Research
Publications
Veronika Bogina Alan Hartman, Tsvi Kuflik Avital Shulner-Tal Educating Software and AI Stakeholders About Algorithmic Fairness, Accountability, Transparency and Ethics Journal Article International Journal of Artificial Intelligence in Education, 2021. Abstract | Links | BibTeX | Tags: Accountability, Algorithmic Fairness, Algorithmic Transparency, Education @article{Bogina2021, title = {Educating Software and AI Stakeholders About Algorithmic Fairness, Accountability, Transparency and Ethics}, author = {Veronika Bogina, Alan Hartman, Tsvi Kuflik, Avital Shulner-Tal}, url = {https://link.springer.com/article/10.1007/s40593-021-00248-0}, doi = {10.1007/s40593-021-00248-0}, year = {2021}, date = {2021-04-21}, journal = {International Journal of Artificial Intelligence in Education}, abstract = {This paper discusses educating stakeholders of algorithmic systems (systems that apply Artificial Intelligence/Machine learning algorithms) in the areas of algorithmic fairness, accountability, transparency and ethics (FATE). We begin by establishing the need for such education and identifying the intended consumers of educational materials on the topic. We discuss the topics of greatest concern and in need of educational resources; we also survey the existing materials and past experiences in such education, noting the scarcity of suitable material on aspects of fairness in particular. We use an example of a college admission platform to illustrate our ideas. We conclude with recommendations for further work in the area and report on the first steps taken towards achieving this goal in the framework of an academic graduate seminar course, a graduate summer school, an embedded lecture in a software engineering course, and a workshop for high school teachers.}, keywords = {Accountability, Algorithmic Fairness, Algorithmic Transparency, Education}, pubstate = {published}, tppubtype = {article} } This paper discusses educating stakeholders of algorithmic systems (systems that apply Artificial Intelligence/Machine learning algorithms) in the areas of algorithmic fairness, accountability, transparency and ethics (FATE). We begin by establishing the need for such education and identifying the intended consumers of educational materials on the topic. We discuss the topics of greatest concern and in need of educational resources; we also survey the existing materials and past experiences in such education, noting the scarcity of suitable material on aspects of fairness in particular. We use an example of a college admission platform to illustrate our ideas. We conclude with recommendations for further work in the area and report on the first steps taken towards achieving this goal in the framework of an academic graduate seminar course, a graduate summer school, an embedded lecture in a software engineering course, and a workshop for high school teachers. |
Louis Nisiotis, Styliani Kleanthous Lessons Learned Using a Virtual World to Support Collaborative Learning in the Classroom Journal Article Journal of Universal Computer Science, 2020. Abstract | Links | BibTeX | Tags: Collaborative Learning, Education, Virtual Environments @article{Nisiotis2020, title = {Lessons Learned Using a Virtual World to Support Collaborative Learning in the Classroom}, author = {Louis Nisiotis, Styliani Kleanthous}, doi = {https://www.jucs.org/jucs_26_8/lessons_learned_using_a/jucs_26_08_0858_0879_nisiotis.pdf}, year = {2020}, date = {2020-08-28}, journal = {Journal of Universal Computer Science}, abstract = { Using technology in education is crucial to support learning, and Virtual Worlds (VWs) are one of the technologies used by many educators to support their teaching objectives. VWs enable students to connect, synchronously interact, and participate in immersive learning activities. Such VW has been developed at Sheffield Hallam University (UK), and is used to support the teaching of a specific module, as well as for conducting empirical research around the topics of Transactive Memory Systems (TMS) and Students Engagement. TMS is a SKHQRPHQRQ UHSUHVHQWLQJ WKH FROOHFWLYH DZDUHQHVV RI D JURXS¶VVSHFLDOLsation, coordination, and credibility with interesting results. This paper presents the lessons learned while using the VW over the past few years at a higher education institution to support collaborative learning within working groups. A review of these empirical findings is presented, together with the results of a follow up study conducted to further investigate TMS and student Engagement, as well as students perceived Motivation to use a VW for learning, and their Learning Outcomes. The findings of this study are corroborating and contributing to previous results, suggesting that a VW is an effective tool to support collaborative learning activities, allowing students to engage in the learning process, motivate them to participate in activities, and contribute to their overall learning experience. }, keywords = {Collaborative Learning, Education, Virtual Environments}, pubstate = {published}, tppubtype = {article} } Using technology in education is crucial to support learning, and Virtual Worlds (VWs) are one of the technologies used by many educators to support their teaching objectives. VWs enable students to connect, synchronously interact, and participate in immersive learning activities. Such VW has been developed at Sheffield Hallam University (UK), and is used to support the teaching of a specific module, as well as for conducting empirical research around the topics of Transactive Memory Systems (TMS) and Students Engagement. TMS is a SKHQRPHQRQ UHSUHVHQWLQJ WKH FROOHFWLYH DZDUHQHVV RI D JURXS¶VVSHFLDOLsation, coordination, and credibility with interesting results. This paper presents the lessons learned while using the VW over the past few years at a higher education institution to support collaborative learning within working groups. A review of these empirical findings is presented, together with the results of a follow up study conducted to further investigate TMS and student Engagement, as well as students perceived Motivation to use a VW for learning, and their Learning Outcomes. The findings of this study are corroborating and contributing to previous results, suggesting that a VW is an effective tool to support collaborative learning activities, allowing students to engage in the learning process, motivate them to participate in activities, and contribute to their overall learning experience. |
Louis Nisiotis, Styliani Kleanthou The Relationship Between Students' Engagement and the Development of Transactive Memory Systems in MUVE: An Experience Report Inproceedings Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, 2019, ISBN: 9781450368957. Abstract | Links | BibTeX | Tags: Education, Virtual Environments @inproceedings{Nisiotis2019, title = {The Relationship Between Students' Engagement and the Development of Transactive Memory Systems in MUVE: An Experience Report}, author = {Louis Nisiotis, Styliani Kleanthou}, url = {https://dl.acm.org/doi/abs/10.1145/3304221.3319743}, doi = {10.1145/3304221.3319743}, isbn = {9781450368957}, year = {2019}, date = {2019-07-02}, booktitle = {Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education}, abstract = {The use of educational Multi-User Virtual Environments that provide synchronous interaction, interactive and social learning experiences have the potential to increase student engagement. Due to increased social and cognitive presence, the use of such environments can result in greater student engagement when compared to traditional asynchronous learning environments. In this work, we hypothesized that students' engagement in collaborative learning activities will increase if Transactive Memory System constructs are present. Thus, we employed the theory of TMS that emphasizes the importance of Specialization, Coordination and Credibility between members in a team. The results show that there is a significant correlation between the development of TMS and students' engagement.}, keywords = {Education, Virtual Environments}, pubstate = {published}, tppubtype = {inproceedings} } The use of educational Multi-User Virtual Environments that provide synchronous interaction, interactive and social learning experiences have the potential to increase student engagement. Due to increased social and cognitive presence, the use of such environments can result in greater student engagement when compared to traditional asynchronous learning environments. In this work, we hypothesized that students' engagement in collaborative learning activities will increase if Transactive Memory System constructs are present. Thus, we employed the theory of TMS that emphasizes the importance of Specialization, Coordination and Credibility between members in a team. The results show that there is a significant correlation between the development of TMS and students' engagement. |