"Learn why digital awareness is crucial in the AI era and how focusing on education, verification, and regulation can secure a more ethical future ..."
Do you own a literary work that ChatGPT helped you write? Does OpenAI? The legal questions are thorny, and the answers unclear.
Via Kim Flintoff, יפה בן-דרור
"Generative artificial intelligence (AI) has become widely popular, but its adoption by businesses comes with a degree of ethical risk. Organizations must prioritize the responsible use of generative AI by ensuring it is accurate, safe, honest, empowering, and sustainable ...."
"There have recently been huge advances in the ability of AI to generate content. This includes the creation of text, images and computer code, through technologies such as GPT-3, DALLE-2 and Stable Diffusion. This has resulted in a new and growing field of tools that have the potential to disrupt assessment processes ..."
"The pandemic has revealed the importance of preparing students to critically evaluate the conceptual foundations and real-world impact of science ..."
Most people think about ethics, at least some of the time. Ethics comes to mind during ethics training, ethics conversations, when people are thrown into ethically complex situations, and when trying to understand current events.
While we may think about ethics from time to time, ethical thinking is different. It is the process of actively considering how our choices align with ethical principles, and how those choices could impact our constituents. It is proactive, intentional and consistently applied.
Ethical Thinking Isn’t Automatic Staying competent in our leadership includes moving from thinking about ethics to thinking with ethics – in day-to-day decisions and actions. Most things we handle will have an ethical component at some point, and we’ll need to be ready for it. We’ll need to recognize it, think through the implications, and ultimately make an ethical choice.
The growth and development of learning analytics has placed a range of new capacities into the hands of educational institutions. At the same time, this increased capacity has raised a range of ethical issues. A common approach to address these issues is to develop an ethical code of conduct for practitioners. Such codes of conduct are drawn from similar codes in other disciplines. Some authors assert that there are fundamental tenets common to all such codes. This paper consists of an analysis of ethical codes from other disciplines. It argues that while there is some overlap, there is no set of principles common to all disciplines. The ethics of learning analytics will therefore need to be developed on criteria specific to education. We conclude with some ideas about how this ethic will be determined and what it may look like.
The 2020 list of EDUCAUSE’s Top 10 IT Issues provides evidence that the higher education IT community is increasingly focused on using technology to better understand students and rethink systems, culture and process to improve student success. This focus is especially critical when it comes to using student data to improve retention and completion rates.
To develop the capabilities and systems that can provide students with personalized, timely support, institutions need to understand how data technology, such as predictive analytics, can address the factors that lead to student success. They also must know how to use information from institutional data to introduce changes that promote sustainable, effective and efficient practices, while considering students’ experiences and needs as their starting point.
"When new technologies become widespread, they often raise ethical questions. For example:
Weapons — who should be allowed own them?
Printing press — what should be allowed to be published?
Drones — where should they be allowed to go?
The answers to these questions normally come after the technologies have become common enough for issues to actually arise. As our technology becomes more powerful, the potential harms from new technologies will become larger. I believe we must shift from being reactive to being proactivewith respect to new technological dangers.
We need to start identifying the ethical issues and possible repercussions of our technologies before they arrive. Given that technology grows exponentially fast, we will have less and less time to consider the ethical implications."
With recent developments in generative AI, the question of ethical content creation and the use of human-made content has come into question. And while the generative AI industry is still in its infancy, many companies must take measures to balance automation with original high-quality content.
It’s still very early to tell which direction the generative AI industry will take and what limitations will be placed on generative AI platforms. So for now, companies using this technology are the ones responsible for guaranteeing ethical use and protecting the rights of content creators. Here is how some companies can find a balance between automation and originality.
With recent developments in generative AI, the question of ethical content creation and the use of human-made content has come into question. And while the generative AI industry is still in its infancy, many companies must take measures to balance automation with original high-quality content.
It’s still very early to tell which direction the generative AI industry will take and what limitations will be placed on generative AI platforms. So for now, companies using this technology are the ones responsible for guaranteeing ethical use and protecting the rights of content creators. Here is how some companies can find a balance between automation and originality.
"Millions of fake degrees are in circulation but only a fraction, like the 7,600 U.S. nursing degrees, have been exposed. And now, the key measure in combating them, accreditation, is under threat ...."
"Artificial intelligence can now produce prose that accomplishes the learning outcomes of a college writing assignment. What does that say about the assignment? ..."
A majority worries that the evolution of artificial intelligence by 2030 will continue to be primarily focused on optimizing profits and social control. They also cite the difficulty of achieving consensus about ethics. Many who expect progress say it is not likely within the next decade. Still, a portion celebrate coming AI breakthroughs that will improve life
Back in May, my university - like many Canadian institutions - announced we’d be going online for fall. It was the right decision: students, faculty, and staff have remained safe, in terms of the coronavirus. But as campuses across the continent and around the world have shifted to online learning, it’s become clear that institutions - and many of us who work within them - may be oblivious to a very different safety risk, one that’s amplified in recent months.
The pandemic has fast-forwarded higher education’s entanglement in proprietary, datafied systems, but the sector has failed entirely to grapple with how data impacts what we do.
Sure, most of us know at some level that we are fish swimming in increasingly datafied waters. Our devices track our searches and our locations and even our casual offline conversations, pitching products we’ve just spoken of back to us on social platforms.
Self-driving cars are already cruising the streets today. And while these cars will ultimately be safer and cleaner than their manual counterparts, they can't completely avoid accidents altogether. How should the car be programmed if it encounters an unavoidable accident? Patrick Lin navigates the murky ethics of self-driving cars.
The Pew Research Center’s 2013 Global Attitudes survey asked respondents in 40 countries what they thought about extramarital affairs, gambling, homosexuality, abortion, premarital sex, alcohol consumption, divorce, and the use of contraceptives.
Cambridge, MA—MIT is in the midst of a $1-billion effort to reshape how it teaches computer science, in what some say may be a model for other colleges. But the effort has has also drawn protests by some students and professors, who are questioning how well ethics will be integrated into the effort and are criticizing the influence of a controversial donor.
Those mixed feelings were on display this week as the university hosted a three-day celebration of its planned College of Computing. The event included a back-flipping robot modeled on a cheetah and other marvels of digital engineering, as well as planned appearances by former Secretary of State Henry Kissinger and former Google CEO Eric Schmidt. It also sparked protests by students and professors, including a “teach-in” questioning how well ethics will be integrated into the effort and criticizing the influence of a controversial donor.
Two big ideas drive MIT’s new college. First is that MIT needs far more computer-science professors to meet the demand by students and researchers.Second, coding is no longer a department to put off in a corner, but a toolset that can be applied to every academic discipline. And that means making sure everyone writing computer code also pays attention to the cultural and ethical implications of their tools, the effort’s leaders say.
“It’s turning computer science into a lingua franca,” said Sanjay Sarma, vice president for open learning at MIT, in an interview. “I think students will soon all learn English, Spanish and Python.”
Preparing a child for the world that doesn’t yet exist is not an easy task for any teacher. Step back and look at that picture from a broad perspective. What are the critical 21st-century skills every learner needs to survive and succeed in our world? What abilities and traits will serve them in a time that’s changing and developing so rapidly?
They want to be challenged and inspired in their learning. They want to collaborate and work with their peers. They want to incorporate the technology they love into their classroom experiences as much as they can. In short, they have just as high a set of expectations of their educators as their educators have of them.
How Are Educators Responding?
The Australian Curriculum Assessment and Reporting Authority, (ACARA), have identified the following as the General Capabilities they see as essential for learners:
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding
Information and communication technology capability
Preparing a child for the world that doesn’t yet exist is not an easy task for any teacher. Step back and look at that picture from a broad perspective. What are the critical 21st-century skills every learner needs to survive and succeed in our world? What abilities and traits will serve them in a time that’s changing and developing so rapidly?
They want to be challenged and inspired in their learning. They want to collaborate and work with their peers. They want to incorporate the technology they love into their classroom experiences as much as they can. In short, they have just as high a set of expectations of their educators as their educators have of them.
How Are Educators Responding?
The Australian Curriculum Assessment and Reporting Authority, (ACARA), have identified the following as the General Capabilities they see as essential for learners:
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding
Information and communication technology capability
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