Seminar has real content
If you have time, play with it and leave comments here
The Social Code project now has real content. The first six chapters are in decent shape. They incorporate one feature that has popup windows with definitions of key concepts.
But most important is the interactive feature. I find that when I ask a good question or pose a relevant comment, the responses that I get from the AI professor and students are on point and interesting.
So if you go to the site, don’t just poke it once or twice. Go there when you have time to read through each chapter and use the “callonme” button to probe with questions or comments. Then leave a comment on this page.
I am particularly interested in how professors react. Would you like to be able to provide something like this instead of a textbook?
Also, if you or someone you know is a curious high school or college student, can you become engaged in this seminar?
Thanks.
[I'm a recently retired computer science professor.]
I really like the idea and I really want it to work, but there are few usability/pedagogical issues that I had, which make it difficult to evaluate:
1. After typing in my question, it vanished. The conversation acknowledges it and (modestly) addresses it, but it was impossible for me to refer back to it.
2. I don't see how to ask to be called on again. I'm at the end of section 1, and the only interaction offered is "Next Section".
3. I'm confused by Avery, Blake, Casey, and Drew. Do they have different personalities that I'm supposed to understand over time? If so, then I really want a graphic along with the name to help me associate what they say with their identities. If not, then I'm not sure why there are so many people in the class. It might be better to just have Instructor, Classmate and me.
4. I *think* that I don't want a seminar, but would rather have a 1:1 Socratic tutor. If I were back at my undergraduate LAC, then I'm tolerant of other people's bad questions/comments because they paid just as much tuition as I did, but here it seems like all cost and no benefit to me. I think I'd rather have a tutor ask challenging questions. If the classmates are foils aiding the Socratic method, that's fine, but that's not the feeling that I got.
5. I did not get the sense that Hartwell cared if *I* understood the concept. If the goal is to teach me (and not Avery, etc.), then I want the system to pepper me with explanations and questions until I've demonstrated mastery or have given up. Basically, "WHILE pupil is confused DO explain differently and test comprehension".
6. I think "Call on me" has two meanings, and I don't see how to invoke one of them. One meaning is basically that I have a question or comment, but the other is "Ask me a question to determine if I understand the topic." I really wanted that latter option. I tried to simulate is by asking, "Can you ask me a question to determine if I understand?", but I was forced to read through six comments from other pupils before it was my turn, and then there was no way to type an answer.
I hope this is helpful.
I've been a professor for quite a while now - in its present form, it struck me as similar to graphic novels which attempt to be textbooks. I felt that the discussion was too long before any interjection was permitted, that the interjection was single shot, and the discussion never really had a life after it. It felt pretty wooden. Maybe it is reminding me what I didn't like teaching (or taking) undergraduate seminars. The discussion felt very shallow. Still - I'd be interested in following another iteration.