Künstliche Intelligenzen und Roboter werden in unserem Leben immer selbstverständlicher. Was erwarten wir von den intelligenten Maschinen, wie verändert ihre Präsenz in unserem Alltag und die Interaktion mit ihnen unser Selbstverständnis und unseren Umgang mit anderen Menschen? Müssen wir Roboter als eine Art menschliches Gegenüber anerkennen? Und welche Freiheiten wollen wir den Maschinen einräumen? Es ist dringend an der Zeit, die ethischen und rechtlichen Fragen zu klären.
1954 wurdeUnimate, der erste Industrieroboter , von George Devol entwickelt [1]. Insbesondere in den 1970er Jahren haben viele produzierende Gewerbe eine Roboterisierung ihrer Arbeit erfahren (beispielsweise die Automobil- und Druckindustrie).
Definition eines Industrieroboters in der ISO 8373 (2012) vergegenwärtigt: »Ein Roboter ist ein frei und wieder programmierbarer, multifunktionaler Manipulator mit mindestens drei unabhängigen Achsen, um Materialien, Teile, Werkzeuge oder spezielle Geräte auf programmierten, variablen Bahnen zu bewegen zur Erfüllung der verschiedensten Aufgaben«.
Ethische Überlegungen zu Robotik und Künstlicher Intelligenz
Versucht man sich einen Überblick über die verschiedenen ethischen Probleme zu verschaffen, die mit dem Aufkommen von ›intelligenten‹ und in jeder Hinsicht (Präzision, Geschwindigkeit, Kraft, Kombinatorik und Vernetzung) immer mächtigeren Robotern verbunden sind, so ist es hilfreich, diese Probleme danach zu unterscheiden, ob sie
1. das Vorfeld der Ethik,
2. das bisherige Selbstverständnis menschlicher Subjekte (Anthropologie) oder
3. normative Fragen im Sinne von: »Was sollen wir tun?« betreffen.
Die folgenden Überlegungen geben einen kurzen Aufriss, mit welchen Fragen wir uns jeweils beschäftigen sollten, wie die verschiedenen Fragenkreise zusammenhängen, und woran wir uns in unseren Antworten orientieren können.
Aufgabe der Ethik ist es, solche moralischen Meinungen auf ihre Begründung und Geltung hin zu befragen und so zu einem geschärften ethischen Urteil zu kommen, das idealiter vor der Allgemeinheit moralischer Subjekte verantwortet werden kann und in seiner Umsetzung ein »gelungenes Leben mit und für die Anderen, in gerechten Institutionen« [8] ermöglicht. Das ist eine erste vage Richtungsangabe.
Normative Fragen lassen sich am Ende nur ganz konkret anhand einer bestimmten Situation bearbeiten. Entsprechend liefert die Ethik hier keine pauschalen Urteile wie: »Roboter sind gut/schlecht«, »Künstliche Intelligenz dient dem guten Leben/ist dem guten Leben abträglich«.
Five tips to help you create a personal brand and a positive digital reputation
1. What will they find when they Google you?
2. What is branding?
Your brand is what you represent, the content that you share, your audience, your Personal Learning Network (PLN), and your teaching philosophy. You want your brand to demonstrate that you are trustworthy, and offer quality content, insightful comments, and experience. Your brand tells your audience that what you offer is of value. Together, the elements that create your brand should communicate a distinct, cohesive story. For instance, when you visit any of my social media profiles, you will see a consistent message. The avatar and logo for my website Shake Up Learning are more recognizable than my face, and that’s intentional. That isn’t to say that every brand needs an avatar. But do find a creative way to tell your personal story.
3. Choose the right platforms
There is no right or wrong platform. Choosing where you want to build your online presence depends on the audience that you want to engage. If you want to reach parents and school community stakeholders, Facebook is a strong bet. If you want to reach other educators, Twitter and Pinterest are big winners. The bottom line is that you don’t have to use them all. Find and connect with your audience where your audience resides.
4. Claim your social media real estate
Before you settle on a username, check that it’s available on all of the social media platforms that you want to use—and then keep it consistent. You will lose your audience if you make it hard to find you. Also keep your handle simple and short, and try to avoid special characters. When a new platform arrives, claim your username early even if you aren’t sure that you will maintain a presence there.
5. Optimize your social media profiles
Guy Kawasaki, co-author of The Art of Social Media, khas nearly 1.5 million followers on Twitter alone, and he offers effective social media tips in his book. Here are the basics:
Add a picture of your face or logo. Your picture validates who you are. No more eggheads! Using the default egg avatar on Twitter says you don’t have a brand, and doesn’t tell your audience that you are trustworthy.
Use your real name. Sure, you can lie, but that isn’t going to help you build a brand and online presence. Many platforms allow you to show your name as well as your handle.
Link to your website, blog or About.me page. Don’t have one? Get one! You may not be ready to start a blog, but anyone can easily set up an About.me page—which is like an online resume.
Compose a meaningful bio, which will help others find and follow you. It should describe your experience in the field of education and highlight topics that you follow like Maker Ed, Google Apps, or edtech.
Add a cover image. Choose an image that tells your story. Who are you? What do you do that sets you apart? Canva is a graphic design tool that makes creating a cover image easy. It offers ready-made templates in the right size for all of the major social media platforms.
Be consistent across all mediums. You want your followers to see the same brand on all of your social media profiles. This also means you shouldn’t change your profile picture every five minutes. Be recognizable.
Tools to build your brand and online presence
About.me: A quick and easy personal homepage that shows your audience who you are and how to connect with you.
Canva: An easy-to-use design tool for creating images, with templates for social media.
Fiverr: A marketplace for services that you can use to commission a logo, avatar, or web design.
According to San Jose State University researcher Ziming Lu, this is typical “screen-based reading behavior,” with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of Proust and the Squid, has voiced concerns that digital reading will negatively affect the brain’s ability to read deeply for sophisticated understanding, something that Nicholas Carr also explored in his book, The Shallows. Teachers are trying to steer students toward digital reading strategies that practice deep reading, and nine out of ten parents say that having their children read paper books is important to them.
Cognitive scientist Daniel T. Willingham said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads, that kids’ reading habits are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.
For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and teenagers spend more than nine — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.
instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the Harry Potter series. He recommends telling kids that you want them to experience both, part of a larger strategy to make reading a family value.
“It’s watermelon or chocolate for dessert.
According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention.
Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information.
In recent years, school reformers, philanthropists, and venture capital investors have placed big bets on blended learning, and edtech professionals have responded with vigor. But as education historian Larry Cuban has noted, the innovative instruction envisioned by edtech advocates remains the exception to the rule—in large part because of the lack of time for teachers to “learn, experiment, and overhaul their practices in collaboration with each other.”
Operating within archaic organizational structures, very few of our nation’s teachers have opportunities to incubate and execute ideas prompted by their deep knowledge of students, families, and communities. This includes ideas about how best to integrate technology.
Social branding is the way you present yourself online. All of us have a digital footprint and a digital shadow—being cognizant of what these are helps you curate what kind of persona your potential employer sees when they Google you, look you up on LinkedIn, or find you on Twitter. Social branding is when you make a decision about what you want these results to be and what parts of your experience you want to highlight.
In Media Manipulation and Disinformation Online, Marwick and Lewis (2017) of the Data & Society Research Institute described the agents of media manipulation, their modus operandi, motivators, and how they’ve taken advantage of the vulnerability of online media. The researchers described the manipulators as right-wing extremists (RWE), also known as alt-right, who run the gamut from sexists (including male sexual conquest communities) to white nationalists to anti-immigration activists and even those who rebuke RWE identification but whose actions confer such classification. These manipulators rally behind a shared belief on online forums, blogs, podcasts, and social media through pranks or ruinous trolling anonymity, usurping participatory culture methods (networking, humor, mentorship) for harassment, and competitive cyber brigades that earn status by escalating bullying such as the sharing of a target’s private information.
Marwick and Lewis reported on how RWE groups have taken advantage of certain media tactics to gain viewers’ attention such as novelty and sensationalism, as well as their interactions with the public via social media, to manipulate it for their agenda. For instance, YouTube provides any individual with a portal and potential revenue to contribute to the media ecosystem. The researchers shared the example of the use of YouTube by conspiracy theorists, which can be used as fodder for extremist networks as conspiracies generally focus on loss of control of important ideals, health, and safety.
One tactic they’re using is to package their hate in a way that appeals to millennials. They use attention hacking to increase their status such as hate speech, which is later recanted as trickster trolling all the while gaining the media’s attention for further propagation
SHARED MODUS OPERANDI
Marwick and Lewis reported the following shared tactics various RWE groups use for online exploits:
Ambiguity of persona or ideology,
Baiting a single or community target’s emotions,
Bots for amplification of propaganda that appears legitimately from a real person,
“…Embeddedness in Internet culture… (p. 28),”
Exploitation of young male rebelliousness,
Hate speech and offensive language (under the guise of First Amendment protections),
Irony to cloak ideology and/or skewer intended targets,
Memes for stickiness of propaganda,
Mentorship in argumentation, marketing strategies, and subversive literature in their communities of interest,
Networked and agile groups,
“…Permanent warfare… (p.12)” call to action,
Pseudo scholarship to deceive readers,
“…Quasi moral arguments… (p. 7)”
Shocking images for filtering network membership,
“Trading stories up the chain… (p. 38)” from low-level news outlets to mainstream, and
Trolling others with asocial behavior.
teenagers in Veles, Macedonia who profited around 16K dollars per month via Google’s AdSense from Facebook post engagements
a long history of mistrust with mainstream media
If you’re a college instructor of communications or teach digital literacy as a librarian, see the corresponding syllabus for this article. It provides discussion questions and assignments for teaching students about media manipulation. To teach your students how to combat fake news online, see my post on Navigating Post-Truth Societies: Strategies, Resources, and Technologies.
According to both Apple and App Annie, a website that tracks the popularity of mobile apps by number of new downloads, Remind, a school communications platform, took the #1 spot on the chart of free iOS apps.
Remind’s app allows educators, parents and students to send and receive text and voice messages, as well as share attachments and links to digital educational resources. The company was founded in 2011 with a straightforward value proposition: to provide teachers with a safe and secure way to send homework or study reminders to students and their parents on mobile devices without using personal phone numbers.
Those features may seem simple by today’s standards. But it’s amassed a growing footprint, claiming users in more than 70 percent of U.S. public schools. Grey adds that Remind today has 27 million monthly active users (which breaks down to approximately 2 million teachers, 13 million students and 12 million parents). Across them, Remind says 17 billion messages have been sent since its launch.
Along with simplicity, Remind’s timing may have also helped the product find a receptive market. The company’s launch in 2011 coincided with the start of a period that saw smartphone adoption among U.S. adults steadily grow from 35 percent in 2011 to 77 percent in 2018, according to the Pew Research Center.
At its core, Remind remains very much a school communications tool, says Grey. But his grander vision is to evolve the app into what he calls an “educational platform” that allow users to share content from other providers. For instance, when Remind users compose a message, they can currently connect to their accounts on Google Classroom, Google Drive, Microsoft OneDrive, Quizlet and other tools to directly share documents, Powerpoint slides, flashcard sets and other kinds of files.
Cross-Institution & Cross-Sector Collaboration Long-Term Trend: Driving Ed Tech adoption in higher education for five or more years
Although a variety of collaborations between higher education and industry have emerged, more-explicit frameworks and guidelines are needed to define how these partnerships should proceed to have the greatest impact.
Proliferation of Open Educational Resources Mid-Term Trend: Driving Ed Tech adoption in higher education for the next three to five years
The United States lags on the policy front. In September 2017, the Affordable College Textbook Act was once again introduced in both the US House of Representatives and the Senate “to expand the use of open textbooks
It is unlikely that ACTA will pass, however, as it has been unsuccessfully introduced to two previous Congresses.
The Rise of New Forms of Interdisciplinary Studies
Faculty members, administrators, and instructional designers are creating innovative pathways to college completion through interdisciplinary experiences, nanodegrees, and other alternative credentials, such as digital badges. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualizations, geospatial applications, and innovative uses of opensource tools.
Growing Focus on Measuring Learning
As societal and economic factors redefine the skills needed in today’s workforce, colleges and universities must rethink how to define, measure, and demonstrate subject mastery and soft skills such as creativity and collaboration. The proliferation of data-mining software and developments in online education, mobile learning, and learning management systems are coalescing toward learning environments that leverage analytics and visualization software to portray learning data in a multidimensional and portable manner
Redesigning Learning Spaces
upgrading wireless bandwidth and installing large displays that allow for more natural collaboration on digital projects. Some are exploring how mixed-reality technologies can blend 3D holographic content into physical spaces for simulations, such as experiencing Mars by controlling rover vehicles, or how they can enable multifaceted interaction with objects, such as exploring the human body in anatomy labs through detailed visuals. As higher education continues to move away from traditional, lecture-based lessons toward more hands-on activities, classrooms are starting to resemble real-world work and social environments
Authentic Learning Experiences
An increasing number of institutions have begun bridging the gap between academic knowledge and concrete applications by establishing relationships with the broader community; through active partnerships with local organizations
Improving Digital Literacy Solvable Challenge: Those that we understand and know how to solve
Digital literacy transcends gaining discrete technological skills to generating a deeper understanding of the digital environment, enabling intuitive and discerning adaptation to new contexts and cocreation of content.107 Institutions are charged with developing students’ digital citizenship, promoting the responsible and appropriate use of technology, including online communication etiquette and digital rights and responsibilities in blended and online learning settings. This expanded concept of digital competence is influencing curriculum design, professional development, and student-facing services and resources. Due to the multitude of elements of digital literacy, higher education leaders must obtain institution-wide buy-in and provide support for all stakeholders in developing these competencies.
Despite its growing importance, it remains a complex topic that can be challenging to pin down. Vanderbilt University established an ad hoc group of faculty, administrators, and staff that created a working definition of digital literacy on campus and produced a white paper recommending how to implement digital literacy to advance the university’s mission: https://vanderbilt.edu/ed-tech/committees/digital-literacy-committee.php
Adapting Organizational Designs to the Future of Work
Technology, shifting information demands, and evolving faculty roles are forcing institutions to rethink the traditional functional hierarchy. Institutions must adopt more flexible, teambased, matrixed structures to remain innovative and responsive to campus and stakeholder needs.
Attempts to avoid bureaucracy also align with a streamlined workforce and cost elimination. Emphasis has been placed on designing better business models through a stronger focus on return on investment. This involves taking a strategic approach that connects financial practice (such as analyzing cost metrics and resource allocation) with institutional change models and goals.124
Faculty roles have been and continue to be impacted by organizational change, as well as by broader economic movements. Reflective of today’s “gig economy,” twothirds of faculty members are now non-tenure, with half working part-time, often in teaching roles at several institutions. This stands as a stark contrast to 1969, when almost 80 percent of faculty were tenured or tenuretrack; today’s figures are nearly inverted. Their wages are applying pressure to traditional organizational structures.Rethinking tenure programs represents another change to organizational designs that aligns with the future of work.
Organizational structures are continuing to evolve on the administrative side as well. With an emphasis on supporting student success, many institutions are rethinking their student services, which include financial aid, academic advising, and work-study programs. Much of this change is happening within the context of digital transformation, an umbrella term that denotes the transformation of an organization’s core business to better meet customer needs by leveraging technology and data.
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added Nov 13, 2018
6 growing trends taking over academic libraries
BY MERIS STANSBURY
March 24th, 2017
Horizon Report details short-and long-term technologies, trends that will impact academic libraries worldwide in the next 5 years.
Research Data Management: The growing availability of research reports through online library databases is making it easier for students, faculty, and researchers to access and build upon existing ideas and work. “Archiving the observations that lead to new ideas has become a critical part of disseminating reports,” says the report.
Valuing the User Experience: Librarians are now favoring more user-centric approaches, leveraging data on patron touchpoints to identify needs and develop high-quality engaging experiences.
(Mid-Term, 3-5 years):
Patrons as Creators: Students, faculty, and researchers across disciplines are learning by making and creating rather than by simply consuming content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past few years, is increasingly the means for active, hands-on learning. People now look to libraries to assist them and provide tools for skill-building and making.
Rethinking Library Spaces: At a time when discovery can happen anywhere, students are relying less on libraries as the sole source for accessing information and more for finding a place to be productive. As a result, institutional leaders are starting to reflect on how the design of library spaces can better facilitate the face-to-face interactions.
(Long-Term, 5 or more years):
Cross-Institution Collaboration: Within the current climate of shrinking budgets and increased focus on digital collections, collaborations enable libraries to improve access to scholarly materials and engage in mission-driven cooperative projects.
Evolving Nature of the Scholarly Record: Once limited to print-based journals and monographic series, scholarly communications now reside in networked environments and can be accessed through an expansive array of publishing platforms. “As different kinds of scholarly communication are becoming more prevalent on the web, librarians are expected to discern the legitimacy of these innovative approaches and their impact in the greater research community through emerging altmetrics tools,” notes the report.
Improving digital literacy: According to the report, digital literacy transcends gaining isolated technological skills to “generate a deeper understanding of the digital environment, enabling intuitive adaptation to new contexts, co-creation of content with others, and an awareness of both the freedom and risks that digital interactions entail. Libraries are positioned to lead efforts to develop students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online identity, communication etiquette, and rights and responsibilities.”
In education, storytelling tools help connect students with curriculum, lead to effective classroom engagement, and drive faculty community-building by empowering educators to connect authentically.
1: MAKE PEOPLE ROOT FOR YOU
2: HAVE A FEW GO-TO STORIES AT THE READY
3: STORIES ARE ABOUT HOW YOU FELT
4: THIS MAY SEEM OBVIOUS, BUT “Stories have a beginning, middle, and an end
5: GOOD STORIES ARE UNIVERSAL
6: DON’T BE BORING
