While there is much focus on interventions to foster ethical reflection in the design process of AI, there is less focus on fostering ethical reflection for (end)users. Yet, with the rise of genAI, AI technologies are no longer confined to expert users; non-experts are widely using these technologies. In this case study in a governmental organization in the Netherlands, we investigated a bottom-up approach to foster ethical reflection on the use of genAI tools. An approach of guided experimentation, including an intervention with a serious game, allowed civil servants to experiment, to understand the technology and its associated risks. The case study demonstrates that this approach enhances the awareness of possibilities and limitations, and the ethical considerations, of genAI usage. By analyzing usage statistics, we estimated the organization’s energy consumption.
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This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.
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In the modern day and age, cybersecurity facesnumerous challenges. Computer systems and networks become more and more sophisticated and interconnected, and the attack surface constantly increases. In addition, cyber-attacks keep growing in complexity and scale. In order to address these challenges, security professionals started to employ generative AI (GenAI) to quickly respond to attacks. However, this introduces challenges in terms of how GenAI can be adapted to the security environment and where the legal and ethical responsibilities lie. The Universities of Twente and Groningen and the Hanze University of Applied Sciences have initiated an interdisciplinary research project to investigate the legal and technical aspects of these LLMs in the cybersecurity domain and develop an advanced AI-powered tool.
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Datagebruik en omgang met persoonsgegevens gaan in bijna elke toekomstige baan op hbo-niveau een rol spelen. Dat betekent dat alle instituten van de Hogeschool Utrecht moeten nadenken over hoe zij hun toekomstige professionals hierop gaan voorbereiden. De vraag is of dat op dit moment adequaat en efficiënt gebeurt.
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Lawmakers as representatives of the people should resist the anti-competitive proposals of the banking sector and embrace a vision of the digital euro that serves the collective interests of Europeans, Dr Martijn van der Linden and Vicky Van Eyck write. The influence of the banking lobby on policymakers risks undermining the digital euro's potential. Lawmakers as representatives of the people should resist the anticompetitive proposals of the banking sector and embrace a vision of the digital euro that serves the collective interests of Europeans. This means that the digital euro must be attractive, accessible and beneficial to all. The deliberation process must be free from the disproportionate influence of an industry that has much to lose from a level playing field for payment services and financial intermediation.
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Als hbo-docent kom je regelmatig momenten tegen waarop je even niet (zeker) weet hoe je moet handelen (Ommering et al., 2023). Dat is niet gek in een dynamische context met snelle ontwikkelingen. Denk bijvoorbeeld aan de opkomst van GenAI en de vragen die dit oproept voor bijvoorbeeld het ontwikkelen van opdrachten of toetsing. Op dit soort momenten van niet-weten is onderzoekend vermogen essentieel en daardoor van belang voor elke docent. Door onderzoekend vermogen in te zetten, denk je na over welke handelingskennis ontbreekt en hoe je dit kan ontwikkelen op een manier die past bij jouw context. Onderzoekend vermogen vergroot daarmee de flexibiliteit en wendbaarheid van docenten die nodig is voor toekomstbestendig hoger beroepsonderwijs (Darling-Hammond et al., 2017; OCW, 2019, Vereniging Hogescholen, 2019). Hoe kan je dit als hbo-docent ontwikkelen? In dit artikel beschrijven we op basis van onderzoek op vier hogescholen verschillende manieren om onderzoekend vermogen van hbo-docenten te vergroten. Deze manieren zijn geïdentificeerd door hbo-docenten zelf, andere onderwijsprofessionals en studenten uit het hbo. Wat blijkt? Er is een waaier aan mogelijkheden!
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