scholarly journals AI ethics

2021 ◽  
Vol 64 (9) ◽  
pp. 43-45
Author(s):  
Illah Reza Nourbakhsh
Keyword(s):  
Artificial Intelligence ◽  
Ai Ethics ◽  
Integrating Ethics ◽  
Intelligence Education ◽  
Education And Development

Integrating ethics into artificial intelligence education and development.

The Oxford Handbook of Ethics of AI

2020 ◽  
Keyword(s):  
Artificial Intelligence ◽  
Ethical Issues ◽  
Rapid Development ◽  
Data Driven ◽  
International Human Rights Law ◽  
Human Knowledge ◽  
Human Rights Law ◽  
Ai Ethics ◽  
And Behavior ◽  
Control Complex

This book explores the intertwining domains of artificial intelligence (AI) and ethics—two highly divergent fields which at first seem to have nothing to do with one another. AI is a collection of computational methods for studying human knowledge, learning, and behavior, including by building agents able to know, learn, and behave. Ethics is a body of human knowledge—far from completely understood—that helps agents (humans today, but perhaps eventually robots and other AIs) decide how they and others should behave. Despite these differences, however, the rapid development in AI technology today has led to a growing number of ethical issues in a multitude of fields, ranging from disciplines as far-reaching as international human rights law to issues as intimate as personal identity and sexuality. In fact, the number and variety of topics in this volume illustrate the width, diversity of content, and at times exasperating vagueness of the boundaries of “AI Ethics” as a domain of inquiry. Within this discourse, the book points to the capacity of sociotechnical systems that utilize data-driven algorithms to classify, to make decisions, and to control complex systems. Given the wide-reaching and often intimate impact these AI systems have on daily human lives, this volume attempts to address the increasingly complicated relations between humanity and artificial intelligence. It considers not only how humanity must conduct themselves toward AI but also how AI must behave toward humanity.

scholarly journals Ethics as a Service: A Pragmatic Operationalisation of AI Ethics

2021 ◽  
Author(s):  
Jessica Morley ◽  
Anat Elhalal ◽  
Francesca Garcia ◽  
Libby Kinsey ◽  
Jakob Mökander ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Ethical Issues ◽  
Ethics Codes ◽  
Practical Design ◽  
Ethical Design ◽  
Ai Ethics ◽  
Algorithmic Design ◽  
Almost All ◽  
Technical Guidance ◽  
Tools And Methods

AbstractAs the range of potential uses for Artificial Intelligence (AI), in particular machine learning (ML), has increased, so has awareness of the associated ethical issues. This increased awareness has led to the realisation that existing legislation and regulation provides insufficient protection to individuals, groups, society, and the environment from AI harms. In response to this realisation, there has been a proliferation of principle-based ethics codes, guidelines and frameworks. However, it has become increasingly clear that a significant gap exists between the theory of AI ethics principles and the practical design of AI systems. In previous work, we analysed whether it is possible to close this gap between the ‘what’ and the ‘how’ of AI ethics through the use of tools and methods designed to help AI developers, engineers, and designers translate principles into practice. We concluded that this method of closure is currently ineffective as almost all existing translational tools and methods are either too flexible (and thus vulnerable to ethics washing) or too strict (unresponsive to context). This raised the question: if, even with technical guidance, AI ethics is challenging to embed in the process of algorithmic design, is the entire pro-ethical design endeavour rendered futile? And, if no, then how can AI ethics be made useful for AI practitioners? This is the question we seek to address here by exploring why principles and technical translational tools are still needed even if they are limited, and how these limitations can be potentially overcome by providing theoretical grounding of a concept that has been termed ‘Ethics as a Service.’

scholarly journals Ethics of Corporeal, Co-present Robots as Agents of Influence: a Review

2021 ◽  
Author(s):  
AJung Moon ◽  
Shalaleh Rismani ◽  
H. F. Machiel Van der Loos
Keyword(s):  
Artificial Intelligence ◽  
Physical Environment ◽  
Ethical Issues ◽  
Human Robot Interaction ◽  
Physical Interaction ◽  
Ethical Challenges ◽  
Natural Tendency ◽  
Ai Ethics ◽  
Recent Trends ◽  
The Impact

Abstract Purpose of Review To summarize the set of roboethics issues that uniquely arise due to the corporeality and physical interaction modalities afforded by robots, irrespective of the degree of artificial intelligence present in the system. Recent Findings One of the recent trends in the discussion of ethics of emerging technologies has been the treatment of roboethics issues as those of “embodied AI,” a subset of AI ethics. In contrast to AI, however, robots leverage human’s natural tendency to be influenced by our physical environment. Recent work in human-robot interaction highlights the impact a robot’s presence, capacity to touch, and move in our physical environment has on people, and helping to articulate the ethical issues particular to the design of interactive robotic systems. Summary The corporeality of interactive robots poses unique sets of ethical challenges. These issues should be considered in the design irrespective of and in addition to the ethics of artificial intelligence implemented in them.

scholarly journals Analysis and Prediction of “AI + Education” Attention Based on Baidu Index—Taking Guizhou Province as an Example

2021 ◽  
Vol 13 (5) ◽  
pp. 120
Author(s):  
Yulin Zhao ◽  
Junke Li ◽  
Jiang-E Wang
Keyword(s):  
Artificial Intelligence ◽  
Southwest China ◽  
Arima Model ◽  
Modern Technology ◽  
Guizhou Province ◽  
Western Region ◽  
Elastic Coefficient ◽  
The Sustainable Development ◽  
Intelligence Education ◽  
Coefficient Method

Studying the attention of “artificial intelligence + education” in ethnic areas is of great significance for China for promoting the integrated development of new educational modes and modern technology in the western region. Guizhou province is an area inhabited by ethnic minorities, located in the heart of Southwest China. The development of its intelligent education has strong enlightenment for the whole country and the region. Therefore, this paper selects the Baidu Index of “artificial intelligence (AI) + education” in Guizhou province from 2013 to 2020, analyzes the spatial–temporal characteristics of its network attention by using the elastic coefficient method, and builds the ARIMA model on this basis to predict future development. The results show that the public’s attention to “AI + education” differs significantly in time and space. Then, according to the prediction results, this paper puts forward relevant suggestions for the country to promote the sustainable development of education in western ethnic areas.

scholarly journals Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

2020 ◽  
Vol 12 (14) ◽  
pp. 5568 ◽  
Author(s):  
Thomas K.F. Chiu ◽  
Ching-sing Chai
Keyword(s):  
Artificial Intelligence ◽  
Curriculum Design ◽  
Teaching Experience ◽  
Self Determination Theory ◽  
Curriculum Planning ◽  
Self Determination ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Intelligence Education ◽  
K 12

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

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