An Artificial Intelligence driven Learning Analytics Method to Examine the Collaborative Problem solving Process from a Complex Adaptive Systems Perspective
College of Education, Zhejiang University（浙江大学教育学院）；UCL Knowledge Lab, University College London（伦敦大学学院UCL知识实验室）
Fan Ouyang, Weiqi Xu, Mutlu Cukurova
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27 pages, 8 Figures, Accepted to appear in the International Journal of Computer-Supported Collaborative Learning
Collaborative problem solving (CPS) enables student groups to complete learning tasks, construct knowledge, and solve problems. Previous research has argued the importance to examine the complexity of CPS, including its multimodality, dynamics, and synergy from the complex adaptive systems perspective. However, there is limited empirical research examining the adaptive and temporal characteristics of CPS which might lead to an oversimplified representation of the real complexity of the CPS process. To further understand the nature of CPS in online interaction settings, this research collected multimodal process and performance data (i.e., verbal audios, computer screen recordings, concept map data) and proposed a three-layered analytical framework that integrated AI algorithms with learning analytics to analyze the regularity of groups collaboration patterns. The results detected three types of collaborative patterns in groups, namely the behaviour-oriented collaborative pattern (Type 1) associated with medium-level performance, the communication - behaviour - synergistic collaborative pattern (Type 2) associated with high-level performance, and the communication-oriented collaborative pattern (Type 3) associated with low-level performance. The research further highlighted the multimodal, dynamic, and synergistic characteristics of groups collaborative patterns to explain the emergence of an adaptive, self-organizing system during the CPS process.
Ethical Considerations in Artificial Intelligence Courses
University of Kentucky（肯塔基大学）；University of Southern California（南加州大学）；University of Michigan（密歇根大学）；IBM T.J. Watson Research Center（IBM T.J. 沃森研究中心）；UNSW（新南威尔士大学）；Data61/CSIRO（澳大利亚联邦科学与工业研究组织 Data61）；TU Berlin（柏林工业大学）
Artificial Intelligence : from Research to Application ; the Upper-Rhine Artificial Intelligence Symposium (UR-AI 2019)
TriRhenaTech联盟大学及其合作伙伴在2019年3月13日在奥芬堡举行的三国会议“人工智能：从研究到应用”上展示了他们在人工智能领域的能力以及与行业的跨境合作。TriRhenaTech联盟是上莱茵河三国大都市区的大学网络，包括位于富特旺根、凯泽斯滕、卡尔斯鲁厄和奥芬堡的德国应用科学大学，巴登-符腾堡州合作州立大学Loerrach，法国大学网络阿尔萨斯理工大学，瑞士国立大学（由14所工程、建筑和管理领域的“高等院校”组成）和瑞士西北应用科学与艺术大学（University of Applied Sciences and Arts Northwestern Switzerland）。该联盟的共同目标是加强知识、研究和技术的转移，以及学生的跨境流动。
Watershed of Artificial Intelligence: Human Intelligence, Machine Intelligence, and Biological Intelligence
University of Brasilia（巴西利亚大学）；University of Sao Paulo（圣保罗大学）
本文回顾了23年前提出的“一次学习”机制，以及随后在图像分类中的“一次性学习”和在客观检测中的“You Only Look Once - YOLO”的成功。分析了人工智能（AI）的发展现状，提出AI应明确划分为人工人类智能（AHI）、人工机器智能（AMI）和人工生物智能（ABI），这也将是AI理论和应用发展的主要方向。作为人工智能分支的分水岭，讨论了一些分类标准和方法：1）面向人类、面向机器和面向生物的人工智能研发; 2）通过模糊度上升或模糊度下降处理的信息输入; 3）使用一个/几个或大样本进行知识学习。
"We'll have to see how it works": An interview study to understand collaborative practices in interdisciplinary artificial intelligence and healthcare research
William Harvey Research Institute（威廉·哈维研究所）；Queen Mary University of London（伦敦玛丽女王大学）；Wolfson Institute of Population Health（沃尔夫森人口健康研究所）
Collaborative Artificial Intelligence Needs Stronger Assurances Driven by Risks
University of Innsbruck（因斯布鲁克大学）；Free University of Bozen-Bolzano（博尔扎诺自由大学）；Blekinge Institute of Technology（布莱金厄理工学院）；Fraunhofer Italia Research（弗劳恩霍夫意大利研究院）；Fondazione Bruno Kessler（布鲁诺·凯斯勒基金会）
