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The increasing use of AI in industry and society not only expects but demands that we build human-centred competencies into our AI education programmes. The computing education community needs to adapt, and while the adoption of standalone ethics modules into AI programmes or the inclusion of ethical content into traditional applied AI modules is progressing, it is not enough. To foster student competencies to create AI innovations that respect and support the protection of individual rights and society, a novel ground-up approach is needed. This panel presents on one such approach, the development of a Human-Centred AI Masters (HCAIM) as well as the insights and lessons learned from the process. In particular, we discuss the design decisions that have led to the multi-institutional master’s programme. Moreover, this panel allows for discussion on pedagogical and methodological approaches, content knowledge areas and the delivery of such a novel programme, along with challenges faced, to inform and learn from other educators that are considering developing such programmes.
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Background: There is increasing interest in the role that technology can play in improving the vitality of knowledge workers. A promising and widely adopted strategy to attain this goal is to reduce sedentary behavior (SB) and increase physical activity (PA). In this paper, we review the state-of-the-art SB and PA interventions using technology in the office environment. By scoping the existing landscape, we identified current gaps and underexplored possibilities. We discuss opportunities for future development and research on SB and PA interventions using technology. Methods: A systematic search was conducted in the Association for Computing Machinery digital library, the interdisciplinary library Scopus, and the Institute of Electrical and Electronics Engineers Xplore Digital Library to locate peer-reviewed scientific articles detailing SB and PA technology interventions in office environments between 2009 and 2019. Results: The initial search identified 1130 articles, of which 45 studies were included in the analysis. Our scoping review focused on the technologies supporting the interventions, which were coded using a grounded approach. Conclusion: Our findings showed that current SB and PA interventions using technology provide limited possibilities for physically active ways of working as opposed to the common strategy of prompting breaks. Interventions are also often offered as additional systems or services, rather than integrated into existing office infrastructures. With this work, we have mapped different types of interventions and provide an increased understanding of the opportunities for future multidisciplinary development and research of technologies to address sedentary behavior and physical activity in the office context
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This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
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In November 2019, the High Performance Greenhouse project (HiPerGreen) was nominated for the RAAK Award 2019, as one of the best applied research projects in the Netherlands. This paper discusses the challenges faced, lessons learned and critical factors in making the project into a success.
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