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The global web and its digital ecosystem can be seen as tools of emancipation, communication, and spreading knowledge or as means of control, fueled by capitalism, surveillance, and geopolitics. The Digital Frontier interrogates the world wide web and the digital ecosystem it has spawned to reveal how their conventions, protocols, standards, and algorithmic regulations represent a novel form of global power. Sangeet Kumar shows the operation of this power through the web's "infrastructures of control" visible at sites where the universalizing imperatives of the web run up against local values, norms, and cultures. These include how the idea of the "global common good" is used as a ruse by digital oligopolies to expand their private enclosures, how seemingly collaborative spaces can simultaneously be exclusionary as they regulate legitimate knowledge, how selfhood is being redefined online along Eurocentric ideals, and how the web's political challenge is felt differentially by sovereign nation states. In analyzing this new modality of cultural power in the global digital ecosystem, The Digital Frontier is an important read for scholars, activists, academics and students inspired by the utopian dream of a truly representative global digital network.
This book demonstrates teachers’ and learners’ experiences with big data in education; education and cloud computing; and new technologies for teacher support. It also discusses the advantages of using these frontier technologies in teaching and learning and predicts the future challenges. As such, it enables readers to better understand how technologies can improve learning and teaching experiences. It is intended for graduates and scholars in educational technology disciplines and anyone interested in the applications of frontier technologies in education.
The first report in a new flagship series, WIPO Technology Trends, aims to shed light on the trends in innovation in artificial intelligence since the field first developed in the 1950s.
An incisive argument for fostering stronger links between the interests of society and progress in science.
Steve Fuller has a reputation for setting the terms of debate within science and technology studies. In his latest book, New Frontiers in Science and Technology Studies he charts the debates likely to be of relevance in the coming years. Should science and technology be treated as separate entities? What impact has globalization had on science and technology? Can science be clearly distinguished from other forms of knowledge? Does the politicization of science really matter? Is there a role for the social regulation of scientific inquiry? Should we be worried about research fraud? These questions are explored by examining an array of historical, philosophical and contemporary sources. Attention is paid, for example, to the Bruno Latour's The Politics of Nature as a model for science policy, as well as the global controversy surrounding Bjorn Lomborg's The Sceptical Environmentalist, which led to the dismantling and re-establishment of the Danish national research ethics board. New Frontiers in Science and Technology Studies will appeal strongly to scholars and advanced undergraduate and graduate students in courses concerned with the social dimensions of science and technology, and anyone who cares about the future of science.
This book constitutes refereed proceedings of the 26th International Workshop Frontiers of Computer Vision, IW-FCV 2020, held in Ibusuki, Kagoshima, Japan, in February 2020. The 27 full papers presented were thoroughly reviewed and selected from 68 submissions. The papers in the volume are organized according to the following topics: real-world applications; face, pose, and action recognition; object detection and tracking; inspection and diagnosis; camera, 3D and imaging.
How might digital technology and notably smart technologies based on artificial intelligence (AI), learning analytics, robotics, and others transform education? This book explores such question. It focuses on how smart technologies currently change education in the classroom and the management of educational organisations and systems.
In recent years, there has been a growing interest in the potential role that digital technologies can play in promoting well-being. Smartphones, wearable devices, virtual/augmented reality, social media, and the internet provide a wealth of useful tools and resources to support psychological interventions that facilitate positive emotions, resilience, personal growth, creativity, and social connectedness. Understanding the full extent of this potential, however, requires an interdisciplinary approach that integrates the scientific principles of well-being into the design of e-experiences that foster positive change. This book provides an overview of recent advances and future challenges in Positive Technology, an emergent field within human-computer interaction that seeks to understand how interactive technologies can be used in evidence-based well-being interventions. Its focus of analysis is two-fold: at the theoretical level, Positive Technology aims to develop conceptual frameworks and models for understanding how computers can be effectively used to help individuals achieve greater well-being. At the methodological and applied level, Positive Technology is concerned with the design, development, and validation of digital experiences that promote positive change through pleasure, flow, meaning, competence, and positive relationships.