Serendipitous Learning Fostered by Brain State Assessment and Collective Wisdom

Abstract

Serendipitous discovery, invention or artistic creation are among the most exciting and utmost relevant phenomena strongly related to human learning. At the moment, there are very few measurable criteria helping to understand and foster serendipity. In other papers [1-3] we have presented, discussed and exemplified a new paradigm/model/method/system/environment-called ViewpointSthat represents our efforts to overcome many current existing limitations in generic Information Systems or search engines (e.g.: Google) as well as in other social media (e.g.: recommender systems) offering information retrieval solutions based on the proximity of available resources. We also have also exposed how ViewpointS may facilitate serendipitous discovery in an unprecedented way. In this paper, we wish to further motivate this last conjecture by proposing to explore two main research directions that did not convey sufficient attention by previous researchers (in particular those active in recommender systems): 1. assessing brain states in order to understand and forecast serendipitous human learning events triggered by emotions; 2. enhancing collective wisdom, since Human-Computer Interactions do not occur today between a human and a single machine (or algorithm), but within a community of humans and machines that continuously update "knowledge" beyond the scene. Both directions (assessment of brain states, collective wisdom) are currently on separate ways; we propose to combine them within one unified approach called ViewpointS.

Information, knowledge, and human learning for chemistry: the visionary contribution of Professor Alain Krief

“…In retrospect, this failure led us to revise our plans: Prof. Krief and the chemists were encouraged to investigate more deeply the tools, methods, and initiatives dedicated to human learning and dissemination of scientific knowledge, particularly in chemistry, while the informaticians started another project (ViewpointS) which continues (see, e.g., Refs. [2][3][4][5][6] ). This latter project is the best testimony of the influence of the experience we gathered previously working with Prof. Krief in EnCOrE.…”

“…He adopted and reinforced the author's own vision of the requirements for successful learning and for successful progress in science -in fact, we agreed that learning, discovering, and inventing are human activities strongly related to each other (see, for instance, the subsequent work in Refs. [4][5][6] ).…”

“…We were convinced of the importance of our progress and began to propose to several agencies to advance the work. Unfortunately, none understood the interest of working on the "collective brain" [4,6] put into action at a distance, and the projects proposed were not considered research in either chemistry or informatics (computer science or artificial intelligence) that merited long-term support. Inter-and multi-disciplinarity and the power of information and communication technologies for science construction did not attract those evaluating the submitted research proposals.…”

Collective and Informal Learning in the ViewpointS Interactive Medium

“…Besides, a fine-tuned counter-measure through diachronic self-evaluation should be required in order to prove a learning effect. Nevertheless, under the light of the Garden-party experiment, the ViewpointS model of a collective brain, where individual serendipity is moderated by the community [31], seems to us relevant for addressing the question of informal learning.…”