Cyborgs and Centaurs provides a guided approach to the academic research and writing process for first-year composition students. The book incorporates generative artificial intelligence prompts and exercises to strengthen learning, explore ethical concerns, and develop a personal writing process.

This book will provide you with the resources you need to be successful in English 102: Writing and Rhetoric II. It remixes material from Write What Matters, a modular textbook that I co-created with Joel Gladd and Amy Minervini as part of the 2020-2021 OPAL Fellowship for the Idaho State Board of Education. The text’s title is meant to provoke some thoughts about why and how we write. What will academic writing look like in the age of generative AI? Though we will undoubtedly see some changes to the writing process, research supports the development of durable skills that courses like this one promote.

More important, with the rapid advancement of generative artificial intelligence, our writing processes are changing in fundamental ways that we will explore throughout the course. LLMs can be incredibly helpful, and they were designed to be that way. They were not designed to be truthful though. Critical thinking skills are more important than ever in the age of generative AI.

These are a set of fictional case studies that are designed to prompt reflection and discussion about issues at the intersection of AI and Ethics. These case studies were developed out of an interdisciplinary workshop series at Princeton University that began in 2017-18. They are the product of a research collaboration between the University Center for Human Values (UCHV) and the Center for Information Technology Policy (CITP) at Princeton. Click the title of each case study to download the full document.

This one-pager summarizes Digital Promise's vision for Artificial Intelligence in education. Digital Promise is focused on AI in education to foster a future where every person engages in sustained and impactful experiences of powerful learning that lead to a life of well-being, fulfillment, and economic mobility.

Digital Scholarship and Data Science Essentials for Library Professionals is an open and collaboratively curated training reference resource. It aims to make it easier for LIBER library professionals to gain a concise overview of the new technologies that underpin digital scholarship and data science practice in research libraries today, and find trusted training materials recommendations to start their professional learning journey.

These slides and the video presentation were first introduced at the Idaho State University Graduate Research Symposium. Then, they were adapted to fit the needs of community college professional development in-service sessions. The updated version was presented in October 2023 at both the Idaho Library Association Conference and the AECT International Convention.

15. Brave New World: Ethical Considerations and Risks

The trifecta of globalization, urbanization and digitization have created new opportunities and challenges across our nation, cities, boroughs and urban centers. Cities in particular are in a unique position at the center of commerce and technology becoming hubs for innovation and practical application of emerging technology. In this rapidly changing 24/7 digitized world, governments are leveraging innovation and technology to become more effective, efficient, transparent and to be able to better plan for and anticipate the needs of its citizens, businesses and community organizations. This class will provide the framework for how cities and communities can become smarter and more accessible with technology and more connected.

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.This is the first of 2 Versions of this pressbook. Click on Volume 2 for information.

Long Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first three chapters in the book discuss specific ethical considerations related to technologies such as Artificial Intelligence (AI) , social networking services (SNS), and 3D printing. The next four chapters shift to a broader discussion of resource sharing, adaptive learning systems, STEM, and assistive technologies. The final two chapters discuss admissions and communications that need to be considered from an institutional perspective. In each of the nine chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms.

Word Count: 56853

ISBN: 0-88953-438-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.

Long Description:
Click on Volume 1 to read the first book in this series.

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings. In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course.

Word Count: 40312

ISBN: 978-0-88953-472-8

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The onset of new, more accessible, artificial intelligence (AI) technologies marks a significant turning point for libraries, ushering in a period rich with both unparalleled opportunities and complex challenges. In this era of swift technological transformation, libraries stand at a critical intersection. To effectively chart this transition, two quick polls were conducted among members of the Association of Research Libraries (ARL).

The first poll, which ran in April 2023, provided an initial snapshot of the AI landscape in libraries. The second poll, carried out in December 2023, continued this inquiry, offering a comparative perspective on the evolving dynamics of AI use and possibilities in library services. This study analyzes and juxtaposes the outcomes of these two surveys to better understand how library leaders are managing the complexities of integrating AI into their operations and services. It specifically seeks to capture changing perspectives on the potential impact of AI, assess the extent of AI exploration and implementation within libraries, and identify AI applications relevant to the current library environment.

The insights derived from this comparative analysis shed light on the role of libraries in an increasingly AI-driven era, providing strategic directions and highlighting practices in research libraries.

Abigail Potter and Laurie Allen (Library of Congress) present 'Exploring Computational Description while Developing Responsible AI: An experiment to create MARC records from ebooks helps to define an AI planning and implementation framework' during the AI & Bibliographic Data session at the Fantasti... This item belongs to: movies/fantastic-futures-annual-international-conference-2023-ai-for-libraries-archives-and-museums-02.

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This interactive lesson plan explores the role of Artificial Intelligence (AI) in education, focusing on its impact on teachers, the issue of plagiarism, and concerns regarding data privacy. Designed for intermediate-level students, this class aims to prove their communicative skills (speaking, listening, reading, and writing) while engaging with these relevant topics. The lesson incorporates digital tools such as news reports, Genially, and Educaplay for an engaging and interactive experience.

UNESCO has published the Beijing Consensus on Artificial Intelligence (AI) and Education, the first ever document to offer guidance and recommendations on how best to harness AI technologies for achieving the Education 2030 Agenda. It was adopted during the International Conference on Artificial Intelligence and Education, held in Beijing from 16 – 18 May 2019, by over 50 government ministers, international representatives from over 105 Member States and almost 100 representatives from UN agencies, academic institutions, civil society and the private sector.

This is a practical guide to the dizzying domain of artificial intelligence within the education ecosystem, with a particular focus on the impact on equity and accessibility. AI and accessibility are beginning to have an interesting conversation. Not unlike the conversation about AI in general, the conversation about AI and accessibility in education can be found taking a techno-solutionist or techno-tragedist perspective. As we grow wary of this false dichotomy, we move toward what is much more likely to be the case: that it will be “both/and” and “neither/nor.” AI can make things better. It can benefit us all, it can address inequities, and it can lower barriers for people with disabilities in education. It can equally be used to amplify inequities (intentional and unintended), including discrimination against people who do not fit a “norm.”

William Weaver, Brad Ruhfel, Kyle Lough, and Stephen Smith (University of Michigan) present 'The Future of Natural History Transcription: Navigating AI Advancements with VoucherVision and the Specimen Label Transcription Project' during the AI & Bibliographic Data session at the Fantastic Futures ai... This item belongs to: movies/fantastic-futures-annual-international-conference-2023-ai-for-libraries-archives-and-museums-02.

This item has files of the following types: Archive BitTorrent, Item Tile, MP3, MPEG4, Metadata, PNG, Thumbnail, h.264 720P, h.264 IA

In this session we will discuss the potential of AI in generating dynamic content, including interactive textbooks, and its potential in developing open educational resources and practices. We will also engage in discussions about the legal and ethical considerations of both AI and open education including copyright, privacy, and open licensing. In this workshop we’ll dive into practical exercises, including the co-creation of a textbook chapter, demonstrating the real-world application of AI in OER.

This talk explores the intersection of generative AI and Open Educational Resources (OER), examining both the exciting opportunities and the inherent challenges. Generative AI offers the potential to revolutionize OER creation, adaptation, and delivery. It can assist with drafting, translation, improved accessibility, and can facilitate personalized learning experiences. However, critical issues such as access disparities, content quality concerns, amplified biases, copyright complexities, and data privacy must also be addressed. The talk calls for responsible and transparent use of AI, encouraging educators to experiment, stay informed, and prioritize an ethical approach in deploying AI tools to enhance open education.

(note: the above description was generated by pasting the video's automatically-generated captions into Google's chatbot Gemini using the Advanced model on 4/26/2024)

Presented by D’Arcy Hutchings, Instructional Design and Open Education Librarian, University of Alaska Anchorage

This Open Educational Resource (OER) was produced for educators who wish to find positive and productive ways to incorporate generative artificial intelligence (AI) tools into their work. This includes:

- using AI tools to develop courses, lesson plans, activities, assessments, and rubrics;
- leveraging AI tools to enhance existing in-class activities and assignments;
- teaching students how to engage with AI effectively, ethically, and responsibly;
- utilizing AI tools to efficiently complete administrative tasks.

This resource is focused on how AI tools can be used in polytechnic education. However, much of the content will also be relevant to educators in other educational contexts, like university or high school. The term ‘instructional staff’ is used widely in this resource and is meant to include instructors, professors, lecturers, teachers, educational assistants, and tutors.

Publicly available generative AI (GenAI) tools are rapidly emerging, and the release of iterative versions is outpacing the adaptation of national regulatory frameworks. The absence of national regulations on GenAI in most countries leaves the data privacy of users unprotected and educational institutions largely unprepared to validate the tools.

UNESCO’s first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies.

The Guidance presents an assessment of potential risks GenAI could pose to core humanistic values that promote human agency, inclusion, equity, gender equality, and linguistic and cultural diversities, as well as plural opinions and expressions.

It proposes key steps for governmental agencies to regulate the use of GenAI tools including mandating the protection of data privacy and considering an age limit for their use. It outlines requirements for GenAI providers to enable their ethical and effective use in education.

The Guidance stresses the need for educational institutions to validate GenAI systems on their ethical and pedagogical appropriateness for education. It calls on the international community to reflect on their long-term implications for knowledge, teaching, learning and assessment.

The publication offers concrete recommendations for policy-makers and educational institutions on how the uses of GenAI tools can be designed to protect human agency and genuinely benefit learners, teachers and researchers.

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change.

We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

Artificial Intelligence (AI) is emerging rapidly across industries—including K–12 education. To support
educators and education leaders in equitable and inclusive uses of AI in classrooms across Washington, the Office of Superintendent of Public Instruction (OSPI) presents this initial guidance, which emphasizes a human-centered approach to using this ever-evolving tool.

OSPI’s guidance on integrating AI into Washington classrooms is designed to be used by stakeholders across public education. The document covers definitions, principles and values, guidance, policy, academic integrity and AI assistance, and professional development.
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