Suchergebnisse

AbstractDeepfakes are synthetic media, such as pictures, music and videos, created with generative artificial intelligence (GenAI) tools, a technique that builds upon machine learning and multi-layered neural networks trained on large datasets. Today, anyone can create deepfakes online, without any knowledge about the underpinning technology. This fact opens up creative opportunities at the same time as it creates individual and societal challenges. Some identified challenges are fake news, bullying, defamation, media manipulation and democracy damage. The aim of this study was to analyse and discuss how deepfakes could affect entertainment, education and digital news media in positive and negative ways. The chosen research strategy was a qualitative cross-sectional study to create a snapshot of current attitudes in blogs, online discussion fora and from a selected expert panel. Firstly, blogs and internet discussion fora on deepfakes and AI were analysed inductively. Secondly, results from the previous step were used to create a question scheme for semi-structured interviews with some selected experts that have relevant knowledge in the field of AI and deepfakes. Finally, interviews answered were analysed thematically using the Technology Affordances and Constraints Theory as an analytical lens. Findings show that deepfakes at the same time have a wide variety of affordances, but also some critical constraints to consider. In the affordance part, there are the potential use of deepfakes for speculative and provoking concepts, not only as entertainment, but also to illustrate educational scenarios that are hard or impossible to capture in traditional videos, images or sound recordings. Furthermore, there are many affordances for entertainment and the creation of environments where realism is not an important condition. Some examples are video game graphics, animated film background music in games and music videos. However, the conclusion is that the findings comprise more of constraints than of affordances, where the serious negative aspect of deepfakes can lead to psychological, financial and social harm. Many images and videos in news media have already been manipulated during the last decades, but deepfakes can take this to a new and more problematic level where the overall trust might disappear. The author's recommendation is to further increase the focus on source criticism and that discussions on which sources to trust should be an early introduced part of educational programmes.

One-to-one computing has lately become one of the buzzwords in the educational technology initiatives in developing countries. Various versions of one-to-one computing have recently been implemented around the developing world. Governments and educational organizations have often felt a pressure to acquire new technology as an effort to leapfrog development, but this has in most cases been done without any deeper analysis of the complete framework that successful one-to-one computing initiatives require. A number of One Laptop Per Child (OLPC) projects have subscribed to the view that one-to-one computing should not delve into non-technical areas like teacher training, curriculum development, or content development. We, however, consider the non-technical issues to be of great importance for the success of computer-enhanced learning in primary schools. This paper presents and analyzes nine crucial and often neglected considerations for successfully implementing one-to-one computing initiatives: a pedagogical framework, teacher training, a support model, content in local languages, adaptation to local conditions, parental agreement and support, monitoring and evaluation, administrative support, and sustainability. We disagree with the view that one-to-one computing is only about leveraging the children themselves. By properly considering our nine propositions, one–to–one computing initiatives can increase their positive impacts in primary schools in developing regions.

AbstractEmergencies sometimes cross the borders of nations making information sharing over national borders essential in emergency management. This type of information sharing is often mediated by some kind of technology. However, appropriate and efficient cross‐border communication is more than providing technology to mediate information exchange. This study note focuses on emergency services experience of terrestrial trunked radio (TETRA)‐mediated cross‐border communication across the Norwegian–Swedish border. We applied the theory of dialect continua to analyse how people from different dialect areas understood each other. The study was based upon data gathered from semi‐structured interviews. The findings show that indeed the technological solutions had opened up new opportunities for cross‐border communication but that during stressful conditions, the language differences between Norwegian and Swedish could lead to misunderstandings.

Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published literature on lifelong learning and higher education reform, the twostep selection of the publications is presented. Key themes are discussed as well as next steps in the continued study with the systematic literature review in which selected articles will be read by and expert panel. How lifelong learning and higher education reform can create a diverse higher education system which will address diverse students and required competencies in diverse, dynamic societies will be of importance for future study.