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Combining Large Language Models and ontologies to build a collaborative learning digital environment
No full textThis paper discusses the architecture of a novel digital system designed to support TransDisciplinary (TD) research by fostering collaborative learning and knowledge integration across disciplines. The system integrates three primary components: an ontology, an AI component, and a user interface. The ontology provides a structured framework for organizing and connecting concepts from diverse fields, facilitating the development of TD definitions. The AI component, based on Large Language Models (LLMs), interprets users’ natural language queries, retrieves relevant concepts, and highlights TD relationships. The user interface enables researchers to explore these connections, promoting deeper understanding and collaborative knowledge building. By automating the generation of ontologies and supporting natural language interactions, this system addresses challenges in TD research, such as fragmentation and inefficient communication. It also enhances legal interpretative skills by integrating insights from multiple disciplines, contributing to a more inclusive and human-centered legal system. This paper outlines the system’s architecture, discusses its components, and highlights future research directions
Digital Fashion in the Metaverse and Innovation for Sustainability in Fashion
No full textThe metaverse is an online social environment where customers can participate experiences, socialize, build their own identity through avatars, possess virtual property. Many companies in the fashion industry have become interested in the metaverse for the construction of experiences, events or to propose digital fashion items. The present works intend to focus on the research and practice on fashion industry in the metaverse focusing on the sustainability challenges within this sector.
The metaverse can emphasise the search for sustainability, particularly in research and development, innovation and communication, allowing companies to think about sustainable transition, circular business models, minimising environmental damage and satisfying the needs of selected target customers. For the users active in the metaverse, the interaction with the brand in its digital experiences or objects can in fact constitute a form of experimental and immersive market research, from which the company/brand can draw relevant implications as a market pre-test on a selected target and on the relevant stakeholders, making it possible to focus on the designs and projects that are believed to be of interest in real life, shortening the time and minimising the resources for the creation and dissemination of innovations or collections that are not in line with the needs and tastes of customers.
In this way, companies are faced with the possibility of interacting in a much more active perspective than that allowed by social media platforms and Web 2.0, providing valuable managerial and scientific indications for anyone interested in fashion sustainability and R&D in the coming years
Lavoro, disabilità e inclusione: lo stato dell'arte della ricerca in Pedagogia Speciale
No full textESISTE UNA CORRELAZIONE GIURIDICA TRA OBBLIGO DI CUSTODIA DEL TERRITORIO E TUTELA DEL CLIMA?
No full textThe Paradoxes of Artificial Intelligence in Management Education: What We Learn from Providing Human and AI Feedback to Student Global Virtual Teams
No full textThis study investigates paradoxes presented by artificial intelligence (AI) in management
education as revealed by the experience of a large-scale exercise in which students work in
global virtual teams (GVTs). While the role of AI is growing exponentially in most fields of
human experience, with a simultaneous increase in demand for students to develop
competencies in using AI, the role of artificial intelligence (AI) in management education
remains controversial and unevenly applied. Often, AI is partially or completely forbidden to
students because it is considered unethical or harmful to creativity and learning. Its use by
academics is stigmatized for similar reasons. This situation creates an increasing tension
between AI's growing potential and the limitations and hesitations associated with its
adoption. In this study, we leverage a cutting-edge global experiential learning project with
students working in culturally diverse GVTs (the X-Culture Project) to examine evidence of
the paradoxical tensions produced by AI when used to provide feedback to students on their
work. We employ an experimental design to compare the satisfaction, performance and
creativity of students randomly assigned to one of four experimental conditions: 1) feedback
received from humans, 2) feedback received from AI with students told the feedback was
generated by AI, 3) feedback received from AI but students are not told that AI created the
feedback, and 4) no feedback provided (control group). Our findings deepen the paradoxes surrounding the adoption of AI. There is no difference in student satisfaction between teams
receiving human and AI feedback. Also, there is no difference in student satisfaction
regardless of whether students know feedback is from AI. Teams receiving AI feedback
underperformed compared to those receiving human feedback, but whether team members
know feedback is from AI does not make a difference in team performance. Teams receiving
AI feedback were also less creative than those receiving human feedback, but if students are
not aware of the source of feedback, teams are more creative than if they are. These findings
magnify the paradoxes of AI in education by showing both the value and the hazards of using
AI to provide feedback on student work
Caring with Humor: How Cognitive Flexibility Enhances Humor and Playfulness in Clown Doctors
No full textMemes as an Antidote to AI Hegemony
Get PDFArtificial intelligence (AI) has recently gained great progress in many disciplines, from natural language processing to visual recognition. In all these vast possibilities for computation, however, it seems that AI struggles at reproducing one of the most common human forms of expression: “memes”. Memes happen to be too complex as digital artifacts and too deep in being an expressive part of cultural, personal, or collective experiences for any AI to understand–despite its wide access to data. The failure emanates from the symbolic, cultural, and ironic layers impregnated within memes, which are composed of deep social contexts, nuanced allusions, and quick changes in culture. Even though AI processes massive amounts of information, it has never been taught to recognize or piece together the interplay of these intricate human dynamics. The problem arises from the very nature of ambiguity that humor, cultural reference, and irony possess. In other words, even with millions of examples of memes, AI’s attempts at humor seem to be far from human-like in most cases. In fact, the aim of this paper is to demonstrate that memes serve as an effective counterbalance to the growing influence of AI, because they offer a valuable insight into the limitations of AI in comprehending the nuances of human behaviour and emotional contexts. A comparative analysis of human-generated and AI-generated memes has enabled the identification of cognitive and creative limitations that define the boundaries of AI’s meme-making capabilities. Scientific relevance of this research is positioned at the intersection of AI and digital culture because as AI technologies come to mediate online interactions more and more, memes can offer a unique form of resistance against them, emphasizing the irreplaceability of human umor
Alcune incoerenze nell’attuale disciplina sullo stabilimento delle società
Get PDFIn una recente sentenza, la Corte di giustizia ha nuovamente affrontato il problema della libertà di stabilimento delle società e del rapporto che questa presenta con le disposizioni nazionali di diritto internazionale privato. Benché la decisione non costituisca una novità, essa pone con urgenza il problema della tutela dei soggetti che rischiano di essere pregiudicati da uno spostamento della sede all’estero ovvero dal cambiamento della legge applicabile, quali i creditori, i soci di minoranza e i lavoratori.
La situazione si è complicata ulteriormente, perché, a seguito della sentenza della Corte di giustizia nel caso Polbud e della direttiva 2019/2121, esistono ora due diverse modalità di esercizio del diritto di stabilimento da parte delle società. Dette diverse modalità, seppure nettamente distinte dal punto di vista giuridico, risultano scarsamente coordinate proprio sotto il profilo della tutela dei soggetti che avevano fatto affidamento su un determinato assetto giuridico della società. Per risolvere l’aporia, il legislatore dell’Unione dovrebbe intervenire completando l’armonizzazione normativa del settore ovvero con l’adozione di un regolamento (c.d. Roma V) sulla legge applicabile alle società.In a recent ruling, the Court of Justice once again addressed the issue of the freedom
of establishment of companies and its relationship with national rules of Private International law.
Although the decision is nothing new, it urgently raises the issue of the protection of persons who may be affected by a transfer of the seat abroad or by a change in the applicable law, such as creditors, minority shareholders and employees.
The situation has become even more complicated because, following the ruling of the Court of
Justice in the Polbud case and Directive 2019/2121, there are now two different ways for companies to exercise their right of establishment. These different modes, although clearly distinct from a legal point of view, are poorly coordinated precisely from the point of view of the protection of those who had relied on a particular legal asset of the company. In order to resolve this aporia, the European Institutions should intervene by completing the regulatory harmonisation of the sector or by adopting a regulation (so-called Rome V) on the law applicable to companies
A Competency-Based Curriculum Content Design for Complex B2B Sales in Higher Education Institutions
No full textSales education has evolved significantly due to trends such as sales transformation, hybrid sales, and the growing relevance
of sales in complex digital markets. However, there is a lack of comprehensive educational research that can propose
curriculum designs based on the most relevant competencies for the industry and help respond to recent challenges in
competitive and technological terms. This study adopts a competence-based and multi-stakeholder perspective to investigate
emerging competencies in complex selling and implement a curriculum design model for sales. It examines the literature and
gathers insights from both sales scholars and business stakeholders to put forward a comprehensive set of competencies and
a curriculum content proposal for universities. The results reveal that sales professionals should have strategic value creation,
advanced business negotiation, and advanced interpersonal and intrapersonal competencies. The findings of our study and
the proposed curriculum content provide a basis for future research on sales education and applications in universities