448 research outputs found
Protecting Privacy in Indian Schools: Regulating AI-based Technologies' Design, Development and Deployment
Education is one of the priority areas for the Indian government, where Artificial Intelligence (AI) technologies are touted to bring digital transformation. Several Indian states have also started deploying facial recognition-enabled CCTV cameras, emotion recognition technologies, fingerprint scanners, and Radio frequency identification tags in their schools to provide personalised recommendations, ensure student security, and predict the drop-out rate of students but also provide 360-degree information of a student. Further, Integrating Aadhaar (digital identity card that works on biometric data) across AI technologies and learning and management systems (LMS) renders schools a ‘panopticon’.
Certain technologies or systems like Aadhaar, CCTV cameras, GPS Systems, RFID tags, and learning management systems are used primarily for continuous data collection, storage, and retention purposes. Though they cannot be termed AI technologies per se, they are fundamental for designing and developing AI systems like facial, fingerprint, and emotion recognition technologies. The large amount of student data collected speedily through the former technologies is used to create an algorithm for the latter-stated AI systems. Once algorithms are processed using machine learning (ML) techniques, they learn correlations between multiple datasets predicting each student’s identity, decisions, grades, learning growth, tendency to drop out, and other behavioural characteristics. Such autonomous and repetitive collection, processing, storage, and retention of student data without effective data protection legislation endangers student privacy.
The algorithmic predictions by AI technologies are an avatar of the data fed into the system. An AI technology is as good as the person collecting the data, processing it for a relevant and valuable output, and regularly evaluating the inputs going inside an AI model. An AI model can produce inaccurate predictions if the person overlooks any relevant data. However, the state, school administrations and parents’ belief in AI technologies as a panacea to student security and educational development overlooks the context in which ‘data practices’ are conducted. A right to privacy in an AI age is inextricably connected to data practices where data gets ‘cooked’. Thus, data protection legislation operating without understanding and regulating such data practices will remain ineffective in safeguarding privacy.
The thesis undergoes interdisciplinary research that enables a better understanding of the interplay of data practices of AI technologies with social practices of an Indian school, which the present Indian data protection legislation overlooks, endangering students’ privacy from designing and developing to deploying stages of an AI model. The thesis recommends the Indian legislature frame better legislation equipped for the AI/ML age and the Indian judiciary on evaluating the legality and reasonability of designing, developing, and deploying such technologies in schools
LIPIcs, Volume 251, ITCS 2023, Complete Volume
LIPIcs, Volume 251, ITCS 2023, Complete Volum
A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution
Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners
Speculative futures on ChatGPT and generative artificial intelligence (AI): a collective reflection from the educational landscape
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd)and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindse
Europe\u27s Digital Constitution
This Article uncovers the fundamental values underlying the European Union’s expansive set of digital regulations, which in aggregate can be viewed as Europe’s “digital constitution.” This constitution engrains Europe’s human-centric, rights-preserving, democracy-enhancing, and redistributive vision for the digital economy into binding law. This vision stands in stark contrast to the United States, which has traditionally placed its faith in markets and tech companies’ self-regulation. As a result, American tech companies today are regulated primarily by Brussels and not by Washington. By highlighting the distinctiveness and the global reach of the European digital constitution, this Article challenges the common narrative that portrays the European Union as a powerless bystander in a digital world dominated by the United States and China. By offering both a normative defense and a nuanced criticism of Europe’s digital constitution, the Article contributes to ongoing scholarly debates on whether digital regulation compromises innovation and technological progress and whether governments or tech companies take precedence in governing digital societies. It also asks whether the United States should welcome EU regulation of U.S. tech companies as exerting a positive externality protecting the digital rights of American citizens or resent it as imposing a negative externality that compromises the U.S. government’s democratic right to regulate — or refrain from regulating—its own tech companies. This Article also examines whether Europe’s digital constitution is fit for the current era of tech wars and geopolitical conflict or if the pursuit of European “digital sovereignty” ought to be woven into its tenets — even if such an evolution would risk veering Europe towards digital protectionism and further enshrining techno-nationalism as a global norm
2023-2024 Graduate School Catalog
You and your peers represent more than 67 countries and your shared scholarship spans 140 programs - from business administration and biomedical engineering to history, horticulture, musical performance, marine science, and more. Your ideas and interests will inform public health, create opportunities for art and innovation, contribute to the greater good, and positively impact economic development in Maine and beyond
A Process Model for Continuous Public Service Improvement: Demonstrated in Local Government Context for Smart Cities.
The new era of the smart city is accompanied by Information and Communication Technology (ICT) and many other technologies to improve the quality of life for the citizen of the modern city, that in turn, has brought immense opportunities as well as challenges for government and organizations. Local authorities of the cities provide multiple services across different domains to the citizens (e.g. transport, health, environment, housing, etc.). Citizens are involved during different stages of smart city services and provide their feedback across those domains. Existing smart city initiatives provide various technological platforms for gathering citizens’ feedback to provide improved quality of services to them. Even though technological developments have resulted in a higher degree of digitalization, there is a need for improvement in the services provided by municipalities. There are multiple engagement platforms to obtain citizens’ feedback for the improvement of smart city services and to transform public services. However, limited studies consider the challenges faced by practitioners at the local level during the incorporation of those feedback for further service improvement. As a result, city services fail to fulfil the need of citizens and do not meet the goals set by existing engagement platforms. Technology-oriented solutions in the public sector domain require a logical and structured approach for the transformation of public services and digitalization. Enterprise Architecture (EA) can provide this structured approach to transform public services by providing a medium to manage change, and to respond to the need of multiple stakeholders including citizens. Thus, this research proposes a process model based on the guidelines of EA and the collaboration with practitioners that would assist local authorities to provide improved services to the citizens and fulfil their needs
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