Presented as a guest lecture at Galala University, Egypt (13 December 2021). Provides a gentle introduction to natural language generation, with English- and Arabic-language examples. Offers questions to guide further thought about social and ethical responsibilities related to changing conceptions of authorship.
Note that some slides are animated and do not present accurately on SlideShare.
Presented as a visiting lecture for Sheffield Hallam University's Fashion Communication & Emerging Media (Concept Development) module (19 March 2019). Provides a survey of current applications of natural language generation and artificial intelligence as it pertains to the fashion industry, and then prompts discussions about the aesthetics of artificial intelligence.
The Birth of the Algorithmic Author: NLG Systems as Tools and AgentsLeah Henrickson
Presented at the Electronic Literature Organization Conference (15 July 2019), hosted annually by the Electronic Literature Organization. Argues for a semantic shift from considering natural language generation (NLG) systems as 'tools' to considering them as 'agents'.
Grieving via GPT: Circling Around Cadaverous ChatbotsLeah Henrickson
Presented at Source Code Criticism: Hermeneutics, Philology, and Didactics of Algorithms (Universität Basel, 25-26 March 2022). Presents early investigative work into the hermeneutics of thanabots (chatbots resurrecting the dead).
Note that slides are animated and do not present accurately on SlideShare. Full script available upon request.]
Presentation recording: https://vimeo.com/showcase/9432046/video/697300451
Presentation discussion recording: https://vimeo.com/showcase/9432046/video/697302360
Presented as two guest lectures for the N8 Centre of Excellence in Computationally Intensive Research (https://n8cir.org.uk) ( 8 + 15 March 2022). Reviews basic R functionality, as well as: how to prepare a text corpus for statistical analysis; conduct basic analyses of this corpus; and generate and modify bar plots and word clouds using R.
Presented as two guest lectures for the N8 Centre of Excellence in Computationally Intensive Research (https://n8cir.org.uk) (26 May + 2 June 2021). Reviews basic R functionality, as well as: how to prepare a text corpus for statistical analysis; conduct basic analyses of this corpus; and generate and modify bar plots and word clouds using R.
Recording, Part 1: https://www.youtube.com/watch?v=46pLdXxcLpw
Recording, Part 2: https://www.youtube.com/watch?v=b47w16rrPEY
Presented as a guest lecture for Loughborough University's How to Do Things with Digital Texts module (25 + 26 March 2019). Reviews how to prepare texts for statistical analysis, conduct basic analyses of these texts, and generate and modify visualisations using various R functions.
Presented as a visiting lecture for Sheffield Hallam University's Fashion Communication & Emerging Media (Concept Development) module (19 March 2019). Provides a survey of current applications of natural language generation and artificial intelligence as it pertains to the fashion industry, and then prompts discussions about the aesthetics of artificial intelligence.
The Birth of the Algorithmic Author: NLG Systems as Tools and AgentsLeah Henrickson
Presented at the Electronic Literature Organization Conference (15 July 2019), hosted annually by the Electronic Literature Organization. Argues for a semantic shift from considering natural language generation (NLG) systems as 'tools' to considering them as 'agents'.
Grieving via GPT: Circling Around Cadaverous ChatbotsLeah Henrickson
Presented at Source Code Criticism: Hermeneutics, Philology, and Didactics of Algorithms (Universität Basel, 25-26 March 2022). Presents early investigative work into the hermeneutics of thanabots (chatbots resurrecting the dead).
Note that slides are animated and do not present accurately on SlideShare. Full script available upon request.]
Presentation recording: https://vimeo.com/showcase/9432046/video/697300451
Presentation discussion recording: https://vimeo.com/showcase/9432046/video/697302360
Presented as two guest lectures for the N8 Centre of Excellence in Computationally Intensive Research (https://n8cir.org.uk) ( 8 + 15 March 2022). Reviews basic R functionality, as well as: how to prepare a text corpus for statistical analysis; conduct basic analyses of this corpus; and generate and modify bar plots and word clouds using R.
Presented as two guest lectures for the N8 Centre of Excellence in Computationally Intensive Research (https://n8cir.org.uk) (26 May + 2 June 2021). Reviews basic R functionality, as well as: how to prepare a text corpus for statistical analysis; conduct basic analyses of this corpus; and generate and modify bar plots and word clouds using R.
Recording, Part 1: https://www.youtube.com/watch?v=46pLdXxcLpw
Recording, Part 2: https://www.youtube.com/watch?v=b47w16rrPEY
Presented as a guest lecture for Loughborough University's How to Do Things with Digital Texts module (25 + 26 March 2019). Reviews how to prepare texts for statistical analysis, conduct basic analyses of these texts, and generate and modify visualisations using various R functions.
In this unit, students will explore contemporary scientific media and art forms to understand what the advent of artificial intelligence (AI) might mean for the future of humankind.
Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Faculty center dh talk 2 s2016 pedagogical provocationsJennifer Dellner
A slideshow to accompany a talk about thinking about the digital humanities as pedagogy and as provocation to think about pedagogy and how we go about thinking about teaching and the aims of learning, the nature of knowledge, what administrators and "the real world" want, and cultural fantasies and expectations about the digital. Some slides are essentially files of links that I needed to access. Enjoy.
MIT Program on Information Science Talk -- Julia Flanders on Jobs, Roles, Ski...Micah Altman
Julia Flanders, who is the Director of the Digital Scholarship Group in the Northeastern University Library, and a Professor of Practice in Northeastern's English Department gave a talk on Jobs, Roles, Skills, Tools: Working in the Digital Academy as part of the Program on Information Science Brown Bag Series.
In the talk, illustrated by the slides below, Julia discusses the evolving landscape of digital humanities (and digital scholarship more broadly) and considers the relationship between technology, tool development, and professional roles.
For more see: http://informatics.mit.edu/event/brown-bag-jobs-roles-skills-tools-working-digital-academy-julia-flanders
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Takashi Iba, "Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films", presented in the PUARL2013 conference, Portland, Oregon, on Nov. 3rd, 2013
Rethinking disruption: how students (re)configure practices with digital tech...Martin Oliver
Students’ study strategies are developing in response to an increasingly digital scholarly environment, and the term ‘digital literacies’ is gaining currency as a means by which to understand and support student engagement. However, 'digital literacies' tend to be positioned as measurable, discrete and ultimately residing in the individual. In this view, the student is seen as a ‘user’ of technologies, suggesting a clear division between the human and machine, action and context, writer/reader and text, and the university and other domains of life.
This conception often reduces debates to questions of ‘skills’, undermining insights from New Literacy Studies (NLS) that ‘skills’ do not exist in a generic, decontextualized form, but are always situated in specific practices (Lea & Street, 1998). However, while NLS emphasises the social rather than the cognitive, it has not placed a great deal of emphasis on the embodied materiality of what students actually do, where they do it and what resources and artefacts they do it with. This paper will argue that Actor Network Theory (Latour, 2005) allows us to develop the insights of NLS by addressing sociomaterial aspects of engagements with texts in more detail.
Drawing on these perspectives, a JISC-funded project was undertaken involving longitudinal, multimodal journaling by a dozen students from four programme areas (PGCE, taught MA, distance MA and doctoral) over a period of nine months. Each was issued with an iPod Touch handheld device and asked to take images and video documenting where and how they studied, and the resources they used. All students were interviewed 3-4 times across this period, with interviews structured around the images and other artefacts provided by the students.
The interviews revealed that what disrupts engagement from these students’ perspective was not the presence of new technologies; instead it was the inability to reconfigure sites of study engagement. Disruption frequently arose from the well-established technologies that the institution provided and expected students to use, rather than from ‘bringing their own devices’ – devices which they were perfectly capable of using successfully in other settings.
https://showtime.gre.ac.uk/index.php/ecentre/apt2013/paper/viewPaper/301
Continuing Bonds Through AI: A Hermeneutic Reflection on ThanabotsLeah Henrickson
Presented at Virtual Revenants: Media, Techniques, and Dispositifs for Afterlife Encounters (16 May 2023) at the University of Milan. Presents early ideas from a research project about user experiences of thanabots and digital human versions more generally.
Note that some elements of these slides are not visible in this upload.
Versions of Intimacy: Talking To and About CarynAILeah Henrickson
Presented at Digital Intimacies: Life Among the Ruins (15 December 2023) at the Queensland University of Technology, organised by the Queensland University of Technology and the University of Queensland. Presents a project about digital human versioning with a case study about an AI-driven version of social media influencer CarynAI, still in ideation stage.
Note that some elements of these slides are not visible in this upload.
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In this unit, students will explore contemporary scientific media and art forms to understand what the advent of artificial intelligence (AI) might mean for the future of humankind.
Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Faculty center dh talk 2 s2016 pedagogical provocationsJennifer Dellner
A slideshow to accompany a talk about thinking about the digital humanities as pedagogy and as provocation to think about pedagogy and how we go about thinking about teaching and the aims of learning, the nature of knowledge, what administrators and "the real world" want, and cultural fantasies and expectations about the digital. Some slides are essentially files of links that I needed to access. Enjoy.
MIT Program on Information Science Talk -- Julia Flanders on Jobs, Roles, Ski...Micah Altman
Julia Flanders, who is the Director of the Digital Scholarship Group in the Northeastern University Library, and a Professor of Practice in Northeastern's English Department gave a talk on Jobs, Roles, Skills, Tools: Working in the Digital Academy as part of the Program on Information Science Brown Bag Series.
In the talk, illustrated by the slides below, Julia discusses the evolving landscape of digital humanities (and digital scholarship more broadly) and considers the relationship between technology, tool development, and professional roles.
For more see: http://informatics.mit.edu/event/brown-bag-jobs-roles-skills-tools-working-digital-academy-julia-flanders
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Takashi Iba, "Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films", presented in the PUARL2013 conference, Portland, Oregon, on Nov. 3rd, 2013
Rethinking disruption: how students (re)configure practices with digital tech...Martin Oliver
Students’ study strategies are developing in response to an increasingly digital scholarly environment, and the term ‘digital literacies’ is gaining currency as a means by which to understand and support student engagement. However, 'digital literacies' tend to be positioned as measurable, discrete and ultimately residing in the individual. In this view, the student is seen as a ‘user’ of technologies, suggesting a clear division between the human and machine, action and context, writer/reader and text, and the university and other domains of life.
This conception often reduces debates to questions of ‘skills’, undermining insights from New Literacy Studies (NLS) that ‘skills’ do not exist in a generic, decontextualized form, but are always situated in specific practices (Lea & Street, 1998). However, while NLS emphasises the social rather than the cognitive, it has not placed a great deal of emphasis on the embodied materiality of what students actually do, where they do it and what resources and artefacts they do it with. This paper will argue that Actor Network Theory (Latour, 2005) allows us to develop the insights of NLS by addressing sociomaterial aspects of engagements with texts in more detail.
Drawing on these perspectives, a JISC-funded project was undertaken involving longitudinal, multimodal journaling by a dozen students from four programme areas (PGCE, taught MA, distance MA and doctoral) over a period of nine months. Each was issued with an iPod Touch handheld device and asked to take images and video documenting where and how they studied, and the resources they used. All students were interviewed 3-4 times across this period, with interviews structured around the images and other artefacts provided by the students.
The interviews revealed that what disrupts engagement from these students’ perspective was not the presence of new technologies; instead it was the inability to reconfigure sites of study engagement. Disruption frequently arose from the well-established technologies that the institution provided and expected students to use, rather than from ‘bringing their own devices’ – devices which they were perfectly capable of using successfully in other settings.
https://showtime.gre.ac.uk/index.php/ecentre/apt2013/paper/viewPaper/301
Continuing Bonds Through AI: A Hermeneutic Reflection on ThanabotsLeah Henrickson
Presented at Virtual Revenants: Media, Techniques, and Dispositifs for Afterlife Encounters (16 May 2023) at the University of Milan. Presents early ideas from a research project about user experiences of thanabots and digital human versions more generally.
Note that some elements of these slides are not visible in this upload.
Versions of Intimacy: Talking To and About CarynAILeah Henrickson
Presented at Digital Intimacies: Life Among the Ruins (15 December 2023) at the Queensland University of Technology, organised by the Queensland University of Technology and the University of Queensland. Presents a project about digital human versioning with a case study about an AI-driven version of social media influencer CarynAI, still in ideation stage.
Note that some elements of these slides are not visible in this upload.
Digital Storytelling for Collaborative ScholarshipLeah Henrickson
Presented at Creative Approaches to Open Social Scholarship: Australasia (28 November 2023) at the University of Sydney, organised by INKE and CAPOS as part of the Congress of HASS. Proposes how researchers may use digital storytelling and story thinking techniques to support collaborative scholarship.
Deckling the Edges of the Digital: Why Book History Matters for Digital Human...Leah Henrickson
Presented at On the Margins 22 (15 December 2022), organised by the Open University and the School of Advanced Study. Proposes the explicit connection between the fields of book history and digital humanities.
Presented as a guest lecture for the University of Leeds' Centre for World Cinemas and Digital Cultures (7 December 2022). Historicises natural language generation before reviewing some examples of modern systems. Ends with a case study centred on a thanabot.
Between Hermeneutics and Deceit: Keeping Natural Language Generation in LineLeah Henrickson
Presented with Dr Albert Meroño-Peñuela at the Digital Humanities Congress (10 September 2022), organised by the University of Sheffield's Digital Humanities Institute. Argues for explicit acknowledgement of hype surrounding AI-driven natural language generation (NLG) systems, using prompt engineering to dispel understandings of language usage as line of thought. Note that the formatting of the slides has been muddled by SlideShare - please download the slides if you wish to see the intended formatting.
Crafting Wellness: An Introduction to the University of Leeds' 'I Belong: Cre...Leah Henrickson
Presented at the 2022 RAISE Network Conference (University of Lincoln, 7 September 2022). Introduces attendees to a co-produced arts-based wellbeing programme aimed at facilitating senses of belonging amongst university students. The majority of this workshop involved an interactive activity led by an artist facilitator that is not represented in the slides.
Wake Me Up When December Ends: Making Sense of Chatbot 'Authors'Leah Henrickson
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‘Your Differentiating Strength’: Applied Digital Storytelling for Employment ...Leah Henrickson
Presented at the 10th International Digital Storytelling Conference (20-22 June 2022), hosted by Loughborough University. Reflects upon the creation of a digital storytelling web application to support young people preparing for conversational employment interviews.
Full script available upon request.
This infographic prompts readers to consider how they can tell their stories for maximum effect (getting the message across) and affect (making people care).
Note: This infographic is my first attempt at consolidating some of the core questions I get my students to consider in my second-year undergraduate 'Digital Storytelling' module. It's wordier than I'd like, but I think it'll serve its pedagogical purpose well. Will continue playing around with infographics to improve my design skills!
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Presented at the Electronic Literature Organization Conference (30 May 2022 - 1 June 2022), hosted annually by the Electronic Literature Organization. Connects Ian Bogost's concept of procedural rhetoric to a university 'Digital Storytelling' classroom.
Full script available upon request.
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Note that some slides are animated and do not present accurately on SlideShare.
Presented at Education Espresso: Changing Assessment (Wonkhe and Adobe, 31 March 2022). Offers a brief overview of the University of Leeds context and my own teaching practice, with an emphasis on supporting digital literacy.
Recording: https://vimeo.com/698676072
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Working in a team is hard. Everyone comes with their own experience, expertise, and opinions. How is anything supposed to get done?
We've spent three years working together to build a startup from scratch. Together, we identified three of the most important lessons we've learned about interdisciplinary teamwork.
1. Identify your shared vision and values.
2. Practise open communication.
3. Make - and stick to - clear plans.
However, we've all taken different things away from these lessons. That's why each of the following lessons is accompanied by our own individual elaborations.
Our different perspectives make us a stronger team.
Note: This document is formatted for double-sided printing on A4 paper, to be read in codex form. For the intended reading experience, download this file and read in a PDF reader.
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Full script available upon request.
Recording: https://www.youtube.com/watch?v=qVdQGbm4g-o
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Presented at Moving Texts: From Discovery to Delivery (University of Münster, 29 July 2021), the 2021 annual conference for the Society for the History of Authorship, Reading and Publishing. Presents work in progress related to reader responses to and social perceptions of natural language generation (NLG) and artificial intelligence (AI).
Note that slides are animated and do not present accurately on SlideShare. Full script available upon request.
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Presentation script available at: http://eprints.whiterose.ac.uk/167659
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The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
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Bob Boule
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https://alandix.com/academic/papers/synergy2024-epistemic/
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The Future of Authorship: AI Text Generation
1. The Future of
Authorship:
AI Text
Generation
Leah Henrickson
Lecturer in Digital Media
School of Media and Communication
University of Leeds, UK
L.R.Henrickson@leeds.ac.uk
2. First, who am I?
• Lecturer in Digital Media, School of
Media and Communication,
University of Leeds, UK
• Programme Leader, MA New Media
• Founder and Manager, University of
Leeds Sociologies of AI Network
• PhD: Social Sciences and Humanities
(Loughborough University, UK)
• artificial intelligence, digital
storytelling, electronic literature,
natural language generation
• Canadian 🍁
8. Ahmed Fadhil and Ahmed AbuRa’ed, ‘OlloBot – Towards A Text-Based Arabic Health Conversational Agent: Evaluation and Results’, in Proceedings of Recent Advances in Natural Language
Processing (Varna: ACL, 2019), pp. 295-303 <https://aclanthology.org/R19-1034.pdf>.
12. Arnold C. Satterthwait, 'ARABIC TO ENGLISH TRANSLATION’, Quarterly Process Report, 67 (1962), pp. 171-176 <https://aclanthology.org/www.mt-archive.info/50/MIT-RLE-1962-Satterthwait.pdf>.
(Thanks to James Ryan for bringing this example to my attention.)
Additionally, see: Ahmed H. Alneami, Design and Implementation of an English to Arabic Machine Translation (MEANA MT) [Doctoral Thesis] (Sheffield: University of Sheffield, 1996)
<https://etheses.whiterose.ac.uk/14819/1/341826.pdf>.
13. From Machine Translation to NLG (Arabic)
• Currently very few attempts to develop NLG systems for Arabic
• Arabic poses unique grammatical changes
• Wael Abed and Ehud Reiter, ‘Arabic NLG Language Functions’, in Proceedings of the 13th International
Conference on Natural Language Generation (Dublin: ACL, 2020, pp. 7-14
<https://aclanthology.org/2020.inlg-1.2.pdf>.
• But there’s been some (very preliminary) success in summarising input texts!
• Sally S. Ismail, Mostafa Aref, and Ibrahim F. Moawad, ‘A Model for Generating Arabic Text from
Semantic Representation’, in 11th International Computer Engineering Conference (Cairo: IEEE, 2015),
pp. 117-122 <https://ieeexplore.ieee.org/document/7416335>.
• Molham Al-Maleh and Said Desouki, ‘Arabic Text Summarization Using Deep Learning Approach’,
Journal of Big Data, 7:109 (2020) <https://doi.org/10.1186/s40537-020-00386-7>.
• Hani D. Hejazi, Ahmed A. Khamees, Muhammad Alshurideh, Said A. Salloum, ‘Arabic Text Generation:
Deep Learning for Poetry Synthesis’ in International Conference on Advanced Machine Learning
Technologies and Applications (Cham: Springer, 2021), pp. 104-116.
14. AraGPT2
‘AraGPT2-Mega successfully
fooled approx. 60% of the
respondents, with longer
passages having a higher error
rate than short passages. In the
provided explanations, some
subjects relied on punctuation
mistakes, coherence, and
repetition issues, with others
spotted factual inaccuracies.
However, the results also show
that humans were
misclassifying human-written
50% the time (chance level
performance), while also citing
factual inconsistencies,
grammatical errors, and
unusual writing styles [all sic].’
Wissam Antoun, Fady Baly, and Hazem Hajj, ‘AraGPT2: Pre-Trained Transformer for Arabic Language Generation, arXiv
(v2, 2021), p. 4 <https://arxiv.org/abs/2012.15520>.
15. AraGPT2
‘AraGPT2-Mega successfully
fooled approx. 60% of the
respondents, with longer
passages having a higher error
rate than short passages. In the
provided explanations, some
subjects relied on punctuation
mistakes, coherence, and
repetition issues, with others
spotted factual inaccuracies.
However, the results also show
that humans were
misclassifying human-written
50% the time (chance level
performance), while also citing
factual inconsistencies,
grammatical errors, and
unusual writing styles [all sic].’
Wissam Antoun, Fady Baly, and Hazem Hajj, ‘AraGPT2: Pre-Trained Transformer for Arabic Language Generation, arXiv
(v2, 2021), p. 4 <https://arxiv.org/abs/2012.15520>.
In short, people are bad
at telling the difference
between human-written and
computer-generated texts.
16. Wissam Antoun, Fady Baly, and Hazem Hajj, ‘AraGPT2: Pre-Trained Transformer for Arabic Language Generation, arXiv
(v2, 2021), p. 9 <https://arxiv.org/abs/2012.15520> (random unseen contexts about children’s stories).
17. Wissam Antoun, Fady Baly, and Hazem Hajj, ‘AraGPT2: Pre-Trained Transformer for Arabic Language Generation, arXiv
(v2, 2021), p. 8 <https://arxiv.org/abs/2012.15520> (random unseen context about coronavirus vaccine).
18.
19. AI reconfigures how we consider the role and responsibilities of
the author or artist. Prominent researchers of AI and digital
narrative identity D. Fox Harrell and Jichen Zhu wrote in 2012 that
the discursive aspect of AI (such as applying intentionality
through words like ‘knows,’ ‘resists,’ ‘frustration,’ and ‘personality’
is an often neglected but equally pertinent aspect as the technical
underpinnings. ‘As part of a feedback loop, users’ collective
experiences with intentional systems will shape our society’s
dominant view of intentionality and intelligence, which in turn
may be incorporated by AI researchers into their evolving formal
definition of the key intentional terms.’
Drew Zeiba, ‘How Collaborating With Artificial Intelligence Could Help Writers of the Future: On the Growing Potential of Computational Literature’, Literary Hub (9 November 2021)
<https://lithub.com/how-collaborating-with-artificial-intelligence-could-help-writers-of-the-future>.
Additionally, see: Matthew Kirschenbaum, ‘Spec Acts: Reading Form in Recurrent Neural Networks’, ELH, 88.2 (2021), 361-386.
20.
21. You read stories arguably for, like, the human touch to
it, to understand people or to understand a person’s
frame of mind. You don’t want to understand a
robot’s frame of mind. Because it’s kind of like, a
robot will always – well, I don’t know if always – it’s
always kind of collating what’s already there, and just
trying to relay it.
Focus Group Participant Response (2017-2018)
22. We humans think we are always interested in how
something was made. Like, even if we’re like, ‘okay,
who is this writer? What is his biography? Which
place from Earth he comes from? What was
happening there? What part of history is he from?’
We always try to understand the text. We never
analyse just text, just on its own. We will always put
it in context with other things. I guess we do the
same with computer text.
Focus Group Participant Response
Focus Group Participant Response (2017-2018)
23. Okay, so as the – in art, the viewer – the artist is the one half of the equation,
and the viewer is the other half. The viewer then draws meaning from a
poem, and I’m wondering whether some of your feeling cheated is that you
are drawing some meaning from this poem, working at an understanding in
some way, in the knowledge that somebody else has put some effort into
conveying some meaning, and what you receive might be different from
what they intended because you are not them, they are not you, and you’ve
got your own context and bag of whatever that you carry with you, which
means that you see it in a certain way. But if it’s a computer, it’s kind of like
we’re all kind of cheated because nobody’s done that other work that
we’re doing on the other side of the mirror or the equation or however you
want to look at it. The scales aren’t balanced, really, and I think that if we
have computer-generated texts, then, well, I just don’t see the need for
human beings.
Focus Group Participant Response
Focus Group Participant Response (2017-2018)
24. Ethical Issues
with NLG
• What can we do with this technology?
• What should we do with this technology?
• What shouldn’t we do?
• Is it really Jessica speaking here?
• How might this affect Joshua?
Images and Project December example from https://www.sfchronicle.com/projects/2021/jessica-simulation-artificial-intelligence.
27. Future: Co-creation of ‘synthetic literature’. See: Folgert Karsdorp, Ben Burtenshaw, and Mike Kestemont, ‘Synthetic Literature: Writing Science Fiction in a Co-Creative Process’, in Proceedings of
the INLG 2017 Workshop on Computational Creativity and Natural Language Generation (Santiago de Compostela: Association for Computational Linguistics, 2017), pp. 29-37.
28. Who is the author?
What is the author?
What does the author do?
What does the author produce?
In this talk, I’ll be focusing on the social sides of NLG and AI text technologies. I’m a social scientist, not a computer scientist! However, I will provide some computer science references throughout the talk for those of you who would like to explore these issues more.
First, I’ll set the stage with a review of what I mean by authorship.
Then, I’ll give you some examples of NLG systems that you might come across in your everyday activity. I’ll also give you some examples of Arabic NLG systems in particular. There are only a few Arabic NLG systems out there, so any developers in the room might look to doing some work in this area.
After I’ve shown you some examples of NLG systems, I’ll review how people are talking about these systems, both in the news and in a series of focus groups that I ran a few years ago. As you’ll see, people don’t just accept this technology. They have questions and reasonable concerns about how NLG systems can support human activity.
I’ll then encourage you to think about ethics of NLG and AI-authored technologies. What can we do? What should we do?
Finally, I’ll wrap up with some questions to guide your thinking about the future of authorship and AI text generation, and then we’ll have some time for questions and comments.
Chatbots are often template-based – they’re actually pretty simple technology. But they come from a long lineage. Think, for example, about Turing’s ‘imitation game’/’Turing test’ (1936), ELIZA (1960s), the Loebner Prize, and so forth.
Here, Narrative Science has been listed as a ‘partner’ in the byline, but the reader is still not told that this a computer-generated texts. In other instances, no author/partner is listed. How often do you read computer-generated texts without even knowing it?
*How is the computer producing this sentence?
This quotation emphasises the importance of understanding not just how the technology works, but also how we talk about that technology. Everyday people don’t know the ins and outs of NLG or AI, and depend upon descriptions that actually make ample use of metaphor that directs their thought. What are the implications of anthropomorphising AI systems in the ways noted here? Is output from AI systems wholly comparable to output from human producers? Why or why not? These are the kinds of questions I’ve been exploring in my own work about attributing agency to NLG systems. In my article in Digital Creativity, I argue that we can and should attribute agency to NLG systems to explicitly recognise the communicative influence of these systems’ texts in our lives. Do you agree? Do you disagree?
As has been indicated by the news articles shown a few slides ago, conceptions of NLG often tend towards dystopia or utopia – rather than offer nuanced considerations of the technology’s potential and problems, arguments are usually pretty polarising. I believe there are both good and bad things about NLG, but let’s see what everyday people said when I asked them about their feelings in a series of focus groups that I ran a few years ago.
Focus group participants tended to be uncomfortable with the idea of NLG systems and their resultant computer-generated texts. This discomfort appeared to stem from the perception of text as a tool for communication that contributes to the development of interpersonal understanding and relationships.
Here’s the good stuff! While this presentation has focused on the issues with NLG, here are plenty of positive applications of this technology. We’ve already done so much, and there’s lots of room for growth.
I’m not going to provide you with any answers here – just questions to get you thinking about the social implications of NLG systems (in their various forms). Whether you go into developing NLG systems, or just continue to think critically about those systems’ output, the future of AI authorship starts with you. Really, the future starts here.