In this article, Luciano Floridi argues that the development of AI in terms of successful agency without intelligence does not lead to any fanciful realisation of science fiction scenarios (Singularity), which are at best distracting and at worst irresponsible.
Marius Wehner und Lynn Schmodde von der Wirtschaftswissenschaftlichen Fakultät der Heinrich-Heine-Universität Düsseldorf berichten von ihrer Forschung zu Learning Analytics. Im Verbundprojekt LADi haben sie Diskriminierungspotenziale und Bias in den Algorithmen untersucht sowie die Wahrnehmung der Lernenden von Beurteilungen durch Learning Analytics. Interviewer in Folge 11 des DINItus Podcasts ist Erik Reidt vom ZIM/Multimediazentrum der HHU Düsseldorf.
Commentary on Artificial intelligence in education: what issues do we need to start considering now? by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
Ioana Jivet ist seit 2021 assoziierte Wissenschaftlerin im EduTec-Team am DIPF. Als Postdoktorandin in der Einrichtung studiumdigitale der Goethe-Universität Frankfurt ist sie als Forschungskoordinatorin wissenschaftlicher Forschungsanteile der laufenden Projekte: HIKOF und IMPACT tätig. Im Rahmen des Hessen Hub – Netzwerk digitale Hochschullehre Hessen leitet sie das Schwerpunktthema Trusted Learning Analytics. Im Gespräch führt Sie an das Thema Learning Analytics heran und geht auf dessen Mehrwert für Lehrende und Lernende auch im Hinblick auf eine mögliche Bedeutung für den größeren Nutzen von OER ein.
The following post is an attempt to develop a regular writing routine after some extended leave and was catalysed by some recent readings and thinking.
A new report by Jisc has been compiled to help universities, colleges and research institutes think about the ethics of artificial intelligence (AI), and to combat “unfairness” or “unexpected effects” for students and staff in education and research.
Egle Gedrimiene, Suvi Kauppi, Jenni Kunnari University of Oulu
The multidisciplinary team from the faculties of Education and Information Technology and Electrical Engineering got together to create and implement a new online learning analytics course at the University of Oulu. The goal of the course was to offer students multidisciplinary information on learning analytics applications in different contexts, and to develop and test the materials and design of the course.
The purpose of the Expertise Connections sessions was for participants to learn something about a topic where they are not experts. Community members with expertise (1) shared information and examples with participants who wanted to learn more about the topic, (2) provided a forum for participants to discuss how they might incorporate the topic into their work, and (3) brokered connections between community members who are interested in a topic.
As data scientists and business leaders, we need to think about the ethical and privacy considerations of machine learning and artificial intelligence. FICO's Scott Zoldi shares recommendations around responsible AI, ethics, and privacy during this important conversation.
iMooX wurde im Dezember 2013 von der Universität Graz und der Technischen Universität Graz gegründet und ist die erste und einzige österreichische MOOC-Plattform.
Unable to piece together all the different indicators, colleges and their instructors struggle to glean real wisdom, let alone adjust to a student’s needs, write Cathy O’Bryan and Bhavin Shah. September 8, 2021
This is an introductory course on Learning Analytics designed to assist teachers understand and use learning analytics ethically and appropriately in their own context.
Wie stark lassen sich Lehrende durch Learning Analytics in ihrer Bewertung von Studierenden beeinflussen? Welche diskriminierenden aber auch ungleichheits-reduzierenden Effekte gehen von Algorithmen aus? In diesem Beitrag stellen die Autor*innen das Potential und die Gefahren von Learning Analytics vor und werten die Forschungsergebnisse eines Conjoint-Experiments aus.
Artificial intelligence (AI) often features in visions of the future, but the education sector need not wait; this is an opportunity we are seizing right now.
by Andy McGregor on 27 April 2021
Talk given by Rebecca Ferguson at ‘Responsible Learning Analytics: Creating Just, Ethical, and Caring LA Systems’ workshop at Learning Analytics and Knowledge 2021 (LAK21) conference, held online, 12 April 2021.
Im Rahmen des BMBF-geförderten Metavorhabens „Digitalisierung im Bildungsbereich“ ist das Deutsche Institut für Erwachsenenbildung verantwortlich für die Gestaltung eines regelmäßigen Dialogs zwischen Wissenschaft und Praxis der Erwachsenenbildung.
Join NYU-LEARN and Drs. Paul Prinsloo and Ravi Shroff in an engaging conversation on how we can productively navigate the intersection of learning analytics and equity and consider the role of educational data science as a tool for social justice.
Breanne K. Litts, Kristin A. Searle, Bryan M. J. Brayboy, Yasmin B. Kafai, British Journal of Educational Technology, Feb 21, 2021
Commentary by Stephen Downes
Data Literacy ist eine Schlüsselkompetenz. Denn in unserer digitalen und datengetriebenen Welt wird sie zu einer Grundvoraussetzung für die Teilhabe an Gesellschaft.
Having dropped out of university because of loneliness and depression, Hayley Mulenda – a former speaker at Jisc’s annual Digifest event - says effective use of data analytics and greater diversity of academic staff are crucial in supporting students.
Three leaders in the Initiative in Ethics and Transformative Technologies at Seattle University talk about digital ethics and their work in the intersection between technology and ethics.