2,072 research outputs found
Multidisciplinary perspectives on Artificial Intelligence and the law
This open access book presents an interdisciplinary, multi-authored, edited collection of chapters on Artificial Intelligence (‘AI’) and the Law. AI technology has come to play a central role in the modern data economy. Through a combination of increased computing power, the growing availability of data and the advancement of algorithms, AI has now become an umbrella term for some of the most transformational technological breakthroughs of this age. The importance of AI stems from both the opportunities that it offers and the challenges that it entails. While AI applications hold the promise of economic growth and efficiency gains, they also create significant risks and uncertainty. The potential and perils of AI have thus come to dominate modern discussions of technology and ethics – and although AI was initially allowed to largely develop without guidelines or rules, few would deny that the law is set to play a fundamental role in shaping the future of AI. As the debate over AI is far from over, the need for rigorous analysis has never been greater. This book thus brings together contributors from different fields and backgrounds to explore how the law might provide answers to some of the most pressing questions raised by AI. An outcome of the Católica Research Centre for the Future of Law and its interdisciplinary working group on Law and Artificial Intelligence, it includes contributions by leading scholars in the fields of technology, ethics and the law.info:eu-repo/semantics/publishedVersio
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Design for Accessible Collaborative Engagement: Making online synchronous collaborative learning more accessible for students with sensory impairments.
This thesis looks at the accessibility of collaborative learning and the barriers to engagement experienced by blind/visually impaired (BVI) students and deaf/hard of hearing (DHH) students. It focuses specifically on online synchronous collaborative learning after establishing that this format presented the greatest barriers, and that these student groups were not engaging.
Taking a design-based research (DBR) approach, five studies were undertaken to identify these barriers and determine potential interventions. The product of the research, a result of collaborative design by the participants in the study, is a framework for accessible collaborative engagement represented in the form of an interactive website model, the Model for Accessible Collaborative Engagement (MACE).
The studies involved representatives of all stakeholders in the collaborative learning process at the institution (the Open University): students, tutors, modules teams, academics, support staff, and the student union Disabled Students Group. These studies took the form of an online survey of 327 students, 10 interviews with staff and students, 6 staff workshops and a collaborative design focus group. With significant representation of the target groups (BVI and DHH) in all studies, and taking an iterative approach to the design, evaluation and construction of the framework model, the studies established that barriers existed in four main categories covering different themes:
1. Communications: aural, visual, screen reading and navigation, text and captioning, lip reading and non-verbal communications, interpretation and third-party communications, mode control, and synchronisation.
2. Emotional and Social Factors: familiarisation, support networks, self-advocacy, opting out, cognitive load, and stress and anxiety.
3. Provisioning and Technical Factors: dissemination, speed and pacing of sessions, staff training, participation control, group size, technical provisioning, and recordings.
4. Activity and Session Design: Volume of materials, advance materials, accessible materials, accessible activities, and session formats.
Interventions were designed that could reduce the barriers in each of these categories and themes by adjustments and changes from both the student and institutional standpoints. MACE is designed to be utilised by both students and staff to provide guidance and suggestions on how to identify and acknowledge these barriers and implement interventions to reduce them.
This research represents an original and essential contribution to the field of investigation. As well as informing future research inquiry, the model can be used by all participants and stakeholders in online collaborative learning to help reduce barriers for BVI and DHH students and improve inclusivity in synchronous online events
Analytical validation of innovative magneto-inertial outcomes: a controlled environment study.
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30th European Congress on Obesity (ECO 2023)
This is the abstract book of 30th European Congress on Obesity (ECO 2023
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Online group projects in higher education: persistent challenges and implications for practice
With the rapid adoption of online learning across higher education, there is an urgent need to identify its challenges and ways of addressing them. Online group projects, in particular, present significant issues for educators. This paper presents the findings of a systematic literature review identifying the key challenges of online group projects, together with strategies to address them. From a corpus of 114 recent papers, the 57 most relevant were analysed, to identify themes related to challenges and strategies. Key challenges were: low and uneven participation by students; a lack of clarity and preparation for students; and poor relationships. Strategies for addressing challenges were: careful design of projects, particularly regarding fair assessment; clear guidance and preparation of students; and practical and emotional support throughout, to encourage confidence and engagement. The findings of this review will enable educators to design and facilitate online group projects which students find rewarding and valuable
Modern Teaching – Distance Learning
Modern Teaching – Distance Learnin
ACARORUM CATALOGUS IX. Acariformes, Acaridida, Schizoglyphoidea (Schizoglyphidae), Histiostomatoidea (Histiostomatidae, Guanolichidae), Canestrinioidea (Canestriniidae, Chetochelacaridae, Lophonotacaridae, Heterocoptidae), Hemisarcoptoidea (Chaetodactylidae, Hyadesiidae, Algophagidae, Hemisarcoptidae, Carpoglyphidae, Winterschmidtiidae)
The 9th volume of the series Acarorum Catalogus contains lists of mites of 13 families, 225 genera and 1268 species of the superfamilies Schizoglyphoidea, Histiostomatoidea, Canestrinioidea and Hemisarcoptoidea. Most of these mites live on insects or other animals (as parasites, phoretic or commensals), some inhabit rotten plant material, dung or fungi. Mites of the families Chetochelacaridae and Lophonotacaridae are specialised to live with Myriapods (Diplopoda). The peculiar aquatic or intertidal mites of the families Hyadesidae and Algophagidae are also included.Publishe
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