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AyseKok, Arslan I
- An Empirical Model Integrating AI into Government
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Authors
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1 University of Oxford Alumni- (Research Group, Alumni Association, Northern California, US
1 University of Oxford Alumni- (Research Group, Alumni Association, Northern California, US
Source
International Journal of Knowledge Based Computer System, Vol 9, No 1 (2021), Pagination: 1-9Abstract
This study explores the evolution of global AI dynamics by discussing its role in government with a focus on aspects of development and governance of social and technological systems (STS). This document reports three research questions, including the extent of the analysis: (1) theories regarding the concept of AI in the public sector; (2) expectations regarding the development of AI in the public sector; and, (3) the challenges and opportunities of AI in the public sector. This experimental study provides an experimental framework for a comprehensive approach to measuring the magnitude of AI policy that allows for the methods of evaluating different governance practices and policy priorities in different countries. The study sheds light onto areas of policy that have the potential to implement AI programs and strategies; administrative functions open to the acceptance of AI applications and strategies; and the challenges/risks that community managers may face in defining AI policies and projects in the public sector including how to deal with cyber-troopsKeywords
AI, Cyber-troops, HCI,, Misinformation, Socio-technological Systems, Tech Policy
References
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- Dynamics of Data Practices for Knowledge Diffusion
Abstract Views :79 |
PDF Views:0
Authors
Affiliations
1 University of Oxford Alumni- (Research Group, Alumni Association, Northern California, US
1 University of Oxford Alumni- (Research Group, Alumni Association, Northern California, US
Source
International Journal of Knowledge Based Computer System, Vol 9, No 1 (2021), Pagination: 21-27Abstract
This paper begins by distinguishing between data infrastructure, data entry and data points as three distinct, but interrelated situations. Data practices are understood in the general sense of the word here, i.e., such as actions, actions, and consequences, of introducing data-generating technologies for knowledge codification. This paper will investigate both the generics and specificities of data practices to explore the disentanglement of the liveness of data practices, i.e. how such practices are happening with regard to knowledge codification. Within this regard, this study seeks to account for the ‘fluid and heterogeneous ontology’ of such practices. In other words, the framework conceptualizes data processing as correlational, and aims to provide a technique to explore the disentanglement of these relationships.Keywords
Big Data, Data Analytics, Data Infrastructure, Explicit Knowledge, Knowledge Codification, Tacit KnowledgeReferences
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- S. Lewis, “Providing a platform for “what works”: Platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U,” Comparative Education, vol. 56, no. 4, pp. 484-502, 2020.
- S. Lewis, and I. Hardy, “Tracking the topological: The effects of standardised data upon teachers’ practice,” British Journal of Educational Studies, vol. 65, no. 2, pp. 219-238, 2017.
- B. Light, J. Burgess, and S. Duguay, “The walkthrough method: An approach to the study of apps,” New Media and Society, vol. 20, no. 3, pp. 881-900, 2018.
- M. Lindh, and J. Nolin, “Information we collect: Surveillance and privacy in the implementation of Google apps for education,” European Educational Research Journal, vol. 15, no. 6, 2016.
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- H. Ratner, and E. Ruppert, “Producing and projecting data: Aesthetic practices of government data portals,” Big Data & Society, vol. 6, no. 2, pp. 1-16, 2019.
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- L. Suchman, “Configuration,” in C. Lury, and N. Wakeford, (eds.), Inventive Methods: The Happening of the Social. Taylor and Francis, 2012, pp. 48-60.
- G. Thompson, and I. Cook, “Becoming-topologies of education: Deformations, networks and the database effect,” Discourse: Studies in the Cultural Politics of Education, vol. 36, no. 5, pp. 732-748, 2015.
- G. Thompson, and S. Sellar, “Datafication, testing events and the outside of thought,” Learning, Media and Technology, vol. 43, no. 2, pp. 139-151, 2018.
- K. van de Oudeweetering, and M. Decuypere, “Understanding openness through (in) visible platform boundaries: A topological study on MOOCs as multiplexes of spaces and times,” International Journal of Educational Technology in Higher Education, vol. 16, no. 1, 2019.
- K. van de Oudeweetering, and M. Decuypere, “In between hyperboles: Forms and formations in open education,” Learning, Media and Technology, Advance Online Publication, pp. 1-18, 2020.
- B. Williamson, “Learning in the “platform society”: Disassembling an educational data assemblage,” Research in Education, vol. 98, no. 1, pp. 59-82, 2017.
- K. Fedorova, Tactics of Interfacing: Encoding Affect in Art and Technology. MIT Press, 2020.
- O. Goriunova, “The digital subject: People as data as persons,” Theory, Culture & Society, vol. 36, no. 6, pp. 125-145, 2019.
- C. Lury, and S. Day, “Algorithmic personalization as a mode of individuation,” Theory, Culture & Society, vol. 36, no. 2, pp. 17-37, 2019.