1,721,019 research outputs found
Sound as a Mediator between the Body and the Virtual Technological Educational Approaches
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Deep Learning in Educational Scenario
No full textThe relationship between deep learning and human neural networks is speculative due to limited understanding of brain processes. Deep Learning employs artificial neural networks to predict patterns in data, resembling biological brain functions. This connection extends to education, where AI models simulate learning processes. The overlap involves the dynamics of human learning and the attempt to replicate them through automated structures. Deep Knowledge Tracing, presented at NeurIPS 2015, utilizes recurrent neural networks to predict student performance based on previous data. In education, this approach predicts personalized training needs efficiently, fostering a significant human–machine relationship. The ASSISTments project exemplifies collaboration between researchers and teachers, offering a platform for interactive learning. The success is attributed to continuous repetition in science-related modes and teacher involvement. This reflects two educational data mining approaches: organic interaction between computers and humans and a more automated AI-mediated synthesis. Balancing AI advantages with human-centric education is crucial, emphasizing the need for a control policy and literacy strategy for intelligent technologies. The challenge is to develop intensive AI education forms in the coming months. This contribution explores operational strategies for implementing AI education, addressing challenges such as diverse Deep Learning algorithms, non-open datasets, theoretical hesitations, and BigTech interests. A focus on AI in education (AIED) involves training in Computational Thinking. The Korean experiment demonstrates successful Deep Learning education for children. The challenge lies in balancing technological literacy with ontological perspectives. Doleck et al. emphasize explaining rather than just predicting AI processes. Holmes et al. propose AIED applications like collaborative learning, student forum monitoring, continuous assessment, AI learning companions, and AI teaching assistants. The democratization of AI in education requires expanding datasets, broadening data sources, integrating real contexts, clarifying algorithms, and enhancing AI competence in curricula. Educational Data Mining (EDM) plays a crucial role in predicting student achievement. The article suggests a conceptual framework for AI integration, encompassing cognitive, biometric, physical, and spatial dimensions, alongside algorithmic, educational dataset, and subjective feedback considerations. Open-ended conclusions emphasize the need for a comprehensive, curriculum-based, and critical approach to AI in education, focusing on digital literacy, dataset understanding, and the impact of AI on subjective experiences
Sapiens' Future in the Age of Artificial World Picture
Full text linkAI, in its various forms and articulations, represents a range of new opportunities and strategies that our species can use to improve its condition. Often the scenarios presented in association with AI speak of a humanity threatened by machines or, conversely, of a utopian future in which man and machine will be fully hybridized harmoniously. In this article, I try to put into shape some of the key questions emerging in the field of Artificial Intelligence, avoiding sensationalist exaggerations on the one hand and, on the other, pointing out that the real challenge posed by intelligent machines lies in the new ways in which humans will be able to rethink and reinvent themselves and, therefore, their own possibilities for existence in what, even now, connotes itself as an Artificial World
Preface
No full textThis volume focuses on both theoretical and empirical issues and joins contributions from different disciplines, concepts, and sensibilities, bringing together scholars from fields that at first glance may appear different—neuroscience and cognitive neuroscience; robotics, informatics, human-computer interaction, artificial intelligence, and information processing systems; education, philosophy, law, psychobiology, and psychology
Cooperation, Law and Artificial Intelligence Technologies
No full textThe study starts from assumptions peculiar to cognitive sciences and evolutionary anthropology, which are not very common among legal scholars, at least in Italy, but are already present in many legal research methodologies as, for example, in naturalism or computational philosophy. In these areas the answer to the question ‘what is law’ is changing, fitting into the long history of the evolution of culture. The contemporary legal method, proper to normativism, was formed in recent times on the ideological assumptions of the bourgeois revolution and represents a type of law, written in laws, or, at any rate, in written texts of legislative origin. It does not take into account other ways of realizing law, which have occurred in past ages; in fact, the Gordian knot enveloping the ethical norm and the legal rule remains unresolved. In other ways, interpretation has opened up, far beyond the text, looking directly at values contained in constitutional principles. Anthropological studies root the origin of legal or ethical social relations in the homo sapiens in very ancient times, going all the way back to homo habilis. In this origin and throughout its history law has fulfilled the function of conflict settler and regulator of peace within a given social group, enabling a primate genetically predisposed to an authoritarian and
hierarchical type of sociality to build large social groups. In this function, law reveals its hidden side: the primary protected good is not the person or human life, but social peace. Artificial Intelligence systems are information processing systems, they are in full development and are demonstrating their importance in legal systems. The questions that arise generally concern their inclusion in the ius dicere, ‘saying law’, be it as replacements for lawyers or judges. Certainly, they expand the technical ossibilities and thus make possible new forms of conflict treatment. It is not just a matter of replacing the judge or the lawyer, but of finding new forms and new procedures that cannot be managed if entrusted to a human being, also skipping the normativist approach that locks law into the text of law, but in accordance with the historical function of law
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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