Final Call December AI-2026: Cambridge, UK :: June: Virtual seminar on 'A Future with AI Agents'

FINAL CALL FOR PAPERS AND POSTERS

The proceedings of the AI-20xx conference series are now published by Springer in Lecture Notes in Artificial Intelligence (LNAI), a sub-series of the distinguished Lecture Notes in Computer Science (LNCS) series of conference proceedings.

AI-2026: Cambridge, UK, December 15th-17th 2026

Organised by BCS SGAI: The British Computer Society Specialist Group on Artificial Intelligence (a EurAi Member Society).The leading series of UK-based international conferences on Artificial Intelligence and one of the longest running AI conference series in Europe.

CALL FOR CONTRIBUTIONS

http://www.bcs-sgai.org/ai2026/

AI-2026 is the forty-sixth SGAI International Conference on Innovative Techniques and Applications of Artificial Intelligence. The scope of the conference comprises the whole range of AI technologies and application areas. AI-2026 reviews recent technical advances in AI technologies and shows how these advances have been applied to solve business problems. Key features are:

• Papers will be published by Springer in the Lecture Notes in Artificial Intelligence (LNAI) subseries of the popular Lecture Notes in Computer Science (LNCS) series (
• Papers are invited in two streams. The Technical Stream presents the best of recent developments in AI, covering a wide range of technical areas. The Application Stream is the largest annual showcase in Europe of real applications using AI technology.
• It is expected that the best papers will be reprinted in expanded form in an international journal.
• A mixture of full papers (maximum 14 A4 pages) presented orally and short papers (maximum 6 A4 pages) presented as posters. Papers of both kinds will be included in the proceedings.
• Prizes for best paper and best student paper in each stream and best presented short/poster paper.
• Invited keynote lectures.
• The first day comprises tutorials and workshops to provide greater depth in selected topics. (Separate one-day registration for this day is also available.
• A panel session or a debate on a topical subject.
• An 'AI Open Mic' session to allow delegates to have their say about any aspect of AI.
• In addition to the formal sessions, the conference programme includes a welcome reception and a Gala Dinner.

AI-2026 offers a valuable opportunity to keep up to date with developments in AI and to share experiences in the practical issues of developing AI systems.

More details ... 

:::: PLUS :::::

-------- Virtual Meeting seminar on A Future with AI Agents --------

The next in our series of free evening virtual seminars will be on Wednesday June 10th from 6 p.m. to 7.30 p.m. (UK time). The topic will be A Future with AI Agents.

 

Humans are becoming the minority online with bots generating almost 50% of all internet traffic. The World Economic Forum recognised that the advancement of agentic AI is obvious and the agent-driven economy is here. The global AI agents market is growing from a $5.4 billion market in 2024 to $236 billion by 2034. Come along and find out about some technical foundations of agentic systems and how to build a minimal AI agent from scratch.

 

The speakers will be

Anirban Lahiri (Arndit Ltd., Cambridge, United Kingdom) on Agentic AI: A Friend or Foe'
Dr Mercedes Arguello Casteleiro (SGAI) on 'AI Agents 101'

The virtual seminar series is free and open to all. For further details and for the zoom link to use go to https://bcs-sgai.org/seminars/2026-06-10/.

 

Details of future SGAI events will be placed on the website at https://bcs-sgai.org as they become available. To register to be sent information about future SGAI events by email go to https://www.bcs-sgai.org/register/.

 

Max Bramer

Chair, BCS SGAI

----------------------------------------------------

Chair, British Computer Society Specialist Group on Artificial Intelligence

Emeritus Professor, School of Computing, University of Portsmouth, UK
http://www.maxbramer.org

 

My source: AI-SGES list

ERCIM News No. 125 Special theme: "Brain-inspired Computing"

Dear ERCIM News reader,

ERCIM News No. 125 has just been published at https://ercim-news.ercim.eu/

The Special Theme of this issue highlights ongoing brain-inspired computing research with contributions from some of the leading academic and industrial research laboratories in Europe, coordinated by our guest editors Robert Haas (IBM Research Europe) and Michael Pfeiffer (Bosch Center for Artificial Intelligence).

Thank you for your interest in ERCIM News. Feel free to forward this message to anyone who might be interested.

Next issue:
No. 126,  July 2021
Special Theme: "Privacy-preserving computation"

Announcements in this issue:

---

Call for Proposals: Dagstuhl Seminars and Perspectives Workshops
Schloss Dagstuhl – Leibniz-Zentrum für Informatik is accepting proposals for scientific seminars/workshops in all areas of computer science, in particular also in connection with other fields. https://www.dagstuhl.de/dsproposal

---

ERCIM "Alain Bensoussan" Fellowship Programme - postdoctoral fellowships available at leading European research institutions.
Simple application procedure. Next application deadline: 30 April 2021
https://fellowship.ercim.eu/

---

ERCIM News
is published quarterly by ERCIM, the European Research Consortium for Informatics and Mathematics.
With the printed and online edition, ERCIM News reaches more than 10000 readers.

---

About ERCIM
ERCIM - the European Research Consortium for Informatics and Mathematics - aims to foster collaborative work within the European research community and to increase co-operation with European industry. Leading European research institutes are members of ERCIM. ERCIM is the European host of W3C.
https://www.ercim.eu/
https://twitter.com/ercim_news 
ERCIM LinkedIn Group
------------------------------------------------------------------------

Peter Kunz*                  	
ERCIM Office
2004, Route des Lucioles
BP93
F-06902 Sophia Antipolis Cedex 

*With many thanks.

Includes: 

 

Higher Cognitive Functions in Bio-Inspired Artificial Intelligence 

by Frédéric Alexandre, Xavier Hinaut, Nicolas Rougier and Thierry Viéville (Inria) 

"From a modelling point of view, this organisation of architecturally similar loops is very interesting because it implies that similar computing principles (implemented in the circuitry of cortico-basal loops) are exploited on different kinds of information to implement different kinds of behaviour (reflexive and reflective)." p.20.

http://www.imn-bordeaux.org/en/teams/mnemosyne-mnemonic-synergy/ 

 

Deep *and* Broad ... Hodges' model is no blank slate ...

"Beyond deep learning

Steeper than expected

Different researchers have different ideas about how to try to improve things. One idea is to widen the scope, rather than the volume, of what machines are taught. Christopher Manning, of Stanford University's AI Lab, points out that biological brains learn from far richer data-sets than machines. Artificial language models are trained solely on large quantities of text or speech. But a baby, he says, can rely on sounds, tone of voice or tracking what its parents are looking at, as well as a rich physical environment to help it anchor abstract concepts in the real world. This shades into an old idea in AI research called "embodied cognition", which holds that if minds are to understand the world properly, they need to be fully embodied in it, not confined to an abstracted existence as pulses of electricity in a data-centre.

Biology offers other ideas, too. Dr Brooks argues that the current generation of AI researchers "fetishise" models that begin as blank slates, with no hand-crafted hints built in by their creators. But "all animals are born with structure in their brains," he says. 'That's where you get instincts from.'" p.11.

The Economist, Technology Quarterly: Artificial intelligence and its limits. The Economist, June 13 2020, 435:9198. [and image source].

'Deep and Broad' - as required.

Review: v Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

Still just in chapter 4 'Presenting the Curriculum'...

Threshold concepts are mentioned on page 57 but not explained (as yet).

There is interesting discussion of students being able to navigate their subjects. On levels of discourse and the role of textbooks. What do textbooks do? What do they not do?

I know this 'review' is a selective reading with my eye on Hodges' model, but the 'evidence' to support #h2cm really stands out. For example, on page 60, the curriculum as a political currency. So informative that I am looking forward to teaching opportunities in the Spring and the possibility of delivering a workshop in the autumn. Tufte is referenced in discussion on Powerpoint, bullet points and the form of notes. Powerpoint is also contrasted with concept mapping, as an affordance for learning.

At the heart of the book Chapter 5 'The Expert Student' is subtitled 'The Need to Manipulate Knowledge'. This gets to nub of the 'traditional' approach to much teaching, the regurgitation of facts. Figure 28, a concept map (of course), suggests and illustrates the dichotomy between competence (chains) and understanding (nets) but these together can make both learning and teaching a fluid, dynamic and rewarding experience (p.74). This is effectively what follows in models of expertise that also addresses the theory practice gap (p.76).

Kinchin's main point for me and what I've been aware of for too many years on W2tQ is that it is the knowledge connections between concepts that are more important than the concepts themselves (p.77). C/o Elvira et al. (2016), ten interrelated instructional principle for expertise development are listed (pp.76-79) and bear specific analysis here (including the content of Hodges' model within a new web environment - how I wish...!).

There's mention of a 'conceptual spine' which is great to read (p.83) but I think the challenge of education and the 21st Century calls for at least two [ Why settle for one! ;-) ]. The concept of 'resilience' is over-used of late (especially in mental health) and is diminished as a consequence. Perhaps, however a call for conceptual resilience AND assurance is very appropriate (testing this resilience is learning)?

'Moving between knowledge structures', that is, theory and practice should be an inevitable experience for students in their learning. Kinchin writes specifically on this with figures to match. On twitter of late (yes, my @h2cm 'bubble') there have been many tweets expressing concern about not just nurse recruitment and retention but student's too. Kinchin notes: "When students are interested or excited with the curriculum they are more likely to develop other positive emotions." (p.83). As I write this a New Year refresh is upon us. I have a template for Hodges' model pre-populated with content that doubtless needs updating. But with every new situation and patient encounter, there is a refresh, new learning to be sought with the patient/carer.

To be completed (but don't wait for me get your own copy!) ;-)

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

See also:

Intro post

Review One

Two

Three

Four

Six

Thanks to Brill for my review copy.

Review: iv Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

It seems there is no escape from 'learning styles'. Just when you thought they are dated and defunct like a Whac-A-Mole up they pop.

Here on serialists and holist - 'big picture' learners (p.37). Kinchin writes:

"Like the deep-surface binary, the holist-serialist dichotomy covers a diversity of perspectives, details of which can be analysed using concept mapping. Concept maps provide an indicator of a student's learning approach for a given context. Raynor and Riding (1997:21) have speculated that:

"The idea that 'style awareness' may help reach reach the 'hard to reach', and perhaps contribute to reducing failure generally by enhancing the learning process, is an elusive but tantalising prospect which clearly merits further attention.' (p.37)

Kinchin cites research on the influence of existing knowledge on learning. How students may simultaneously hold misconceptions and more acceptable (professional) conceptions. Perhaps a way to resolve the learning styles 'debate' is to have tools that can potentially cater for all learning styles? The chapter heading 'Patterns of Learning' points to other requirements, especially in respect of personal learning journeys. As Kinchin discusses conceptual ecologies. This is a very appropriate description for what Hodges' model provides (p.38); and a gestalt (p.43). The domains encourage 'travel' and exploration, as the student formulates a "cycle of concepts" (within one, or around several domains) a means to help integrate a context or situation. The domains of Hodges' model act as placeholders for several concepts simultaneously, whether contentious or not (p.38) or as a source of  'troublesome knowledge'." (p.37).

I've been drawn to Dewey and pragmatism in educational thought, given the accent on a natural and active approach to learning. Chapter 4 moves to Presenting the Curriculum (subtitle: hiding the discipline from view). This surely speaks to the interdisciplinary, interprofessional nature of education in the 21st Century and even the increasing instances(?) when transdisciplinary approaches are needed? Hodges' model predates Project 2000 and the shift of UK nurse education to degree pathways. Mid 1980s the model was created to facilitate curriculum design and Kinchin sees concept maps as evidencing curriculum design and a means to communicate design, communication and implementation.

Four reasons for use of concept maps in relation to curriculum design - summarised here:

1. Concepts maps support 'big picture thinking'. ...
2. Concept maps are embedded in contructivist learning theory ...
3. Concept maps support collaborative planning ...
4. Concept maps reduce the 'cognitive load' placed on teachers* ... (p.54).

I like to the emphasis in this book on structure. The concept maps - learning patterns and curricula, knowledge and very well referenced. 'Cumulative learning' could refer to cramming, committing facts to memory for regurgitation, but it doesn't. It is about student's "understandings integrate and subsume with previous knowledge, or 'segmented learning' where new ideas or skills are accumulated alongside rather than build on past knowledge." (p.55).

Not quite the center of the book, but page 56 introduces a key concept (in Chapter 7) in semantic gravity.

*This came up a lot generally - students too - within educational technology in MRES studies at University of Lancaster.

to be continued...

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

See also:

Intro post

Review One

Two

Three

Five

Six

Thanks to Brill for my review copy.

Review: iii Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

Also aimed at general as well as readers in education, this is an accessible read. The book's compact size, eight chapters across 134 pages invites completion even though I took quite a few weeks.

Book reviews here are a bit 'unconventional' with the two axes I have to grind [ ;-) ]. Returning to chapter 2 momentarily and map topography. Kinchin explains how concept maps of various types can be better understood and evaluated - a process of 'topological normalisation' (p.27). On W2tQ I may sound like 'I have it in' for process and processes. I do, in the importance they seem to assume within project management. I do 'get this'. A focus on processes is inevitable and readily appreciated in Hodges' model.

No process then ... no time, sequences, events, change, movement, spatial references and so on ... Kinchin's inclusion of  'topological normalisation' is very constructive (imho) as it indicates a method (as with measuring concept maps) and suggests something beyond an algorithmic approach.

The phrase (inevitably?) reminded me of database normalization:

".. the process of structuring a relational database."
https://en.wikipedia.org/wiki/Database_normalization

So, topological normalisation and associated structures provides the icing.

Little wonder then that next up in chapter Kinchin's Table 1 lists the characteristics of

'Deep Learning' and 'Shallow Learning'

So cake and icing clearly.

On deep learning the first item is ''Linking new information with prior knowledge'. This is central in Hodges' model and the reflection (individual or group) and critical thinking that the model can help generate. With all the claims for VR AR, this (reflection / reflective practice facilitated by Hodges' model) is conceptually immersive (and a definition of learning?).

From this, another item is realised. As learners engage with content; find, 'own' and sustain their enthusiasm for their learning, understanding and the subjects and parts of the curriculum they find themselves learning within. The sum total is: structured networks of knowledge (p.36).

This gets even better with the subheading: 'Oppositional Binaries'.

Hodges' model provides two binaries - but (apologies - another time!) let's get back to the book.

While 'Deep learning' has its advocates, Kinchin quotes Tormey (2014:4) who warns:

'a framework that is simple enough to be a powerful metaphor may be too simple to adequately account for learning in different contexts' and that its blind acceptance by new entrants to the profession has 'imposed blinkers that make alternative conceptualisations invisible'.

Finding further evidence to support Hodges' model within this debate is invaluable.

to be continued...

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

See also:

Intro post

Review One

... Two

... Four

... Five

... Six

Many thanks to Brill for my review copy.

Scratching the surface: Optimization algorithms

... In healthcare ..? 

Well - yes,

we've definitely scratched the surface,

but not a sufficient number of surfaces,

and not necessarily the right ones 

in the right order...

individual

|

INTERPERSONAL : SCIENCES

humanistic --------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

My source:

An overview of #GradientDescent optimization #algorithms | @DataScienceCtrl https://t.co/bHrOnW03tk #AI #DataScience #DeepLearning #NeuralNetworks #abdsc pic.twitter.com/qKOMwNrF4l

— Duane Baker (@DBaker007) January 7, 2018

To all 'average scholars'...

Michel Serres:

"Intelligence is not about knowing axiomatically how to reason... The French 16th Century philosopher Montaigne already had dismissed the concept of a 'well-stuffed head'. The advent of the printing press made the memorization of Ulysses' travels and of folk tales - the support of knowledge at that time - redundant. Montaigne saw no longer use in memorizing a library that was potentially infinite. But does not the Internet ask for a 'well-endowed head'? Won't the best surfer be a 'Jack of all trades'? The fastest surfer is not going to be your typical Ivy-league super-titled philosopher: That guy's head will be simply too loaded to sort it out on the Net. So, there will be fresh opportunities for those who were viewed by society as laggards. It is a clean start with equal opportunities for all."

Source:
Join-Lambert, L., Klein, P., & Serres, M. (1997). Interview. Superhighways for All: Knowledge’s Redemption. Revue Quart Monde. http://www.nettime.org/Lists-Archives/nettime-l-9810/msg00137.html