This research investigates the potential and challenges of using artificial intelligence, specifically the ChatGPT-4 model developed by OpenAI, in grading and providing feedback in an educational setting. By comparing the grading of a human lecturer and ChatGPT-4 in an experiment with 105 students, our study found a strong positive correlation between the scores given by both, despite some mismatches. In addition, we observed that ChatGPT-4's feedback was effectively personalized and understandable for students, contributing to their learning experience. While our findings suggest that AI technologies like ChatGPT-4 can significantly speed up the grading process and enhance feedback provision, the implementation of these systems should be thoughtfully considered. With further research and development, AI can potentially become a valuable tool to support teaching and learning in education. https://saiconference.com/FICC
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ChatGPT’s emergence and subsequent evolution as a generative artificial intelligence tool introduces new ways of assisting students with research design. Fostering research skills with undergraduate students presents opportunities and challenges for faculty to aid with drafting research plans, questions for investigation, and methods for conducting the research. While some educators rightfully voice concerns over the ethical aspects of such a tool, this article will draw on my own experiences using ChatGPT 4.0 as a tool in research project supervision. I demonstrate how to prompt ChatGPT to give useful suggestions that can be used as actionable feedback. I also discuss how to instruct students to include ChatGPT in their research methodology when using the tool to refine research questions.
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Research into automatic text simplification aims to promote access to information for all members of society. To facilitate generalizability, simplification research often abstracts away from specific use cases, and targets a prototypical reader and an underspecified content creator. In this paper, we consider a real-world use case – simplification technology for use in Dutch municipalities – and identify the needs of the content creators and the target audiences in this scenario. The stakeholders envision a system that (a) assists the human writer without taking over the task; (b) provides diverse outputs, tailored for specific target audiences; and (c) explains the suggestions that it outputs. These requirements call for technology that is characterized by modularity, explainability, and variability. We argue that these are important research directions that require further exploration
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The report from Inholland University is dedicated to the impacts of data-driven practices on non-journalistic media production and creative industries. It explores trends, showcases advancements, and highlights opportunities and threats in this dynamic landscape. Examining various stakeholders' perspectives provides actionable insights for navigating challenges and leveraging opportunities. Through curated showcases and analyses, the report underscores the transformative potential of data-driven work while addressing concerns such as copyright issues and AI's role in replacing human artists. The findings culminate in a comprehensive overview that guides informed decision-making in the creative industry.
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Websites placing cookies on your computer to track your browsing behavior. TikTok stores your personal data in China. Are you aware of what products, services, and organisations do with your personal data? It is often not obvious. Our digital lives are becoming more and more prominent. We are now meeting each other virtually for work and leisure, and are spotted and traced without our knowledge, both in physical places (public areas and streets) and in virtual spaces. Technology is developing rapidly and policy makers are not able to keep up, resulting in unknown threats for citizens in modern society. Moreover, technology can lead to inequality and exclusion, as demonstrated in the Dutch childcare benefits scandal. The aim of the Inholland Digital Rights Research Team, co-founded by Professors Wina Smeenk, Ander de Keijzer and Ben Wagner, is to focus their work on the social, economic, cultural, communication, design and technological elements that can lead to a digitally responsible society. This means that we want to be part of the debate and research on how technology in our digital age can contribute to the quality of peoples’ lives: how can people benefit from the digital society and how are they hindered, or even worse, excluded from partaking in our digital society. We do this in our research lines, as well as in the sustainable media lab courses and the data-driven minor.
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