Ethics of AI | Chapter 3 | Digital Crossroads: Integrating Humanities, Science and Technology Edition 1

Intelligence represents the cognitive capabilities and progressions that are exclusive to mankind. It comprises the ability to reason, conceive, judge, and relate, and to reach conclusions about what is factual and false. Intelligence encompasses various higher-order cognitive abilities that enable one to traverse, comprehend, and communicate with the world meaningfully. The vital aspects of human intelligence are Reasoning, Conceptualization, Judgment and Decision-Making, Problem-Solving, Language and Symbolism, Self-Awareness, Reflection, and Emotional Intelligence. Together, these facets make human intelligence unique and allow them to engage in science, art, philosophy, and moral reflection—pushing beyond survival instincts to shape societies and develop civilizations. Artificial Intelligence (AI) is a branch of computer science dedicated to developing machines capable of simulating human-like intelligence in innovative ways. Artificial intelligence (AI) technologies have become increasingly significant in our day-to-day lives in recent years involving equipping machines with the ability to understand language, make decisions, and control other machines—functions traditionally linked to human cognition.  The ethics of artificial intelligence involve moral considerations surrounding its development and use. AI systems promote fairness, transparency, accountability, and privacy while adhering to regulations and minimizing negative societal impact and aim to benefit all of humanity, be sustainable, and remain environmentally friendly. The present paper aims to discuss the emergence of AI intelligence and its ethical issues related to various stages and its development in all fields.

 

 Author (s) Details

 

D Bhagavathi
R.B.V.R.R. Women’s College, Narayanguda, Hyderabad, India.

 

Y Jayanthi
R.B.V.R.R. Women’s College, Narayanguda, Hyderabad, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-10-5/CH3

Leading Edge Online Classroom Practices: Influenced by the Global COVID Pandemic | Chapter 1 | Arts and Social Studies Research Vol.3

During the first quarter of 2020, Corona Virus (also known as COVID-19), a virus that spread rapidly
throughout the globe began to migrate from country to country, The impact of COVID-19 required
swift changes implemented by individuals and organizations such as state and federal government
entities, small businesses to large conglomerates, and educational systems at all levels from
elementary schools to universities to survive and combat the virus. Educational systems, like other
entities minimized face to face interaction as practicing social distance is one of the criteria to “flatten
the curve” and slow down the COVID-19 community spread. Thus, communicating online via video
chat apps such as Zoom, Microsoft Teams, and Google Hangouts have become more popular as
viable approaches to foster communication virtually with others. Thus, the new normal for many
educators at universities around the globe required revamping their course curriculum and delivery as
migrating from in-class courses to online courses has become necessary, during the COVID-19
pandemic. Educators often struggle with delivering top-notch online courses that create a climate for a
fulfilling classroom experience, provide content that translates into immediate action and application,
and blends relevance, rigor and a personal touch to the classroom setting. Based on research studies
of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and
secondary sources focused on functions of management, the art and science of using technology and
multiple intelligence practices to deliver leading edge online classroom education during the COVID-
19 pandemic is examined. Furthermore, this empirical study through a lens of instructing and
observing as a teacher and administrator, over 80 online courses comprised of learners seeking
undergraduate, graduate and doctoral degrees during 18 years at public and private universities,
explores a myriad of implications resulting from using technologies to deliver stellar online classroom
education to include: (a) human psychology, (b) medium, (c) information, and (d) instructional design.
The article concludes with a perspective on the challenges and opportunities of using technologies to
deliver leading edge online classroom education. The content can be used to assist current and future
educators with developing or strengthening the online classroom using technologies and incorporating
multiple intelligence practices for a more fulfilling classroom experience.


Author (s) Details
Dr. Stefanie D. Wilson
University of Hawaiʻi – West Oʻahu, USA.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/223