Pelatihan dan Pendampingan Optimasi Website Bagi Pengelola Desa Pulau Mubut

One of the promotional media of Mubut Island, that website, has been completed at the Batam State Polytechnic service activity in 2021. As a follow-up to this activity, the 2022 service needs to optimize the website promotion media which is also planned to be implemented in 2022. Because it will be the manager who will manage this website in the future, it is essential to train them so they can and are proficient in optimizing it. Website optimization will be done using Search Engine Optimization (SEO) techniques. First, the training will bring in an SEO practitioner. In addition, learning videos will also be made involving Project Based Learning (PBL) students. This learning media will also be given as an investment in knowledge in the future if something is forgotten. Website analytic data will be collected using the HiStats tool during this optimization. As an evaluation material for this service activity, the manager's ability to optimize the website will be reviewed by looking at the condition of the website after the training. In addition, it analyzes the improvement of website visitors before vs after optimization. The result is the website to be at the top of search engines, and the number of visitors to the Mubut Island tourist village website will increase significantly.Salah satu media promosi berupa website Desa Wisata Pulau Mubut telah selesai dibuat di kegiatan pengabdian Politeknik Negeri Batam pada tahun 2021. Sebagai tindak lanjut dari kegiatan ini, maka pengabdian tahun 2022 perlu untuk mengoptimalkan media promosi website tersebut yang rencananya juga akan diimplementasikan di tahun 2022. Oleh karena ke depannya yang akan mengelola website Desa Wisata ini adalah pengelolanya, maka sangat penting untuk melatih pengelola ini agar bisa dan mahir dalam mengoptimasinya. Optimasi website yang akan dilakukan menggunakan teknik Search Engine Optimization (SEO). Terlebih dahulu pelatihannya akan mendatangkan narasumber praktisi SEO. Selain pelatihan dengan narasumber, juga akan dibuatkan video pembelajaran dengan melibatkan mahasiswa Project Based Learning (PBL). Media pembelajaran ini nanti juga akan diberikan ke pengelola sebagai investasi pengetahuan ke depannya jika ada yang terlupa. Selama optimasi ini, data analitik websitenya juga akan dikumpulkan dengan memanfaatkan tool HiStats, sebagai bahan data evaluasi. Sebagai bahan evaluasi kegiatan pengabdian ini, akan ditinjau kemampuan pengelola dalam mengoptimasi websitenya dengan melihat kondisi website setelah pelatihan. Selain itu, mengumpulkan data pencapaian pengunjung website sebelum dioptimasi dan sesudah dioptimasi, untuk kemudian dianalisis peningkatannya. Hasilnya, website berada di urutan atas mesin pencarian, dan jumlah pengunjung website desa wisata Pulau Mubut akan meningkat secara signifikan

인공지능 기반 교육 플랫폼 사용에 대한 중국 교사의 인식

학위논문 (석사) -- 서울대학교 대학원 : 사범대학 교육학과, 2021. 2. 조영환.최근 교육 분야에서 인공지능(AI)의 도입이 큰 관심을 끌고 있다. 특히 AI 기술과 학습 분석이 결합한 인공지능 기반 교육 플랫폼은 지금껏 실현되기 어려웠던 맞춤형 학습(personalized learning)과 적응적 학습(adaptive learning)에 도움이 될 수 있도록 발전하고 있다. 인공지능 기반 교육 플랫폼(AI-based education platform)은 학습자의 행동 추적 등을 통해 이들의 특성을 분석하고 진단을 제공한 뒤 분석 결과를 토대로 학습자에게 인지 수준에 맞는 맞춤형 학습자원과 피드백을 제공한다. 인공지능 기반 교육 플랫폼은 교사와 학생에게 실시간 학습 데이터와 분석 결과, 그리고 피드백을 제공할 수 있어 인공지능 기반 교육 플랫폼이 맞춤형 학습에 긍정적인 의미가 있다는 선행 연구도 있었다. 그럼에도 불구하고, 기존 연구는 모델 개발의 차원에서나 엄밀한 실험실 환경에서 인공지능 기반 교육 플랫폼의 효과를 연구해왔으며, 인공지능 기반 교육 플랫폼에 대한 교사의 인식과 관련된 연구는 드물었다. 교사는 인공지능 교육 기술의 사용자이기 때문에 인공지능 교육 기술의 교육 도입에 있어 교사들의 인식과 의견은 중요하다. 본 연구는 인공지능 기반 교육 플랫폼을 활용하는 것에 대한 교사들의 인식을 탐구하였다. 아래 연구 문제를 다루기 위해 질적 연구를 시행하였다. 첫째, 중국 교사들은 인공지능 기반 교육 플랫폼이 중학교 교육에 활용 있어 어떠한 장점이 있다고 인식하는가? 둘째, 중국 교사들은 인공지능 기반 교육 플랫폼과 중학교 교수 활동 요소 간 어떠한 모순이 있다고 인식하는가? 셋째, 중국 교사들은 인공지능 기반 교육 플랫폼을 중학교 교육에 도입할 때 무엇이 필요하다고 인식하는가? 본 연구는 중국 교사들을 연구대상으로 온라인 심층 면담을 하였다. 문헌 리뷰를 통해 면담 질문지를 설계하되 눈덩이표집법 (snowball sampling)을 통해 중국 중학교 교사 14명을 연구참여자로 선정하였다. 선정된 교사들은 모두 인공지능 기반 교육 플랫폼 사용 경험이 있으며 각 교사를 대상으로 약 1시간 정도 면담을 진행하고 녹음하였다. 면담이 끝난 후 녹음 내용을 전사하였으며, 주제분석을 사용하여 면담 내용을 초기 코드 생성하고 면담 자료 속에서 주제를 도출하였다. 특히 연구 문제 2번의 경우, 인공지능 기반 교육 플랫폼 활용과 교수 학습활동 내 여러 요소 간의 모순을 분석하기 위해 활동이론을 연구의 틀로 이용하였다. 최종적으로 연구문제 1에 대한 주제 4개, 연구문제 2에 대한 주제 6개, 연구문제 3에 대한 주제 4개를 도출하였다. 연구 결과로 교사들은 인공지능 기반 교육 플랫폼의 장점에 대해 즉각적인 피드백 제공, 교수학습 지원, 교사의 업무량 감소 등으로 인식하였고, 인공지능 기반 교육 플랫폼이 다양한 교수학습 자원을 통합할 수 있다고 인식하였다. 아울러 교사들은 인공지능 기반 교육 플랫폼의 사용에 있어 기존의 교수학습 활동과 상충된 부분이 있다는 점을 인식하였다. 교사들은 기존 인공지능 기반 교육 플랫폼의 추천 모델이 차별화된 학생들에게 잘 적용되지 못한다는 것을 인식하였다. 그리고 기존 인공지능 기반 교육 플랫폼이 다양한 학습 자원을 잘 분류되지 못하기 때문에 교사들이 사용하기 불편하다. 인공지능 기반 교육 플랫폼을 이용할 때 교사의 지적재산권을 보호하기 위한 명확한 규제가 부족하다고 인식하였다. 이와 함께 학부모들은 인공지능 기반 교육 플랫폼을 사용함으로써 발생할 수 있는 학습자의 인터넷 남용과 시력 저하 문제를 우려하였다. 또 중국의 사회문화적 배경과 교육 특성으로 인해 인공지능 기반 교육 플랫폼을 활용하는 데 학생들의 글씨 쓰기 능력에 영향을 미칠 수 있으며, 학교 내 전자기기 사용 제한도 데이터 수집의 지속성과 효율성에 영향을 미칠 수 있다고 인식하였다. 교사들은 위의 문제들이 인공지능 교육 플랫폼 사용에 대한 규칙 마련과 인공지능 기술을 개선함으로써 완화될 수 있다고 인식하였다. 또한 교사의 실제 요구에 맞게 개발될 수 있도록 인공지능 기반 교육 플랫폼 개발 과정에 교육 전문가와 교사가 참여할 필요가 있다. 본 연구는 중국 교사들이 인공지능 기반 교육 플랫폼에 대한 인식을 탐색하였으며, 인공지능 기반 교육 플랫폼이 교수학습에서의 장점과 문제점을 밝혔다. 아울러 본 연구는 인공지능 기반 교육 플랫폼이 교육 분야에 대규모로 도입될 수 있도록 규칙, 인공지능 기술, 그리고 교육 공학의 차원에서 사용 규범과 기술 개선을 제안하였다. 본 연구를 통해 탐색한 내용이 향후 교육 분야의 인공지능 기반 교육 플랫폼 도입에 활용된다면 인공지능 교육 기술에 관한 연구의 발전에도 기여할 수 있을 것으로 기대된다.In recent years, the introduction of artificial intelligence (AI) in education has attracted widespread attention. In particular, the AI-based education platform based on the combination of AI technology and learning analysis brings new light to the long-standing difficulties in personalized learning and adaptive learning. The AI-based education platform analyzes learners' characteristics by collecting their data and tracking their learning behavior. It then generates cognitive diagnosis for learners and provides them with personalized learning resources and adaptive feedback that match their cognitive level based on systematic analysis. With the help of the AI-based education platform, teachers and students can get real-time educational data and analysis result，as well as the feedback and treatment corresponding to the results. Previous studies have already demonstrated and proved its positive significance to personalized learning. However, these studies mostly start from a model development perspective or in a rigorous laboratory environment. There has been little research on teachers' perceptions of AI-based education platform. As a direct user of AI educational technologies, teachers' perceptions and suggestions are vital for introducing AIEd in education. In this study, the researcher explored teachers' perceptions of using AI-based education platform in teaching. The study conducted qualitative research to address the following research questions: 1) How do Chinese teachers perceive the advantages of AI-based education platforms for teaching and learning in secondary school? 2) How do Chinese teachers perceive the contradictions between AI-based education platforms and the secondary school system? 3）How do Chinese teachers suggest applying AI-based education platforms in secondary school? And it referred to the in-depth online interview with Chinese teachers who had experience with AI-based education platform. Interview questions were constructed through the literature review, and 14 secondary school teachers were selected by the snowball sampling method. The interviews lasted for an average of one hour per teacher and were transcribed from the audio recordings to text documents when finished. Afterward, the data were analyzed using thematic analysis, including generating initial codes, searching and reviewing the categories, and deriving the themes finally. Notably, for research question two, the researcher used the activity theory framework to analyze the contradictions among the use of the AI-based education platform and the various elements of the teaching and learning activities. Finally, four themes for research question 1, six themes for research question 2, and four themes for research question 3 were derived. As for the advantages, teachers believe that AI-based education platforms can provide instant feedback, targeted and systematic teaching support, and reduce teachers' workload. At the same time, AI-based education platforms can also integrate teaching resources in different areas. Teachers also recognized that the AI-based education platforms might trigger contradictions in existing teaching activities. They are aware of the situation that the recommended model of the AI-based education platform is not suitable for all levels of students; that a large number of learning resources are not classified properly enough to meet the needs of teachers, and that there lack clear rules and regulations to protect teachers' intellectual property rights when using the platform. Besides, parents are also concerned about the potential risk of internet addiction and vision problems using AI-based education platforms. Moreover, the use of the AI-based education platform may also affect students' ability to write Chinese characters due to the socio-historical background and educational characteristics in China. Furthermore, the restricted use of electronic devices on campus may also impact the consistent and effective education data collection. Teachers believe that these problems can be solved by improving rules and AI technology. Moreover, to make the platform more in line with the actual teaching requirements, teachers and education experts can also be involved in the development process of AI-based education platform. This study explored how Chinese teachers perceive the AI-based education platform and found that the AI-based education platform was conducive to personalized teaching and learning. At the same time, this study put forward some suggestions from the perspective of rules, AI technology, and educational technology, hoping to provide a good value for the future large-scale introduction of AI-based education platforms in education.CHAPTER 1. INTRODUCTION 1 1.1. Problem Statement 1 1.2. Purpose of Research 7 1.3. Definition of Terms 8 CHAPTER 2. LITERATURE REVIEW 10 2.1. AI in Education 10 2.1.1 AI for Learning and Teaching 10 2.1.2 AI-based Education Platform 14 2.1.3 Teachers' Perception on AI-based Education Platform 18 2.2. Activity Theory 20 CHAPTER 3. RESEARCH METHOD 23 3.1. Research Design 23 3.2. Participants 25 3.3. Instrumentation 26 3.3.1 Potential Value of AI System in Education 26 3.4. Data Collection 33 3.5. Data Analysis 34 CHAPTER 4. FINDINGS 36 4.1. Advantages of Using AI-based Education Platform 36 4.1.1 Instant Feedback 37 4.1.2 Targeted and Systematic Teaching Support 42 4.1.3 Educational Resources Sharing 46 4.1.4 Reducing Workload 49 4.2. Tensions of Using AI-based Education Platform 51 4.2.1 Inadequately Meet the Needs of Teachers 52 4.2.2 Failure to Satisfy Low and High Achievers 54 4.2.3 Intellectual Property Violation 56 4.2.4 Guardian's Concern 57 4.2.5 School Rules about the Use of Electronic Devices 58 4.2.6 Implication for Chinese Character Education 59 4.3. Suggestion of Using AI-based Education Platform 61 4.3.1 Improving Rules of Using the AI-based Education Platform 61 4.3.2 Improving Rules of Protecting Teachers Right 62 4.3.3 Improving AI Technology 64 4.3.4 Participatory Design 66 CHAPTER 5. DISCUSSION AND CONCLUSION 68 5.1. Discussion 68 5.2. Conclusion 72 REFERENCE 75 APPENDIX 1 98 APPENDIX 2 100 국문초록 112Maste

First steps in the study of cyber-psycho-cognitive operations

Dissertação (mestrado)—Universidade de Brasília, Instituto de Relações Internacionais, Programa de Pós-Graduação em Relações Internacionais, 2019.O presente trabalho é uma análise dos mecanismos informáticos e tecno-comunicacionais envolvidos na articulação de mundos da vida orientados estrategicamente para estimular, prever ou minar o desenvolvimento das condições psico-cognitivas adequadas para a construção e sustento da legitimidade racional de uma autoridade ou ação política. A aplicação de instrumentos “arqueológicos” Foucauldianos ao estudo das narrativas políticas que engendraram e surgiram de “Russiagate” permitiu situar a teoria num contexto histórico e validar a premissa da convergência e incorporação de tendências de agendamento comuns e de práticas típicas de operações psicológicas tradicionais. Contudo, os efeitos tanto da disponibilidade comercial das TICs com capacidade de “deep learning”, quanto da estruturação baseada em conhecimento permitida pela ubiquidade e centralidade econômica dessas tecnologias, tornam o conjunto de mecanismos analisados num fenômeno que merece uma conceptualização e marco investigativo únicos. A obra é uma contribuição a esse empreendimento.This is an analysis of the ICT-based mechanisms involved in the articulation of lifeworlds that are strategically oriented to foster, prevent or undermine the development of psycho-cognitive conditions adequate for the construction or sustainability of an authority’s or a political action’s rational legitimacy. While grounding theory to a historical context, the application of Foucauldian “archeological” instruments to the study of the political narratives giving birth and springing from “Russiagate” also served to validate the premised convergence and incorporation of common agenda-setting trends and practices typical of traditional psychological operations. However, the effects of both the commercial availability of deep-learning ICTs and the cognition-based structuration afforded by their ubiquity and economic centrality set this “dispositif” apart, thereby deserving a unique conceptualization and research framework. This study is a contribution to such endeavor

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Understand the relationship among marketing, the marketing process,digital marketing and AI as a requirement for the incorporation of digital marketing and AI to the marketing process.•Analyze and prove that Artificial Intelligence can be applied to the Marketing Process in order to create value. 2•Demonstrate the presence of Artificial Intelligence in every stage of the Marketing Process through cases or examples in real companies.•Demonstrate that the application of AI in the Marketing Process can even make enhancements in this process or optimize it.•Demonstrate the huge potential that Artificial Intelligence has in the marketing are

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A contribution to the incorporation of sociability and creativity skills to computers and robots

This dissertation contains the research and work completed by the PhD candidate on the incorporation of sociability and creativity skills to computers and robots. Both skills can be directly related with empathy, which is the ability to understand and share the feelings of another. In this form, this research can be contextualized in the framework of recent developments towards the achievement of empathy machines. The first challenge at hands refers to designing pioneering techniques based on the use of social robots to improve user experience interacting with them. In particular, research focus is on eliminating or minimizing pain and anxiety as well as loneliness and stress of long-term hospitalized child patients. This challenge is approached by developing a cloud-based robotics architecture to effectively develop complex tasks related to hospitalized children assistance. More specifically, a multiagent learning system is introduced based on a combination of machine learning and cloud computing using low-cost robots (Innvo labs's Pleo rb). Moreover, a wireless communication system is also developed for the Pleo robot in order to help the health professional who conducts therapy with the child, monitoring, understanding, and controlling Pleo behavior at any moment. As a second challenge, a new formulation of the concept of creativity is proposed in order to empower computers with. Based on previous well established theories from Boden and Wiggins, this thesis redefines the formal mechanism of exploratory and transformational creativity in a way which facilitates the computational implementation of these mechanisms in Creativity Support Systems. The proposed formalization is applied and validated on two real cases: the first, about chocolate designing, in which a novel and flavorful combination of chocolate and fruit is generated. The second case is about the composition of a single voice tune of reel using ABC notation

Language learning and technology

By and large, languages, both as first, second or foreign languages remain one of the most important core subjects at every educational level. In early stages, their inclusion in the curriculum is intricately connected with (pre-)literacy practices, but also as a main driver for the successful integration of minority students learning a second language. In addition, the attainment of a certain level of a foreign language by the end of compulsory education is a common goal in most educational systems around the globe. Arguably, the key drivers of success in learning a language range from motivational to attitudinal, but ultimately they also have to do with the amount of target language use, the access to quality input, and especially language teachers' readiness to incorporate the latest educational trends effectively in the language classroom, educational technologies amongst them

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