The mechanics of trust online practice: Avoiding lies, bullshit and fake news

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This is a summary of some key insights on how different experts around the world see the future value of data. It brings together the top 3 challenges, opportunities and emerging issues from each of 30 workshops held in key locations this year and highlights notable areas of global agreement as well as regional variation in views. We thank all hosts and participants for their fantastic support for the project. Over the next few weeks we will be curating a synthesis of all the core insights, foresights and future implications to share and will then follow on with the full global report and supporting media. We hope that this initial view is useful to you and if you need more information on this project please see the varied items on the future agenda main website futureagenda.org

Future value of data world map infographic 2018

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Data as an Asset – A Top Risk? The concept of data being accounted for as an 'asset' is increasingly considered to be a top future risk. The fifth of our 2030 digital workshops in collaboration with The Conference Board explored varied potential data risks (Many thanks to Ellen Hexter and Sara Murray for organising). Rated top by 50 business leaders for future impact, and second for likely change, was a foresight that “organisations will be obliged to account for what data they own or access. As such they will be required to regularly report on their full data portfolio.” (See attached PDF) Particular concerns were raised on; how organisations will best assign value to their data; how it will be treated as an asset; who will audit this; whether ownership will be transferred with use and how, if valued, data will be taxed. Some felt that by 2030 there will be guidelines, standards and frameworks in place – other were less convinced. Most however agreed that many business models will change. To explore this topic more see section 4.6 in the global report on https://www.deliveringvaluethroughdata.org Add your view via @futureagenda on twitter or via LinkedIn on https://www.linkedin.com/posts/innovationstrategy_future-data-risk-workshop-stimulus-activity-6714470359971700736-MunM

The future of data risk sept 2020

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Delivering value through data - final report. Throughout 2018, Future Agenda canvassed the views of a wide range of 900 experts with different backgrounds and perspectives from around the world, to provide their insights on the future value of data. Supported by Facebook and many other organisations, we held 30 workshops across 24 countries in Africa, Asia, the Americas, and Europe. In them, we reviewed the data landscape across the globe, as it is now, and how experts think it will evolve over the next five to ten years. The aim? To gain a better understanding of how perspectives and priorities differ across the world, and to use the diverse voices and viewpoints to help governments, organisations, and individuals to better understand what they need to do to realise data’s full potential. We are not aware of any other exercise of this scale or scope. No other project we know of has carefully and methodically canvassed the views of such a wide range of experts from such a diverse range of backgrounds and geographical locations. The result, we hope, delivers a more comprehensive picture of the sheer variety of issues and views thrown up by a fast-evolving ‘data economy’ than can be found elsewhere. And, by providing this rich set of perspectives, we aim to help businesses and governments - to develop the policies, strategies, and innovations that realise the full potential of data (personal, social, economic, commercial), while addressing potential harms, both locally and globally. For more details see the dedicated website www.deliveringvaluethroughdata.org

Delivering value through data final ppt 2019

Future Agenda

Throughout 2018 a series of 30 workshops were undertaken around the world exploring the key topic of the future value of data. Engaging with around 1000 experts in 25 countries, this major research project has looked at the key issues driving change for how we see data value and their implications for the next ten years - globally and locally. This is the draft PPT summary of the research findings and will be followed up in the New Year with a detailed Future Agenda global synthesis report plus regional versions in multiple languages. If you have any comments or questions on this summary, the research or its future use, please do not hesitate to get in touch with either tim.jones@futureagenda.org or caroline.dewing@futureagenda.org or via twitter @futureagenda and @thevalueofdata

Future value of data Final report - Draft summary lr 15 dec 2018

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Student Presentation: AI & Government

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CALL FOR PAPERS T13P03 - GOVERNANCE AND POLICY DESIGN LESSONS FOR TRUST BUILDING AND RESPONSIBLE USE OF AI, AUTONOMOUS SYSTEMS AND ROBOTICS https://www.ippapublicpolicy.org/conference/icpp6-toronto-2023/panel-list/17/panel/governance-and-policy-design-lessons-for-trust-building-and-responsible-use-of-ai-autonomous-systems-and-robotics/1390 Abstract submission deadline: 31 January 2023 GENERAL OBJECTIVES, RESEARCH QUESTIONS AND SCIENTIFIC RELEVANCE Artificial intelligence (AI), Autonomous Systems (AS) and Robotics are key features of the fourth industrial revolution, and their applications are supposed to add $15 trillion to the global economy by 2030 and improve the efficiency and quality of public service delivery (Miller & Sterling, 2019). A McKinsey global survey found that over half of the organisations surveyed use AI in at least one function (McKinsey, 2020). The societal benefits of AI, AS, and Robotics have been widely acknowledged (Buchanan 2005; Taeihagh & Lim 2019; Ramchurn et al. 2012), and the acceleration of their deployment is a disruptive change impacting jobs, the economic and military power of countries, and wealth concentration in the hands of corporations (Pettigrew et al., 2018; Perry & Uuk, 2019). However, the rapid adoption of these technologies threatens to outpace the regulatory responses of governments around the world, which must grapple with the increasing magnitude and speed of these transformations (Taeihagh 2021). Furthermore, concerns about these systems' deployment risks and unintended consequences are significant for citizens and policymakers. Potential risks include malfunctioning, malicious attacks, and objective mismatch due to software or hardware failures (Page et al., 2018; Lim and Taeihagh, 2019; Tan et al., 2022). There are also safety, liability, privacy, cybersecurity, and industry risks that are difficult to address (Taeihagh & Lim, 2019) and The opacity in AI operations has also manifested in potential bias against certain groups of individuals that lead to unfair outcomes (Lim and Taeihagh 2019; Chesterman, 2021). These risks require appropriate governance mechanisms to be mitigated, and traditional policy instruments may be ineffective due to insufficient information on industry developments, technological and regulatory uncertainties, coordination challenges between multiple regulatory bodies and the opacity of the underlying technology (Scherer 2016; Guihot et al. 2017; Taeihagh et al. 2021), which necessitate the use of more nuanced approaches to govern these systems. Subsequently, the demand for the governance of these systems has been increasing (Danks & London, 2017; Taeihagh, 2021).

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The rapid developments in Artificial Intelligence (AI) and the intensification in the adoption of AI in domains such as autonomous vehicles, lethal weapon systems, robotics and alike pose serious challenges to governments as they must manage the scale and speed of socio-technical transitions occurring. While there is considerable literature emerging on various aspects of AI, governance of AI is a significantly underdeveloped area. The new applications of AI offer opportunities for increasing economic efficiency and quality of life, but they also generate unexpected and unintended consequences and pose new forms of risks that need to be addressed. To enhance the benefits from AI while minimising the adverse risks, governments worldwide need to understand better the scope and depth of the risks posed and develop regulatory and governance processes and structures to address these challenges. This introductory article unpacks AI and describes why the Governance of AI should be gaining far more attention given the myriad of challenges it presents. It then summarises the special issue articles and highlights their key contributions. This special issue introduces the multifaceted challenges of governance of AI, including emerging governance approaches to AI, policy capacity building, exploring legal and regulatory challenges of AI and Robotics, and outstanding issues and gaps that need attention. The special issue showcases the state-of-the-art in the governance of AI, aiming to enable researchers and practitioners to appreciate the challenges and complexities of AI governance and highlight future avenues for exploration.

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Shift AI was a success, connecting hundreds of professionals that were eager to propel the progress of AI and discuss the newest technologies in data mining, machine learning and neural networks. More at https://ai.shiftconf.co/. Talk description: With the acknowledged rapid advances in Compute and AI capability, and the outsourcing of operations to the machines, the question of Trust becomes paramount. Various contributors have spoken about Ethical AI, Responsible AI etc, but what business needs is Trustworthy AI. This talk will touch on points to note when scaling AI and pointers as to how to address the trust gaps.

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This paper examines digital literacy and how it relates to the philosophical study of ignorance. Ignorance of how digital technologies work (e.g. how users’ online activities can be used to the advantage of platform owners without the users’ knowledge, and how browsing can be confined) is still not well understood from the perspective of user practice. Based on the following Special Issue of Teaching in Higher Education: https://doi.org/10.1080/13562517.2018.1547276 Talk done at Lancaster University, Edinburgh University, the SRHE conference, Sussex University,

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This paper presents an overview of a recently published monograph (Bhatt 2017) which offers a novel approach to the study of writing and digital literacy. Through in-depth accounts of assignment writing in college classrooms, I examine ways of understanding how students engage with digital media in curricular activities and how these give rise to new practices of information management and knowledge creation manifested in digitally mediated writing. I then consider what these new practices portend for a richer theory of writing and literacy in an age of informational abundance and ubiquitous connectivity. Looking also at how institutional policies and strategies on digital media are applied in classroom writing tasks, and how students end up embracing or avoiding imposed technologies, this study offers an in-depth study of learner practices. I argue that it is through the comprehensive study of such practices that we can better understand the efficacy of technological investments in education, and the dynamic nature of the writing carried out by students charged with using those technologies. Bhatt, I. (2017). Assignments as controversies: digital literacy and writing in classroom practice, Routledge Research in Literacy. New York: Routledge T&F.

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Queen's University Belfast

In this talk I will address issues of "rigour" and "quality" in qualitative research, and the way that the two are closely aligned with how the researcher may explore various points of focus within the research process itself. Rigour and quality are inseparable from the generative nature of much qualitative inquiry, and the need to "show your workings" in the field within which the research is carried out. I will discuss this using examples of particular aspects of qualitative research that I have been involved with recently, both in design and execution. I will also discuss the opportunities and challenges of making a case for qualitative insights to augment and add value to other forms of research.

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Research into the ‘Digital University’ necessitates decidedly digital methodologies. However, much of the recent discussion surrounding digital methods in education, including Higher Education, places more emphasis on quantitative approaches and the affordances of learning analytics (e.g. Sclater et al., 2016). There therefore remains a need to theorise and problematise the use and usability of new and digital methods to augment qualitative and ethnographic approaches to research. I argue that this is particularly pertinent for research on writing activities. In this paper I discuss how my research team approached the study of the writing and knowledge producing work of academics. I reflect upon how we conducted in situ observations of the writing practices of our participants as part of a broader ethnographic and multi-method study. I argue that our theoretical and methodological ideas have the potential to open up new possibilities and opportunities for writing research in the contemporary university environment.

Challenging Methods for Literacy Research

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Most of the research which investigates writing in university contexts focusses on student writing, and the social practices of writing as part of student learning. In this seminar we present selected findings from our research project (see http://wp.lancs.ac.uk/acadswriting/), which examines the writing of academics in three English universities. We have spent the last 18 months working closely with academics across different departments, universities, and disciplines, and used repeated interviews and observations of writing processes to explore their cultures of professional writing. Specifically for this seminar, we focus on elements of our data where our academic participants recall how they became acquainted with the demands and conventions of their professional writing; in short, how they learned to write as academics. We outline the management of ongoing and ‘on the job’ learning to write, new challenges of collaboration and digitisation, developing strategies to cope with changes, and mastering an increasing diversity of genres and text-types. We hope that this seminar will stimulate an important discussion about the choices academics make about their writing, and the most appropriate ways of approaching professional development for academics, both at the early career stage and throughout their professional lives.

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A seminar for The Centre for Global Higher Education (CGHE). This seminar is based on an ESRC-funded project entitled ‘Dynamics of knowledge creation: academics’ writing practices in the contemporary university workplace’. The speakers are mapping how knowledge is produced and distributed through writing practices across disciplines and types of universities in England, and how these are shaped by recent changes. These include the new relationships with students and pressure to marketise teaching, associated with the introduction of higher fees; managerialist approaches to research writing associated with research evaluation; and the shift to diverse forms of digital communication and self-presentation. The speakers explore the diversity of academics’ workplace writing practices associated with teaching, service, and administration, as well as research. Their mixed methods project first examined the professional lives of academics using various types of focused interviews. This has been complemented with close up in situ recordings of writing processes. They are now engaging with managerial and administrative staff, to locate individual experiences in the broader university context. In completing their ‘telling case’ of English universities, the speakers are in contact with academics internationally and are beginning to explore international differences, including: different managerial contexts and cultures of writing; North-South disparities, including access to technologies; language issues, especially around English as a global language for academia; and global networks and academic mobility. See http://www.researchcghe.org/events/2016-10-13-the-dynamics-of-knowledge-creation-academics-changing-writing-practices-international-implications/ for further information.

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This paper explores how changes in higher education are transforming academics’ writing practices and sense of professional identity. It reports on preliminary findings from an ERSC-funded project that involves interviewing a range of academics from three different disciplines across three contrasting higher education institutions in the UK about their literacy practices around research, teaching and admin-related writing. [from the abstract]

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