CHAIRPERSONS
KEYNOTE SPEAKERS
SCIENTIFIC COMMITTEE
CHAIRPERSONS
KEYNOTE SPEAKERS
SCIENTIFIC COMMITTEE
(Apologies for any cross-posting)
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IESS 2017 – The 8th International Conference on Exploring Service Science
May 24-26, 2017, Roma, Italy
http://www.itais.org/conference/iess2017/
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Dear Colleagues,
There is almost one month left before the submission deadline (December 24).
We would like to remind you that the 8th International Conference on Exploring Service Science – IESS 2017 will take place at Sapienza University in Roma (IT) on May 24-26, 2017.
The Conference will bring together academic and practitioners from service industry and their worldwide partners in a collegial and stimulating environment.
According to its tradition, IESS 1.7 will cover major areas of research, education and empowerment related to Service Science and service innovation, including new research trends such as: society development due to services, environment contribution to the coexploration and co-creation of multi-disciplinary, multi-institutional and multinational services, the role of services in the integration of the new possibilities powered by IT, development of generic models for the process of service construction.
Papers are solicited on topics related to one or several topics of the following list, but not limited to. Contributions should be grounded in one or several contexts, and be open to multi-disciplinary approaches.
– Service exploration processes
– Business transformation through Service Science
– New service business model
– Modelling of the service consumer needs
– Modelling of business services requirements
– Service information & process modelling
– Service design methodologies and patterns
– Service co-design environments, tools
– Requirements oriented towards services
– IT-based service engineering
– Service orientation in the digital enterprise
– Modelling and design of IT-enabled service systems
– Service delivery systems
– Product-service systems
– Service innovation and strategy
– Sustainability in services
– Governance of service systems
– Service System networks
– Education for service innovation
All accepted and presented papers will be published in the Springer Series “Lecture Notes in Business Information Processing”, abstracted/indexed in CPCI (ISI) Proceedings, SCOPUS, DBLP, EI, Google Scholar and Springerlink.
We are also arranging agreements for fast access to journals.
IMPORTANT DATES
Full paper submission: December 24, 2016
Notification of acceptance: February 3, 2017
Final paper submission: February 26, 2017
SUBMISSION INFORMATION
All IESS 2017 papers must be submitted in electronic format (pdf format) via EasyChair conference management system:
https://easychair.org/conferences/?conf=iess17 .
The material submitted for presentation at the workshop must be original, not published or being considered elsewhere. The working language is English. Papers should not exceed 5,000 words, recommended length is max. 14 pages. The papers should be formatted in the Springer Book template for “Lecture Notes in Business Information Processing” according to the instructions available in the conference website on the “Instructions for authors” item (submission section).
REGISTRATION FEES
Full registration (one fee/paper): 400 EUR (early) / 450 EUR (late)
Ph.D. Students: 250 EUR (early) / 300 EUR (late)
Accompanying persons: 125 EUR (early) / 175 EUR (late)
E-mail: iess2017@itais.org
Web: http://www.itais.org/conference/iess2017
Sincerely yours,
Fabrizio D’Ascenzo (IT), IESS 2017 Conference Chair
Mauro Gatti (IT), IESS 2017 Conference Chair
Monica Dragoicea (RO), IESS 2017 Program Chair
Stefano Za (IT), IESS 2017 Program Chair
CONFERENCE ORGANIZERS
Duckworth A (2016): GRIT: The power of passion and perseverance. NY,NY: Simon & Schuster, Scribner.
https://www.amazon.com/Grit-Passion-Perseverance-Angela-Duckworth/dp/1501111108
Part I: What grit is and why it matters
Chapter 1: Showing up
“Some people are great when things are going well, but they fall apart when things aren’t.” p. 7
“… in a very real sense, they were satisfied with being unsatisfied. Each was chasing something of unparalleled interest and importance, and it was the chase – as much as the capture – that was gratifying… First, these exemplars were unusually resilient and hardworking. Second, they knew in a very, very deep way what it was they wanted. They not only had determination, they had direction. It was this combination of passion and perseverance that made high achievers special. In a word, they had grit.” p. 8
Chapter 2: Distracted by talent
“And, as a teacher, wasn’t it my responsibility to figure out how to sustain effort – both the students’ and my own – just a bit longer? At the same time, I began to reflect on how smart even my weakest students sounded when they talked about things that genuinely interested them.” p. 17
“… wrote [Charles Darwin]. ‘For I have always maintained that, excepting fools, men did not differ much in intellect, only in zeal and hard work; and I still think this is an eminently important difference.'” p. 21
“… [William James] acknowledged… ‘The plain fact remains that men the world over possess amounts of resource, which only very exceptional individuals push to their extremes of use.”
Chapter 3: Effort counts twice
“Talent x effort = skill; skill x effort = achievement; Talent is how quickly your skills improve when you invest effort. Achievement is what happens when you take your acquired skills and use them. Of course, your opportunities – for example, have a great coach or teacher – matter tremendously too, and maybe more than anything about the individual. My theory does not include these outside forces,nor does it include luck.” p. 42
Chapter 4: How gritty are you?
“…grit is more about stamina than intensity… Grit is about working on something you care about so much that you’re willing to stay loyal to it… Grit has two components: passion and perseverance… Enthusiasm is common. Endurance is rare.” p. 53-56
“A clear, well-defined philosophy gives you guidelines and boundaries that keep you on track.” p. 62
“Warren Buffett… simple three-step process for prioritizing… First, write down a list of twenty-five career goals. Second, you do some soul-searching and circle the five highest-priority goals. Just five. Third, you take a hard look at the twenty goals you didn’t circle. These you avoid at all costs. They’re what distract you; they eat away at your time and energy, taking your eye from the goals that matter more.” p. 66
“A successful person has to decide what to do in part by deciding what not to do.” p. 67
“However, the higher-level the goal, the more it makes sense to be stubborn.” p. 74
Chapter 5: Grit grows
“Flynn called this virtuous cycle of skill improvement the social multiplier effect, and he used the same logic to explain generational changes in abstract reasoning.” p. 84
“… grit grows as we figure out our life philosophy, learn to tell the difference between low-level goals that should be abandoned quickly and higher-levelgoals that demand more tenacity… ‘the maturity principle.'” p. 86
“It illustrates the maturity principle to a T.” p. 88
Part II: Growing Grit From The Inside Out
Chapter 6: Interest
“…passion for your work is a little bit of discovery, followed by a lot of development, and then a lifetime of deepening.” p. 103
Chapter 7: Practice
“… grit is not just about quantity of time devoted to interests, but also quality of time. Not just more time on task, but also better time on task.” p. 118
“The really crucial insight of Ericsson’s research, though, is not that experts log more hours of practice. Rather, it’s that experts practice differently. Unlike most of us, experts are logging thousands upon thousands of hours of what Ericsson calls deliberate practice.” p. 120.
“Gritty people do more deliberate practice and experience more flow. There’s no contradiction here, for two reasons. First, deliberate practice is a behavior, and flow is an experience. Anders Ericsson is talking about what experts do; Mihaly Csikszentmihalyi is talk about how experts feel. Second, you don’t have to be doing deliberate practice and experience flow at the same time… In other words, deliberate practice is for preparation, and flow is for performance.” p. 131-132
“Nobody want to show you the hours and hours of becoming. They’d rather show the highlight of what they’ve become.” p. 135
Chapter 8 Purpose
“Interest is one source of passion. Purpose – the intention to contribute to the well-being of others – is another. The mature passions of gritty people depend on both.” p. 143 [JCS: I think “service” is a better word than “purpose” in the above.]
“It seemed possible that single-minded focus on a top-level goal is, in fact, typically more selfish than selfless.” p. 146
“On the other hand, human beings have evolved to seek meaning and purpose. In the most profound way, we’re social creatures. Why? Because the drive to connect with and serve others also promotes survival. How? Because people who cooperate are more likely to survive than loners. Society depends on stable interpersonal relationships, and society in so many ways keeps us fed, shelters us from the elements, and protects us from enemies. The desire to connect is as basic a human need as our appetite for pleasure. To some extent, we’re all hardwired to pursue both hedonic and eudaimonic happiness. But the relative weight we give these two kinds of pursuits can vary.” p. 147
“Consider the parable of the bricklayers: Three bricklayers are asked: ‘What are you doing?’ The first says, ‘I am laying bricks.’ The second says, ‘I am building a church.’ The third says, ‘I am building the house of God.’ The first bricklayer has a job. The second has a career. The third has a calling.” p. 149
Chapter 9 Hope
“Cognitive behavioral therapy – which aims to treat depression and other psychological maladies by helping patients think more objectively and behave in healthier ways – has shown that, whatever our childhood sufferings, we can generally learn to observe our negative self-talk and change our maladaptive behaviors. As with any other skill, we can practice interpreting what happens to us and responding as an optimist would.” p. 176
“In sharp contrast, children in the attribution retraining program tried harder after encountering difficulty. It seems as though they’d lerned to interpret failure as a cue to try harder rather than as confirmation that they lacked the ability to succeed… She [Carol Dweck] soon discovered that people of all ages carry around in their minds private theories about how the world works… Carol would say you have more of a fixed mindset. If you had the opposite reaction, then Carol would say you tend toward growth mindset…. where our mindsets come from… point to people’s personal histories of success and failure, and how the people around them, particularly those in a position of authority, have responded to these outcomes.” p. 179-181
“Undermines growth mindset and grit vs Promotes growth mindset and grit: ‘You’re a natural! I love that.’ vs ‘You’re a learner! I love that.’; ‘Well, at least you tried.’ vs ‘That didn’t work. Let’s talk about how you can approach it and what might work better.’; ‘Great job! You’re so talented!’ vs ‘Great job! What’s one thing that could have been even better?’; ‘This is hard. Don’t feel bad if you can’t do it.’ vs ‘This is hard. Don’t feel bad if you can’t do it yet.’; ‘Maybe this just isn’t uour strength. Don’t worry – you have other things to contribute.’ vs ‘I have high standards. I’m holding you to them because I know we can reach them together.'” Language is one way to cultivate hope.” p. 182
“growth mindset -> optimistic self-talk -> perseverance over adversity” p. 192
Part III: Growing Grit From The Outside In
Chapter 10: Parenting for grit
“So which is it? Is grit forged in the crucible of unrelentingly high standards or is it nutured in the warm embrace of loving support?” p. 201
“2×2 of Supportive vs Unsupportive; Undemanding vs Demanding: Permissive parenting; Wise parenting; Neglectful parenting; Authoritarian parenting.” p. 212
“If you want to bring forth grit in your child, first ask how much passion and perseverance you have for your own life goals. Then ask yourself how likely your approach to parenting encourages your child to emulate you. If your answer to the first question is ‘a great deal,’ and your answer to the second question is ‘very likely,’ then you’re already parenting for grit.” p. 216
“This pattern kept on repeating itself … [my mentor] some how knew the extent of my comfort zone and manufactured situations which were slightly outside it. I overcame them through trial and error, through doing… I succeeded.” p. 217
Chapter 11: The playing fields of grit
“Second, these pursuits are designed to cultivate interest, practice, purpose, and hope.” p. 223
“One horse did win, and by a long stretch: follow-through… The key was that students had signed up for something, signed up again the following year, and during the time had made some kind of progress.” p. 228-229
Chapter 12: A culture of grit
“James March, an expert on decision making at Stanford University, explains the difference this way: Sometimes, we revert to cost-benefit analyses to make choices… But other times, March says, we don’t think through the consequences of our actions at all… Instead, we ask ourselves: Who am I? What is this situation? What does someone like me do in a situation like this?” p. 248
“Sisu: A word that explains Finland – A typical Finn is an obstinate sort of fellow who believes in getting the better of bad fortune by proving he can stand worse.” p. 251
Chapter 13: Conclusion
“This book is about the power of grit to help you achieve your potential.” p. 269
Outline for Interdisciplinary Curriculum
(Pre-Syllabus Intelligence Augmentation, or Studying the Evolution of Cognitive Systems for Service Systems)
Question: What changes in service systems will progress everyone towards easily building, understanding, and working with cognitive systems in their personal and professional lives? These changes can have a profound impact on intelligence augmentation of people and organizations.
To address the science, design, business and societal implications of cognitive era of computing requires an interdisciplinary curriculum that synergistically complements the core IBM Cognitive Computing Curriculum (which draws most heavily from artificial intelligence syllabi). A core curriculum provides an understanding of the building blocks of cognitive systems, and how each block functions algorithmically. However, to be of value these building blocks must be assembled into well-designed solutions that augment intelligence of service system entities. Specifically, the solutions should augment the performance of people and organizations on real-world tasks and social interactions, and thereby play a positive role in the evolution and development of business and society.
Science: What can be learned by studying the evolution and development of intelligence?
Design: Why is it so hard to build cognitive systems to augment the intelligence of people?
Business: What should executives and managers know about this rapidly advancing technology?
Societal Implications: What should everyone (citizens of the 21st century) know about the practical, political, and philosophical implications?
The proposed core IBM Cognitive Computing Curriculum draws most heavily from traditional Artificial Intelligence (AI) courses that focus on intelligence in machines, including core AI machine learning, reasoning, perception, interaction, and knowledge representation courses. However, more is needed to address to address the needs of learners who do not have advanced programming and math skills, for example:
Science: An interdisciplinary science curriculum must, to an appropriate degree, also address the evolution and development intelligence in brains (biology) and organizations (systems science, especially socio-technical systems, or smart service systems). Learning, reasoning, perception, interaction, and knowledge are important to understand in the context of brains and organizations, as well as machines. This provides a broader view on the implementation, development, and measurement intelligent system capabilities, including performance on a range of real-world tasks.
Design: Intelligence augmentation of people requires design of that experience. An understanding is needed especially of the role of data (from both machines and experiences of people) to properly design digital cognitive systems, from a human-computer interaction as well as a computer-supported collaborative work and performance support systems perspectives. These considerations span a wide range of contexts from interaction with devices and environments with local machine intelligence, through systems engineering and human factors of collaboration in teams of augmented individuals in diverse contexts, to design of work in global organizations with support from crowd-sourced and machine intelligence in the cloud.
Business: The historical business case studies of the applications of AI in business, successes and failures, as well as the challenges and opportunities of doing startups or transforming existing large enterprises in the cognitive era should also be part of an interdisciplinary curriculum. This will include history, state-of-the-art, and projected future of business considerations, including competitive analysis of capabilities. The economics of AI at multiple levels of business and society are the focus of portion of the interdisciplinary curriculum.
Societal Implications: An interdisciplinary curriculum must also include a range of topics, both practical, economic, political, and philosophical in nature. As people adopt intelligent assistants into their lives on smartphones, in cars, in the home, and at work, there are a range of practical matters associated with AI in our day-to-day lives. From a societal implications perspective, if the goals of AI are successful, what it means to be a programmer and a mathematician are likely to dramatically change in the next ten years, and this will impact the AI curriculum outlined above.
Science
The Brain: Structure, Function, and Evolution
https://www.amnh.org/learn/resources/brain.pdf
The Symbolic Species: The Co-Evolution of Language and The Brain
http://uberty.org/wp-content/uploads/2016/02/Terrence_W._Deacon_The_Symbolic_Species.pdf
The Social Brain: The Neuropsychology of Social Behaviors
http://disabroad.org/wp-content/uploads/sites/4/2015/07/fa16-psy-cph-the-social-brain1.pdf
Social Evolution
http://www2.econ.iastate.edu/tesfatsi/socevol.htm
Organization Theory
http://woodypowell.com/wp-content/uploads/2016/09/Org_Theory_Fall_2016-with-URLs.pdf
Organization Analysis
http://online.stanford.edu/course/organizational-analysis
Mindware
https://www.amazon.com/Mindware-Introduction-Philosophy-Cognitive-Science/dp/0195138570
Service Science: Study of the the co-evolution of technology and rules systems
http://pubsonline.informs.org/doi/abs/10.1287/serv.1120.0012?journalCode=serv
The Construction of Social Reality
https://www.amazon.com/Construction-Social-Reality-John-Searle/dp/0684831791/
The Master Algorithm
https://www.amazon.com/Master-Algorithm-Ultimate-Learning-Machine/dp/0465065708
Design (and Data Issues)
Design
https://dschool.stanford.edu/groups/k12/wiki/332ff/curriculum_home_page.html
Cognitive Systems Design
https://www.upf.edu/csim/information/syllabus/
Intro to Data Science & Data Ownership Issues
https://www.udacity.com/course/intro-to-data-science–ud359
http://hubofallthings.com/
https://www.youtube.com/watch?v=kgxKl_OCOaQ
Case Studies
Design of Products for Google’s “AI-first-world”
https://www.youtube.com/watch?v=q4y0KOeXViI
Data Privacy and Design: Episodic Memory Design in AI Systems
http://www.theatlantic.com/technology/archive/2015/01/how-the-camera-doomed-google-glass/384570/
Human-Computer Interaction
http://www.cc.gatech.edu/~stasko/6750/syllabus.html
https://www.amazon.com/Designing-User-Interface-Human-Computer-Interaction/dp/013438038X/
Computer Supported Collaborative/Cooperative Work
http://presnick.people.si.umich.edu/courses/Fall03/OnlineCommunities/
http://rd.springer.com/bookseries/2861
http://courses.washington.edu/hcde505/syllabus505.html
http://cleo.ics.uci.edu/teaching/Fall08/153/syllabus.html
Electronic Performance Support/Pervasive Interaction Design (PIxD)
https://www.amazon.com/Electronic-performance-support-systems-application/dp/0964622300/
http://mwnewman.people.si.umich.edu/courses/pixd/syllabus.html
Mohr: Socio-Technical Systems Design
https://www.amazon.com/gp/offer-listing/0692510036/
Kline: Multidisciplinary Thinking, SysReps and the Socio-Technical Systems Design Loop
https://www.amazon.com/Conceptual-Foundations-Multidisciplinary-Thinking-Stephen/dp/0804724091
Smart Mobs
https://www.amazon.com/Smart-Mobs-Next-Social-Revolution/dp/0738208612
Things that make us smart
https://www.amazon.com/Things-That-Make-Smart-Attributes/dp/0201626950
Augmenting Human Intellect
http://www.dougengelbart.org/pubs/augment-3906.html
Business
Artificial Intelligence Industry – An Overview by Segment
http://www-935.ibm.com/services/us/gbs/thoughtleadership/cognitiveindustry/
http://techemergence.com/artificial-intelligence-industry-an-overview-by-segment/
http://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/artificial-intelligence-meets-the-c-suite
http://www.gartner.com/webinar/3306419
Case Studies from Recent Press
http://www.inc.com/lisa-calhoun/see-13-of-the-artificial-intelligence-companies-checking-you-out-today.html
http://www.nytimes.com/2016/07/01/business/self-driving-tesla-fatal-crash-investigation.html?_r=0
Societal Implications
AI: Philosophy, Ethics, Impact
http://web.stanford.edu/class/cs122/
Preparing for the Future of AI
http://www.research.ibm.com/cognitive-computing/ostp/rfi-response.shtml
https://www.whitehouse.gov/blog/2016/09/06/public-input-and-next-steps-future-artificial-intelligence
Superintelligence
https://www.amazon.com/Superintelligence-Dangers-Strategies-Nick-Bostrom/dp/1501227742
NetSmart
http://hci.stanford.edu/courses/cs047n/readings/rheingold-net-smart.pdf
AI100
https://ai100.stanford.edu/2016-report
In sum, a proposed core IBM Cognitive Computing Curriculum that draws most heavily from traditional AI courses provides an excellent starting point for learners with strong programming and mathematics skills. The proposed interdisciplinary components provide a pathway for learners who may or may not have strong programming and mathematics skills, as well as a broadening for those learners who do go deep in the core AI areas. Learners who master both the core and the interdisciplinary curriculum will be better T-shaped professionals, a type of future-ready talent that is highly sought after in business and government, and especially at IBM.
ISSIP Speaker Series: https://www.linkedin.com/groups/4720974/4720974-6189199426523848705
From: Haluk Demirkan <haluk.demirkan@gmail.com>
To: Haluk Demirkan <haluk.demirkan@gmail.com>
Cc: Lasse Mitronen <lasse.mitronen@aalto.fi>
Date: 10/04/2016 03:31 PM
Subject: ISSIP Service Innovation Presentation: October 5 – 7:30 am Pacific Time (San Francisco Time Zone) – Presentation of Professor Lasse Mitronen, Aaalto University
Dear Friends and Colleagues,
Hope you are having a great week. This week’s presenter for the ISSIP Service Innovation Weekly Speaker Series is Professor Lasse Mitronen, Aaalto University
https://www.linkedin.com/in/lasse-mitronen-ba38067
This is our 138th presentation… THANK YOU…
Please let me know if you did not have a chance to present your professional, research or education interests in service innovation.
Thank you
Haluk
ISSIP Service Innovation Weekly Speaker Series
Wed 7:30 am pacific time (San Francisco time zone)/ 10:30am EST
Co-hosts: Haluk Demirkan, Jim Spohrer, Yassi Moghaddam, DJ Christman, Heather Yurko
http://www.timeanddate.com/worldclock/converter.html
Join WebEx meeting
https://issip.webex.com/issip/j.php?MTID=m980f2a9da470d264408be87884cdcb2a
Meeting number: 927 413 167
Meeting password: innovation
Join by phone
+1-415-655-0002 US Toll
Access code: 927 413 167
We are trying to find ways to cut down on emails and also use social media more proactively. Please join
ISSIP LinkedIn Group (https://www.linkedin.com/groups/4720974/4720974-6189199426523848705) and follow @The_ISSIP twitter account
AAAI 2016 Fall Symposium Series
November 17-19 (Thursday – Saturday)
Symposium: Cognitive Assistance in Government and Public Sector Applications
Registration: https://www.regonline.com/fss16.
(Registration ends October 21, 2016)
Frank just sent an updated agenda here:
2016-aaai-fss-cognitive-assistance-in-government-symposium-invitation100416
Attend the Premier Symposium focused on Cognitive Assistance advancements in the Government and Public Sector domain. Hear subject matter experts discuss their projects. Learn from panel discussions on how Cognitive Assistants can help users in aviation, legal, and other domains.
Featured Topics and Speakers
Thursday, November 17, 2016 – 9:00 am – 7:00 pm
| MORNING SESSION TOPICS | SPEAKER |
| Keynote: | Mark Maybury, AAAI Fellow & Former CTO, Mitre |
| Keynote: Preparing for the Future of AI and Cognitive Assistants | Ed Felten, Deputy U.S. CTO (invited) |
| LEGAL AND JUDICIARY SESSION | |
| ALDA: Cognitive Assistance for Legal Document Analytics | Karuna Joshi, UMBC |
| Automatic Argument Construction – from search engine to research engine | Dan Gutfreund, IBM |
| AFTERNOON SESSION TOPICS (continue Legal and Judiciary Session) | |
| Smart Forms | Sudhir Agarwal, Stanford |
| AI Algorithms for Prior-Art Identification | Arthi Kristna, USPTO |
| Panel Discussion: Opportunities and Barriers for Adoption of Cognitive Assistance for Legal and Judiciary | Moderator: Brad Brown, Mitre
Tentative Panel Members: Karuna Joshi, UMBC Sudhir Agarwal, Stanford Mathew Gerber, UVA Dan Gutfreund, IBM Brian Kuhn, Esq., IBM |
| EDUCATION SESSION | |
| Inquiry-based Teaching and Learning of Science with Cognitive Assistants | George Tecuci, Mihai Boicu, GMU |
| Panel Discussion: | Moderator: Jim Spohrer, IBM
Invited Panel Members: George Tecuci, GMU Satya Nitta, IBM John Stamper,CMU Ashok Goel, Georgia Tech |
| HEALTHCARE SESSION | |
| Persuasive AI Technologies for Healthcare System | Daniel Sonntag, DFKI |
| EVENING RECEPTION |
Friday, November 18, 2016 – 9:00 am – 7:30 pm
| MORNING SESSION TOPICS | SPEAKER |
| Keynote: | Guru Banavar, Chief Science Officer for Cognitive Computing, IBM Research |
| CYBER SECURITY SESSION | |
| Augmenting Cyber Security Intelligence: How Cognitive Computing Will Help SOC Analysts Deal With Increasing Cyber Threats | Lee Angelelli, IBM |
| Decision Patterns: Applied Knowledge Management | Keith Willett, Stevens Institute of Technology |
| Joint Q & A | Moderator: Don Tobin, National Cyber Security Center of Excellence
Panelists: Keith Willet, Stevens Institute of Technology Lee Angelelli, IBM |
| DoD and INTEL SESSION | |
| Commanders Virtual Staff | Ken Grippa, U.S. Army |
| Discussion: Cognitive Assistance in DoD & Intel | Moderator: Scott Kordella, Mitre
Panelists: Ken Grippa, U.S. Army, others TBD
|
| AFTERNOON SESSION TOPICS | |
| Panel Discussion: Cognitive Assistance in Aviation and Space | Moderator: Chris Codella
Panelists: Manjula Ambur, NASA Langley Research Center John Helleberg, Mitre Natesh Manikoth, FAA Anna Van Able, AFRL |
| Responding to Challenges in the Design of Moral Autonomous Vehicles | Larry Medsker, GWU |
| Workshop Discussion and Readout Prep
What is needed to enable and accelerate the use of Cognitive Assistance in the Government and Public Sector? |
Audience Discussion |
| EVENING SESSION | |
| Plenary Session |
Saturday, November 19, 2016 – 9:00 am – 12:30 pm
| JOINT Interactive SESSIONS Between Cognitive Assistance and : | |
| Privacy and Language Technologies Symposium | Lashon Booker, Mitre |
| Accelerating Science Symposium | TBD |
This just in from Dick Larson (MIT):
The first is Irving Wladawsky-Berger’s blog post, “STEM Literacy and Jobs,”
http://blog.irvingwb.com/blog/2016/09/stem-literacy-and-jobs.html
which eventually (in somewhat shortened form) made it to the WSJ. http://www.wsj.com/news/cio-journal
We at MIT were happy that he cited two our our STEM papers: “Stem is for Everyone” (http://www.wise-qatar.org/richard-larson-stem-mit-blossoms) and “STEM crisis or STEM surplus? Yes and yes” (http://www.bls.gov/opub/mlr/2015/article/stem-crisis-or-stem-surplus-yes-and-yes.htm) This latter paper (coauthored with my former student, Ms. Yi Xue) was selected for the Lawrence R. Klein Award representing the Best Paper of the Year in Monthly Labor Review, for someone not employed by the U.S. Department of Labor. http://www.bls.gov/opub/mlr/2016/announcement/klein-award-recipients-announced-for-2015.htm
The second is this IBM web site: “The classroom will learn you, Cognitive systems will provide decision support for teachers.” http://www.research.ibm.com/cognitive-computing/machine-learning-applications/decision-support-education.shtml#fbid=eLh89r4FaS0
I’ve just Tweeted it on the BLOSSOMS Twitter site, as I agree 100% with the vision!
This just in from Ben Shaw (IBM):
Recent Press:
Samsung, Air Force, Lawrence Livermore Partnership: http://www.cnet.com/news/samsung-turns-ibms-brain-like-chip-into-a-digital-eye/
Misha Mahowald Prize: http://mahowaldprize.org/inaugural-misha-mahowald-prize-for-neuromorphic-engineering-won-by-ibm-truenorth-project/
Computer History Museum: http://www-03.ibm.com/press/us/en/pressrelease/50350.wss
16-Chip System: http://www-03.ibm.com/press/us/en/pressrelease/49424.wss
Boot Camp: http://www.wired.com/2015/08/ibms-rodent-brain-chip-make-phones-hyper-smart/
Papers:
ecosystem: https://dl.dropboxusercontent.com/u/91714474/Papers/030.Supercomputing%202016.pdf
convolution networks: http://arxiv.org/abs/1603.08270
backpropagation: https://papers.nips.cc/paper/5862-backpropagation-for-energy-efficient-neuromorphic-computing
architecture: http://www.sciencemag.org/content/345/6197/668.full.pdf
neuron model: http://www.research.ibm.com/software/IBMResearch/multimedia/IJCNN2013.neuron-model.pdf
applications: http://www.research.ibm.com/software/IBMResearch/multimedia/IJCNN2013.algorithms-applications.pdf
programming: http://www.research.ibm.com/software/IBMResearch/multimedia/IJCNN2013.corelet-language.pdf
Video:
Brain-inspired Computing: Dharmendra Modha, IBM Fellow and Principal Investigator
https://www.youtube.com/watch?v=UHPwIBiFVq0
Blog:
Blog: http://www.modha.org
Ken Goldberg just sent this excellent piece:
Multiplicity has More Potential Than Singularity
Ken Goldberg
Stephen Hawking, Bill Gates, and Elon Musk are extremely intelligent humans. So it’s not surprising that the concerns they’ve recently raised about Artificial Intelligence (AI) surpassing human intelligence have generated widespread anxiety. But fears of the “Singularity” are distracting attention from a far more important development: Multiplicity.
“Multiplicity” describes an emerging category of systems where diverse groups of humans work together with diverse groups of machines to solve difficult problems. Multiplicity combines ideas from machine learning, the wisdom of crowds, and cloud computing. Multiplicity is not science fiction; it’s central to systems we use everday: Twitter, Salesforce, Netflix, Siri, and Uber.
Consider the Internet search problem. Given a word or two, find the relevant documents among billions and list them in order of importance. Google’s solution requires a diverse set of algorithms and computing platforms. It also requires ongoing input from a diverse group of humans, who make subtle decisions about content and links every time we post a tweet or update or create a web page. Humans also help Google’s search improve over time by providing ongoing feedback every time we click on one of the suggested links.
Google’s search engine is a Multiplicity system that requires a diverse group of machines and a diverse group of humans. Multiplicity is also essential for the movie and book recommendations provided by Netflix and Amazon, for Facebook’s News Feed, and for Apple’s Siri voice recognition system. Most of the recent progress in AI, for robot driving and “deep learning” networks for understanding images and video, can be characterized in terms of Multiplicity: rather than eliminating humans, our input and feedback will play a vital ongoing role.
Multiplicity systems are extremely complex and much more research is needed to effectively combine groups of machines, groups of humans, and groups of both. We need new statistical machine learning methods that combine input from an ensemble of algorithms. Recent results in Ensemble Learning [1] show that a sufficiently diverse group of algorithms, each tuned to different subspaces of inputs, will be better at classification than any single algorithm.
Although Economics, Psychology, Political Science, and Sociology study group behavior at different scales, more research is needed on how humans with complementary skills can be brought together to solve problems. It was recently shown that the diversity of a group is more important than its total IQ for collective problem-solving [2, 3]. New Research is needed on how to effectively integrate the skills of human groups with the power of cloud computing. One example is Cloud Robotics, where demonstrations from diverse groups of humans are shared over the Cloud and combined using statistical machine learning techniques such as Partially Observed Markov Decision Processes (POMDPs) to produce policies that maximize the probability of success and self-monitor to alert humans when confidence decreases [4]. This plays an important role in Google’s approach to self-driving cars.
Multiplicity is neither science fiction nor an existential threat to humanity. It supports many of the most sophisticated and effective systems we use every day and it involves us rather than excludes us. But Multiplicity is not yet well understood. It deserves our attention.
Ken Goldberg is UC Berkeley Professor of Engineering.
http://goldberg.berkeley.edu
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Summary (and video) of presentation at the world Economic Forum in January 2015:
https://amplab.cs.berkeley.edu/news/ken-goldberg-at-davos-forget-singularity-lets-talk-multiplicity/
Short Essay in Medium.com:
http://j.mp/medium-multiplicity
References
[1]: http://www.scholarpedia.org/article/Ensemble_learning
[2]: http://www.chabris.com/Woolley2010a.pdf