Taccle AI

Improving skills and competences of VET teachers and trainers in the age of Artificial Intelligence

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AI Governance

Graham Attwell 112 Views , , , , , , ,

Open consultation on regulatory approaches for AI 

Following extensive expert consultations and discussions with parliamentarians, UNESCO have released a consultation paper in English for public consultation on AI governance.. 

UNESCO encourages stakeholders, including parliamentarians, legal experts, AI governance experts and the public, to review, and provide feedback on the different regulatory approaches for AI. You can read the consultation paper here. 

The Consultation Paper on AI Regulation is part of a broader effort by UNESCO, Inter-Parliamentary Union and Internet Governance Forum’s Parliamentary Track to engage parliamentarians globally and enhance their capacities in evidence-based policy making for AI.

The Paper has been developed through:

  • Literature review on AI regulation in different parts of the world.
  • A discussion on “The impact of AI on democracy, human rights and the rule of law” with parliamentarians from around the world at the IPU Assembly in Geneva, 23-27 March 2024.
  • Capacity building workshop co-designed and co-facilitated by UNESCO on 25 March 2024 at the IPU in Geneva and three webinars on the subject that were organized by IPU, UNESCO and the Internet Governance Forum (IGF) for parliamentarians to inform the development of the discussion paper.
  • Discussion with Members of Parliament at the Regional Summit of Parliamentarians on Artificial Intelligence in Latin America held in Buenos Aires on 13 and 14 June 2024. 

The deadline for comments is 19 September, 2024.

News 

AI Governance

Graham Attwell 104 Views , , , , , , ,

Open consultation on regulatory approaches for AI 

Following extensive expert consultations and discussions with parliamentarians, UNESCO have released a consultation paper in English for public consultation on AI governance.. 

UNESCO encourages stakeholders, including parliamentarians, legal experts, AI governance experts and the public, to review, and provide feedback on the different regulatory approaches for AI. You can read the consultation paper here. 

The Consultation Paper on AI Regulation is part of a broader effort by UNESCO, Inter-Parliamentary Union and Internet Governance Forum’s Parliamentary Track to engage parliamentarians globally and enhance their capacities in evidence-based policy making for AI.

The Paper has been developed through:

  • Literature review on AI regulation in different parts of the world.
  • A discussion on “The impact of AI on democracy, human rights and the rule of law” with parliamentarians from around the world at the IPU Assembly in Geneva, 23-27 March 2024.
  • Capacity building workshop co-designed and co-facilitated by UNESCO on 25 March 2024 at the IPU in Geneva and three webinars on the subject that were organized by IPU, UNESCO and the Internet Governance Forum (IGF) for parliamentarians to inform the development of the discussion paper.
  • Discussion with Members of Parliament at the Regional Summit of Parliamentarians on Artificial Intelligence in Latin America held in Buenos Aires on 13 and 14 June 2024. 

The deadline for comments is 19 September, 2024.

News 

Has your organisation a policy on AI?

Graham Attwell 362 Views , , , , , ,

Photo by Ross Findon on Unsplash

Stumbled on this google doc this morning. It is an open document for people to share their institution's policy on AI. OK - so the organisations all appear to be in the US and its main focus is on Higher Education. But it seems to be going a little viral - there were 43 entries this morning and now there are 56! And it is interesting in that there appear to be wildly different policies between different organisations. Lets give you a flavour of some of them:

Some student work may be submitted to AI or plagiarism detection tools in order to ensure that student work product is human created.  The submission of AI generated answers constitutes plagiarism and is a violation of CSCC's student code of conduct.

Columbus State Community College

 AI is a tool, just like a pencil or a computer. However, unlike most tools you need to acknowledge using it. Pay close attention to whatever information you use in your own work that is produced from Ai, and explain how/what you used at the end of assignments.

Clemson University

Use of an AI Generator such as ChatGPT, iA Writer, MidJourney, DALL-E, etc. is explicitly prohibited unless otherwise noted by the instructor.  The information derived from these tools is based on previously published materials. Therefore, using these tools without proper citation constitutes plagiarism.

Middle Tennessee State University

 expect you to use AI (ChatGPT and image generation tools, at a minimum), in this class. In fact, some assignments will require it. Learning to use AI is an emerging skill, and I provide tutorials in Canvas about how to use them. I am happy to meet and help with these tools during office hours or after class.

Wharton School University of Pennsylvania

We will use AI tools that harness large language models, including ChatGPT (and DALL-E 2 among others), as pedagogical opportunities for learning and teaching in the course. Doing so aligns with the course objective on digital literacies (course objective 4) and opens up a class dialogue about the role of AI in education, including opportunities and complexities for teachers' everyday work in facilitating the learning of diverse student cohorts

University of Queensland (UQ), Australia

And so on. It seems to vary quite a bit depending on different subject araes - especially with art and design programmes integrating AI in the curriculum.

It would be fascinating to have a similar page for European education (will suggest this to be colleagues in the AI Pioneers Project)

News 

AI and Young People

Graham Attwell 879 Views , , , , ,

Last December, the Youth Department of the Council of Europe organised a seminar on Artificial Intelligence and its Impact on Young People. The aim of the seminar was to explore the issues, role and possible contributions of the youth sector in an effort to ensure that AI is responsibly used in democratic societies and that young people have a say about matters that concern their present and future. The seminar looked, among other things, into three dimensions of AI”

  • AI and democratic youth participation (including young people’s trust/interest in democracy)
  • AI and young people’s access to rights (including social rights)
  • AI and youth policy and youth work

According to the report of the seminar, the programme enabled the participants to put together their experience and knowledge in proposing answers to the following questions:

  • What are the impacts of on young people and how can young people benefit from it?
  • How can the youth sector make use of the capacities of to enhance the potential of youth work and youth policy provisions for the benefit of young people?
  • How to inform and “educate” young people about the potential benefits and risks of AI, notably in relation to young people’s human rights and democratic participation and the need to involve all young people in the process?
  • How does AI influence young people’s access to rights?
  • What should the youth sector of the Council of Europe, through the use of its various instruments and partners, do about AI in the future?

Not only is there a written report of the seminar but also an excellent illustrated report. Sadly it is not in a format that  can be embedded, but  it is well worth going to the Council of Europe’s web page on AI and scrolling to the bottom to see the report.