The Difference Between Speaking and Thinking. The human brain could explain why AI programs are so good at writing grammatically superb nonsense. [The Atlantic, January 2023]

Title:

The difference between speaking and thinking

 

Author:

Matteo Wong

 

Published:

The Atlantic, 31 January 2023

https://www.theatlantic.com/technology/archive/2023/01/chatgpt-ai-language-human-computer-grammar-logic/672902/

From the article:

"Although ChatGPT can generate fluent and sometimes elegant prose, easily passing the Turing-test benchmark that has haunted the field of AI for more than 70 years, it can also seem incredibly dumb, even dangerous."

 

Fourth industrial revolution—a review of applications, prospects, and challenges for artificial intelligence, robotics and blockchain in higher education [Scholarly Article - RPTEL, 2022]

Title:

Fourth industrial revolution—a review of applications, prospects, and challenges for artificial intelligence, robotics and blockchain in higher education

 

Author:

Chaka Chaka

 

Published:

Research and Practice in Technology Enhanced Learning, 30 August 2022

https://rptel.apsce.net/index.php/RPTEL/article/view/2023-18002

 

Abstract:

Much has been written about the fourth industrial revolution’s (4IR) contributions to and its impact on higher education (HE). In addition, review studies have been conducted on the contributions of 4IR technologies to and on their impact on HE. Most of these studies have reviewed single 4IR technologies in isolation as attested to by the review studies cited in the current study. Against this backdrop, the current study reviewed, discussed, and synthesized the applications, prospects, and challenges of artificial intelligence (AI), robotics, and blockchain at given higher education institutions (HEIs) between 2013 and 2019 as reported by 26 selected journal articles. Employing a slightly modified version of the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines for searching and screening, three of the findings of this study are worth mentioning. Firstly, the dominant AI technologies for learning are chatbots, and AI holds the prospect of personalized, scalable, and affordable learning. Secondly, the applications of robotics are exploratory in nature, and have a meta-teaching and a meta-learning orientation. Thirdly, some of the applications of blockchain relate to digital grading, digital credentialing and digital certification, and to real-time contracting and time stamping of learning. The implications of this review are that the three sets of technologies reviewed, have a lot applications for HE, barring the challenges that have been outlined.

 

The future of standardised assessment: Validity and trust in algorithms for assessment and scoring [Scholarly Article - European Journal of Education, January 2023]

Title: 

The future of standardised assessment: Validity and trust in algorithms for assessment and scoring

Author:

Cesare Aloisi

Published:

European Journal of Education, 17 January 2023

https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12542

Abstract:

This article considers the challenges of using artificial intelligence (AI) and machine learning (ML) to assist high-stakes standardised assessment. It focuses on the detrimental effect that even state-of-the-art AI and ML systems could have on the validity of national exams of secondary education, and how lower validity would negatively affect trust in the system. To reach this conclusion, three unresolved issues in AI (unreliability, low explainability and bias) are addressed, to show how each of them would compromise the interpretations and uses of exam results (i.e., exam validity). Furthermore, the article relates validity to trust, and specifically to the ABI+ model of trust. Evidence gathered as part of exam validation supports each of the four trust-enabling components of the ABI+ model (ability, benevolence, integrity and predictability). It is argued, therefore, that the three AI barriers to exam validity limit the extent to which an AI-assisted exam system could be trusted. The article suggests that addressing the issues of AI unreliability, low explainability and bias should be sufficient to put AI-assisted exams on par with traditional ones, but might not go as far as fully reassure the public. To achieve this, it is argued that changes to the quality assurance mechanisms of the exam system will be required. This may involve, for example, integrating principled AI frameworks in assessment policy and regulation.

 

Higher EdTech trends to watch for 2023 [KEVRI Insight, 2022]

Title:

Higher EdTech trends to watch for 2023

 

Author:

KEVRI Staff

 

Published:

KEVRI Insight, 21 october 2022

https://insight.kevri.co/top-technology-trends-in-higher-education-for-2023/

 

From the article:

Fierce innovation and digitisation sped up by the Coronavirus Pandemic show no signs of slowing down. The global EdTech market is forecasted to grow to over US$230 billion by 2028. 

 

‘Full-on robot writing’: the artificial intelligence challenge facing universities [The Guardian, November 2022]

Title:

‘Full-on robot writing’: the artificial intelligence challenge facing universities

 

Author:

Jeff Sparrow

 

Published:

The Guardian, 18 November 2022

https://www.theguardian.com/australia-news/2022/nov/19/full-on-robot-writing-the-artificial-intelligence-challenge-facing-universities

 

From the article:

AI is becoming more sophisticated, and some say capable of writing academic essays. But at what point does the intrusion of AI constitute cheating? 

 

The future of AI and education: Some cautionary notes [SCHOLARLY ARTICLE - European Journal of Education, October 2022]

Title:

The future of AI and education: Some cautionary notes

 

Author:

Neil Selwyn

 

Published:

European Journal of Education, 17 October 2022

https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12532

 

Abstract:

In light of fast-growing popular, political and professional discourses around AI in education, this article outlines five broad areas of contention that merit closer attention in future discussion and decision-making. These include: (1) taking care to focus on issues relating to 'actually existing' AI rather than the overselling of speculative AI technologies; (2) clearly foregrounding the limitations of AI in terms of modelling social contexts, and simulating human intelligence, reckoning, autonomy and emotions; (3) foregrounding the social harms associated with AI use; (4) acknowledging the value-driven nature of claims around AI; and (5) paying closer attention to the environmental and ecological sustainability of continued AI development and implementation. Thus, in contrast to popular notions of AI as a neutral tool, the argument is made for engaging with the ongoing use of AI in education as a political action that has varying impacts on different groups of people in various educational contexts. 

 

Artificial intelligence, 21st century competences, and socio-emotional learning in education: More than high-risk? [Scholarly Article - European Journal of Education, October 2022]

Title:

Artificial intelligence, 21st century competences, and socio-emotional learning in education: More than high-risk?

 

Author:

Ilkka Tuomi 

Published:

European Journal of Education, 7 October 2022

https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12531

Abstract:

Over the last two decades, 21st century competences and socio-emotional skills have become a major focus in educational policy. In this article, skills for the 21st century, soft skills, as well as social and emotional skills, are contextualised in the context of technological change, machine learning, and the ethics of artificial intelligence. The use of data-driven AI technologies to model and measure these skills—in this article defined as non-epistemic competence components—can lead to major social challenges that have important implications for educational policies and practices. A moratorium on the use of data on these competence components in machine learning systems is proposed until the society-wide impact is better understood.

Babson College, USA - A Free, Self-paced Online Course (MOOC) on AI for Leaders

Name of course:

AI for Leaders

 

Offered by:

Babson College via edX

 

What you'll learn:

* How platform business models and AI technologies complement each other. 

* The characteristics of leaders that embrace AI powered platform business models. 

* Where to look for data and what data is valuable to your business and AI. How you can get started and the 5 steps for success – which we call PIVOT. 

* How your organization and team can catch-up with today’s leaders. 

* The economics of these new technologies and business models. 

* The 7 attributes of AI led organizations.

 

Language:

English

 

Level:

Introductory

 

Prerequisites:

None

 

For more information:

https://www.edx.org/course/ai-for-leaders

Technical University of Denmark (DTU), Denmark - DTU strengthens development of satellite-based technology

Title:

DTU strengthens development of satellite-based technology 

 

Published:

Technical University of Denmark (DTU), 16 August 2022

https://www.dtu.dk/english/news/all-news/dtu-styrker-udvikling-af-satellitbaseret-sikkerhedsteknologi?id=202b66c2-8774-44f6-af7d-d51f457336c3

 

From the news article:

Satellites with built-in artificial intelligence for image processing will make it faster and less costly to retrieve surveillance data from space.

 

University of Bern, Switzerland - Novel medical device provides early recognition of brain diseases

Title:

Novel medical device provides early recognition of brain diseases 

 

Interview by:

Flurina Werthmüller

 

Published:

University of Bern, 26 July 2022

https://www.uniaktuell.unibe.ch/2022/novel_medical_device_provides_early_recognition_of_brain_diseases/index_eng.html

 

From the article:

Dominic Senn appreciates the challenge of starting and creating something new. Together with Mathias Abegg and three colleagues, he founded machineMD, a spin-off from the University of Bern, with the goal of radically improving the early detection of brain diseases through a combination of virtual reality and artificial intelligence, and making reliable diagnostic data accessible anywhere in the world.  

 

Yann LeCun has a bold new vision for the future of AI [MIT Technology Review, June 2022]

Title:

Yann LeCun has a bold new vision for the future of AI

 

Authors:

Melissa Heikkilä & Will Douglas Heavenarchive

 

Published:

MIT Technology Review, 24 June 2022

https://www.technologyreview.com/2022/06/24/1054817/yann-lecun-bold-new-vision-future-ai-deep-learning-meta/

 

From the article:

One of the godfathers of deep learning pulls together old ideas to sketch out a fresh path for AI, but raises as many questions as he answers.

ALSO SEE

LeCun,Yann (2022). A Path Towards Autonomous Machine Intelligence. OpenReview, 27 June 2022.

https://openreview.net/forum?id=BZ5a1r-kVsf

Abstract:

How could machines learn as efficiently as humans and animals?  How could machines learn to reason and plan?  How could machines learn representations of percepts and action plans at multiple levels of abstraction, enabling them to reason, predict, and plan at multiple time horizons?  This position paper proposes an architecture and training paradigms with which to construct autonomous intelligent agents. It combines concepts such as configurable predictive world model, behavior driven through intrinsic motivation, and hierarchical joint embedding architectures trained with self-supervised learning.

 

Exploring new frontiers of education using humanoid robots – a case study of patient centred innovation in digital health education [Scholarly Article - Irish Educational Studies, 2022]

Title:

Exploring new frontiers of education using humanoid robots – a case study of patient centred innovation in digital health education

 

Authors:

Cornelia Connollya, Jane C. Walsh, Hemendra Worlikar, Leona Ryan, Aoife Murray, Sadhbh O’Connor, Jack Kelly, Sean Coleman, Vijay Vyas Vadhira, Elaine Newell & Derek T. O‘Keeffe

 

Published:

Irish Educational Studies, 22 February 2022

https://www.tandfonline.com/doi/full/10.1080/03323315.2021.2022514

 

Abstract:

Digital education is intertwined with matters of global economics, geopolitics, as well as ongoing changes in what counts as knowledge, skills and learning. We have witnessed throughout the COVID-19 pandemic how technology has been embraced within education from online classes to innovative mobile learning approaches and evaluating humanoid robots in education is the next step. Driven by a need to keep pace with the evolving techno- and socio-economic requirements, schools and society are increasingly adopting artificial intelligence (AI) and robots in their daily activity. This paper presents a feasibility case study in digital health education where a humanoid robot was chosen to teach based on its form and function. With an imperative to establish a strong and sustainable learning space, the aim of this paper is to present results and learn about the future of digital health education from humanoid robots being deployed in digital health learning spaces. The paper concludes by highlighting key design challenges in unbundling educational approaches in the context of humanoid robots. It is intended that the outcomes of this paper will extend beyond the COVID-19 pandemic by contributing to the humanoid robot technology discussion that will push towards more futuristic artificial intelligence in and for education.

 

RLUK Digital Shift Forum (April 2022) - The Reasonable Robot: Artificial Intelligence and the Law by Ryan Abbott, Professor of Law and Health Sciences, University of Surrey

Title of  talk:

The Reasonable Robot: Artificial Intelligence and the Law

 

Presenter:

Ryan Abbott, Professor of Law and Health Sciences, University of Surrey

Focus of talk:

AI and people do not compete on a level-playing field. Self-driving vehicles may be safer than human drivers, but laws often penalise such technology. People may provide superior customer service, but businesses are automating to reduce their taxes. AI may innovate more effectively, but an antiquated legal framework constrains inventive AI. In The Reasonable Robot, Ryan  argues that the law should not discriminate between AI and human behaviour and proposes a new legal principle that will ultimately improve human well-being.

To watch presentation:

https://www.rluk.ac.uk/dsf-on-demand/#DSFRA

Duration:

49:26

Simple mathematical trick could slash AI development time in half [NewScientist, 2022]

Title:

Simple mathematical trick could slash AI development time in half 

 

Author:

Matthew Sparkes

 

Published:

NewScientist, 10 March 2022

https://www.newscientist.com/article/2311525-simple-mathematical-trick-could-slash-ai-development-time-in-half/

 

From the article:

Training artificial intelligences to identify faces or digitise text involves thousands or millions of iterations of a two-stage process known as back-propagation, but a new approach could save time, energy and computing power.

 

Ben-Gurion University of the Negev, Israel - You're Doing it Wrong: You Need to Compare Apples to Oranges

Title: 

You're Doing it Wrong: You Need to Compare Apples to Oranges  

 

Published: 

Ben-Gurion University of the Negev, 15 March 2022 

https://in.bgu.ac.il/en/pages/news/apples_oranges.aspx   

 

From the article: 

Ben-Gurion University of the Negev researchers argue in a new paper that previous tests of virtual reality versus social robots for cognitive training compare apples to apples when they really need to be comparing apples to oranges.   

 

"Until now, most studies compared a physical robot to a virtual reality robot, so it was no surprise that the participants overwhelmingly favored the physical robot. However, to truly assess their effectiveness, a socially adaptive robot needs to be compared to immersive virtual reality," explains lead researcher Prof. Shelly Levy-Tzedek. 

 

Social Robots in Applied Settings: A Long-Term Study on Adaptive Robotic Tutors in Higher Education [Frontiers in Robotics and AI, March 2022]

Title:

Social Robots in Applied Settings: A Long-Term Study on Adaptive Robotic Tutors in Higher Education 

 

Authors:

Melissa Donnermann, Philipp Schaper & Birgit Lugrin

 

Published:

Frontiers in Robotics and AI, 15 March 2022

https://www.frontiersin.org/articles/10.3389/frobt.2022.831633/full

 

From the article:

Learning in higher education scenarios requires self-directed learning and the challenging task of self-motivation while individual support is rare. The integration of social robots to support learners has already shown promise to benefit the learning process in this area. In this paper, we focus on the applicability of an adaptive robotic tutor in a university setting. To this end, we conducted a long-term field study implementing an adaptive robotic tutor to support students with exam preparation over three sessions during one semester. In a mixed design, we compared the effect of an adaptive tutor to a control condition across all learning sessions. With the aim to benefit not only motivation but also academic success and the learning experience in general, we draw from research in adaptive tutoring, social robots in education, as well as our own prior work in this field. Our results show that opting in for the robotic tutoring is beneficial for students. We found significant subjective knowledge gain and increases in intrinsic motivation regarding the content of the course in general. Finally, participation resulted in a significantly better exam grade compared to students not participating. However, the extended adaptivity of the robotic tutor in the experimental condition did not seem to enhance learning, as we found no significant differences compared to a non-adaptive version of the robot.

 

University of Cambridge & University of Oslo - Mathematical paradoxes demonstrate the limits of artificial intelligence (AI) [Tech Xplore, March 2022]

Title:

Mathematical paradoxes demonstrate the limits of AI

 

By:

University of Cambridge

 

Published:

Tech Xplore, 17 March 2022

https://techxplore.com/news/2022-03-mathematical-paradoxes-limits-ai.html

 

From the article:

Researchers from the University of Cambridge and the University of Oslo say that instability is the Achilles' heel of modern AI and that a mathematical paradox shows AI's limitations. Neural networks, the state of the art tool in AI, roughly mimic the links between neurons in the brain. The researchers show that there are problems where stable and accurate neural networks exist, yet no algorithm can produce such a network. Only in specific cases can algorithms compute stable and accurate neural networks.  

 

The researchers propose a classification theory describing when neural networks can be trained to provide a trustworthy AI system under certain specific conditions. Their results are reported in the Proceedings of the National Academy of Sciences.

 

New AI chip rewires itself to learn continuously – just like a human brain [Independent, February 2022]

Title:

New AI chip rewires itself to learn continuously – just like a human brain

 

Author:

Anthony Cuthbertson

 

Published:

Independent, 9 February 2022

https://www.independent.co.uk/tech/artificial-intelligence-human-brain-ai-b2011188.html

 

From the article:

Researchers have created a brain-inspired computer chip that could transform the development of human-level artificial intelligence.  

 

A team from Purdue University in the US demonstrated an innovative circuit capable of rewiring itself as it learns, just like the human brain.

Korea Advanced Institute of Science and Technology, South Korea - Researchers develop an AI light-field Camera that reads 3D Facial Expressions​ - The new technology can capture facial expressions from 3D images with an accuracy of over 80%

Title:

Researchers develop an AI light-field Camera that reads 3D Facial Expressions​

 

Author:

Dipayan Mitra

 

Published:

Analytics Drift, 24 January 2022

https://analyticsdrift.com/researchers-develop-an-ai-light-field-camera-that-reads-3d-facial-expressions%e2%80%8b/

From the article:

Researchers from Korea’s one of the best science and technology universities, KAIST’s Department of Bio and Brain Engineering, have developed a new artificial intelligence-powered light field camera that can read 3D facial expressions.

AI Generated Faces Are More Trustworthy Than Real Faces Say Researchers Who Warn of “Deep Fakes” [Neuroscience News, February 2022]

Title:

AI Generated Faces Are More Trustworthy Than Real Faces Say Researchers Who Warn of “Deep Fakes”  

 

Author: 

Gillian Whitworth, Lancaster University  

 

Published:   

Neuroscience News, 14 February 2022  

https://neurosciencenews.com/ai-generated-faces-trust-20071/  

 

From the article: 

People have trouble distinguishing between real people’s faces and AI StyleGAN2 synthesized faces. People also consider AI-generated faces to be more trustworthy.