Ethics of Artificial Intelligence

Artificial intelligence (AI) is a digital technology that will be of major importance for the development of humanity in the near future. AI has raised fundamental questions about what we should do with such systems, what the systems themselves should do, what risks they involve and how we can control these. - After the background to the field (1), this article introduces the main debates (2), first on ethical issues that arise with AI systems as objects, i.e. tools made and used by humans; here, the main sections are privacy (2.1), manipulation (2.2), opacity (2.3), bias (2.4), autonomy & responsibility (2.6) and the singularity (2.7). Then we look at AI systems as subjects, i.e. when ethics is for the AI systems themselves in machine ethics (2.8.) and artificial moral agency (2.9). Finally we look at future developments and the concept of AI (3). For each section within these themes, we provide a general explanation of the ethical issues, we outline existing positions and arguments, then we analyse how this plays out with current technologies and finally what policy conse-quences may be drawn

Teaching Digital Ethics in Information Systems

This paper reviews and discusses the little-explored topic of digital ethics education in Information Systems and related fields. The importance of teaching digital ethics to students studying information and communication technologies (ICT) is increasingly recognised. However, it is unclear how ethics should best be taught to these future ICT practitioners. Using a narrative literature review methodology to explore existing scholarly work, this paper identifies five pedagogical theories related to digital ethics education. Additionally, the paper outlines approaches that deploy standalone ethics units, integrated ethics teaching, and hybrid teaching approaches, and identifies the employment of and emphasis given to various moral theories in digital ethics education. The paper then discusses how these three sets of findings—namely, different pedagogical approaches, degree of integration of ethics teaching, and use of moral theories—are related to each other. It provides educators with information and reflections to consider when designing digital ethics teaching

Integrated Solution Support System for Water Management

Solving water management problems involves technical, social, economic, political and legal challenges and thus requires an integrated approach involving people from different backgrounds and roles. The integrated approach has been given a prominent role within the European Union¿s Water Framework Directive (WFD). The WFD requires an integrated approach in water management to achieve good ecological status of all water bodies. It consists amongst others of the following main planning stages: describing objectives, assessing present state, identifying gaps between objectives and present state, developing management plan, implementing measures and evaluating their impacts. The directive prescribes broad participation and consultation to achieve its objectives. Besides the obvious desktop software, such an integrated approach can benefit from using a variety of support tools. In addition to tools for specific tasks such as numerical models and questionnaires, knowledge bases on options and process support tools may be utilized. Water stress, defined as the lack of water of appropriate quality is one issue related to, but not specifically addressed by the WFD. However, like in the WFD, a participatory approach could be used to mitigate water stress. Similarly various tools can or need to be used in such a complex process. In the AquaStress Integrated project the Integrated Solution Support System (I3S ¿ I-triple-S) is developed. One of the cornerstones of the approach taken in AquaStress is that organizing available knowledge provides sufficient information to improve the possibility to make a water stress mitigation process truly end-user driven, meaning that dedicated local information is only collected after specific need is expressed by the stakeholders in the process. The novelty of the I3S lies in the combination of such knowledge stored in knowledge-bases, with adaptable workflow management facilities and with specific task-oriented tools ¿ all originating from different sources. This paper describes the I3S

Journey of Artificial Intelligence Frontier: A Comprehensive Overview

The field of Artificial Intelligence AI is a transformational force with limitless promise in the age of fast technological growth This paper sets out on a thorough tour through the frontiers of AI providing a detailed understanding of its complex environment Starting with a historical context followed by the development of AI seeing its beginnings and growth On this journey fundamental ideas are explored looking at things like Machine Learning Neural Networks and Natural Language Processing Taking center stage are ethical issues and societal repercussions emphasising the significance of responsible AI application This voyage comes to a close by looking ahead to AI s potential for human-AI collaboration ground-breaking discoveries and the difficult obstacles that lie ahead This provides with a well-informed view on AI s past present and the unexplored regions it promises to explore by thoroughly navigating this terrai

Interactive Narrative for Adaptive Educational Games: Architecture and an Application to Character Education

This thesis presents AEINS, Adaptive Educational Interactive Narrative System, that supports teaching ethics for 8-12 year old children. AEINS is designed based on Keller's and Gagné's learning theories. The idea is centered around involving students in moral dilemmas (called teaching moments) within which the Socratic Method is used as the teaching pedagogy. The important unique aspect of AEINS is that it exhibits the presence of four features shown to individually increase effectiveness of edugames environments, yet not integrated together in past research: a student model, a dynamic generated narrative, scripted branched narrative and evolving non-player characters. The student model aims to provide adaptation. The dynamic generated narrative forms a continuous story that glues the scripted teaching moments together. The evolving agents increase the realism and believability of the environment and perform a recognized pedagogical role by helping in supplying the educational process. AEINS has been evaluated intrinsically and empirically according to the following themes: architecture and implementation, social aspects, and educational achievements. The intrinsic evaluation checked the implicit goals embodied by the design aspects and made a value judgment about these goals. In the empirical evaluation, twenty participants were assigned to use AEINS over a number of games. The evaluation showed positive results as the participants appreciated the social characteristics of the system as they were able to recognize the genuine social aspects and the realism represented in the game. Finally, the evaluation showed indications for developing new lines of thinking for some participants to the extent that some of them were ready to carry the experience forward to the real world. However, the evaluation also suggested possible improvements, such as the use of 3D interface and free text natural language

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice