đ˘ Boost Media APS dĂ il via al progetto Oikos!!!
Il progetto solidale cerca di aiutare persone, studenti ed associazioni che non possono permettersi di acquistare un pc ad avere il loro, riducendo cosĂŹ il digital divide.
â¤ď¸ Ti serve un pc? Vai sul sito e compila il modulo Ricevi-PC
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Riduciamo insieme il Digital Divide!
New book 'AI Human Code' examines how South Korea's rush to become an AI powerhouse risks leaving behind elderly citizens and marginalized groups, arguing technology design itself embeds structural inequality rather than being merely an adaptation problem
I refuse to use apps on my phone for most things, and I try not to use services that require an app. It particularly annoys me when it seems a government sevice requires the use of a smartphone.
I saw this article which says it well and thoght I'd share it.
Digital divide: App-only services exclude millions
https://thehill.com/opinion/technology/5790581-app-only-services-inequality
There's only one city in America that isn't on Google's Street View. Documentary filmmaker Chris Parr set out to map it, using North Oak, Minnesota's byzantine rules and the help of a drone. His experience shows who gets privacy in America, and who doesn't.
https://www.youtube.com/watch?v=gtiiHXsnsrY
#PrivacyInAmerica #DigitalDivide #RightToPrivacy #SurveillanceCapitalism #DataPrivacy #NorthOaks #GoogleStreetView #DocumentaryFilmmaking #DroneMapping #IndieDoc #Cartography
Rethinking Assessment for Generative AI: Orals and discussions
This post is part of a series on rethinking assessment in light of generative AI. The posts draw on research and resources from K-12 and tertiary to suggest ways that educators can design engaging, compelling assessments which shift the narrative away from GAI and "cheating". In a previous post, I talked about the risks associated with trying to "catch" students, such as the ethical issues with detection software, the mistrust created by heavy-handed academic integrity policies, and the [âŚ]https://leonfurze.com/2023/09/27/rethinking-assessment-for-generative-ai-orals-and-discussions/
Rethinking Assessment for Generative AI: Beyond the Essay
This post is part of a series on rethinking assessment in light of generative AI. The posts draw on research and resources from K-12 and tertiary to suggest ways that educators can design engaging, compelling assessments which shift the narrative away from GAI and "cheating". Click here for the previous post on oral assessments. There are plenty of good reasons to use the essay as a formal piece of assessment. Essays offer an opportunity for students to demonstrate their knowledge in a [âŚ]https://leonfurze.com/2023/10/04/rethinking-assessment-for-generative-ai-beyond-the-essay/
Generative AI, plagiarism, and âcheatingâ
Back in January, I wrote a post called Beyond Cheating, reflecting on the ChatGPT bans that were rolling out across various Australian states and the "cheating" narrative that had accompanied the chatbot since its release. In that earlier post, I argued that banning and blocking generative AI would only contribute to the digital divide - students who have greater access to digital technologies would inevitably be able to access and use GAI, putting those who rely on in-school technology [âŚ]https://leonfurze.com/2023/09/20/generative-ai-plagiarism-and-cheating/
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