Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
Artificial Intelligence in Education: Ethical FuturesRobert Farrow
Artificial intelligence (AI) offers the possibility of enabling human self-realisation; enhancing human agency; increasing societal capability; and cultivating social cohesion (Floridi et al., 2018). A review of ethical principles in AI (Floridi & Cowls, 2019) suggests that 47 principles proposed by various initiatives can be reduced to four traditional moral principles (beneficence; non-maleficence; autonomy; justice) and one new one (explicability). This webinar will interpret this ethical framework with respect to the potential for AI supported education. It will explore the roles of algorithms, institutional policies and pedagogical innovation in developing learning systems and offer normative reflections on the future role of AI in education.
Floridi, L., & Cowls, J. (2019). A Unified Framework of Five Principles for AI in Society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1
Floridi, L., Cowls, J., Beltrametti, M. et al. (2018). AI4People—An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds & Machines 28, 689–707. https://doi.org/10.1007/s11023-018-9482-5
Artificial intelligence in education and assessment methodsjournalBEEI
Today, artificial intelligence has proliferated to reach almost every wing of daily life, perhaps one of the most sensitive of these being education. While teaching, insofar as it involves training human minds, is still mostly a form of art rather than a regular science, the taking up of this elitist job by computers has triggered much debate and controversy, involving the teaching community as much as the select corporate AI giants who strive to create computers capable of teaching better than humans. This paper surveys the most relevant studies carried out in this field to date. First, it introduces AI and describes the different AI applications in field of education and course assessment. It then goes on to list the most common topics in the educational context that have been resolved through AI and machine learning techniques, and finally, some of the most promising future lines of research are discussed.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
Artificial Intelligence in Education: Ethical FuturesRobert Farrow
Artificial intelligence (AI) offers the possibility of enabling human self-realisation; enhancing human agency; increasing societal capability; and cultivating social cohesion (Floridi et al., 2018). A review of ethical principles in AI (Floridi & Cowls, 2019) suggests that 47 principles proposed by various initiatives can be reduced to four traditional moral principles (beneficence; non-maleficence; autonomy; justice) and one new one (explicability). This webinar will interpret this ethical framework with respect to the potential for AI supported education. It will explore the roles of algorithms, institutional policies and pedagogical innovation in developing learning systems and offer normative reflections on the future role of AI in education.
Floridi, L., & Cowls, J. (2019). A Unified Framework of Five Principles for AI in Society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1
Floridi, L., Cowls, J., Beltrametti, M. et al. (2018). AI4People—An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds & Machines 28, 689–707. https://doi.org/10.1007/s11023-018-9482-5
Artificial intelligence in education and assessment methodsjournalBEEI
Today, artificial intelligence has proliferated to reach almost every wing of daily life, perhaps one of the most sensitive of these being education. While teaching, insofar as it involves training human minds, is still mostly a form of art rather than a regular science, the taking up of this elitist job by computers has triggered much debate and controversy, involving the teaching community as much as the select corporate AI giants who strive to create computers capable of teaching better than humans. This paper surveys the most relevant studies carried out in this field to date. First, it introduces AI and describes the different AI applications in field of education and course assessment. It then goes on to list the most common topics in the educational context that have been resolved through AI and machine learning techniques, and finally, some of the most promising future lines of research are discussed.
Artificial Intelligence Role in Modern Science Aims, Merits, Risks and Its Ap...ijtsrd
Artificial Intelligence AI is a growing field at the intersection of computer science, mathematics, and engineering, focused on creating machines capable of intelligent behavior. Over the years, AI has evolved from rule based systems to data driven approaches, prominently leveraging machine learning and deep learning. This evolution has led to AI systems capable of complex tasks such as pattern recognition, natural language processing, and decision making. The applications of AI are vast and diverse, permeating industries like healthcare, finance, automotive, retail, and education. AI driven technologies enable efficient automation, precise data analysis, personalized experiences, and improved decision making. However, with these advancements come ethical and culture concerns, including biases, data privacy, job displacement, and the responsible development and deployment of AI. Striking a balance between AIs potential and its associated risks necessitates a holistic approach, incorporating transparency, fairness, robust regulations, and ongoing research. This abstract encapsulates AIs transformative potential, emphasizing the importance of responsible AI development to ensure a positive impact on society while mitigating risks. Manish Verma "Artificial Intelligence Role in Modern Science: Aims, Merits, Risks and Its Applications" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59910.pdf Paper Url: https://www.ijtsrd.com/computer-science/artificial-intelligence/59910/artificial-intelligence-role-in-modern-science-aims-merits-risks-and-its-applications/manish-verma
ICSE23 Keynote: Software Engineering as the Linchpin of Responsible AILiming Zhu
From humanity’s existential risks to safety risks in critical systems to ethical risks, responsible AI, as the saviour, has become a massive research challenge with significant real-world consequences. However, achieving responsible AI remains elusive despite the plethora of high-level ethical principles, risk frameworks and progress in algorithmic assurance. In the meantime, software engineering (SE) is being upended by AI, grappling with building system-level quality and alignment from inscrutable ML models and code generated from natural language prompts. The upending poses new challenges and opportunities for engineering AI systems responsibly. This talk will share our experiences in helping the industry achieve responsible AI systems by inventing new SE approaches. It will dive into industry challenges (such as risk silos and principle-algorithm gaps) and research challenges (such as lack of requirements, emerging properties and inscrutable systems) and make the point that SE is the linchpin of responsible AI. But SE also requires some fundamental rethinking - shifting from building functions to AI systems to discovering and managing emerging functions from AI systems. Only by doing so can SE take on critical new roles, from understanding human intelligence to building a thriving human-AI symbiosis.
Introduction to ArtificiaI Intelligence in Higher Educationpboyjonauth
AI refers to the ability of machines or software to perform tasks that typically require human intelligence. It encompasses areas like machine learning, natural language processing, and computer vision
Unmasking deepfakes: A systematic review of deepfake detection and generation...Araz Taeihagh
Due to the fast spread of data through digital media, individuals and societies must assess the reliability of information. Deepfakes are not a novel idea but they are now a widespread phenomenon. The impact of deepfakes and disinformation can range from infuriating individuals to affecting and misleading entire societies and even nations. There are several ways to detect and generate deepfakes online. By conducting a systematic literature analysis, in this study we explore automatic key detection and generation methods, frameworks, algorithms, and tools for identifying deepfakes (audio, images, and videos), and how these approaches can be employed within different situations to counter the spread of deepfakes and the generation of disinformation. Moreover, we explore state-of-the-art frameworks related to deepfakes to understand how emerging machine learning and deep learning approaches affect online disinformation. We also highlight practical challenges and trends in implementing policies to counter deepfakes. Finally, we provide policy recommendations based on analyzing how emerging artificial intelligence (AI) techniques can be employed to detect and generate deepfakes online. This study benefits the community and readers by providing a better understanding of recent developments in deepfake detection and generation frameworks. The study also sheds a light on the potential of AI in relation to deepfakes.
Artificial Intelligence and Human Computer Interactionijtsrd
Computers are becoming ubiquitous and are playing significant roles in our lives. Domestic digital devices for leisure and entertainment are becoming increasingly important. To be usable, every computing device must allow for some form of interaction with its user. The human computer interaction is the point of communication between the human user and the computer. AI has been gradually being incorporated into human computer interaction HCI . As AI systems become more and more ubiquitous, it is imperative to understand those systems from a human perspective. This paper provides an introduction to the “marriage†between HCI and AI. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Artificial Intelligence and Human-Computer Interaction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47491.pdf Paper URL : https://www.ijtsrd.com/engineering/computer-engineering/47491/artificial-intelligence-and-humancomputer-interaction/matthew-n-o-sadiku
Ethical Dimensions of Artificial Intelligence (AI) by Rinshad ChoorapparaRinshad Choorappara
Explore the ethical landscape of Artificial Intelligence (AI) through our insightful PowerPoint presentation. Delve into crucial considerations that shape the responsible development and deployment of AI technologies. From privacy concerns and bias mitigation to transparency and accountability, this presentation covers the key ethical dimensions of AI. Gain a comprehensive understanding of the ethical challenges and solutions in the rapidly evolving world of artificial intelligence. Stay informed and empower your audience with the knowledge needed to navigate the ethical intricacies of AI responsibly.
Let us see the good and bad effects of the impact of Artificial Intelligence and the emerging technologies!
Understanding everyday users’ perception of socio-technical issues through s...Ahreum lee
I gave a talk at ImagineXLab, Seoul, Korea.
In this presentation, I would like to share my recent works that have been explored sociotechnical issues through social media data.
1) /r/Assholedesign: Online conversation about ethical concerns (ACM DIS 20' Honorable Mention Award)
2) /r/Digitalnomad: Current tensions in community-based spaces (ACM CHI 2019 LBW, CSCW 2019)
3) /r/Purdue: Everyday users’ perception of delivery robots on campus (ACM CSCW 2020 LBW)
Artificial intelligence (AI) is a multidisciplinary field of science and engineering whose goal is to create intelligent machines.
We believe that AI will be a force multiplier on technological progress in our increasingly digital, data-driven world. This is because everything around us today, ranging from culture to consumer products, is a product of intelligence.
The State of AI Report is now in its sixth year. Consider this report as a compilation of the most interesting things we’ve seen with a goal of triggering an informed conversation about the state of AI and its implication for the future.
We consider the following key dimensions in our report:
Research: Technology breakthroughs and their capabilities.
Industry: Areas of commercial application for AI and its business impact.
Politics: Regulation of AI, its economic implications and the evolving geopolitics of AI.
Safety: Identifying and mitigating catastrophic risks that highly-capable future AI systems could pose to us.
Predictions: What we believe will happen in the next 12 months and a 2022 performance review to keep us honest.
Produced by Nathan Benaich and Air Street Capital team
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Artificial Intelligence Role in Modern Science Aims, Merits, Risks and Its Ap...ijtsrd
Artificial Intelligence AI is a growing field at the intersection of computer science, mathematics, and engineering, focused on creating machines capable of intelligent behavior. Over the years, AI has evolved from rule based systems to data driven approaches, prominently leveraging machine learning and deep learning. This evolution has led to AI systems capable of complex tasks such as pattern recognition, natural language processing, and decision making. The applications of AI are vast and diverse, permeating industries like healthcare, finance, automotive, retail, and education. AI driven technologies enable efficient automation, precise data analysis, personalized experiences, and improved decision making. However, with these advancements come ethical and culture concerns, including biases, data privacy, job displacement, and the responsible development and deployment of AI. Striking a balance between AIs potential and its associated risks necessitates a holistic approach, incorporating transparency, fairness, robust regulations, and ongoing research. This abstract encapsulates AIs transformative potential, emphasizing the importance of responsible AI development to ensure a positive impact on society while mitigating risks. Manish Verma "Artificial Intelligence Role in Modern Science: Aims, Merits, Risks and Its Applications" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59910.pdf Paper Url: https://www.ijtsrd.com/computer-science/artificial-intelligence/59910/artificial-intelligence-role-in-modern-science-aims-merits-risks-and-its-applications/manish-verma
ICSE23 Keynote: Software Engineering as the Linchpin of Responsible AILiming Zhu
From humanity’s existential risks to safety risks in critical systems to ethical risks, responsible AI, as the saviour, has become a massive research challenge with significant real-world consequences. However, achieving responsible AI remains elusive despite the plethora of high-level ethical principles, risk frameworks and progress in algorithmic assurance. In the meantime, software engineering (SE) is being upended by AI, grappling with building system-level quality and alignment from inscrutable ML models and code generated from natural language prompts. The upending poses new challenges and opportunities for engineering AI systems responsibly. This talk will share our experiences in helping the industry achieve responsible AI systems by inventing new SE approaches. It will dive into industry challenges (such as risk silos and principle-algorithm gaps) and research challenges (such as lack of requirements, emerging properties and inscrutable systems) and make the point that SE is the linchpin of responsible AI. But SE also requires some fundamental rethinking - shifting from building functions to AI systems to discovering and managing emerging functions from AI systems. Only by doing so can SE take on critical new roles, from understanding human intelligence to building a thriving human-AI symbiosis.
Introduction to ArtificiaI Intelligence in Higher Educationpboyjonauth
AI refers to the ability of machines or software to perform tasks that typically require human intelligence. It encompasses areas like machine learning, natural language processing, and computer vision
Unmasking deepfakes: A systematic review of deepfake detection and generation...Araz Taeihagh
Due to the fast spread of data through digital media, individuals and societies must assess the reliability of information. Deepfakes are not a novel idea but they are now a widespread phenomenon. The impact of deepfakes and disinformation can range from infuriating individuals to affecting and misleading entire societies and even nations. There are several ways to detect and generate deepfakes online. By conducting a systematic literature analysis, in this study we explore automatic key detection and generation methods, frameworks, algorithms, and tools for identifying deepfakes (audio, images, and videos), and how these approaches can be employed within different situations to counter the spread of deepfakes and the generation of disinformation. Moreover, we explore state-of-the-art frameworks related to deepfakes to understand how emerging machine learning and deep learning approaches affect online disinformation. We also highlight practical challenges and trends in implementing policies to counter deepfakes. Finally, we provide policy recommendations based on analyzing how emerging artificial intelligence (AI) techniques can be employed to detect and generate deepfakes online. This study benefits the community and readers by providing a better understanding of recent developments in deepfake detection and generation frameworks. The study also sheds a light on the potential of AI in relation to deepfakes.
Artificial Intelligence and Human Computer Interactionijtsrd
Computers are becoming ubiquitous and are playing significant roles in our lives. Domestic digital devices for leisure and entertainment are becoming increasingly important. To be usable, every computing device must allow for some form of interaction with its user. The human computer interaction is the point of communication between the human user and the computer. AI has been gradually being incorporated into human computer interaction HCI . As AI systems become more and more ubiquitous, it is imperative to understand those systems from a human perspective. This paper provides an introduction to the “marriage†between HCI and AI. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Artificial Intelligence and Human-Computer Interaction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47491.pdf Paper URL : https://www.ijtsrd.com/engineering/computer-engineering/47491/artificial-intelligence-and-humancomputer-interaction/matthew-n-o-sadiku
Ethical Dimensions of Artificial Intelligence (AI) by Rinshad ChoorapparaRinshad Choorappara
Explore the ethical landscape of Artificial Intelligence (AI) through our insightful PowerPoint presentation. Delve into crucial considerations that shape the responsible development and deployment of AI technologies. From privacy concerns and bias mitigation to transparency and accountability, this presentation covers the key ethical dimensions of AI. Gain a comprehensive understanding of the ethical challenges and solutions in the rapidly evolving world of artificial intelligence. Stay informed and empower your audience with the knowledge needed to navigate the ethical intricacies of AI responsibly.
Let us see the good and bad effects of the impact of Artificial Intelligence and the emerging technologies!
Understanding everyday users’ perception of socio-technical issues through s...Ahreum lee
I gave a talk at ImagineXLab, Seoul, Korea.
In this presentation, I would like to share my recent works that have been explored sociotechnical issues through social media data.
1) /r/Assholedesign: Online conversation about ethical concerns (ACM DIS 20' Honorable Mention Award)
2) /r/Digitalnomad: Current tensions in community-based spaces (ACM CHI 2019 LBW, CSCW 2019)
3) /r/Purdue: Everyday users’ perception of delivery robots on campus (ACM CSCW 2020 LBW)
Artificial intelligence (AI) is a multidisciplinary field of science and engineering whose goal is to create intelligent machines.
We believe that AI will be a force multiplier on technological progress in our increasingly digital, data-driven world. This is because everything around us today, ranging from culture to consumer products, is a product of intelligence.
The State of AI Report is now in its sixth year. Consider this report as a compilation of the most interesting things we’ve seen with a goal of triggering an informed conversation about the state of AI and its implication for the future.
We consider the following key dimensions in our report:
Research: Technology breakthroughs and their capabilities.
Industry: Areas of commercial application for AI and its business impact.
Politics: Regulation of AI, its economic implications and the evolving geopolitics of AI.
Safety: Identifying and mitigating catastrophic risks that highly-capable future AI systems could pose to us.
Predictions: What we believe will happen in the next 12 months and a 2022 performance review to keep us honest.
Produced by Nathan Benaich and Air Street Capital team
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Open Mining
Education, Ethics
& AI
Dr Eamon Costello1 & Dr Rob Farrow2
1 Dublin City Univeristy, Ireland
2 The Open Univeristy, United Kingdom
2. The AI Gold Rush:
Whose educational futures are
being served?
3. What is AI?
• The mechanical simulation of human agency,
intelligence, and perception
• The use of machines to perform tasks that have
traditionally been performed by natural
intelligence
• Involves a constellation of technologies, including
machine learning; natural language processing;
speech recognition
4.
5. This image (Jang 2022) represents Solutionist approaches to general
AI which rests on a number of psychologically reductive and
philosophically suspect foundations
Hyperbolic AGI
6. Surveillance and AI
Many of the anticipated uses of AIED rely on the assumption that
mass data mining and analysis will take place.
This can include data about learner progress through a virtual
learning environment; but may include tracking biometric data,
taking voice samples, and using eye-tracking software (Luckin,
2016:34).
Already there is considerable reliance on the use of controversial
tracking technologies in proctoring and assessment (Coghlan et
al., 2021).
The scale and penetration of machine learning data collection
can be unsettling: a recent study found that 146 of 164 EdTech
products recommended, mandated or procured by
governments during the Covid-19 pandemic harvested the
data of millions of children (Human Rights Watch, 2022).
7. Algorithmic Bias
Algorithmic bias has been the focus of
many critiques of AI (e.g. Baker & Hawn,
2021; Birhane et al., 2022; Noble, 2018;
Samuel, 2021; Wachter, 2022; Zuboff,
2019).
8. “Images that are commonly used today often
misrepresent the technology, reinforce
harmful stereotypes and spread misleading
cultural tropes”.
https://betterimagesofai.org/about
AI’s Image Problem
9. AI’s Image problem
Represent a wider range of humans and human cultures than
‘caucasian businessperson’
Represent the human, social and environmental impacts of AI
systems
Reflect the realistically messy, complex, repetitive and statistical
nature of AI systems
Accurately reflect the capabilities of the technology; it is
generally applied to specific tasks, it is not of human-level
intelligence and does not have emotions
Show realistic applications of AI now, not in some unspecified
science-fiction future
Don't show physical robotic hardware where there is none
Avoid monolithic or unknowable representations of AI systems
Don't show electronic representations of human brains
Constitute a wider variety of ways to depict different types, uses,
sentiments, and implications of AI
https://betterimagesofai.org/about
Philipp Schmitt & AT&T Laboratories Cambridge / Better Images
of AI / Data flock (faces) / CC-BY 4.0
Nacho Kamenov & Humans in the Loop /
Better Images of AI / Data annotators labeling
data / CC-BY 4.0
10. AI Explicability as Interpretablity
CC BY https://commons.wikimedia.org/wiki/File:Blackbox3D-withGraphs.png
All algorithms in machine learning are black boxes to some extent (or at least ‘grey boxes’)
Deep learning algorithms and neural networks recognise patterns over massive data sets, but reconstructing these is problematic
In addition, outputs from ML systems also require interpretation
Where does algorithmic accountability lie?
11. AI4People Ethical
Framework
The AI4People initiative
synthesizes 47 sets of
guidelines to four traditional
ethical principles and
proposes Explicability as a
new AI-specific principle
(Floridi & Cowls, 2019)
12. AI Explicability as Interpretablity
This typology proposed by
Markus et al. (2021) distinguishes
interpretability which is human
readable and fidelity which is the
accurate, technical description of
what happens in the ‘black box’.
Can we expect learners to
understand these processes
and the effects for their
learning?
For the general stakeholders
lacking expert knowledge such
transparency presumably has
limited value without a trusted
broker who can interpret on
their behalf.
Explainability
Fidelity (Accurate
description of
tasks)
Interpretability
(Human
comprehensibility)
Clarity (rationale)
Parsimony
(conciseness)
Completeness
(input-ouput
reporting)
Soundness
(truthful to task
model)
13. Four Challenges for
Explicable AI
Based on Feldman, cited
in Mueller, S.T., Hoffman,
R.R. , Clancey, W., Emrey,
A. and Klein, G. (2019)
XAI Challenge Description Normative aspect(s)
Confidentiality An algorithm may be confidential for
reasons of competitive edge or trade
secrecy; or as a matter of public
security
Can create structural inequality
through automated decision
processes but hard to identify
biases when algorithms are
legally protected
Complexity Some algorithms are clearly
understood by experts, but their
complexity cannot easily be
communicated to the layperson
XAI can aspire to create/develop
algorithms which are more
easily understood by non-
specialists
Unreasonableness Algorithms might use rationally
justifiable decisions to implement
decisions or actions which are unfair or
discriminatory
Algorithmic bias must be
addressed and monitored
Injustice Algorithms may be understood in their
operation but the legal and/or moral
consequences also need to be
explicated
Explication of justice related
dimensions
14. “A data justice approach is one that centres on equity,
recognition and representation of plural interests, and
the creation and preservation of public goods as its
principal goals.”
(Lopez et al 2022)
AI & Data Justice
Open Education and social justice
(lambert & Czerniewicz 2020)
AI and data/algorithmic justice
(Birhane 2021)
15. Preserving and strengthening public infrastructure and public
goods
Inclusiveness
Contestability and accountability
Global responsibility.
(Lopez et al 2022)
AI & Data Justice:
Benchmarks
16. “Only 11 countries currently have government-endorsed K-
12 AI curricula (none of which were in Africa), and only around
12% of time in these curricula was allocated to the social
and ethical implications of AI, and there are few evaluations
on the quality of AI curricula and the effectiveness of the
implementation of the curricula. Local curricula are especially
important given that countries share similarities but can be
radically different from one another.”
Miao & Holmes (2022)
AI in Education
17. Summary
People underlie (and overlay) all technology.
We are all already using AI - but how will AI be used in the future?
How and what will people learn about AI? Will they need to understand
what is ‘subterranean’?
Will there be a new class of intermediaries or brokers to interface
between human and machine?
In the gold-rush of AI expansion the disruptive impact of AI in education
is already being felt, but is hardly understood
How will educators and learners reach informed perspectives? This is
unclear at present
Many of the claims made about AI are hyperbolic, overly simplistic
Solutionism
The human cost in training AI systems is generally hidden from sight
18. References
Baker, R. S., & Hawn, A. (2021). Algorithmic Bias in Education. https://doi.org/10.35542/osf.io/pbmvz
Birhane, A. (2021). Algorithmic injustice: a relational ethics approach. Patterns, 2(2), 100205.
Birhane, A., Ruane, E., Laurent, T., Brown, M. S., Flowers, J., Ventresque, A., Dancy, C. L. (2022). The Forgotten Margins of AI Ethics. FAccT '22: Proceedings of the 2021 ACM Conference on Fairness,
Accountability, and Transparency (forthcoming). https://doi.org/10.1145/3531146.3533157 / https://arxiv.org/abs/2205.04221v1
Coghlan, S., Miller, T. and Paterson, J. (2021). Good Proctor or “Big Brother”? Ethics of Online Exam Supervision Technologies. Philosophy and Technology, 34, 1581–1606.
https://doi.org/10.1007/s13347-021-00476-1
Floridi, L., & Cowls, J. (2019). A Unified Framework of Five Principles for AI in Society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1
Human Rights Watch (2022). “How Dare They Peep into My Private Life?” Children’s Rights Violations by Governments that Endorsed Online Learning During the Covid-19 Pandemic. Human
Rights Watch. https://www.hrw.org/report/2022/05/25/how-dare-they-peep-my-private-life/childrens-rights-violations-governments
Lambert, S. and Czerniewicz, L., 2020. Approaches to Open Education and Social Justice Research. Journal of Interactive Media in Education, 2020(1), p.1. DOI: http://doi.org/10.5334/jime.584
Lopez et al 2022)
Jang, E. (2022). All Roads Lead to Rome: The Machine Learning Job Market in 2022. Eric Jang. https://evjang.com/2022/04/25/rome.html
Luckin, R., Holmes, W., Griffiths, M. & Forcier, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. London: Pearson. https://discovery.ucl.ac.uk/id/eprint/1475756/
Miao, F., & Holmes, W. (2022). International Forum on AI and Education: Ensuring AI as a Common Good to Transform Education, 7-8 December; synthesis report.
https://discovery.ucl.ac.uk/id/eprint/10146850/1/381226eng.pdf
Mueller, S.T., Hoffman, R.R. , Clancey, W., Emrey, A. and Klein, G. (2019). Explanation in human-AI systems: A literature meta-review, synopsis of key ideas and publications, and bibliography for
explainable AI [Preprint]. DARPA XAI Literature Review. February 9. https://arxiv.org/pdf/1902.01876.pdf.
Noble, S. U. (2018). Algorithms of Oppression. NYU Press.
Samuel, S. (2021). AI’s Islamophobia problem. Vox. https://www.vox.com/future-perfect/22672414/ai-artificial-intelligence-gpt-3-bias-muslim
Wachter, S. (forthcoming) The Theory of Artificial Immutability: Protecting Algorithmic Groups under Anti-Discrimination Law (February 15, 2022). Tulane Law Review. Available at SSRN:
https://ssrn.com/abstract=4099100 or http://dx.doi.org/10.2139/ssrn.4099100
Zuboff, S. (2019). The Age of Surveillance Capitalism. Public Affairs Books.