Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education

Increasingly, Artificial Intelligence (AI) is having an impact on distance-based higher education, where it is revealing multiple ethical issues. However, to date, there has been limited research addressing the perspectives of key stakeholders about these developments. The study presented in this paper sought to address this gap by investigating the perspectives of three key groups of stakeholders in distance-based higher education: students, teachers, and institutions. Empirical data collected in two workshops and a survey helped identify what concerns these stakeholders had about the ethics of AI in distance-based higher education. A theoretical framework for the ethics of AI in education was used to analyse that data and helped identify what was missing. In this exploratory study, there was no attempt to prioritise issues as more, or less, important. Instead, the value of the study reported in this paper derives from (a) the breadth and detail of the issues that have been identified, and (b) their categorisation in a unifying framework. Together these provide a foundation for future research and may also usefully inform future institutional implementation and practice

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Ethics in AIED: Who cares?

The field of AIED raises far-reaching ethical questions with important implications for students and educators. However, most AIED research, development and deployment has taken place in what is essentially a moral vacuum (for example, what happens if a child is subjected to a biased set of algorithms that impact negatively and incorrectly on their school progress?). Around the world, virtually no research has been undertaken, no guidelines have been provided, no policies have been developed, and no regulations have been enacted to address the specific ethical issues raised by the use of Artificial Intelligence in Education. This workshop, ETHICS in AIED: Who Cares?, is proposed as a first step towards addressing this critical problem for the field. It will be an opportunity for researchers who are exploring ethical issues critical for AIED to share their research, to identify the key ethical issues, and to map out how to address the multiple challenges, towards establishing a basis for meaningful ethical reflection necessary for innovation in the field of AIED. The workshop will be in three parts. It will begin with ETHICS in AIED: What’s the problem?, a round-table discussion introduced and led by Professor Beverly Woolf, one of the world’s most accomplished AIED researchers. This will be followed by Mapping the Landscape, in which up to six AIED conference participants will each give a five-minute ‘lightning’ presentation on ethics in AIED research. The workshop will conclude with Addressing the Challenges, a round-table discussion session in which we will agree on a core list of ethical questions/areas of necessary research for the field of AIED, and will set out to identify next steps

A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK

There is an increased recognition that learning design drives both student learning experience and quality enhancements of teaching and learning. The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, the OU has been unpacking the complexity of instructional practices, as well as providing conceptual and empirical evidence of how learning design influences student behaviour, satisfaction, and performance. This study discusses the implementation of learning design at the OU in the last ten years, and critically reviews empirical evidence from eight recent large-scale studies that have linked learning design with learning analytics. Four future research themes are identified to support future adoptions of learning design approaches

Artificial Intelligence And Big Data Technologies To Close The Achievement Gap.

We observe achievement gaps even in rich western countries, such as the UK, which in principle have the resources as well as the social and technical infrastructure to provide a better deal for all learners. The reasons for such gaps are complex and include the social and material poverty of some learners with their resulting other deficits, as well as failure by government to allocate sufficient resources to remedy the situation. On the supply side of the equation, a single teacher or university lecturer, even helped by a classroom assistant or tutorial assistant, cannot give each learner the kind of one-to-one attention that would really help to boost both their motivation and their attainment in ways that might mitigate the achievement gap. In this chapter Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes, and Manolis Mavrikis argue that we now have the technologies to assist both educators and learners, most commonly in science, technology, engineering and mathematics subjects (STEM), at least some of the time. We present case studies from the fields of Artificial Intelligence in Education (AIED) and Big Data. We look at how they can be used to provide personalised support for students and demonstrate that they are not designed to replace the teacher. In addition, we also describe tools for teachers to increase their awareness and, ultimately, free up time for them to provide nuanced, individualised support even in large cohorts

Computational mechanisms for colour and lightness constancy

Attributes of colour images have been found which allow colour and lightness constancy to be computed without prior knowledge of the illumination, even in complex scenes with three -dimensional objects and multiple light sources of different colours. The ratio of surface reflectance colour can be immediately determined between any two image points, however distant. It is possible to determine the number of spectrally independent light sources, and to isolate the effect of each. Reflectance edges across which the illumination remains constant can be correctly identified.In a scene illuminated by multiple distant point sources of distinguishalbe colours, the spatial angle between the sources and their brightness ratios can be computed from the image alone. If there are three or more sources then reflectance constancy is immediately possible without use of additional knowledge.The results are an extension of Edwin Land's Retinex algorithm. They account for previously unexplained data such as Gilchrist's veiling luminances and his single- colour rooms.The validity of the algorithms has been demonstrated by implementing them in a series of computer programs. The computational methods do not follow the edge or region finding paradigms of previous vision mechanisms. Although the new reflectance constancy cues occur in all normal scenes, it is likely that human vision makes use of only some of them.In a colour image all the pixels of a single surface colour lie in a single structure in flux space. The dimension of the structure equals the number of illumination colours. The reflectance ratio between two regions is determined by the transformation between their structures. Parallel tracing of edge pairs in their respective structures identifies an edge of constant illumination, and gives the lightness ratio of each such edge. Enhanced noise reduction techniques for colour pictures follow from the natural constraints on the flux structures

Calling Shotgun: The History and Politics of Japan's Bid for a Permanent United Nations Security Council Position

Since the founding of the United Nations and the establishment of the Security Council there have been no changes to the makeup of the permanent membership. Indeed, with the exception of one amendment to increase the size of the rotating membership from six to ten the Security Council has continued unchanged. In the fifty-plus years since the founding of the world body and the victory over the Axis Powers that served as the impetus for its creation, the world has changed dramatically. The Union of Soviet Socialist Republics has ceased to exist; the Republic of China has been exiled to Taiwan and undergone remarkable economic and democratic changes; the British Empire has morphed into the Commonwealth and the French Empire has collapsed. New states have come to the forefront to challenge the post-war status quo. Some, like Egypt and India, were colonial possessions of the imperial powers. Others, like Germany and Japan, were the defeated powers of the Second World War. Japan in particular has a unique economic, financial, political and military history that deserves special consideration as it relates to its ambition for a permanent United Nations Security Council position. Furthermore, the motives and justifications for why it pursues such a seat and the opposition it has received deserve just as much attention. This thesis traces the views of the leading figures in Japanese politics from the founding of the United Nations to the present and demonstrates that from the beginning Japan realized that the UN was a legitimizing force for their new place in the new post-war world. It also demonstrates clearly that lacking a clear definition of what a permanent UN Security Council contender looks like aspirant states are forced to create their own portfolios. Therefore Japan relies heavily on its strengths as an undisputed economic and financial power. Furthermore, it shows that despite strict Constitutional constraints on the use of the military Japan's force is modern, well-funded and well-maintained. Finally, it catalogues opposition to expanding the Security Council into three distinct categories and explains them in their modern geopolitical context