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"Service learning Fiction."
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Dangerous deception
Sixth-grader Emmy and her classmates start a secret community service project to help a hungry family, but soon Emmy finds herself involved in a home burglary ring operated by the family's neighbor.
BOOK
Robots beyond Science Fiction: mutual learning in human–robot interaction on the way to participatory approaches
Putting laypeople in an active role as direct expert contributors in the design of service robots becomes more and more prominent in the research fields of human–robot interaction (HRI) and social robotics (SR). Currently, though, HRI is caught in a dilemma of how to create meaningful service robots for human social environments, combining expectations shaped by popular media with technology readiness. We recapitulate traditional stakeholder involvement, including two cases in which new intelligent robots were conceptualized and realized for close interaction with humans. Thereby, we show how the robot narrative (impacted by science fiction, the term robot itself, and assumptions on human-like intelligence) together with aspects of power balancing stakeholders, such as hardware constraints and missing perspectives beyond primary users, and the adaptivity of robots through machine learning that creates unpredictability, pose specific challenges for participatory design processes in HRI. We conclude with thoughts on a way forward for the HRI community in developing a culture of participation that considers humans when conceptualizing, building, and using robots.
Journal Article
Silverlake Art Show
With the help of Hattie Frog and Owen Snake, Sophie Mouse puts together the first Silverlake Art Show, but when the big night comes, she finds she's not the star of the show.
Book
Learning with Place©: Pedagogical Leadership for Doing ‘Otherwise’
The Learning with Place© framework is a process for change, grounded in positioning local Place first. Generated from a decade-long post-qualitative inquiry—Learning with Place©—focused on pedagogy and practices, the framework creates the conditions to rethink leadership as ‘otherwise’. In this paper, we will offer pedagogical leadership as relational leadership situated in local Place that encompasses collective thinking and relational professional learning to disrupt expected hierarchical contextless leadership. Using speculative fiction, we will share what it means to reimagine pedagogical leadership in new ways, with the intention of offering the possibility of what can eventually happen in the practice of pedagogical leadership. Our speculations make visible how pedagogical leadership should move beyond education settings and be connected with local histories, stories, and the more-than-human. These entanglements provide innovative ways to engage with local and global issues and work towards the common good.
Journal Article
The atlas of us
Atlas James has lost her way. In a last-ditch effort to pull her life together, she's working on a community service program rehabbing trails in the Western Sierras. The only plus is that the days are so exhausting that Atlas might just be tired enough to forget that this was one of her dad's favorite places in the world. Before cancer stole him from her life, that is. Using real names is forbidden on the trail. So Atlas becomes Maps, and with her team--Books, Sugar, Junior, and King--she heads into the wilderness. As she sheds the lies she's built up as walls to protect herself, she realizes that four strangers might know her better than anyone has before. And with the end of the trail racing to meet them, Maps is left counting down the days until she returns to her old life--without her new family, and without King, who's become more than just a friend.
Book
Conversational recommendation: A grand AI challenge
Animated avatars, which look and talk like humans, are iconic visions of the future of AI‐powered systems. Through many sci‐fi movies, we are acquainted with the idea of speaking to such virtual personalities as if they were humans. Today, we talk more and more to machines like Apple's Siri, for example, to ask them for the weather forecast. However, when asked for recommendations, for example, for a restaurant to go to, the limitations of such devices quickly become obvious. They do not engage in a conversation to find out what we might prefer, they often do not provide explanations for what they recommend, and they may have difficulties remembering what was said 1 min earlier. Conversational recommender systems (CRS) promise to address these limitations. In this paper, we review existing approaches to building such systems, which developments we observe today, which challenges are still open and why the development of conversational recommenders represents one of the next grand challenges of AI.
Journal Article
Sadiq and the gamers
Sadiq and his friends are starting a video game club at school and planning a tournament for the whole school to participate in, but their teacher reminds them that they also have to have a service pledge, and they are not really sure how video games fit in with the goal of helping others--until a visit to an assisted living home where his mother volunteers gives him an idea.
Book
Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning
Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university-based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem-based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university-based scholars and 12 high school English language arts teachers (Rainey, 2015).
Journal Article
Automatically synthesizing DoS attack traces using generative adversarial networks
Artificial intelligence (AI) technology ruling people is still the scene in the science fiction film, but hackers using AI technology against existing security measures is an inescapable trend. Network intrusion detection systems (NIDS) based deep learning such as convolutional neural network (CNN) have reached a very high detection rate. But we propose DoS-WGAN, a common architecture that uses the Wasserstein generative adversarial networks (WGAN) with gradient penalty technology to evade network traffic Classifiers. To camouflage offensive denial of service (DoS) attack traffic as normal network traffic, DoS-WGAN automatically synthesizes attack traces that can defeat a existing NIDS/network security defense for DoS cases. Information entropy is used to measure the dispersing performance of generated DoS attack traffic. The generated DoS attack traffic is so similar to the normal traffic that detection algorithm cannot distinguish between them. When we input the generated DoS attack traffic to a NIDS based on CNN in our experiments, the detection rate drops to
47.6
%
from
97.3
%
. To make the training more stable, we integrate the Standardized Euclidean distance and the information entropy to evaluate the training process. We believe that AI technology will play a particularly important role in the game of network attack and defense.
Journal Article
Exploring the Usability of Virtual Robotics Programming Curriculum for Robotics Programming Teaching
This study aims to explore the usability of the virtual robotics programming curriculum (VRP-C) for robotics programming teaching. Pre-service computer science (CS) teachers were trained for robotics programming teaching by using VRP-C in a scientific education activity. After training, views of the participants were revealed by using a scale and an evaluation form consisting of open-ended questions. Results show that VRP-C is compatible with the curriculum for robotics programming teaching in schools, and pre-service CS teachers tend to use VRP-C in their courses. They think that VRP-C will be beneficial for robotics programming teaching in terms of content, functionality, and cost. Compatibility, visual design, feedback, time management, fiction, gamification, and cost are the characteristics that increase the usability of VRP-C. VRP-C can be used as an online tool for robotics programming training due to the necessity of transition to distance education because of the COVID-19 pandemic.
Journal Article