AI management an exploratory survey of the influence of GDPR and FAT principles

As organisations increasingly adopt AI technologies, a number of ethical issues arise. Much research focuses on algorithmic bias, but there are other important concerns arising from the new uses of data and the introduction of technologies which may impact individuals. This paper examines the interplay between AI, Data Protection and FAT (Fairness, Accountability and Transparency) principles. We review the potential impact of the GDPR and consider the importance of the management of AI adoption. A survey of data protection experts is presented, the initial analysis of which provides some early insights into the praxis of AI in operational contexts. The findings indicate that organisations are not fully compliant with the GDPR, and that there is limited understanding of the relevance of FAT principles as AI is introduced. Those organisations which demonstrate greater GDPR compliance are likely to take a more cautious, risk-based approach to the introduction of AI

Introducing digital literacy skills through IBL: A comparative study of UG and PG business information systems students

This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts approached this style of teaching, and how it impacted on overall student engagement throughout the semester. IBL was introduced in the 2009-2010 academic years; to the UG students in the first semester and the PG students in the second semester. Key observations gained from the study were unexpected in that the UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this developed students’ information literacy skills. PG students enjoyed the in-class IBL activities, but actively avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques successfully

Apps vs Devices: Can the usability of mobile apps be decoupled from the device?

In this paper we present a study using subjective measures to examine usability of mobile phone applications running on two different platforms, the OSX iPhone and an O2 Orbit running Windows Mobile operating system.The aim was to enhance the understanding of the influence of devices on mobile application usability.We gathered subjective measures using questionnaires to assess the satisfaction level while using mobile applications installed on two different devices.Results indicate that the device on which an application is installed strongly influence user satisfaction

Surveillance: Are We Being Watched, Who By, And Does It Matter? A Study To Capture An Individual’s Digital Footprint Over A 24-Hour Period

We are living in exponential times: technology is ubiquitous, the boundaries of on-line off-line are becoming undistinguishable, and geographical distances no longer constrict our activities. What will be, and what are, the consequences of existing in a technologically saturated environment? From the moment of conception, the data trail begins, our personas recorded on databases, social networking sites and CCTV as we go about our everyday lives. What impact does such amassment of data have on society, communities and personal identities within the UK? The reality is that the personal totality of exposure to technology development is a significant research challenge to quantify. There is a critical need to capture these activities in some sort of holistic and interconnected manner. This research will provide an ethnographic snapshot of individual exposure to database and surveillance technologies over a 24-hour period, in the process establishing a repeatable methodology to enable quantification of an individual’s 21st century digital footprint

A metric-based evaluation model for applications on mobile phone

Research on HCI, specifically on mobile application has started more than a decade. Usability metrics have been used as guidelines to evaluate the quality of the system as well as mobile applications. However, the metrics used for evaluation method keep changing due to the new inventions on mobile phones.Thus, there is a need to create a dynamic model for evaluation that can grow together with new inventions and technology.In this paper, we created a dynamic usability metrics model and test the model to ensure the model is reliable and effective.The model comprises usability goals, questions and metrics for evaluation of applications on mobile phone. This paper also reports the usability test results for applications installed on different mobile phone

Usability evaluation of SatNav application on mobile phone using mGQM

SatNav systems are becoming increasingly popular, enabling drivers to locate and drive to their desired destination.With high demand for the features SatNav provides, these applications are now also available in mobile phones.This gives rise to the question of whether the app is usable when installed in a mobile phone.This paper will examine the usability of SatNav apps inside the mobile phone.We employ a mobile Goal Question Metric model (mGQM) to evaluate the usability of such applications by implementing usability test for objective measures, and questionnaire and interviews to assess subjective measures.Results indicate that most usability problems on SatNav apps in mobile are influenced by unique features of the mobile phone

Blended e-learning skeleton of conversation: improving formative assessment in undergraduate dissertation supervision

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire. The findings suggest that good supervisor-student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the Blended E-learning Skeleton of Conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development