Selected Online Reading on Artificial Intelligence in Education, Culture and Audiovisual Sector

This book reviews a blend of artificial intelligence (AI) approaches that can take e-learning to the next level by adding value through customization. It investigates three methods: crowdsourcing via social networks; user profiling through machine learning techniques, and personal learning portfolios using learning analytics. Technology and education have drawn closer together over the years as they complement each other within the domain of e-learning, and different generations of online education reflect the evolution of new technologies as researcher and developers continuously seek to optimize the electronic medium to enhance the effectiveness of e-learning. Artificial intelligence (AI) for e-learning promises personalized online education through a combination of different intelligent techniques that are grounded in established learning theories while at the same time addressing a number of common e-learning issues. This book is intended for education technologists and e-learning researchers as well as for a general readership interested in the evolution of online education based on techniques like machine learning, crowdsourcing, and learner profiling that can be merged to characterize the future of personalized e-learning.

New technologies and ongoing developments in the fields of Virtual reality, augmented reality and artificial intelligence are changing the ways in which we facilitate learning. Recognising the positive role these technologies can play in the learning and progress of students assessed as having special educational needs, this practical guide explains the characteristics, benefits, risks and potential applications of new technologies in the classroom. An innovative and timely resource, Virtual Reality, Augmented Reality and Artificial Intelligence in Special Education offers a background in the evidence-based theory and practice of using new technologies in an educational context. Accessible and free of complex jargon, chapters provide information on the development, intended uses and most current terminology used in relation to technologies, and explains how modern equipment, approaches and possibilities can be used to promote improved communication skills, independent learning and heightened self-esteem amongst students diagnosed with SEND. Offering a wealth of practical tips, downloadable resources and ideas for engaging with technology in the classroom, the text will support teachers to ensure that students can benefit from exciting technological advances and learn to use them appropriately. Demystifying a complex and varied field, this practical resource will inspire and inform teachers, SENCOs and practitioners working with children and students with SEND as they harness the use of technology in the classroom.

This book highlights the latest research in pen and touch, its current use in STEM classrooms, sketching and haptics technologies. Computer and educational scientists from academia and industry presented their research at the Conference on Pen and Touch Technology on Education (CPTTE) 2017 on the advancement of digital ink technology and its applications for college and K-12 classrooms. This book is the synthesis of the presented results and the ideas generated from conference discussions.  This volume contains seven parts; exploring topics like sketching forensics, teaching STEM, sketch recognition applications, creating a learning environment with sketching, teaching to sketch, and haptics. The book focuses on intelligent systems using digital ink that enable pen and touch interaction that teach and inspire students. Inspiring Students through Digital Ink is a must-read for anyone wanting to improve today's student experiences and apply innovative approaches in the classroom.  Also highlighted are current and future directions in pen and touch research.

This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.

We present conceptual foundations for artificial intelligence, expert systems, and knowledge engineering and management and discuss high quality in education. Following, we discuss the basics of our vision and prospective about higher education (HE): the battle for the future with digital transformation (DT). Next, we present our central Chapter 4 on DT: our dual model of knowledge and data, as befits a HE institution. Below, we present a succinct outline of our architectural model.

There are two different types of AI in wide use today. Recent developments have focused on datadriven machine learning, but in the last decades, most AI applications in education (AIEd) have been based on representational / knowledge-based AI. Data-driven AI uses a programming paradigm that is new to most computing professionals. It requires competences which are different from traditional programming and computational thinking. It opens up new ways to use computing and digital devices. But the development of state-of-the-art AI is now starting to exceed the computational capacity of the largest AI developers. The recent rapid developments in data-driven AI may not be sustainable. The impact of AI in education will depend on how learning and competence needs change, as AI will be widely used in the society and economy. AIEd should be used to help schools and educational institutions in transforming learning for the future. Many AIEd systems have been developed over the years, but few of these have shown clear scientific impact on learning. Evidence is lacking partly because the contexts of teaching and learning vary across classrooms, schools, educational systems, and countries. Local knowledge and capacity is critical for effective adoption and shaping of AIEd, and new scaling models are needed. Co-design of AIEd with teachers is a possible way to advance new scaling models. AI has a great potential in compensating learning difficulties and supporting teachers. The Union/ the EU needs a “clearing house” that helps teachers and policy-makers make sense of the fast developments in this area.

This book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies - two using quantitative methods and a third using qualitative methods - in order to gauge the status quo of e-learning.   The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university's e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices.  In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects - pedagogy, culture, technology and e-practice - and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome.  In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers.  This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students' and teachers' experiences with e-learning in a comparative higher education context can help higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.

The artificial intelligence (AI) landscape has evolved significantly from 1950 when Alan Turing first posed the question of whether machines can think. Today, AI is transforming societies and economies. It promises to generate productivity gains, improve well-being and help address global challenges, such as climate change, resource scarcity and health crises. Yet, as AI applications are adopted around the world, their use can raise questions and challenges related to human values, fairness, human determination, privacy, safety and accountability, among others. This report helps build a shared understanding of AI in the present and near-term by mapping the AI technical, economic, use case and policy landscape and identifying major public policy considerations. It is also intended to help co-ordination and consistency with discussions in other national and international fora.

In this ground-breaking book, Cambridge-trained sociologist Anthony Elliott argues that much of what passes for conventional wisdom about artificial intelligence is either ill-considered or plain wrong. The reason? The AI revolution is not so much about cyborgs and super-robots in the future, but rather massive changes in the here-and-now of everyday life. In The Culture of AI, Elliott explores how intelligent machines, advanced robotics, accelerating automation, big data and the Internet of Everything impact upon day-to-day life and contemporary societies. With remarkable clarity and insight, Elliott's examination of the reordering of everyday life highlights the centrality of AI to everything we do - from receiving Amazon recommendations to requesting Uber, and from getting information from virtual personal assistants to talking with chatbots. The rise of intelligent machines transforms the global economy and threatens jobs, but equally there are other major challenges to contemporary societies - although these challenges are unfolding in complex and uneven ways across the globe. The Culture of AI explores technological innovations from industrial robots to softbots, and from self-driving cars to military drones - and along the way provides detailed treatments of: The history of AI and the advent of the digital universe; automated technology, jobs and employment; the self and private life in times of accelerating machine intelligence; AI and new forms of social interaction; automated vehicles and new warfare; and, the future of AI. Written by one of the world's foremost social theorists, The Culture of AI is a major contribution to the field and a provocative reflection on one of the most urgent issues of our time. It will be essential reading to those working in a wide variety of disciplines including sociology, science and technology studies, politics, and cultural studies.

In Understanding Religion through Artificial Intelligence, Justin E. Lane looks at the reasons why humans feel they are part of a religious group, despite often being removed from other group members by vast distances or multiple generations. To achieve this, Lane offers a new perspective that integrates religious studies with psychology, anthropology, and data science, as well as with research at the forefront of Artificial Intelligence (AI). After providing a critical analysis of approaches to religion and social cohesion, Lane proposes a new model for religious studies, which he calls the "Information Identity System." This model focuses on the idea of conceptual ties: links between an individual's self-concept and the ancient beliefs of their religious group. Lane explores this idea through real-world examples, ranging from the rise in global Pentecostalism, to religious extremism and self-radicalization, to the effect of 9/11 on sermons. Lane uses this lens to show how we can understand religion and culture today, and how we can better contextualize the changes we see in the social world around us.

The last century has seen enormous leaps in the development of digital technologies, and most aspects of modern life have changed significantly with their widespread availability and use. Technology at various scales - supercomputers, corporate networks, desktop and laptop computers, theinternet, tablets, mobile phones, and processors that are hidden in everyday devices and are so small you can barely see them with the naked eye - all pervade our world in a major way.Computers and Society: Modern Perspectives is a wide-ranging and comprehensive textbook that critically assesses the global technical achievements in digital technologies and how are they are applied in media; education and learning; medicine and health; free speech, democracy, and government; andwar and peace.Ronald M. Baecker reviews critical ethical issues raised by computers, such as digital inclusion, security, safety, privacy,automation, and work, and discusses social, political, and ethical controversies and choices now faced by society. Particular attention is paid to new and exciting developmentsin artificial intelligence and machine learning, and the issues that have arisen from our complex relationship with AI.

Opting out of Digital Mediashowcases the role of human agency and cultural identity in the development and use of digital technologies. Based on academic research, news and trade reports, popular culture and 105 in-depth interviews, this book explores the contemporary "opting out" trend. It focuses directly on people's intentions and the many reasons why they engage with or reject digital technologies.　 Author Bonnie Brennen illustrates the nuanced thinking and numerous reasons why people choose to use some new technologies and reject others. Some interviewees opt out of digital technologies because of their ethical, political, environmental, religious or cultural beliefs. Other people consider new media superficial diversions that do not meet their expectations, needs or interests while some citizens worry about issues of privacy and security and reject digital technologies because of their fears. Still other people construct their cultural identities through the choices they make about their use of new media. In many cases the use or nonuse of digital technologies offers specific representations of how people assert their independence, authority and agency over new media, while in some cases the choices that people make about new technologies also illustrate their class position or socioeconomic status. Opting Out of Digital Media responds to the growing opting out trend, addressing the developments in the unplugging phenomenon. It serves as the ideal text for any reader interested in the role of digital technologies in our lives and how it has become a part of a mainstream movement. entities through the choices they make about their use of new media. In many cases the use or nonuse of digital technologies offers specific representations of how people assert their independence, authority and agency over new media, while in some cases the choices that people make about new technologies also illustrate their class position or socioeconomic status. Opting Out of Digital Media responds to the growing opting out trend, addressing the developments in the unplugging phenomenon. It serves as the ideal text for any reader interested in the role of digital technologies in our lives and how it has become a part of a mainstream movement.

This paper contributes towards the identification of current activities, important priority topics and crucial needs in the area of Artificial Intelligence (AI) within the European audiovisual sector. This document was provided by the Policy Department for Structural and Cohesion Policies on the request of the CULT Committee in order to support the drafting of the own-initiative report (INI) “The use of artificial intelligence in the education, culture and audio-visual sectors”.

This report, conceived, shaped and coordinated by the European Audiovisual Observatory’s legal department during the difficult months of lockdown, explores different issues requiring analysis from a regulatory standpoint, and is divided into three parts.

Cultural economics deals with many aspects of the creative economy including the art market, heritage, live performing arts and cultural industries. Teaching Cultural Economicsintroduces the range and scope of these subjects through short chapters by experienced teachers who are expert in the topic of their chapters. The guide starts out with chapters on the experience of teaching cultural economics by leading exponents in the field. Chapters then follow grouped by general topic: financing cultural production, artists' labour markets, consumer behaviour in the cultural sector, digitisation and copyright and case studies of creative industries. The breadth of material provided within these pages is invaluable to teachers who wish to offer courses in cultural economics and are seeking guidance for developing a new course, as well as for teachers who are already teaching cultural economics and are seeking inspiration for new case studies. The material can also be used by teachers of other courses who wish to teach cultural economics as part of their curriculum. Contributors include:V. Ateca-Amestoy, H. Bakhshi, A. Baldin, F. Benhamou, T. Bille, E. Bjørnsen, R. Buijze, S. Cameron, L. Champarnaud, D.C. Chisholm, M.J. del Barrio-Tellado, L. Delomeaux, J. Denis, P. Di Caro, L. Di Gaetano, J. Farchy, K. Goto, C. Handke, S.J.C. Hemels, L.C. Herrero- Prieto, P. Kaszynska, E. Lazzaro, I. Mazza, J. McKenzie, A. Mignosa, T. Navarrete, T. Orme, G. Pignataro, I. Rizzo, B. Seaman, R. Towse