates a neural network.

More about the role of GPUs in today’s AI: Computational Power and the Social Impact of Artificial Intelligence (2018), by Tim Hwang.

Another reason why AI has leapt onto the public stage recently is Big Data. Headlines alerted us to the existence and importance of Big Data a few years ago, and it’s tied to AI because how else could we process that ginormous quantity of data? If all we were doing with Big Data was adding sums, well, that’s no big deal. What businesses and governments and the military really want from Big Data, though, is insights. Predictions. They want to analyze very, very large datasets and discover information there that helps them control populations, make greater profits, manage assets, etc.

Big Data became available to businesses, governments, the military, etc., because so much that used to be stored on paper is now digital. As the general population embraced digital devices for everyday use (fitness, driving cars, entertainment, social media), we contributed even more data than we ever had before.

Very large language models (an aspect of AI that contributes to Google Translate, automatic subtitles on YouTube videos, and more) are made possible by very, very large collections of text that are necessary to train those models. Something I read recently that made an impression on me: For languages that do not have such extensive text corpuses, it can be difficult or even impossible to train an effective model. The availability of a sufficiently enormous amount of data is a prerequisite for creating much of the AI we hear and read about today.

If you ever wonder where all the data comes from — don’t forget that a lot of it comes from you and me, as we use our digital devices.

Perhaps the biggest misconception about AI is that machines will soon become as intelligent as humans, or even more intelligent than all of us. As a common feature in science fiction books and movies, the idea of a super-intelligent computer or robot holds a rock-solid place in our minds — but not in the real world. Not a single one of the AI systems that have achieved impressive results is actually intelligent in the way humans (even baby humans!) are intelligent.

The difference is that we learn from experience, and we are driven by curiosity and the satisfaction we get from experiencing new things — from not being bored. Every AI system is programmed to perform particular tasks on the data that is fed to it. No AI system can go and find new kinds of data. No AI system even has a desire to do so. If a system is given a new kind of data — say, we feed all of Wikipedia’s text to a face-recognition AI system — it has no capability to produce meaningful outputs from that new kind of input.

Free courses at Kaggle

July 30, 2021 Mindy McAdams

I recently found out that Kaggle has a set of free courses for learning AI skills.

The first course is an introduction to Python, and these are the course modules:

Hello, Python: A quick introduction to Python syntax, variable assignment, and numbers
Functions and Getting Help: Calling functions and defining our own, and using Python’s builtin documentation
Booleans and Conditionals: Using booleans for branching logic
Lists: Lists and the things you can do with them. Includes indexing, slicing and mutating
Loops and List Comprehensions: For and while loops, and a much-loved Python feature: list comprehensions
Strings and Dictionaries: Working with strings and dictionaries, two fundamental Python data types
Working with External Libraries: Imports, operator overloading, and survival tips for venturing into the world of external libraries

Even though I’m an intermediate Python coder, I skimmed all the materials and completed the seven problem sets to see how they are teaching Python. The problems were challenging but reasonable, but the module on functions is not going to suffice for anyone who has little prior experience with programming languages. I see this in a lot of so-called introductory materials — functions are glossed over with some ready-made examples, and then learners have no clue how returns work, or arguments, etc.

At the end of the course, the learner is encouraged to join a Kaggle competition using the Titanic passengers dataset. However, the learner is hardly prepared to analyze the Titanic data at this point, so really this is just an introduction to how to use files provided in a competition, name your notebook, save your work, and submit multiple attempts. The tutorial gives you all the code to run a basic model with the data, so it’s really more a demo than a tutorial.

My main interest is in the machine learning course, which I’ll begin looking at today.

Symbolic AI: Good old-fashioned AI

June 3, 2021 Mindy McAdams

The distinction between symbolic (explicit, rule-based) artificial intelligence and subsymbolic (e.g. neural networks that learn) artificial intelligence was somewhat challenging to convey to non–computer science students. At first I wasn’t sure how much we needed to dwell on it, but as the semester went on and we got deeper into the differences among types of neural networks, it was very useful to keep reminding the students that many of the things neural nets are doing today would simply be impossible with symbolic AI.

The difficulty lies in the shallow math/science background of many communications students. They might have studied logic problems/puzzles, but their memory of how those problems work might be very dim. Most of my students have not learned anything about computer programming, so they don’t come to me with an understanding of how instructions are written in a program.

This post by Ben Dickson at his TechTalks blog offers a very nice summary of symbolic AI, which is sometimes referred to as good old-fashioned AI (or GOFAI, pronounced GO-fie). This is the AI from the early years of AI, and early attempts to explore subsymbolic AI were ridiculed by the stalwart champions of the old school.

The requirements of symbolic AI are that someone — or several someones — needs to be able to specify all the rules necessary to solve the problem. This isn’t always possible, and even when it is, the result might be too verbose to be practical. As many people have said, things that are easy for humans are hard for computers — like recognizing an oddly shaped chair as a chair, or distinguishing a large upholstered chair from a small couch. Things we do almost without thinking are very hard to encode into rules a computer can follow.

“Symbolic artificial intelligence is very convenient for settings where the rules are very clear cut, and you can easily obtain input and transform it into symbols.”
—Ben Dickson

Subsymbolic AI does not use symbols, or rules that need symbols. It stems from attempts to write software operations that mimic the human brain. Not copy the way the brain works — we still don’t know enough about how the brain works to do that. Mimic is the word usually used because a subsymbolic AI system is going to take in data and form connections on its own, and that’s what our brains do as we live and grow and have experiences.

Dickson uses an image-recognition example: How would you program specific rules to tell a symbolic system to recognize a cat in a photo? You can’t write rules like “Has four legs,” or “Has pointy ears,” because it’s a photo. Your rules would need to be about pixels and edges and clusters of contrasting shades. Your rules would also need to account for infinite variations in photos of cats.

“You can’t define rules for the messy data that exists in the real world.”
—Ben Dickson

Thus “messy” problems such as image recognition are ideally handled by neural networks — subsymbolic AI.

Problems that can be drawn as a flow chart, with every variable accounted for, are well suited to symbolic AI. But scale is always an issue. Dickson mentions expert systems, a classic application of symbolic AI, and notes that “they require a huge amount of effort by domain experts and software engineers and only work in very narrow use cases.” On top of that, the knowledge base is likely to require continual updating.

An early, much-praised expert system (called MYCIN) was designed to help doctors determine treatment for patients with blood diseases. In spite of years of investment, it remained a research project — an experimental system. It was not sold to hospitals or clinics. It was not used in day-to-day practice by any doctors diagnosing patients in a clinical setting.

“I have never done a calculation of the number of man-years of labor that went into the project, so I can’t tell you for sure how much time was involved … it is such a major chore to build up a real-world expert system.”
—Edward H. Shortliffe, principal developer of the MYCIN expert system (source)

Even though expert systems are impractical for the most part, there are other useful applications for symbolic AI. Dickson mentions “efforts to combine neural networks and symbolic AI” near the end of his post. He points out that symbolic systems are not “opaque” the way neural nets are — you can backtrack through a decision or prediction and see how it was made.

How to educate the public about AI

May 22, 2021June 3, 2021 Mindy McAdams

Two new items related to educating the general public about artificial intelligence:

The A–Z guide comes from the Oxford Internet Institute and Google. It’s slick, pretty, and animated. It consists of exactly 26 short items, one for each letter of the alphabet: artificial intelligence, bias, climate, datasets, ethics, fakes, etc. The aim is to provide answers in a not-overwhelming way.

I love the idea, but I’m not in love with the execution. For example, the neural networks piece tells us that neural nets “attempt to mimic the structure of the brain,” but they “cannot ‘think’ like humans.” That’s great — clear and accurate. We could quibble about “attempt to mimic the structure,” but we can also let that slide. But then:

“AI design teams can assign each piece of a network to recognizing one of many characteristics. The sections of the network then work as one to build an understanding of the relationships and correlations between those elements — working out how they typically fit together and influence each other.”

To me, that seems misleading. It sounds as if the layers of the neural net are directed by specifically programmed instructions, but all my reading has indicated that the layers determine on their own which features they are detecting. (I’m thinking specifically about image recognition and supervised learning here.) This is important because it contributes to the “black box” problem of machine learning systems.

I also dislike phrases such as “build an understanding,” because that implies more intentionality than these networks actually have.

Giving people short, understandable explanations of specific aspects of AI is a wonderful idea, but the explanations need to be both straightforward and true.

The second education item I linked above comes from MIT’s news office. It describes a “new cross-disciplinary research initiative … to promote the understanding and use of AI across all segments of society.”

“People need to be AI-literate to understand the responsible use of AI and create things with it at individual, community, and societal levels.”
—Cynthia Breazeal, MIT professor, director of Responsible AI for Social Empowerment and Education (RAISE)

This sentiment is becoming more widely voiced as claims for the benefits of AI increase in the media. The idea behind RAISE is good and admirable — yes, people in all walks of life should have some understanding of AI, at least as much as they have an understanding of what makes airplanes fly and what makes computers able to store and retrieve our vacation photos.

Oh, wait.

In the United States, the average person’s understanding of any process involving physics or electronics might not be very good. Many students with stellar high-school grades don’t have a solid grasp of how their laptops or phones work at a basic level. I’m not talking about the students who attend MIT, but I am talking about those who can manage high SAT scores and gain admission to top public universities.

The RAISE initiative has identified four strategic areas for research, education, and outreach:

Diversity and inclusion in AI
AI literacy in pre-K–12 education
AI workforce training
AI-supported learning

But let’s go back to the A–Z guide and look at the segment about binary code, Zeros & Ones. It tells us that 0’s and 1’s are “the foundational language of computers.” It tells us that a particular long sequence of 0’s and 1’s means “Hello” to a computer. In one sense, that is true — but it really explains nothing to a layman. A computer system doesn’t know what “Hello” is (or means) any more than a rock does.

To accomplish AI literacy, we need to accomplish computer literacy. We need to teach and explain — clearly and accurately — to students at all levels what computers can and cannot do, how they are programmed, and how AI is different from, say, writing a game program that plays tic-tac-toe as well as any human can. I can write and run a winning tic-tac-toe program on an average laptop if I know which algorithms to use in my code — but there’s nothing remotely like intelligence in that program.

We need to add caveats every time we say something like “the computer learns,” or “the system understands.”

It will be fantastic if RAISE (and other outreach programs) can raise the level of computer literacy among Americans. It’s an important goal in this era of AI hype and euphoric claims, because it will be so much easier for people to be duped, exploited, mistreated, sidelined, marginalized, and/or denied jobs, loans, mortgages, healthcare, or admission to universities if they don’t understand what AI is and how it works.

AI building blocks: What are models?

October 14, 2020June 3, 2021 Mindy McAdams

Descriptions of machine learning are often centered on training a model. Not having a background in math or statistics, I was puzzled by this the first time I encountered it. What is the model?

This 10-minute video first describes how you select labeled data for training. You examine the features in the data, so you know what’s available to you (such as color and alcohol content of beers and wines). Then the next step is choosing the model that you will train.

In the video, Yufeng Guo chooses a small linear model without much explanation as to why. For those of us with an impoverished math background, this choice is completely mysterious. (Guo does point out that some models are better suited for image data, while others might be better suited for text data, and so on.) But wait, there’s help. You can read various short or long explanations about the kinds of models available.

It’s important for the outsider to grasp that this is all code. The model is an algorithm, or a set of algorithms (not a graph). But this is not the final model. This is a model you will train, using the data.

What are you doing while training? You are — or rather, the system is — adjusting numbers known as weights and biases. At the outset, these numbers are randomly selected. They have no meaning and no reason for being the numbers they are. As the data go into the algorithm, the weights and biases are used with the data to produce a result, a prediction. Early predictions are bad. Wine is called beer, and beer is called wine.

The output (the prediction) is compared to the “correct answer” (it is wine, or it is beer). The weights and biases are adjusted by the system. The predictions get better as the training data are run again and again and again. Running all the data through the system once is called an epoch; the weights and biases are not adjusted until after all the data have run through once. Then the adjustment. Then run the data again. Epoch 2: adjust, repeat. Many epochs are required before the predictions become good.

After the predictions are good for the training data, it’s time to evaluate the model using data that were set aside and not used for training. These “test data” (or “evaluation data”) have never run through the system before.

The results from the evaluation using the test data can be used to further fine-tune the system, which is done by the programmers, not by the code. This is called adjusting the hyperparameters and affects the learning process (e.g., how fast it runs; how the weights are initialized). These adjustments have been called “a ‘black art’ that requires expert experience, unwritten rules of thumb, or sometimes brute-force search” (Snoek et al., 2012).

And now, what you have is a trained model. This model is ready to be used on data similar to the data it was trained on. Say it’s a model for machine vision that’s part of a robot assembling cars in a factory — it’s ready to go into all the robots in all the car factories. It will see what it has been trained to see and send its prediction along to another system that turns the screw or welds the door or — whatever.

And it’s still just — code. It can be copied and sent to another computer, uploaded and downloaded, and further modified.

AI building blocks: What are algorithms?

October 12, 2020June 3, 2021 Mindy McAdams

In thinking about how to teach non–computer science students about AI, I’ve been considering what fundamental concepts they need to understand. I was thinking about models and how to explain them. My searches led me to this 8-minute BBC video: What exactly is an algorithm?

I’ve explained algorithms to journalism students in the past — usually I default to the “a set of instructions” definition and leave it at that. What I admire about this upbeat, lively video is not just that it goes well beyond that simple explanation but also that it brings in experts to talk about how various and wide-ranging algorithms are.

The young presenter, Jon Stroud, starts out with no clue what algorithms are. He begins with some web searching and finds Victoria Nash, of the Oxford Internet Institute, who provides the “it’s like a recipe” definition. Then he gets up off his butt and visits the Oxford Internet Institute, where Bernie Hogan, senior research fellow, gives Stroud a tour of the server room and a fuller explanation.

“Algorithms calculate based on a bunch of features, the sort of things that will put something at the top of the list and then something at the bottom of the list.”
—Bernie Hogan, Oxford Internet Institute

He meets up with Isabel Maccabee at Northcoders, a U.K. coding school, and participates in a fun little drone-flying competition with an algorithm.

“The person writing the code could have written an error, and that’s where problems can arise, but the computer doesn’t make mistakes. It just does what it’s supposed to do.”
—Isabel Maccabee, Northcoders

Stroud also visits Allison Gardner, of Women Leading in AI, to talk about deskilling and the threats and benefits of computers in general.

This video provides an enjoyable introduction with plenty of ideas for follow-up discussion. It provides a nice grounding that includes the fact that not everything powerful about computer technology is AI!

How to start learning about algorithms

September 22, 2020June 3, 2021 Mindy McAdams

After writing yesterday’s post, I was thinking about how much students should know about algorithms if they are to have a basic understanding of how AI works. Is it enough to tell them an algorithm is a set of instructions?

So I turned, as I often do, to Khan Academy — a free online learning site that often helps me through my lack of a mathematics background. I found a set of three short lessons, starting with a video.

In the introductory video, “What is an algorithm and why should you care?”, we see various practical uses of algorithms, followed by the statement above, and a brief description of how route finding works — what Google Maps does when it gives you directions. Route finding is often used as an example of accepting a “good enough” output for the sake of speed (that is, efficiency).

Watching the animation, we comprehend that the computer is following a set of instructions to determine a good route for a delivery truck with 25 stops to make. We see the process of the algorithm at work, rather than seeing formulas and equations.

I love that the video also shows us, with animation, how the efficiency of an algorithm is calculated.

The second lesson, “A guessing game,” demonstrates binary search (an algorithm) by allowing you to discover it interactively. Wonderful!

The third lesson, “Route-finding,” is much more reading intensive. It explains the algorithm in terms of solving a maze. Without knowing the exact path to solve the maze, the algorithm can “know” which choice for its next step takes it closer to the goal (the center of the maze). I don’t consider this lesson very helpful, but that’s because I saw a much better explanation of maze-solving algorithms here:

Start video at 54:35 for demo of the greedy best-first search algorithm

I am continually amazed and humbled by the variety of ways in which people teach these concepts. More important, I realize how some ways of explaining a concept are not at all effective — for me, at least — and another way of explaining makes it clear as crystal.

So, how much should students know about algorithms, if they are to have a general understanding of AI? I think a good start would be to watch and discuss the introductory Khan Academy video, and also to see a further visual (probably animated) representation of another kind of algorithm at work.