Education, Inclusion, Literacy: Musts for Positive AI Future | IGF 2023 Launch / Award Event #27

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In an article discussing the role of universities in the era of Artificial Intelligence (AI), Alejandro Pisanty highlights the importance of approaching this technological advancement in a rational manner and resisting panic. He firmly believes that universities should serve as the depositaries of rational thought.

Pisanty argues that in order for universities to adapt to the AI age, they need to ensure their relevance. He suggests that they play a major role in the mainstream of things and develop a solid academic system with reasonable infrastructure and faculties.

However, the article also raises concerns about brain drain in universities.

Pisanty points out that higher-paying jobs in AI development at companies are attracting researchers away from academia. This brain drain is seen as a cause for concern, as it affects the quality of education and research at universities. Researchers also tend to move to places where they can actually conduct experiments and get their work published.

Regarding ethical considerations in AI, the Institute of Electrical and Electronic Engineers (IEEE) is developing a set of standards for ethical AI.

However, translating these ethical codes or laws to AI developers is proving to be challenging. The difficulty lies in avoiding subjectivity and effectively implementing ethical standards in the development of AI systems.

Furthermore, Pisanty highlights the need to resist panic in the face of AI advancements.

He suggests the development of tools to analyze conduct online, as problems in the digital realm often have a human and social element. Pisanty himself has developed a tool for analyzing online conduct, emphasizing the importance of addressing online misconduct proactively.

Universities also face the challenge of addressing the lack of pre-university ethical and mathematical education.

It is seen as crucial for universities to cultivate ethical consciousness and mathematical competence among students, as a lack of these fundamental skills poses a significant challenge to education.

In conclusion, universities are encouraged to approach the AI era rationally and resist panic.

The article emphasizes the need for universities to ensure their relevance in the AI age by playing a major role, developing a solid academic system, and addressing the challenges posed by brain drain. The development of ethical standards for AI and tools to analyze online conduct are also deemed essential.

Additionally, universities must focus on cultivating ethical consciousness and mathematical competence in students to meet the demands of the AI age.

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The discussion centered around the use of Artificial Intelligence (AI) in education and its potential impact. One argument highlighted the gap in expectations between university administrators and students regarding the use of AI. The law faculty at Leiden University expressed opposition to AI implementation, revealing a negative sentiment.

On the other hand, the argument in support of using AI with caution emphasized proper attribution and the need to address misinformation. It advocated for alerting students about the dangers of misinformation and displayed a positive sentiment towards AI in education.

Another concern raised during the discussion focused on the potential for AI to worsen the digital divide, particularly among marginalized groups.

This concern was exemplified by the significant digital disparities in countries like Bangladesh. It was feared that AI would primarily benefit technologically advanced individuals, further marginalizing those without access. This argument conveyed a negative sentiment towards AI, suggesting that it could exacerbate inequalities.

The discussion also emphasized the importance of embracing technology in education and ensuring AI is accessible for lifelong learning and marginalized groups.

It stressed the need to integrate AI in lifelong learning while addressing the challenges faced by certain demographics in accessing AI-based public services. This perspective showed a positive stance towards AI, advocating for inclusivity and reduced inequalities.

Additionally, the lack of sensitivity and ethical standards in AI development by STEM professionals was criticized.

The argument highlighted a negative sentiment towards the apathy or lack of interest among STEM workers in developing AI ethically. This raised concerns about the ethical implications of AI development and the need for stringent ethical standards.

Furthermore, there was a call for diversifying AI engines beyond corporate control.

This view expressed a neutral sentiment, advocating for the exploration of open-source alternatives and diversification of AI engines. The aim was to move away from the dominance of corporate entities in AI development.

In conclusion, the discussion on AI in education highlighted various arguments and concerns.

While there was an expectation gap between university administrators and students regarding AI, there was also support for using AI with caution and proper attribution. The potential exacerbation of the digital divide and the importance of inclusivity and accessibility in lifelong learning were significant considerations.

Additionally, the lack of sensitivity and ethical standards in AI development by STEM professionals raised concerns. There was also a call for diversifying AI engines beyond corporate control. These insights shed light on the complex considerations and diverse opinions surrounding the use of AI in education.

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In their discussion, the speakers emphasise the importance of taking into account human well-being and inclusivity in the face of artificial intelligence (AI) advancements. They argue that while AI can bring about many benefits and innovations, the focus must always be on the welfare of individuals and society as a whole.

To achieve this, they stress the need for strong policies and regulations to guard against the negative consequences that AI can potentially have.

The speakers advocate for digital inclusion, asserting that access to AI technologies should be a right for all, particularly within educational institutions.

They believe that universities and colleges play a crucial role in ensuring that AI is not only accessible to everyone but also integrated into the educational curriculum. They call on the higher education community to become active advocates for digital inclusion, providing opportunities for individuals to gain knowledge and understanding about AI.

Furthermore, the speakers assert that teaching and learning are experiencing significant transformations as a result of AI.

They highlight the importance of academic leaders in shaping these changes by creating policies and designing new approaches to education that incorporate AI technologies. Faculty members are encouraged to adapt to these advancements and collaborate in the development of innovative teaching methods.

The need to prepare learners for the ongoing AI revolution is another key point addressed by the speakers.

They stress that education must go beyond imparting theoretical knowledge and focus on equipping individuals with practical skills that enable them to adapt to the rapidly changing landscape of AI. They believe that by fostering a mindset of lifelong learning and providing hands-on experiences, individuals can be better prepared for the challenges and opportunities brought about by AI.

In conclusion, the speakers highlight the importance of prioritising human well-being, inclusivity, and education in the era of AI.

They call for the implementation of strong policies, digital inclusion, and collaboration within the educational community to ensure that AI advancements benefit everyone and do not leave anyone behind. They urge universities and colleges to lead the way in incorporating AI technologies into the curriculum and preparing learners for the ever-evolving AI landscape.

By doing so, they believe that individuals can be empowered to thrive in a world marked by accelerated change and innovation.

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The speakers in this discussion emphasise several key points about AI. Firstly, they argue that there is a need to resist the panic and fear surrounding AI systems and the possibility of them developing super intelligence that surpasses human intelligence.

Instead of succumbing to these concerns, they advocate for a human-centred approach to AI development. By keeping humans at the focus of AI technology, it can be harnessed to benefit society rather than posing a threat.

Moving on, the speakers assert that media and information literacy are crucial in understanding AI.

They highlight the importance of education that familiarises individuals with media and information, narrowing the knowledge gap and enabling them to acquire the necessary competencies to comprehend AI. By enhancing their literacy in this area, people can make informed decisions and be better equipped to engage with AI technologies.

Another pertinent point emphasised by the speakers is the need for proper guardrails in AI education.

While some guardrails are currently proposed by AI systems, there is an acknowledgment that they can be bypassed. Therefore, universities are encouraged to develop their own solutions to provide teachers and learners worldwide with the necessary guardrails. This will help establish a responsible and ethical framework for AI education.

Furthermore, the speakers stress the importance of source reliability and ethically sourced data in AI.

They note that currently, there is a lack of ethically sourced data and a lack of consensus on the use of data scraping and models. This highlights the need for a careful and thoughtful approach to ensure that AI systems are built on reliable sources of data and adhere to ethical considerations.

Lastly, the speakers advocate for a focus on explainable AI.

They argue that it is crucial to have access to the motivations behind the creation of AI systems and to validate their operations. By having transparency and explainability, AI technologies can be more trustworthy and accountable.

In conclusion, this discussion underscores the importance of taking a human-centred approach to AI development, fostering media and information literacy, implementing proper guardrails in AI education, ensuring source reliability and ethically sourced data, and prioritising explainable AI.

By addressing these key points, individuals and society as a whole can navigate the realm of AI in an informed and responsible manner, maximising its potential benefits while mitigating potential risks.

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The use of Artificial Intelligence (AI) in education has both positive and negative impacts. On one hand, AI has the potential to greatly improve the quality of education. It can provide students with personalised learning experiences, tailored to their individual needs and learning styles.

This has the potential to enhance student engagement and motivation, leading to better learning outcomes. The ability of AI to analyse large amounts of data can also enable educators to identify areas where students may be struggling and provide timely interventions to support their learning.

However, on the other hand, there is a lack of data that supports the notion that personalised learning actually increases retention of information.

While AI may be able to deliver content in a customised manner, it does not necessarily guarantee that students will retain the information more effectively. Some argue that the hype around educational technology (EdTech) can be akin to “modern snake oil” – promising transformative effects without concrete evidence to back it up.

In fact, there are concerns about the negative impacts of EdTech, such as increased screen time, decreased social interaction, and the potential for data breaches that compromise student privacy.

Another important aspect to consider is the regulation of data collection and usage in education.

The ‘datafication’ of students’ lives, starting from an early age and continuing throughout their academic journey, has raised concerns about the potential encroachment on students’ privacy and autonomy. The collection, storage, and analysis of vast amounts of data about students can have a discouraging effect on their engagement in meaningful formative experiences.

It is crucial that policies and regulations are in place to prevent harm and protect students’ freedom in the context of data collection and usage in education.

In conclusion, while AI has the potential to revolutionise education by improving its quality and providing personalised learning experiences, there is a need for critical examination of its impacts.

The positive effects of AI in education are not guaranteed and should be constantly scrutinised. Additionally, regulations must be in place to ensure the responsible and ethical collection and usage of student data. It is essential for stakeholders in higher education to understand AI sufficiently well to ask relevant questions and make informed decisions about its implementation.

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The analysis focused on several key aspects of artificial intelligence (AI) and its impact on education, ethics, policy-making, diversity, and continuous learning. The speakers argued for the role of universities in providing a comprehensive AI education that goes beyond technical skills.

They stressed that AI students should be encouraged to study subjects like philosophy, finance, healthcare, and social sciences to develop a well-rounded understanding of AI’s applications in various fields.

In terms of ethics, the speakers acknowledged the importance of safeguarding against the abuse and misuse of AI.

They emphasized the need to promote ethical AI practices and educate individuals on the ethical implications of AI. It was suggested that ethical AI education should be incorporated into AI curricula and training programs to ensure that future AI professionals possess the knowledge and skills to develop responsible AI solutions.

Another key point raised during the analysis was the importance of engaging with policymakers.

The speakers highlighted the need for continuous advocacy to effectively communicate the potential benefits and challenges of AI to policymakers. They also stressed the need for collaboration between AI experts and policymakers to develop responsible AI governance frameworks that address societal concerns and ensure the ethical and safe use of AI technologies.

Promoting diversity and inclusion within the AI field was another noteworthy argument made by the speakers.

They highlighted that AI has applicability across all fields and is not limited to computing. Thus, it was suggested that the AI field should be more inclusive and diverse, encouraging participation from individuals with diverse backgrounds and perspectives. The speakers emphasized the importance of including arts and humanities in AI education to foster social good and ensure that AI technologies benefit all segments of society.

Lastly, the speakers underscored the significance of continuous learning in the rapidly evolving landscape of AI.

They pointed out that AI is evolving rapidly, and professionals in the field must keep pace with the latest advancements and developments. Continuous learning was identified as a key factor in staying updated and maintaining the relevance of AI professionals.

In conclusion, the analysis highlighted the multifaceted dimensions of AI education, ethics, policy-making, diversity, and continuous learning.

The speakers advocated for universities to play a central role in providing comprehensive AI education, incorporating ethics into AI curricula, engaging with policymakers for responsible AI governance, promoting diversity and inclusion in the field, and emphasizing the importance of continuous learning to keep abreast of the evolving AI landscape.

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Elon University is taking a stand in upholding the essential principles for the Internet and Artificial Intelligence (AI), which are crucial for safeguarding human rights, autonomy, and dignity. The university is diligently following these principles, which bring time-tested truths to the age of AI.

By doing so, they ensure that the development and use of AI technology align with ethical considerations and respect for individual freedoms.

As the influence of AI spreads, universities like Elon recognize the need to study and disseminate insights about how this technology impacts people.

They understand that AI is rapidly surpassing our cognitive capacities and becoming a prominent part of our lives. Therefore, it is essential for higher education institutions to promote new literacies and best practices to empower individuals and equip them with the necessary skills to navigate this AI-driven world.

In the age of AI and smart technologies, human traits such as critical thinking, sophisticated communication, teamwork, and emotional resilience are becoming increasingly valuable.

These unique qualities distinguish humans from AI and need to be honed. Universities like Elon acknowledge this and emphasize the importance of identifying and exploiting these distinctively human traits and talents. By doing so, individuals can find their place in a world where AI is becoming more integrated into various aspects of society, including the workforce.

It is crucial to recognize that AI should serve humans and not the other way around.

This principle is advocated by experts like Mr. Rainie, who emphasizes the importance of domesticating technologies to serve our needs and enhance the well-being of individuals and communities. Acknowledging and implementing this principle ensures that AI technology is developed and utilized in a manner that prioritizes and respects the interests, autonomy, and dignity of human beings.

In conclusion, Elon University’s commitment to upholding the principles for the Internet and AI is commendable.

Their efforts in studying the impact of AI on society and promoting new literacies and best practices are crucial in preparing individuals for an AI-driven future. Recognizing the distinctively valuable human traits in the age of AI and advocating for AI technology to serve humans are essential for maintaining a balance between technological advancement and human well-being.

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The presence of digital platforms has significantly increased in higher education, particularly during the COVID-19 pandemic. These platforms have incorporated artificial intelligence (AI) to revolutionise the learning process and facilitate new ways of exchanging knowledge. One such tool, chat GPT, has emerged as a valuable resource in enhancing learning experiences.

The speakers highlight the advantages of incorporating digital platforms and AI in higher education.

Firstly, the ease of access and availability of digital platforms have made learning more accessible, especially during the pandemic when in-person classes were disrupted. Additionally, the incorporation of AI has allowed for innovative learning methods and the exploration of new ways to deliver educational content.

One of the major concerns expressed is the gap between students and educators in accepting these new platforms.

Some resistance stems from the fear that these platforms may facilitate plagiarism or promote shortcuts in assignments. However, this stance is neutral, indicating a need for further dialogue and understanding between students and educators to address these concerns effectively.

Despite the concerns raised, chat GPT emerges as a promising tool for learning.

It has the potential to save time by generating bullet point summaries or highlights of reading material. Moreover, its use can foster the development of critical thinking and analytical skills among students.

The speakers emphasize the importance of collaboration between educators and students in the effective use of AI in education.

They highlight the significance of users influencing AI’s functionality and tailoring it to meet specific learning requirements. This collaboration can lead to a more beneficial and effective integration of AI in education, ensuring its positive impact on achieving SDG 4: Quality Education.

Furthermore, the inclusion of AI in initial learning processes is seen as an important step towards transforming education.

The state of Piauí in Brazil has taken a notable stride by including AI in its high school curriculum, making it the first state in Brazil to do so. This initiative demonstrates the potential for AI to enhance teaching and learning methodologies at an early stage.

Overall, the speakers express a positive sentiment towards incorporating digital platforms and AI in education.

They acknowledge the potential benefits of these technologies in improving access to quality education and fostering a more innovative and effective learning environment. With further collaboration, dialogue, and understanding, the successful integration of AI in education can be realised, ultimately contributing to the achievement of SDG 4: Quality Education.

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The analysis highlights various important aspects relating to the impact of technology on education. Firstly, it emphasizes that technology is a medium that is guided by humans, and it has proven to be extremely useful in facilitating education during the COVID-19 pandemic.

The supporting facts provided in this regard include the fact that humans play a crucial role in feeding into technology and guiding its development. Moreover, it is acknowledged that technology has been instrumental in enabling educational continuity while traditional in-person learning has been disrupted.

However, another significant finding of the analysis is the existence of a digital divide that poses challenges to education.

This digital divide is characterized by disparities in access to technology and online education resources. The research highlights the fact that not everyone has access to the necessary equipment and broadband connectivity, thereby hindering their ability to fully participate in online learning.

An illustrative example is given where students had to resort to climbing trees to receive internet signals. This digital divide is particularly pronounced during the COVID-19 pandemic and it disproportionately affects individuals from disadvantaged backgrounds, exacerbating existing inequalities.

To address the educational needs and promote inclusivity, it is argued that education should be more inclusive, multicultural, and locally relevant.

The analysis stresses the importance of adopting AI learning models that are designed to be inclusive of diverse perspectives and cultures. Furthermore, it highlights the need to recognize that subject learning cannot be universal and should be tailored to the specific cultural contexts and needs of different communities.

The analysis also sheds light on the challenges posed by generative AI, particularly in the context of copyright and plagiarism.

It is pointed out that generative AI technology has the potential to bypass traditional learning processes and facilitate easy content generation, which can have negative consequences on the creative thinking ability of learners. This aspect raises concerns about copyright infringement and plagiarism, indicating the need for safeguards and ethical considerations in the use of generative AI in education.

On a positive note, the research suggests that AI technology can fill gaps in the shortage of teachers and instructors, and it also provides opportunities for innovative course design.

However, it is emphasized that the design and implementation of AI technology should be approached with caution to fully harness its potential. This implies considering ethical implications, promoting transparency, and ensuring proper oversight to mitigate potential risks and biases that may be embedded in AI algorithms.

The analysis underscores the existence of a real and persistent digital divide, which is influenced by socioeconomic and cultural factors.

It is observed that individuals with access to infrastructure and resources benefit more from digital advancements, while socioeconomic and cultural backgrounds contribute to the perpetuation of this divide. The presence of international groups is found to slightly reduce this divide, indicating the potential of collaboration and global initiatives to address the issue.

It is also highlighted that biases and discrimination in AI algorithms pose a significant challenge.

The analysis acknowledges the existence of biases and discrimination in AI algorithms and emphasizes the need to address these concerns. The research does not provide specific supporting facts in this regard, but it implies that efforts should be made to identify and rectify biases to ensure fair and equitable outcomes.

A noteworthy observation from the analysis is the importance of governmental intervention and the involvement of private firms in bridging the digital divide and countering exclusions and biases.

The research suggests that governments and private firms should invest in initiatives to reach larger sections of society and ensure that technology is accessible to all, regardless of their socioeconomic or cultural background. This would require strategic planning, substantial investment, and collaborations between various stakeholders to create a more inclusive and equitable educational landscape.

Finally, the analysis highlights the need for academics to propose alternatives to address biases in the digital medium.

Further research and discussions are needed to explore innovative approaches and strategies that can mitigate biases and promote fairness in the use of technology in education.

In conclusion, while technology has played a valuable role in education, it is important to address the challenges posed by the digital divide, generative AI, biases in AI algorithms, and the need for inclusivity and local relevance.

Governments, private firms, and academics all have a crucial role to play in ensuring that technology is harnessed ethically and equitably to enhance access to quality education for all.

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The analysis provides a comprehensive overview of the implications of artificial intelligence (AI) and emphasizes the necessity for legal considerations. One of the key findings is Wei Wang’s research, which primarily focuses on global AI governance. Wang’s work acknowledges the crucial impact of AI on higher education and underscores the need for legal frameworks to address this issue.

Another critical aspect highlighted in the analysis is the data supply chain of AI, which intersects with three legal areas.

Data protection emerges as a priority, as AI services rely on personal data for training. The analysis mentions that investigations have been conducted globally to examine the use of personal data by AI services. Notably, Italy has been at the forefront of such inquiries.

Furthermore, AI services raise concerns regarding research integrity and content safety.

The analysis points out the challenges posed by fake citation links in AI services, which can compromise the credibility of research findings. Additionally, there are worries about the use of unverified information in machine learning processes. These concerns highlight the need for safeguards to maintain the integrity of research and ensure content safety.

The analysis also draws attention to the impact of AI services on copyright law.

Specifically, it argues that AI services challenge our traditional understanding of fair use. Litigation experiences related to AI services have raised questions about the fairness of generative AI services in terms of copyright infringement. This observation underscores the need to reevaluate and adapt existing copyright laws to keep pace with advancements in AI technology.

In conclusion, the analysis highlights the importance of legal considerations in relation to the implications of AI.

It emphasizes the need for data protection, research integrity, content safety, and fair use in copyright law. These findings provide valuable insights into the various legal aspects that must be addressed to harness the benefits of AI while ensuring ethical and responsible AI practices across diverse domains.