Meredith Broussard, one of the few Black women doing research in artificial intelligence, would like to see us tackling the problems that have been shown to be prevalent in today’s AI systems, especially the issue of bias based on race, gender, or ability.
Machine learning tools like chatbots and virtual assistants can emulate the work of psychologists and psychotherapists and are even helping to address people’s basic therapeutic needs.
Who will use AI-assisted writing tools — and what will they use them for? The short answer, says Katie Metzler, is everyone and for almost every task that involves typing.
Artificial intelligence tools like OpenAI’s ChatGPT language model could make completing college coursework as simple as asking a computer questions and getting answers at the click of a button (to the prospective horror of some professors). In fact, 61 percent of college students say using AI tools will become the new normal, but does that new normal involve students learning or machines learning?
Several recent academic papers have listed ChatGPT as an author. But should the artificially intelligent writing bot be considered an academic author?
David Canter considers some implications of ChatGPT and what it tells us about real intelligence, general, artificial or otherwise.
Simone Natale and Leah Henrickson draw on their research into computational creativity and introduce the concept of the ‘Lovelace Effect’, to explain how creativity is often a product of social conventions and why as a consequence, educators and researchers should think carefully about what constitutes good writing in their fields.
The role of AI in the production of research papers is rapidly moving from being a futuristic vision, towards an everyday reality; a situation with significant consequences for research integrity and the detection of fraudulent research. Rebecca Lawrence and Sabina Alam argue that for publishers, collaboration and open research workflows are key to ensuring the reliability of the scholarly record.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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