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.
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.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
Philosophical pedagogies are typically based on abstract discussion of texts, and have remained largely unchanged throughout the history of the subject. However, there is a considerable body of research which suggests that this is unsuited to some learning styles and may discourage some students from prolonged study (AEL, 2003; Pashler et al, 2008). Many prefer to learn through visual cues and models alongside engaging with literature resources. Students with learning needs like dyslexia might find the emphasis on the written word to be a considerable barrier to philosophical study. Simultaneously, there are ever greater numbers of websites, apps and mashups dedicated to the study of philosophy which sometimes do little more than recreate printed materials in a digital environment.
This presentation explores the potential for introducing and integrating visual pedagogies into teaching and learning philosophy by reviewing a number of different styles of visualization and their possible use in educational scenarios with a particular focus on education and the appropriate use of digital technologies.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
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
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.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
Philosophical pedagogies are typically based on abstract discussion of texts, and have remained largely unchanged throughout the history of the subject. However, there is a considerable body of research which suggests that this is unsuited to some learning styles and may discourage some students from prolonged study (AEL, 2003; Pashler et al, 2008). Many prefer to learn through visual cues and models alongside engaging with literature resources. Students with learning needs like dyslexia might find the emphasis on the written word to be a considerable barrier to philosophical study. Simultaneously, there are ever greater numbers of websites, apps and mashups dedicated to the study of philosophy which sometimes do little more than recreate printed materials in a digital environment.
This presentation explores the potential for introducing and integrating visual pedagogies into teaching and learning philosophy by reviewing a number of different styles of visualization and their possible use in educational scenarios with a particular focus on education and the appropriate use of digital technologies.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
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
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
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.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Open Education – Impact on Higher Education and Societyicdeslides
This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
The panel aims to explore the impact of Open Education on the various “actors” involved: teachers, learners, employers and the society.
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
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
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
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
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.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Open Education – Impact on Higher Education and Societyicdeslides
This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
The panel aims to explore the impact of Open Education on the various “actors” involved: teachers, learners, employers and the society.
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
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
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
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.
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.
The new fundamentals-Seizing opportunities with AI in the cognitive economyLynn Reyes
We are in a new era of exponential learning and the world is transitioning to a cognitive economy. All—organizations, industries, governments, individuals—are learning, interacting in dynamic ecosystems and augmenting intelligence at increasing scales. Disruptive forces are reshaping societies and economies; and the impact of technology is especially profound. Data, emerging technologies and cyber-turbulence will continue to fuel disruption into the future. Leaders will also need to become agile visionary doers. Government will play a critical role in establishing the foundation of a knowledge-based, learning society. New fundamentals are needed.
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
Revolutionizing L&D: Harnessing the Power of AI to Empower Tomorrow's WorkforceStella Lee
Keynote Address at L&D Talk 2023, Brussels, Belgium: This presentation examines the dynamic realm of Artificial Intelligence, placing particular focus on General Artificial Intelligence (GAI). It discusses strategies for Learning and Development professionals to adapt and integrate this cutting-edge technology effectively into their operational frameworks.
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
AI and ML Series - Introduction to Generative AI and LLMs - Session 1DianaGray10
Session 1
👉This first session will cover an introduction to Generative AI & harnessing the power of large language models. The following topics will be discussed:
Introduction to Generative AI & harnessing the power of large language models.
What’s generative AI & what’s LLM.
How are we using it in our document understanding & communication mining models?
How to develop a trustworthy and unbiased AI model using LLM & GenAI.
Personal Intelligent Assistant
Speakers:
📌George Roth - AI Evangelist at UiPath
📌Sharon Palawandram - Senior Machine Learning Consultant @ Ashling Partners & UiPath MVP
📌Russel Alfeche - Technology Leader RPA @qBotica & UiPath MVP
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!
Artificial Intelligence: Shaping the Future of Technologycyberprosocial
In the realm of technology, Artificial Intelligence (AI) stands as a beacon of innovation, promising transformative changes across various industries and facets of our lives. This rapidly evolving field is not just about machines mimicking human intelligence; it’s about revolutionizing the way we live, work, and interact with the world. In this article, we will delve into the intricacies of AI, exploring its applications, potential impact, and the ethical considerations that accompany this technological marvel.
Re thinking regulation at the age of AILofred Madzou
This is a presentation of the keynote that Lofred Madzou (AI Project Lead at the World Economic Forum) gave on October 14th at the Instituto Nacional de Defensa de la Competencia y la Propiedad Intelectual (INDECOPI) in Lima. It presents some of the most important policy challenges associated with the development of means to address them.
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
20240104 HICSS Panel on AI and Legal Ethical 20240103 v7.pptxISSIP
20240103 HICSS Panel
Ethical and legal implications raised by Generative AI and Augmented Reality in the workplace.
Souren Paul - https://www.linkedin.com/in/souren-paul-a3bbaa5/
Event: https://kmeducationhub.de/hawaii-international-conference-on-system-sciences-hicss/
In our dynamic session at Diet Ernakulam, we explored the transformative possibilities of integrating Artificial Intelligence (AI) in educational settings. The talk aimed to empower primary school educators with insights and practical strategies to leverage AI for an enriched learning experience. This talk marks the beginning of an ongoing conversation. The journey of integrating AI in classrooms is an evolving one, and we look forward to continued collaboration, exploration, and innovation in the intersection of education and technology.
This presentation looks at how AI works, how it is being used presently in Education and then outline some concerns about how AI might be used in education in the future.
I argue that AI has a much greater part to play in Education – particularly in making education more widely available in the developing world and in reducing the cost of education.
The talk then moves on to discuss general ethical concerns about how AI is being used in society, looking at the issue of how we program autonomous vehicles as a case in point. I then outline five areas of concern about the use (and potential abuse) of AI in education arguing that we need to have a much more informed debate before things go too far. With this in mind, I close with some suggestions for courses and reading that might help colleagues to become better informed about the subject.
Similar to Show & TEL Ethics & Technology-Enhanced Learning (20)
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.
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
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Research Integrity: Philosophical Perspectives Robert Farrow
A short presentation exploring the concept of research integrity from a philosophical perspective and discussing some of the advice and frameworks that support research integrity.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter 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.
1. Artificial Intelligence in Education:
Ethical Futures
Show & TEL Ethics & Technology-Enhanced Learning
02 November 2020
DR. ROBERT FARROW
INSTITUTE OF EDUCATIONAL TECHNOLOGY
@philosopher1978
rob.farrow@open.ac.uk
2. 2
01 Artificial Intelligence (AI)
A review of the contemporary
02 Opportunities and Risks
Understanding ethically significant aspects
03
04 Ethical AI in Distance Education
What can we anticipate?
05 Reflections
Concluding remarks and discussion
STRUCTURE
An overview
The AI4People Ethical Framework
4. 4
WHAT IS IT?
ARTIFICIAL INTELLIGENCE
• 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
5. 5
THE VISION
ARTIFICIAL INTELLIGENCE
• Predicted to disrupt
human society and
productivity as a ‘4th
Industrial Revolution’
(Schwab, 2016)
• Solutions to
problems: repetitive
tasks; managing
risks; increase
affordability;
innovation;
accessibility;
efficiencies;
enhanced cognition
• Market expected to
be worth $126 billion
by 2025 (Statista,
2020)
CC-BY Emily Spratt
https://en.m.wikipedia.org/wiki/File:Alain_Passard_AI_Art.png
6. 6
“STRONG” & “WEAK” AI
ARTIFICIAL INTELLIGENCE
Searle (1980):
• AI hypothesis, strong form: an AI system can think and have a mind (in the
philosophical definition of the term);
• AI hypothesis, weak form: an AI system can only act like it thinks and has a
mind.
Strong / “General” AI
• A generalized intelligence which equals (or surpasses) that of human beings
• Capable of operating with minimal human oversight
• Communicates with humans in natural language
• Examples: ?
Weak / “Narrow” AI
• Software written for specific applications or tasks
• Examples: traffic management; spam filters; detection of banking fraud;
disease mapping; playing chess; facial recognition virtual assistants
7. 7
TWO PHILOSOPHICAL ARGUMENTS AGAINST STRONG AI
ARTIFICIAL INTELLIGENCE
Turing, A. (1950). Computing
Machinery and Intelligence. Mind,
LXI, 236.
Searle, John (1980). Minds, Brains and
Programs. Behavioral and Brain Sciences,
3 (3): 417–457
8. 8
SHOULD AI BE RATIONAL, OR BE LIKE HUMANS?
ARTIFICIAL INTELLIGENCE: CONTRASTING VISIONS
Russell and Norvig (1995, 2002, 2009)
10. 10
OPPORTUNITIES AND RISKS
ARTIFICIAL INTELLIGENCE
Floridi et al. (2020) suggest that it is not a matter of whether AI will have an
impact, but by whom, how, where, and when this positive or negative impact
will be felt.
They identify four chief opportunities for AI:
• who we can become (autonomous self-realisation);
• what we can do (human agency);
• what we can achieve (individual and societal capabilities); and
• how we can interact with each other and the world (societal cohesion).
Risks include:
• failing to realise the benefits of AI
• overuse of AI (accidental)
• misuse of AI (by design)
• disruption
• unfairness
11. 11
FOUR CORE OPPORTUNITIES OFFERED BY AI, FOUR CORRESPONDING RISKS, AND THE
OPPORTUNITY COST OF UNDERUSING AI
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
13. 13
AI4PEOPLE ETHICAL FRAMEWORK
AI IN EDUCATION
There is already a wide array of ethical guidance suggested for AI.
Floridi & Cowls (2019) report on the outcomes of the AI4People project, which
reviewed the following high profile guidelines, identifying 47 principles:
1. The Asilomar AI Principles, developed in collaboration with attendees of the high-level Asilomar
conference (2017) https://futureoflife.org/ai-principles/
2. The Montreal Declaration for Responsible AI (2017)
https://nouvelles.umontreal.ca/en/article/2018/12/04/developing-ai-in-a-responsible-way/
3. The expert crowd-sourced Ethically Aligned Design: A Vision for Prioritizing Human Well-being
with Autonomous and Intelligent Systems (v2, 2017) https://standards.ieee.org/content/dam/ieee-
standards/standards/web/documents/other/ead_v2.pdf
4. The Statement on Artificial Intelligence, Robotics and ‘Autonomous’ Systems published by the
European Commission’s European Group on Ethics in Science and New Technologies (2018)
http://ec.europa.eu/research/ege/pdf/ege_ai_statement_2018.pdf
5. The ‘five overarching principles for an AI code’ offered in UK House of Lords Artificial Intelligence
Committee’s report, AI in the UK: ready, willing and able? (2018)
https://publications.parliament.uk/pa/ld201719/ldselect/ldai/100/10002.htm
6. The Tenets of the Partnership on AI, a multi-stakeholder organization consisting of academics,
researchers, civil society organisations, companies building and utilising AI technology, (2018)
https://www.partnershiponai.org/
14. 14
AI4PEOPLE ETHICAL FRAMEWORK
AI IN EDUCATION
The AI4People initiative synthesizes these guidelines to four traditional ethical
principles and proposes one new AI-specific principle.
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
15. 15
AI4PEOPLE ETHICAL FRAMEWORK
AI IN EDUCATION
Traditional ethical principles:
• Beneficence – the promotion of well-being, good outcomes, social and
environmental health
• Non-maleficence – protection from harm, ensuring correct use of
technologies, anticipating outcomes
• Autonomy – self-determination, retaining human decision-making and
rights, ensuring delegation is reversible
• Justice – fair distribution of resources, non-discrimination, minimising bias,
sharing benefits, empowering people
A new ethical principle:
• Explicability – enables the preceding four principles through a synthesis of
transparency, accountability, intelligibility (for the layman)
• “how does it work?”
• “who is responsible for the way it works?”
16. Ethical AI in Distance
Education
What can we anticipate?
17.
18. 18
WHAT DOES THE FUTURE HOLD?
AI IN EDUCATION
The application of AI in education is increasing.
According to the AI in Education Market Research Report (2020), the global
market reached $1.1 billion in 2019 and is predicted to generate $25.7 billion
in 2030
Drivers:
• Demand for personalised learning
• Technological sophistication
• Educational infrastructure
• Specialisation
• AI literacy
• Covid-19
19. 19
EXAMPLES OF AI IN EDUCATION
AI IN EDUCATION
Algorithmic decision making –who to enrol, how to support their learning
Analytics – learning, social, emotional
Automated assessment/feedback– quizzes, writing analytics,
Delegation of administrative tasks – freeing up time for learning & teaching
Knowledge management – making better use of data, making connections
Nudge autonomy – prompting stakeholders to take actions at appropriate times
Predictive analytics – modelling different scenarios
Simulations & practical experience – authentic learning experiences
Student support – AI tutoring, chatbots
VLE / UX – personalised interfaces
20. 20
APPLYING THE AI4PEOPLE ETHICAL FRAMEWORK
AI IN EDUCATION
Beneficence
• Education as a common good
• Extending educational opportunity – but are some thereby excluded?
• AI efficiencies may not improve pedagogical quality
Non-maleficence
• Managing risk, avoiding misuse (n.b. YouTube)
• Mistakes happen at scale
• What happens when things go wrong? Who has oversight?
• Algorithms take time/data to calibrate – what happens to the life chances of
those who pass through the system while this is happening?
• Risk of devaluing human labour and contribution
Autonomy
• Balancing the rights and privacies of learners with the potential pedagogical
benefits for them
• Nudged rather than delegated autonomy
• Processes for retrieving decision-making powers
21. 21
APPLYING THE AI4PEOPLE ETHICAL FRAMEWORK
AI IN EDUCATION
Justice
• Algorithmic system bias (Noble, 2018) – how can this be addressed?
• How could we resolve competing claims to justice?
• Preventing new harms
• Can we reduce careful judgements to algorithms or decision trees?
Explicability
• “how does it work?”
• “who is responsible for the way it works?”
The ‘Explicability’ requirement is arguably quite close to openness as a
principle
• Is transparency desirable in the pedagogical process?
• Can you ‘game’ a learning system once you know its key metrics?
Consider the OU policies on the use of student data (2014)
https://help.open.ac.uk/documents/policies/ethical-use-of-student-data
23. 23
CRITIQUE OF THE EXPLICABILITY PRINCIPLE
AI IN EDUCATION
Robbins (2020) notes that the Explicability principle has been endorsed by
Microsoft, Google, the World Economic Forum and the European Commission. He
argues that the requirement for Explicability is misplaced:
• Many uses for AI are low risk and don’t require Explication; in some case the
need to provide Explication could prevent advantages of AI being realised
• Argues that it is not the algorithm (process) or designer/decision maker but the
underlying principle that determines ethical value
• “a principle of explicability for AI makes the use of AI redundant”
Whittlestone et al. (2019) suggest a roadmap for going ‘beyond principles’:
• Uncovering and resolving the ambiguity inherent in commonly used terms, such
as privacy, bias, and explainability
• Identifying and resolving tensions between the ways technology may both
threaten and support different values
• Convenience vs self-actualisation; accurate prediction vs fair treatment;
efficiency vs autonomy; individual benefit vs social solidarity
• Building a more rigorous evidence base for discussion of ethical and societal
issues
24. 24
PRACTICAL STEPS FOR EDUCATION
AI IN EDUCATION
Floridi et al. (2018) recommend action points for education:
• Incentivise (through finance and regulation) zones for testing and developing AI
• Support the creation of educational curricula and public awareness activities
around the societal, legal, and ethical impact of Artificial Intelligence
• School curricula to include computer science
• Qualification programmes to educate employees on societal, legal, &
ethical impact of working with AI
• Include ethics and human rights in scientific and engineering curricula
• Develop educational programmes for the public at large
• Engage with wider initiatives such as UN’s sustainable development goals
25. 25
PRACTICAL STEPS FOR EDUCATION
AI IN EDUCATION
Carman & Rosman (2020) raise the issue of cultural relativism with respect to
ethical expectations. They argue that the Explicability principle provides an
avenue for reaching greater understanding, suggesting that the Explicability
principle needs to be adopted in Global South research contexts.
Here the Explicability principle might be seen to operate as something like a
Discourse Ethics – a procedurally driven dialectic that can be used to identify and
resolve tensions between different morals and norms (Morley et al., 2020;
Habermas, 1991).
26. 26
CONCLUDING THOUGHTS
AI IN EDUCATION
1. The Covid-19 crisis catalyzes AI processes, incentivizes higher education
institutions to move towards online learning and automation; private sector
companies are currently moving into this space.
2. These are structural issues with progress towards ‘Strong’ AI: machine
learning has made little progress with representing higher order thoughts,
higher levels of abstraction, being creative with language, or ‘common sense’
(Russell & Norvig, 2009). We should be circumspect about the hype but look
closely at ‘Weak’ AI applications.
3. Nonetheless, AI could effectively replace a large range of functions in
education and is considered attractive for this reason. The OU has a large
learner base to work from but policies need refreshing...
4. We don’t speak much about the demands that AI enhanced systems will
make of learners: data mining, soft skills, self-assessment, reflection, remote
work, etc. How do they develop these skills? Do we risk another ‘digital
divide’?
27. 27
CONCLUDING THOUGHTS
AI IN EDUCATION
5. Similarly, will learners who elect not to share data be penalised in any way?
6. Are we really ready to meet the demands of the ‘Explicability’ principle? Can
transparency cause harms?
7. In 2018 the OpenAIED group heard a very interesting presentation from Mark
Nichols (LTI) on some of the thinking around AI support for students which
emphasized the need for intersubjectivity, a kind of symmetry in human
relationships expressed as forms of mutual recognition – which machines cannot
genuinely reciprocate even if they can simulate it convincingly. Does this matter?
Weizenbaum (1976) argued that AI should not replace any positions requiring
respect/care/empathy (customer service, therapists, nurses, soldiers, policing,
judges)
6. Chatfield (2020) points out that we can’t think about the ethics of AI distinctly
from the ethics of our society – not all problems can be fixed with code but
Solutionism often presents itself this way.
30. 30
REFERENCES
Carman, M. & Rosman, B. (2020). Applying a principle of explicability to AI research in Africa:
should we do it? Ethics and Information Technology. https://doi.org/10.1007/s10676-020-
09534-2
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
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
Morley, J., Floridi, L., Kinsey, L. et al. (2020). From What to How: An Initial Review of Publicly
Available AI Ethics Tools, Methods and Research to Translate Principles into Practices.
Science and Engineering Ethics 26, 2141–2168. https://doi.org/10.1007/s11948-019-00165-5
Noble, S. U. (2018). Algorithms of Oppression. NYU Press.
Robbins, S. A (2019). Misdirected Principle with a Catch: Explicability for AI. Minds &
Machines 29, 495–514. https://doi.org/10.1007/s11023-019-09509-3
Russell, S. J. & Norvig, P. (1995, 2002, 2009). Artificial Intelligence: A Modern Approach. 1st
– 3rd ed. Prentice Hall.
31. 31
REFERENCES
Searle, J. (1980). Minds, Brains and Programs. Behavioral and Brain Sciences, 3 (3): 417–
457
Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum.
Statista (2020). Artificial Intelligence (AI) worldwide - Statistics & Facts.
https://www.statista.com/topics/3104/artificial-intelligence-ai-worldwide/
Turing, A. (1950). Computing Machinery and Intelligence. Mind, LXI, 236.
Weizenbaum, J. (1976). Computer Power and Human Reason: From Judgment to
Calculation. W. H. Freeman and Company
Whittlestone, J. Nyrup, R. Alexandrova, A. Dihal, K. Cave, S. (2019) Ethical and societal
implications of algorithms, data, and artificial intelligence: a roadmap for research. London:
Nuffield Foundation. https://www.nuffieldfoundation.org/sites/default/files/files/Ethical-and-
Societal-Implications-of-Data-and-AI-report-Nuffield-Foundat.pdf
Editor's Notes
The mechanical simulation of human agency, intelligence, and perception
The use of machines to perform tasks that have traditionally been performed by natural intelligence
QUESTION: Are there examples of ‘Strong’ AI?
Virtual assistants are arguably an attempt to simulate what a Strong AI might do
Turing Test and Chinese Room task-based, hence weak AI
Information processing is not equal to understanding
Based on functionalism in philosophy of mind
Key question – does consciousness matter when it comes to intelligence?
Is rationality or behaving like a human the more reliable indicator of intelligence?
Which is the more desirable in an AI?
Should AI be held to a higher standard?
Changing register slightly…
Think about potential opportunities/risks in your field
AI underuse could also see private enterprise filling this space
Any ideas what the principles underlying they reduced these guidelines to?
Bioethics because it is ‘applied’ and considered closer to digital, medical ethics than traditional ethics
Bioethics because it is ‘applied’ and considered closer to digital, medical ethics than traditional ethics
AI regularly hits the headlines these days – but has the quality of AI improved?
Abu Dhabi has the world’s first AI university
Other examples?
Noble, Safiya Umoja (2018). Algorithms of oppression : how search engines reinforce racism. New York University Press.
Includes data from registration; study record; correspondence; VLE activity; data held by third parties; anonymized data from external sites
Does not include: complaints; enquiries by potential learners; non-formal learning; religious/sexual information
NO CLEAR OVERSIGHT
EXEC is PVC Learning & Teaching – no longer exists
https://codebots.com/artificial-intelligence/the-3-types-of-ai-is-the-third-even-possible
Citation: Whittlestone, J. Nyrup, R. Alexandrova, A. Dihal, K. Cave, S. (2019) Ethical and societal implications of algorithms, data, and artificial intelligence: a roadmap for research. London: Nuffield Foundation. https://www.nuffieldfoundation.org/sites/default/files/files/Ethical-and-Societal-Implications-of-Data-and-AI-report-Nuffield-Foundat.pdf
https://codebots.com/artificial-intelligence/the-3-types-of-ai-is-the-third-even-possible
Citation: Whittlestone, J. Nyrup, R. Alexandrova, A. Dihal, K. Cave, S. (2019) Ethical and societal implications of algorithms, data, and artificial intelligence: a roadmap for research. London: Nuffield Foundation. https://www.nuffieldfoundation.org/sites/default/files/files/Ethical-and-Societal-Implications-of-Data-and-AI-report-Nuffield-Foundat.pdf
https://codebots.com/artificial-intelligence/the-3-types-of-ai-is-the-third-even-possible
Citation: Whittlestone, J. Nyrup, R. Alexandrova, A. Dihal, K. Cave, S. (2019) Ethical and societal implications of algorithms, data, and artificial intelligence: a roadmap for research. London: Nuffield Foundation. https://www.nuffieldfoundation.org/sites/default/files/files/Ethical-and-Societal-Implications-of-Data-and-AI-report-Nuffield-Foundat.pdf