Artificial intelligence could erase many practical advantages of democracy, and erode the ideals of liberty and equality. It will further concentrate power among a small elite if we don’t take steps to stop it.
liberal democracy and free-market economics might become obsolete.
The Russian, Chinese, and Cuban revolutions were made by people who were vital to the economy but lacked political power; in 2016, Trump and Brexit were supported by many people who still enjoyed political power but feared they were losing their economic worth.
artificial intelligence is different from the old machines. In the past, machines competed with humans mainly in manual skills. Now they are beginning to compete with us in cognitive skills. And we don’t know of any third kind of skill—beyond the manual and the cognitive—in which humans will always have an edge.
Israel is a leader in the field of surveillance technology, and has created in the occupied West Bank a working prototype for a total-surveillance regime.
The conflict between democracy and dictatorship is actually a conflict between two different data-processing systems. AI may swing the advantage toward the latter.
As we rely more on Google for answers, our ability to locate information independently diminishes. Already today, “truth” is defined by the top results of a Google search.
The race to accumulate data is already on, and is currently headed by giants such as Google and Facebook and, in China, Baidu and Tencent. So far, many of these companies have acted as “attention merchants”—they capture our attention by providing us with free information, services, and entertainment, and then they resell our attention to advertisers.
We aren’t their customers—we are their product.
Nationalization of data by governments could offer one solution; it would certainly curb the power of big corporations. But history suggests that we are not necessarily better off in the hands of overmighty governments.
What the Deck is an exploratory, card-based game that aims to introduce students, faculty and staff of all ages and backgrounds to a wide variety of situations in which established and emerging technologies impact society.
You may see articles by Vernon Coleman, for instance. As a former GP he would seem to have some credentials, yet he has a history of supporting pseudoscientific ideas, including misinformation about the causes of Aids. David Icke, meanwhile, has hosted videos by Barrie Trower, an alleged expert on 5G who is, in reality, a secondary school teacher. And Piers Corbyn cites reports by the Centre for Research on Globalisation, which sounds impressive but was founded by a 9/11 conspiracy theorist.
“pre-suasion” – essentially, removing the reflexive mental blocks that might make them reject your arguments.
How have you experienced the teachers move from face to face to online learning?
What is the biggest challenge created by the transition ?
How have you managed the challenge?
What are opportunities for instructors , regarding the transition to online learning ?
What have you done to ensure a smooth transition?
As previously mentioned the core of my arguments centre around the TPACK model. Based on the TPACK I propose that the move to online learning must be supported by the instatement of a Professional Development Program.
A 2016 Pew Research Center study indicates that the digital divide in the United States is not solely about access to technology; it also is about the ability to use technology to get what we need.1 What does digital readiness mean; applying cumulative knowledge to real-world situations. Having a tech or STEM-related degree does not ensure digital readiness.
How Can We Encourage Digital Agility in the Liberal Arts?
Digital pedagogy often creates opportunities for instructors to create non-disposable assignments—assignments that are not designed to be thrown away but rather have a purpose past being required.3
“We need to marry the best of our academic work with the best of edtech. In other words, what would it look like if education technology were embedded in the everyday practice of academic disciplines?”4
Project-based learning fits well within the curricular flexibility of the liberal arts. In project-based work, students apply what they are learning in the context of an engaging experience.
Building off frameworks that are already in place, like the Association for College and Research Libraries (ACRL) Framework for Information Literacy,
External-facing work offers students real situations where, if we imagine what digital agility looks like, they have to adjust to possible new digital environments and approaches.
Reflection provides a way for meaning-making to happen across individual assignments, projects, and classes. Without the chance to assemble assignments into a larger narrative, each experience lives in its own void.
How Can Institutions Build Systems-Level Support?
Liberal arts colleges in particular are interested in the ways they prepare graduates to be agile and critical in a digital world—as seen in the Association of American Colleges & Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics.
he Bryn Mawr Digital Competencies Framework5 was followed by more formal conversations and the formation of a working group (including Carleton College,
Research has shown that 50 percent of college students spend a minimum of five hours each week on social media. These social channels feed information from news outlets, private bloggers, friends and family, and myriad other sources that are often curated based on the user’s interests. But what really makes social media a tricky resource for students and educators alike is that most companies don’t view themselves as content publishers. This position essentially absolves social media platforms of the responsibility to monitor what their users share, and that can allow false even harmful information to circulate.
“How do we help students become better consumers of information, data, and communication?” Fluency in each of these areas is integral to 21st century-citizenry, for which we must prepare students.
In English 202C, a technical writing course, students use our Invention Studio and littleBits to practice inventing their own electronic devices, write instructions for how to construct the device, and have classmates reproduce the invention.
The proliferation of mobile devices and high-speed Wi-Fi have made videos a common outlet for information-sharing. To keep up with the changing means of communication, Penn State campuses are equipped with One Button Studio, where students can learn to produce professional-quality video. With this, students must learn how to take information and translate it into a visual medium in a way that will best benefit the intended audience. They can also use the studios to hone their presentation or interview skills by recording practice sessions and then reviewing the footage.
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more on digital media in this IMS blog https://blog.stcloudstate.edu/ims?s=digital+media
Device ownership alone doesn’t make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.
Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is “shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification.”
More recently, scholars including Jennifer Sparrow have suggested even adopting the term digital fluency instead of literacy in order to capture how students may need the “ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges.”
instructional designers are key players who could take a more visible role in higher education to support educators in bringing explicit instruction on digital literacy engagement into their classes. University staff in instructional design and educational/faculty development spaces consult with instructors, lead workshops, and develop support documentation on a regular basis. People in these roles could be more empowered to have conversations with the instructors they support around building in particular lessons
Douglas Belshaw can be a source of inspiration for understanding how his essential elements of digital literacy may contribute to the development of students’ digital fluencies. In particular, some practices may include:
Integrating the use of different applications and platforms so that students obtain practice in navigating these spaces, learning how to locate relevant and reliable information. For example, guiding students to specific databases that provide articles, books, etc., for your discipline may improve information and digital literacy. This is critical because most students default to Google search and Wikipedia, which may not be where you want them to explore topics.
Developing student’s ability to curate content and how to follow academic integrity guidelines for citations and references.
Establishing the norms and purpose for effective communication in a digital academic space.
