Glia-augmented artificial neural networks: foundations and applications

Information processing in the human brain has always been considered as a source of inspiration in Artificial Intelligence; in particular, it has led researchers to develop different tools such as artificial neural networks. Recent findings in Neurophysiology provide evidence that not only neurons but also isolated and networks of astrocytes are responsible for processing information in the human brain. Artificial neural net- works (ANNs) model neuron-neuron communications. Artificial neuron-glia networks (ANGN), in addition to neuron-neuron communications, model neuron-astrocyte con- nections. In continuation of the research on ANGNs, first we propose, and evaluate a model of adaptive neuro fuzzy inference systems augmented with artificial astrocytes. Then, we propose a model of ANGNs that captures the communications of astrocytes in the brain; in this model, a network of artificial astrocytes are implemented on top of a typical neural network. The results of the implementation of both networks show that on certain combinations of parameter values specifying astrocytes and their con- nections, the new networks outperform typical neural networks. This research opens a range of possibilities for future work on designing more powerful architectures of artificial neural networks that are based on more realistic models of the human brain.

Intentional Use and Evaluation of iPad Applications in the Instruction of Pre-service Teachers

This study was undertaken to examine how instructor use of emerging technologies can contribute to better quality pre-service teacher education. A group of nine Memorial University Faculty of Education instructors attempted to systematically incorporate mobile tablet (iPad) technologies into their on-campus instruction over the period of one academic year (2013-2014). Participants familiarized themselves with their device; evaluated a range of instructional applications (apps) specific to their discipline and/or teaching focus areas; and attempted to intentionally integrate the device into the classroom-learning environment. The research team utilized several focus groups and semi-structured interviews to elicit the representations of participants with respect to their impressions of the value of tablet technologies and their experiences in implementing tablet technology in their instructional practice.