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A “psychopathic” Artificial Intelligence: the possible risks of a deviating AI in Education

Profession. We Robot . 1-10. Scherer, M. U. (2015). Regulating artificial intelligence systems: Risks, challenges, competencies, and strategies. Harv. JL & Tech. , 29 , 353. Schmidhuber, J. (2015). Deep learning in neural networks: An overview. Neural Networks , 61, 5-117. Shoham,Y., Perrault, R., Brynjolfsson, E., Clark, J., Manyika, J., Niebles, J., C., Lyons, T., Etchemendy, J., Grosz, B., Bauer, Z. (2018). The AI Index 2018 Annual Report . AI Index Steering Committee, Human-Centered AI Initiative, Stanford University, Stanford, CA. Spitzer

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Academic Social Networks: How the web is changing our way to make and communicate researches


Networking is not only essential for success in academia, but it should also be seen as a natural component of the scholarly profession. Research is typically not a purely individualistic enterprise. Academic social network sites give researchers the ability to publicise their research outputs and connect with each other. This work aims to investigate the use done by Italian scholars of 11/D2 scientific field. The picture presented shows a realistic insight into the Italian situation, although since the phenomenon is in rapid evolution results are not stable and generalizable.

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The impact of an international online accreditation system on pedagogical models and strategies in higher education


Health promotion practice is characterised by a diverse workforce drawn from a broad range of disciplines, bringing together an extensive breadth of knowledge, skills, abilities, attitudes and values stemming from biomedical and social science frameworks. One of the goals of the CompHP Project was to ensure that higher education training would not only reach competency-based standards necessary for best practice, but also facilitate mobility within the EU and beyond through the accreditation of professional practitioners and educational courses. As a result, higher education institutions in Italy and elsewhere are requested to shift the focus from the definition of learning objectives to the identification of teaching strategies and assessment measures to guarantee that students have acquired the competencies identified. This requires reflection on the pedagogical models underpinning course curricula and teaching–learning approaches in higher education, not only to meet the competency-based standards but also to incorporate overarching transversal competencies inherent to the profession and, more specifically, to the online accreditation procedure. Professionals applying for registration require competence in foreign languages, metacognition and be digitally literate. The article provides a brief overview of the development and structure of the International Union for Health Promotion and Education online accreditation system and proposes a pedagogical reflection on course curricula.

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