Gemma points in the opposite direction: smaller models, local compute, more ownership.
大多数人认为AI发展必然走向更大、更集中的模型，但作者认为Google的Gemma 4代表了相反趋势。这挑战了AI发展的主流叙事，暗示未来AI可能分散到个人设备上，减少对大型基础设施的依赖，这与行业共识形成鲜明对比。
4 Matching Annotations
- Last 7 days
-
www.theaivalley.com www.theaivalley.com
-
- Feb 2024
-
- Aug 2023
-
Local file Local file
-
Mills, Anna, Maha Bali, and Lance Eaton. “How Do We Respond to Generative AI in Education? Open Educational Practices Give Us a Framework for an Ongoing Process.” Journal of Applied Learning and Teaching 6, no. 1 (June 11, 2023): 16–30. https://doi.org/10.37074/jalt.2023.6.1.34.
Annotation url: urn:x-pdf:bb16e6f65a326e4089ed46b15987c1e7
-
- Mar 2020
-
library.educause.edu library.educause.edu
-
However, there is skepticism about AI’s ability to replace human teaching in activities such as judging writing style, and some have expressed concern that policy makers could use AI to justify replacing (young) human labor.
Maha describes here the primary concern I have with the pursuit of both AI and adaptive technologies in education. Not that the designers of such tools are attempting to replace human interaction, but that the spread of "robotic" educational tools will accelerate the drive to further reduce human-powered teaching and learning, leading perhaps to class-based divisions in educational experiences like Maha imagines here.
AI and adaptive tool designers often say that they are hoping their technologies will free up time for human teachers to focus on more impactful educational practices. However, we already see how technologies that reduce human labor often lead to further reductions the use of human teachers — not their increase. As Maha points out, that's a social and economic issue, not a technology issue. If we focus on building tools rather than revalorizing human-powered education, I fear we are accelerating the devaluation of education already taking place.
-