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Napkin AI - The AI assistant for visual communication

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Just type, copy-paste or generate your text and Napkin will instantly transform it into insightful visuals. Make your communication more effective with Napkin.

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Video Highlight - AI Video Summarization and Note Taking Tool. Quickly summarize and take notes from videos.

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Video Highlight is an AI-powered video summarization and note taking tool that helps you reduce time spent processing videos, whether it's YouTube videos or other types of videos. It provides accurate video summaries and enables easy note-taking with precise timestamps.

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Orientações Éticas para Educadores sobre a Utilização de Inteligência Artificial (IA) e de Dados no Ensino e na Aprendizagem

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Orientações Éticas para Educadores sobre a Utilização de Inteligência Artificial (IA) e de Dados no Ensino e na Aprendizagem

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orientações éticas para educadores sobre a utilização-NC0722649PTN

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ChatPDF is the fast and easy way to chat with any PDF, free and without sign-in. Talk to books, research papers, manuals, essays, legal contracts, whatever you have! The intelligence revolution is here, ChatGPT was just the beginning!

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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore!

Lots of AI tools can serve as our own personal assistants -- answering questions, helping us write text, create images, speak more effectively, and more.

Time has always been a barrier in the classroom. Most teachers would agree that they would be able to do more -- including the things that are most important -- if they had more time.

Teachers can find AI tools that are ready to help them out right now. Lots of them are free or have "freemium" plans with limited free options.

Below is a description of AI and how you can start using it to support your work in class.

What is artificial intelligence?

Artificial intelligence (AI) refers to the ability of a computer or machine to perform tasks that would normally require human intelligence, such as learning, problem-solving, decision-making, and more. There are several different approaches to building AI systems, including machine learning, where a system is trained on a dataset and can improve its performance over time, and rule-based systems, where the system follows a set of predetermined rules to make decisions.

AI can be applied to a wide range of areas, including natural language processing, image and video recognition, robotics, and playing at Platinum Play. The goal of AI research is to create systems that can perform tasks at least as well as, or ideally better than, humans. AI has the potential to revolutionize many industries and transform the way we live and work, but it also raises important ethical and social questions.

40 AI tools for the classroom

We have gathered 40 of our favorite AI tools for the classroom below. You can scroll down and check them all out or jump to any category of tools by clicking on the icon below.
Note: Pricing is accurate as of our most recent update in June 2024.

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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore! Lots of AI tools can serve as our own personal

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IKEA's latest mobile app, IKEA Place, uses AR to make a profound impact on the way we shop for furniture at home. The basic premise is, shoppers select an item from the catalogue, then, using the camera on their mobile device, can place digital furniture anywhere in a given room. The product is automatically sized to fit the space (which IKEA claims is 98% accurate) and can be moved or rotated within view. Amazing, right?

Where IKEA and AR generally fall short, though, is that the computer generated content is only anchored to the camera view. Using IKEA Place as an example, if I crouched behind a physical table or a chair to get a better look, the render would not 'disappear' behind the real-world object. That's where Mixed Reality comes in.

Mixed Reality

Mixed Reality (MR) removes the boundaries between real and virtual interaction via occlusion. Occlusion means the computer-generated objects can be visibly obscured by objects in the physical environment-like a virtual robot scurrying under your coffee table.

This is where things get interesting, because "hey, isn't all of this technically 'reality' that has been 'augmented' with computer graphics?" Technically, sure. But there is a key distinction in user experience (and developmental complexity) that does not afford these terms to be interchangeable.

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XR: VR, AR, MR-What's the Difference? | Viget

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A definitive guide to navigating the landscape of Extended Reality.

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A powerful AI tool that boosts productivity!Besides instant answers, explore search engine integration, PDF reading, Powerpoint generation and more!

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Dos preguntas para tomar buenas decisiones. José Carlos Ruiz, filósofo y profesor

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A história da tecnologia na educação.

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Oscar Winner ~ Short film about love and passage of time | Father and Daughter - by M. Dudok de Wit

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CARUSO - Instrumental (Unofficial Video)

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Udio | AI Music Generator - Official Website

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Discover, create, and share music with the world. Use the latest technology to create AI music in seconds.

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INTELIGÊNCIA ARTIFICIAL E DIREITOS AUTORAIS

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O uso da inteligência artificial na educação

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Notícias de IA - Inteligência Artificial

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As VANTAGENS e DESVANTAGENS da INTELIGÊNCIA ARTIFICIAL

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Featured AI Image Generator of images | PromeAI

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Discover featured stunning AI Image Generator of images at PromeAI. Explore our collection of images that will inspire and captivate your imagination.

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A inteligência artificial (IA) vai ter um impacto significativo no ensino do futuro e uma das principais áreas é a personalização da aprendizagem. Os modelos de linguagem de larga escala podem analisar os dados dos alunos e adaptar o conteúdo e as estratégias de ensino de acordo com as necessidades individuais de cada estudante.

A educação será cada vez mais personalizada e adequada ao ritmo e às capacidades de cada um, mas estes avanços trazem também desafios e riscos. Os assistentes virtuais vão tornar os alunos mais preguiçosos?

Para Goreti Marreiros, presidente da Associação Portuguesa para a Inteligência Artificial (APIA), e Ana Paiva, professora catedrática de IA, é importante garantir que a implementação desta tecnologia no ensino seja feita de forma ética e responsável. A equidade no acesso e a necessidade de manter uma presença humana nos processos de educação são essenciais para garantir a interação e o desenvolvimento do espírito crítico dos alunos.

Francisco Pinto Balsemão apresenta uma série de debates sobre o impacto atual e futuro da Inteligência Artificial (IA) em diversas áreas da nossa vida em sociedade. Da geopolítica à segurança nacional, da medicina ao ensino, da arte à religião, como é que a tecnologia está a moldar o século XXI? 'A Próxima Vaga' é um podcast semanal, com novo episódio todas as sextas-feiras.

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"Nós, professores, temos de ter cuidado para que os alunos não dependam só do chatGPT, mas nos digam como estão a usá-lo"

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A Inteligência Artificial já faz parte dos hábitos de estudo dos estudantes e é preciso que os professores consigam acompanhar as mudanças tecnológicas, de forma a poderem alertar para os riscos e desafios. Goreti Marreiros, presidente da Associação Portuguesa para a Inteligência Artificial (APPIA), e Ana Paiva, professora catedrática de IA, debatem os grandes desafios da Educação na era da Inteligência Artificial.

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GeoGreeting: The surface of the Earth holds a message for you...

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How geeks show they care. Use Google Maps, Google Earth, and satellite maps like you never have before.

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Find all kinds of 3D models. From low poly assets to animated rigs & digital scans. All for your 3D, Virtual Reality, and Augmented Reality projects.

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The Augmented Reality (AR) can be used for different objectives in the classrooms. This innovative technology overlays virtual content on top of the real environment, allowing students to interact with content in whole new ways.

Since the technology's inception, App developers have been producing the best AR apps for education that help improving classroom learning through increased engagement and interactivity.

These Augmented Reality apps allow students to expand their knowledge and also engage them in the process of developing AR projects. Additionally, they enable educators to build their own AR content and lesson plans. Below is a list of the 15 best AR apps for education.

15 Best AR Apps for Education

Narrator AR is one of the best AR apps for education that supports pre-school writing in a fun and inspiring way. The application encourages children to pick up a pen and write before using the app to animate handwritten words off the page in Augmented Reality. It also motivates them at a vital stage of early education to engage essential fine motor and cognitive skills in order to support early literacy and brain development. Watching letters and numbers form in 3D animation helps young learners gain a deep understanding of how to write. It is specifically beneficial for visual learners.
How to Use:
1. Download Narrator AR app from the Apple Store or Google Store.
2. Download the sheets or get the activity bookshere.
3. Open the app.
4. Scan the sheets or the activity books with your device's camera.

CleverBooks Geography allows K1 to K-6 students to explore ready-to-use content in Augmented reality. It features 3D models of countries and includes information on geographical peculiarities, political structures, animals, plants and heritage sites, and more. Adaptable to multiple subjects (geography, literacy, social studies, the world around us, etc.) and grades, CleverBooks Geography is one of the best AR apps for education that engages students in a new way of seeing and exploring the world, and all its wonders through an interactive learning experience of a real-world environment.
How to Use:
Quiver Education is also one of the best AR apps for education that combines physical coloring with the Augmented Reality technology to bring students an extraordinarily magical experience. When students finish coloring the sheet, they can use this 3D coloring app to animate its content. Designed with educators in mind, Quiver Education has a greater focus on educational content than the standard Quiver App, with specific pages designed around topics as diverse as biology, geometry, and the planets.

1. Download Quiver Education app from the Apple Store or Google Store.
2. Download the coloring pageshere.
3. Print out the coloring pages.
4. Color the coloring pages.
5. Open the app.
6. Scan the coloring pages with your device's camera.
How to Use:
The Virtuali-Tee by Curiscope takes Science to a new dimension enabling students to learn about the human body... on a human body. With beautifully designed Augmented Reality and amazing 3D learning experiences, learners can explore the circulatory, respiratory and digestive systems with fully immersive 360° videos. It's is one of the best AR apps for education that allows students to track their heart rate and see it animating live in the app.

1. Download Virtuali-Tee by Curiscope app from the Apple Store or Google Store.
2. Get the Virtuali-Tee T-shirthere.
3. Put on the T-shirt.
4. Open the app.
5. Scan the T-shirt with your device's camera.
How to Use:
The Animal 4D+ app is created to highlight the beauty and importance of wildlife on Earth. Various animals are magically brought to life in realistic 3D animation through the magic of Augmented Reality for the children to observe, along with their unique sounds and movements. It's one of the best AR apps for education designed to contribute in building children's awareness about the diversity of animal species and the importance of preserving, protecting, and saving the ecological balance.

Space 4D+ app is a simple yet smart tool using the Augmented Reality technology to take children on a journey to the edges of our solar system, where they can easily observe and learn about various celestial bodies and space explorations. It's one of the best AR apps for education designed and created to inspire children with the wonders of our universe.
How to Use:
Catchy Word lets learners walk around their homes, classrooms, and more, to 'catch letters' using the Augmented Reality technology. Once the letters have been caught, they can be arranged into a word. It's a perfect app for kids struggling with spelling. It's one of the best AR apps for education that allows teachers and parents to create their own word list and solve either one word or the entire list in series.

1. Download Catchy Word app from the App Store or Google Store.
2. Open the app.
3. Walk around while scanning the environment around you with your device's camera.
How to Use:
ANSTO XR is one of the best AR apps for education that unlocks the periodic table to reveal a world of protons, neutrons, and electrons and illustrates how useful they are to science and industry in the 21st century. By pointing their devices at the ANSTO periodic table poster, students can see new and engaging information about some of the most popular elements; including the arrangement of the atom and information on how the element is used in everyday life.
How to Use:
1. Download ANSTO XR app from the App Store or Google Store.
2. Download the periodic table posterhere.
3. Print out the poster.
3. Open the app.
4. Scan the poster with your device's camera.

GeoGebra Augmented Reality ignites interest and critical thinking around math and physical space. It includes several examples of 3D math objects that students can place on the table, floor, or any flat surface around them. It's one of the best AR apps for education that allows learners to work as individuals or in pairs to explore shapes, 3D functions, and more. They can also rotate their cameras to connect a Penrose triangle or enter a Klein's bottle. Moreover, they can take screenshots from multiple angles, compare evidence with other students, and then come back to class for presentation and discussion.
How to Use:
1. Download ANSTO XR app from the App Store.
2. Hold on your device over a flat surface.
3. Choose the topic from the menu.

With the power of Augmented Reality (AR) and 3D elements, Bookful creates an engaging experience and brings stories and characters to life. Parents and educators will love how this app transforms reading into an active learning experience. It's one of the best AR apps for education that holds the world's largest 3D/AR library with hundreds of titles from leading publishers and brands such as The Tale of Peter Rabbit, DK's Encyclopedia, and children's favorites, Barbie, My Little Pony, Thomas & Friends, Transformers, and The Smurfs.

1. Download Bookful app from the App Store or Google Store.
2. Open the app.
3. Choose the book.
How to Use:
CleverBooks Geometry allows students to explore geometric solids in Augmented reality and spark their curiosity for 3D geometry. It's one of the best AR apps for education that features 3D models of five main 2D-dimension geometrical shapes (circle, rectangle, cube, hexagon, and triangle) and enables a teacher to explain abstract geometry concepts through 3D visualization. Pair the app with CleverBooks Geometry Building Blocks to create an engaging and immersive learning environment for kids at home of ages 5 to 12 years or students in your math class (K-6).

Octaland 4D+ is one of the best AR apps for education that features an assortment of real-life occupations through 26 Octanian characters from A-Z using the Augmented Reality technology. "Once upon a time, there is a magical land ruled by Kaz the Knowledgeable King. It is called Octaland and its inhabitants are called the Octanians. From Albert the Astronaut to Zack the Zookeeper, the Octanians are hardworking people, proud of what they do for a living!"
How to Use:
World Brush is an Augmented Reality app that allows students to paint with brushes on the world around them. It's one of the best AR apps for education that also allows them to share their paintings with their friends and teachers. Every painting is anonymous and is saved at the approximate GPS location where it was created.
How to Use:
1. Download World Brush app from the App Store.
2. Open the app.
3. Scan the environment around you with your device's camera.
4. Paint.

With the AR feature of Google Translate, students can point their device's camera towards the text they want to translate, and it will give them a real-time translation on the image display. It's one of the best AR apps for education that makes it easy for your students to learn languages without typing the words they want to translate.

1. Download Google Translate app from the App Store or Google Store.
2. Open the app.
3. Scan the text with your device's camera.

With Arloon Plants, students will find out all about plants: their parts, their life cycles, and their different species. They will delve into the way they adapt to ecosystems and the seasons to survive and discover a host of curious facts that will amaze them. It's one of the best AR apps for education that allows students to take care of their own virtual plants that they can bring to the real world through the Augmented Reality technology.
How to Use:
1. Download Arloon Plants app from the
2. Download the AR cardhere.
3. Print out the AR card.
4. Open the app.
5. Scan the AR card with your device's camera.

References
How to Use: How to Use: Visit our shop

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15 Best AR Apps for Education - TechnologyEDUC

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The Augmented Reality (AR) can be used for different objectives in the classrooms. This innovative technology overlays virtual content on top of the real environment, allowing students to interact with content in whole new ways. Since the technology's inception, App developers have been producing the best AR apps for education that help improving classroom learning through increased engagement and interactivity.

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Realidade Aumentada na sala de aula: apps e recursos / AR in the classroom - Wakelet

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Aplicações (gratuitas) de Realidade Aumentada para uso em sala de aula; tendências em AR

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Jorge Borges

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Há quem ainda pense que, quando falamos de Inteligência Artificial (IA), nos referimos apenas a coisas hiper complexas, como a conhecida Sophia, o robô humanoide desenvolvido pela empresa Hanson Robotics, de Hong Kong, capaz de reproduzir 62 expressões faciais. Sophia foi projetada para aprender, adaptar-se ao comportamento humano e trabalhar com seres humanos e, em outubro de 2017, tornou-se o primeiro robô a receber a cidadania de um país. Outros, associam-na apenas ao ChatGPT, um protótipo de inteligência artificial que chamou a atenção, em 2022, pelas suas respostas detalhadas e articuladas e que já é utilizado em diversas áreas. No entanto, a IA vai muito para além disso e já se encontra presente em quase tudo no nosso dia-a-dia, principalmente no dos mais jovens. "Utilizas a IA quando usas um assistente de voz para ouvir música, quando usas a câmara fotográfica do telemóvel em modo de retrato e ela define os parâmetros adequados, quando segues as recomendações musicais feitas por algoritmos que identificam as tendências dos consumidores, quando utilizas otimizadores de rotas que indicam o melhor caminho para chegares ao teu destino, quando os filtros classificam automaticamente as mensagens de spam no teu correio eletrónico, entre muitas outras situações", lê-se na página da União Europeia. Além disso, a IA oferece outras possibilidades, como "a criação de assistentes virtuais para ajudar as pessoas em várias tarefas". "A IA também é utilizada no marketing, o que suscita preocupações éticas, por exemplo quando os algoritmos se destinam a influenciar as tuas escolhas políticas, como alegadamente foi feito pela Cambridge Analytica nas eleições americanas e na votação que deu origem ao Brexit", acrescenta a mesma entidade.

Legislação necessária

"Acho que como uma larga fatia da população, uso IA todos os dias, principalmente de formas subentendidas", começa por afirmar ao i David Almeida, de 25 anos. O seu feed das redes sociais, os resultados do seu motor de pesquisa, as recomendações de música do seu serviço de streaming, "são apenas alguns exemplos de como a IA está integrada no quotidiano", continua o Assistente de Projetos na Transparência Internacional Portugal. "Por vezes é difícil lembrar uma internet sem uso de algoritmos de recomendação ou perfis personalizados. No entanto, essa foi a realidade durante muito tempo e certamente conseguiria adaptar-me novamente a formas diferentes de selecionar conteúdo online que não implique a coleção massiva de dados", acredita. Para si, a IA é uma tecnologia de aplicação "transversal", por isso os seus perigos são "diversos" e "diferentes nas áreas em que é utilizada". "Os desafios inerentes a estas tecnologias, como as questões da privacidade, propriedade e enviesamento de dados, ou a opacidade dos modelos e algoritmos de tomada de decisão, acabam a exacerbar desigualdades sociais ou a produzir novas assimetrias", explica. "No domínio digital, aquele onde mais imediatamente identificamos o uso da IA, esta acaba por ser uma ferramenta que condiciona e/ou determina o tipo de informação e conteúdo digital a que os jovens são expostos nos seus feeds, moldando assim até certo ponto as suas mundividências", continua o jovem.

Mais do que isso, argumenta David Almeida, no mundo onde as gerações jovens se tornarão adultas, as aplicações da IA estarão "profundamente disseminadas em todas as áreas de atividade humana", como já se verifica em vários setores (por exemplo, no acesso ao crédito bancário, na avaliação automática de candidaturas a emprego, na identificação automática de caras por videovigilância, etc.). "Se os aspetos pouco transparentes da IA não forem devidamente controlados, irão inevitavelmente perpetuar injustiças", alerta, apontando para a importância de legislação que regule e imponha limites no seu uso, visto que "os principais impulsionadores e controladores destas tecnologias são grandes corporações internacionais que visam o lucro sem grande aposta nas preocupações éticas". "Na população geral, mas também na classe política, há falta de literacia digital, que para ser desenvolvida, requer a participação da juventude no desenho destas políticas públicas, porque são os jovens que crescem e passam a conhecer aprofundadamente o funcionamento das novas tecnologias", sublinha ainda.

Desligar das tecnologias e olhar pela janela

Filipe Duarte tem 26 anos e descreve-se como um amante de videojogos, música e tecnologia em geral. "A presença de IA na minha vida é uma constante muito importante, não só para os meus hobbies como por questões de trabalho. Ao trabalhar num supermercado, grande parte do sistema funciona com uma programação de IA que facilita muito o trabalho", explica ao i. Na sua vida pessoal, o jovem utiliza desde aplicações de música, aplicações para acender e apagar luzes e comandos de voz para as mais variadas coisas. "Se passava bem sem? Claro que sim, apesar da grande ligação às novas tecnologias, considero-me um jovem algo eclético", acredita. Por influência de familiares, é um colecionador e um grande adepto do formato físico e de coisas mais analógicas, como colecionar CD'S, e preferir ouvi-los do que aceder a uma aplicação. O mesmo se passa com os videojogos. "Apesar da era digital neste ramo ser bastante mais recente que a da música, o formato físico ou mais analógico continua a ser algo que me atrai muito mais que o digital. O que mais mudei com este modo artificial é sem dúvida o consumo, ou seja, ele está tão bem desenhado que me leva a comprar mais coisas do que aquilo que preciso nas mais variadas áreas", admite, acrescentando que "é algo bastante perigoso para muitas pessoas que não tenham atenção a gastos". "As aplicações, sites, etc, estão ligados a uma base de dados e sabem o que nos vai faltar em casa antes de faltar", brinca com um tom sério. "Já nada do que se diga está fora de uma base de dados que é meticulosamente tratada por um programa de IA, e isso deixa algum receio a nível de privacidade e de como serão tratados todo o tipo de informações nos mais variados assuntos", frisa ainda Filipe Duarte que acredita que as pessoas precisam de voltar a viver mais sem estas ferramentas. "Sendo eu um jovem, acho que temos de parar de procurar experiências de outras pessoas, perguntar ao Google ou à Siri como está o tempo hoje, e abrir a janela", defende.

Evolução dos jogos

"O mundo dos jogos passou por uma transformação revolucionária com o aparecimento da IA", afirma, por sua vez, Luís Ribeiro, de 21 anos. Segundo o estudante de engenharia informática, antes, os jogos eram limitados pela programação tradicional. Recentemente, evoluíram "para proporcionar novas experiências interativas e dinâmicas", oferecendo aos jogadores "um nível de realismo e complexidade nunca antes visto". "A introdução da IA neste campo trouxe consigo uma série de mudanças significativas", conta. Em primeiro lugar, os personagens não-jogáveis (NPCs) tornaram-se mais autênticos e realistas. "Agora, eles não seguem padrões pré-programados, mas respondem às ações dos jogadores de maneira inteligente. Essa capacidade de aprendizagem e adaptação proporciona uma experiência de jogo mais desafiadora e imersiva", começa por apontar. Além disso, continua, a IA tem desempenhado um papel crucial na "criação de histórias mais ricas e envolventes". "Os enredos dos jogos agora podem se ramificar e evoluir com base nas escolhas dos jogadores, criando narrativas personalizadas como é o exemplo do jogo 'Detroit: Become Human'", exemplifica. Segundo o estudante de engenharia informática, a Inteligência Artificial é capaz de analisar as decisões feitas pelos jogadores e ajustar o desenvolvimento da história, proporcionando uma sensação única de envolvimento e impacto nas escolhas feitas.

No campo dos gráficos e da física, a IA também teve um papel fundamental. "Os algoritmos de aprendizagem de máquina ( machine learning) possibilitam gráficos mais realistas e ambientes virtuais mais detalhados. A física do jogo tornou-se mais complexa, respondendo de forma mais precisa às interações dos jogadores. Isso resulta em experiências visuais e sensoriais mais imersivas, aproximando-se cada vez mais da realidade", explica ainda, acrescentando que os jogos multiplayer online também beneficiaram enormemente da IA. "Sistemas de matchmaking baseados em IA são capazes de equilibrar as habilidades dos jogadores, fazendo assim com que estes joguem contra pessoas do mesmo nível. Além disso, a IA é frequentemente utilizada para detetar e prevenir comportamentos ilegais ou trapaças durante o jogo, mantendo assim a integridade e o bom ambiente no mesmo", sublinha. De acordo com Luís Ribeiro, caso esta tecnologia não tivesse sido inventada, o mundo dos jogos teria "estagnado", o que possivelmente iria causar "uma queda gigantesca na aderência aos videojogos". Se não existisse IA nos jogos hoje em dia, o jovem garante que não continuaria a jogá-los pela falta de diversidade, realismo, interatividade e imersão.

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A visão dos jovens portugueses sobre a Inteligência Artificial

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A Inteligência Artificial faz parte do quotidiano de quase todos os jovens portugueses. Mas de que forma? Quais os maiores perigos aos seus olhos e de que maneira têm acompanhado a sua evolução?

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A tecnologia ao serviço da educação.

Jorge Borges

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GrowthCLUB - Apresentação Nadim Habib - Integral

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uc universidade monographs books imprensa iuc

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Imprensa da Universidade de Coimbra, Coimbra University Press

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View our extensive list of AI tool categories. Search over 50 different categories ranging from text, audio, media, business, design, and more.

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Recursos como o ChatGPT já estão a ser utilizados em meio escolar e académico, para pesquisa, para auxiliar na revisão bibliográfica, para a realização de trabalhos ou até mesmo como objeto de pesquisa. Porém, estando esta e outras ferramentas numa fase inicial de desenvolvimento, apresentam inconsistências, pelo que se recomenda, desde já, que não sejam utilizadas como fonte de informação primária para pesquisas, devendo os outputs gerados ser verificados em fontes confiáveis, como é o caso das bases de dados científicas.

Além disso, o uso destes recursos está sujeito a questões éticas, mas a forma como se deve proceder tem gerado posições muito diversas pois, sendo uma realidade recente, as opiniões divergem sobre como os alunos devem usar e citar o ChatGPT e outras ferramentas de inteligência artificial generativa.

Com vista a evitar situações de desinformação e plágio, a própria OpenAI disponibilizou uma ferramenta de deteção de textos produzidos na linguagem natural GPT-2, utilizada pelo ChatGPT, chamada "GPT-2 Output Detector Demo" https://huggingface.co/openai-detector). Existem outras ferramentas , como a https://aiarchives.org/ que captura a conversa gerada num URL a que qualquer pessoa pode aceder e visualizar.

Timothy McAdoo[1], que gere a equipa da APA Style[2], considerando os desafios criados pelos grandes modelos de linguagem de inteligência artificial (IA), especificamente pelo ChatGPT, publicou um post, no blogue da APA[3], intitulado How to cite ChatGPT ?.

Nesse post, o autor explicita a forma de proceder em situações em que estudantes e investigadores usam o ChatGPT para criar texto e facilitar as suas pesquisas, não para escrever o texto completo do seu artigo ou trabalho. As recomendações do autor vão no sentido de, em primeiro lugar, respeitar as orientações dos instrutores ou professores e apresenta procedimentos adaptados de acordo com a Seção 10.10 do Manual de Publicação (American Psychological Association, 2020), salientando que, ainda que se concentre no ChatGPT, as diretrizes apontadas podem ser adaptadas no uso de outros grandes modelos de linguagem (por exemplo, Bard, Bing...), algoritmos e software semelhantes.

Como citar o texto criado pelo ChatGPT no trabalho realizado?

MacAdoo recomenda que, caso se tenha recorrido ao ChatGPT ou a outras ferramentas de IA aquando de situações de pesquisa e realização de trabalhos, é importante esclarecer esse facto na secção destinada para o efeito (introdução, metodologia...). Para revisões de literatura ou outros tipos de ensaios, para além de clarificar como a ferramenta foi usada, é importante indicar a(s) prompt(s) e, de seguida, a parte relevante do texto que foi gerado em resposta.

Os resultados de uma interação com o ChatGPT não são recuperáveis por outros utilizadores e, por outro lado, o texto gerado não resulta da autoria de uma pessoa. Por isso, citar o texto gerado pelo ChatGPT numa sessão de chat é, portanto, compartilhar a saída de um algoritmo, pelo que há que creditar o autor do algoritmo com uma entrada na lista de referências e a citação correspondente no texto.

Para clarificar a sua posição, o autor apresenta um exemplo concreto:

Exemplo 1- Face à questão "A divisão entre o cérebro esquerdo e o cérebro direito é real ou uma metáfora?", o texto gerado pelo ChatGPT indicou que, embora os dois hemisférios cerebrais sejam um pouco especializados, "a noção de que as pessoas podem ser caracterizadas como 'cérebro esquerdo' ou 'cérebro direito' é considerada uma simplificação excessiva e um mito popular" (OpenAI, 2023).

Neste caso concreto, a referência bibliográfica será- OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat .

A referência no texto pode assumir o formato de narrativa no texto - Segundo a OpenAI (2023)... - ou surgir entre parênteses - (OpenAI, 2023).

Outra forma de proceder passa por apresentar o texto completo de respostas do ChatGPT num anexo ao trabalho, para que os leitores tenham acesso ao texto exato que foi gerado. É particularmente importante documentar o texto exato criado porque o ChatGPT gera uma resposta única em cada sessão de chat, mesmo que tenha recebido a mesma prompt. Nessa situação, os anexos devem ser mencionados no corpo do trabalho, respeitando o estilo APA, conforme exemplo seguidamente apresentado.

Face à prompt "Qual é uma representação mais precisa?", o texto gerado pelo ChatGPT indicou que "diferentes regiões cerebrais trabalham juntas para apoiar vários processos cognitivos" e "a especialização funcional de diferentes regiões pode mudar em resposta à experiência e fatores ambientais" (OpenAI, 2023; consulte o Anexo A para a transcrição completa).

Assim, os elementos das referências para o ChatGPT ou outros modelos e software de IA incluem 4 elementos: autor, data, título e fonte. Considerando o chatGPT, deverão ser apresentados os seguintes elementos:

1- Autor: O autor do modelo é OpenAI[4].

2- Data: A data é o ano da versão que foi usada. Seguindo o modelo na Secção 10.10, é necessário incluir apenas o ano, não a data exata. O número da versão fornece as informações específicas da data de que um leitor pode precisar.

3- Título: O nome do modelo é "ChatGPT", então isso serve como título e é colocado em itálico na referência. Embora OpenAI rotule iterações únicas (ou seja, ChatGPT-3, ChatGPT-4), usa-se "ChatGPT" como o nome geral do modelo, com atualizações identificadas com números de versão.

O número da versão é incluído após o título entre parênteses. O formato para o número da versão nas referências do ChatGPT inclui a data, porque é desse modo que a OpenAI rotula as versões. Diferentes modelos de linguagem ou software podem usar diferentes numerações de versão. Por isso, recomenda-se usar o número da versão no formato fornecido pelo autor ou editor, que pode ser um sistema de numeração (por exemplo, Versão 2.0) ou outros métodos.

O texto entre aspas é usado em referências para descrições adicionais quando necessárias para ajudar um leitor a perceber o que está a ser citado.

No caso de uma referência para ChatGPT, recomenda-se identificar o descritor "Grande modelo de linguagem" entre aspas. OpenAI descreve ChatGPT-4 como um "grande modelo multimodal", então essa descrição pode ser fornecida se se recorrer ao ChatGPT-4. Versões posteriores e software ou modelos de outras empresas podem precisar de descrições diferentes, considerando a forma como os respetivos editores descrevem o modelo. O objetivo do texto entre aspas é descrever brevemente o tipo de modelo.

4- Fonte: Quando o nome do editor e o nome do autor são coincidentes, deve-se evitar a repetição do nome do editor na fonte da referência, recomendando-se que se indique diretamente o URL- https://chat.openai.com/chat . Para outros modelos ou produtos, deve usar-se o URL que vincula o mais diretamente possível à fonte (ou seja, à página onde se acede ao modelo, não à página inicial do editor).

Outras questões relacionadas com a citação do ChatGPT

O ChatGPT apresenta respostas às prompts sem citar as fontes da informação que "consultou". Temos de lhe pedir que explicite as fontes consultadas e será prudente os utilizadores fazerem da análise das fontes primárias um processo padrão. Se as fontes forem reais, precisas e relevantes, é mais seguro ler essas fontes originais do que usar a "interpretação" que o modelo consultado faz das mesmas.

Existem outras questões a considerar:

Os alunos devem ter permissão para usar este tipo de ferramenta?

O uso de texto gerado por IA constitui plágio?

Autores que usam ChatGPT devem creditar ChatGPT ou OpenAI nos seus trabalhos ou artigos?

Quais são as implicações dos direitos autorais?

Estas questões não são de resposta única e continuam em debate. A APA Style está a trabalhar para contribuir com procedimentos e diretrizes, considerando as recomendações dos editores da APA Journals, com vista a futuros posts no blogue e no site da APA Style ainda este ano.

Por enquanto, vamos todos navegando por esses desafios únicos e novas maneiras de pensar sobre como autores, investigadores e estudantes aprendem, escrevem e trabalham com as novas tecnologias e estas novas ferramentas de IA.

Contribuiu para o Publication Manual Of The American Psychological Association: The Oficial Guide To APA Style, 7th Edition e é o gestor do blogue APA Style https://aceseditors.org/timothy-mcadoo.

O estilo APA (American Psychological Association) é um sistema internacional de citação autor-data aplicado na área das Ciências Sociais e Humanas.

https://www.apa.org/search?query=blog

Eva Revitt, em reação ao post de MacAdoo, manifesta as suas reservas em tratar a OpenAI como "autor", sendo esta somente a empresa que criou o ChatGTP que nos dá o output. O US Copyright Office considera que as máquinas não podem ser consideradas autoras, pois a autoria implica propriedade. Se tratarmos a OpenAI como o autor, assumimos que o que é gerado pelo ChatGPT é propriedade intelectual da OpenAI. Por isso, Eva Revitt sugere que a APA repense a recomendação de citação apresentada no post de MacAdoo. Para ela, as máquinas não são pessoas e as respostas dos chatbots não devem ser "creditadas" da mesma maneira.

American Psychological Association. (2020).Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

MacAddo, T. (2023, April). How to cite ChatGPT . American Psychological Association. https://apastyle.apa.org/blog/how-to-cite-chatgpt

📷 Gordon Johnsonpor Pixabay

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Da iniciativa de investigadores e de comunicadores de ciência, a plataforma Crianças e Adolescentes Online (CriA.On) visa incentivar o diálogo com famílias e com profissionais de educação, de saúde e bem-estar, juristas e todos os que acompanham crianças e famílias nas suas áreas de atuação. Destaca também o papel mediador de jovens junto de crianças e adolescentes. Procura ainda incentivar a comunicação e partilha com responsáveis por políticas públicas, criadores e empresas de produtos e serviços digitais, profissionais dos media e outros públicos interessados.

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Um foco: direitos digitais
Orienta-nos o direito de crianças e adolescentes a navegarem em segurança no ambiente digital e a aproveitarem as oportunidades que este oferece. Para isso, são necessárias competências, suas e dos seus interlocutores, e contextos - tecnológicos, políticos, sociais, culturais - que favoreçam a realização dessas competências.

Estamos em linha com o Comentário Geral nº 25, das Nações Unidas, que, em fevereiro de 2021, atualizou a Convenção sobre os Direitos da Criança (que abrange os menores de 18 anos), tendo em conta o novo contexto digital.

Seguimos as orientações da Comissão Europeia para uma Melhor Internet para Crianças, aprovadas em maio de 2022 e que assentam em três pilares: experiências digitais seguras; capacitação digital; participação ativa.

Em Portugal, sublinhamos os propósitos da Estratégia nacional para os direitos da Criança (2021-2024), de promover o bem-estar das crianças, o seu acesso à informação e à participação, a prevenção e combate à violência, bem como o apoio às famílias.

Articulamo-nos com os propósitos do Programa INCoDe 2030, de intervenção junto da população visando nomeadamente a desconstrução de estereótipos na área tecnológica e o fomento da igualdade de oportunidades.
Ligação institucional
Na Faculdade de Ciências Sociais e Humanas da Universidade NOVA de Lisboa (NOVA FCSH), o Centro Interdisciplinar de Ciências Sociais (CICS.NOVA) e o Instituto de Comunicação (ICNOVA) sustentam esta plataforma de divulgação de conhecimento e ligação à sociedade.
Responsabilidade e ética da informação
Somos um espaço aberto à colaboração e à co-construção de conhecimento e de recursos, na perspetiva dos direitos digitais. Agradecemos contributos que estejam em linha com estas orientações, os quais serão devidamente apreciados por pares.

Contributos para o Jornal, sobre notícias, estudos e outros conteúdos serão assinados pelos seus autores e da sua responsabilidade. É inaceitável o uso não atribuído do trabalho de outras pessoas e a responsabilidade por qualquer plágio será do seu autor.

Todos os contributos são publicados sob uma licença Creative Commons. Podem ser usados por outros blogs e publicações, sem edição de conteúdo e com atribuição

Encontra o Guia de Estilo aqui.

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Artificial Intelligence and Human Enhancement: Can AI Technologies Make Us More (Artificially) Intelligent?

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Artificial Intelligence and Human Enhancement: Can AI Technologies Make Us More (Artificially) Intelligent?

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Introduction

When people discuss the impressive progress that has been made with respect to artificial intelligence (AI), they frequently highlight a set of Go games in which the human world champion of Go, Lee Sedol, faced off against DeepMind's computer program AlphaGo. These games took place in March of 2016. Lee Sedol managed to win one out of five games. But he lost the other four. This was a sensation. Many people had thought that it would be extremely hard to create AI technologies that could defeat human Go masters in this sophisticated game.

Now consider this question: Did this person in effect achieve the ability to play Go at a level at which not even the human world champion (Lee Sedol) was able to play? In other words, was the DeepMind employee exhibiting a form of human enhancement when he was acting on recommendations from the AI-driven AlphaGo computer program?

Of popular focus in discussions about AI progress is the large language model technology ChatGPT, which was released to the public in November of 2022. This is an AI tool that can produce text (including essays and poems) in response to prompts from human users. When I tried using ChatGPT, for example, I entered the prompt, "what would Martin Heidegger think about the ethics of AI?"-and ChatGPT immediately produced a fairly impressive short essay on the topic. In fact, I think ChatGPT did a better job than at least some-or perhaps even many-of the students in my classes would do. In all honesty, I think that the short essay that ChatGPT produced is better than what I would be able to come up with on the spot if I were asked to quickly write an essay on what Heidegger would say about AI ethics. We are faced with the questions: If I-or a student-began using ChatGPT, or some other large language model, to produce academic texts, would we thereby become enabled to generate better texts than if we did not use ChatGPT? Would this AI technology then serve as an enhancement of our writing abilities? Could it be understood as a form of human enhancement?

Among other things, I will suggest that if we can extend the so-called extended mind thesis to apply to the use of AI-so that we can be said to extend our minds by using AI technologies-we might say that it is possible to enhance ourselves and our abilities with AI technologies. I will discuss this thesis both on the individual level (Can individuals enhance their abilities by making use of AI technologies?) and on a group level (Can groups enhance themselves by making use of AI technologies?). Of particular interest will be whether using AI technologies can be interpreted as a form of cognitive enhancement. In other words, can we enhance our cognitive abilities by using AI technologies? A related consideration will also be the notion that AI technologies might cognitively enhance human users, not by boosting their natural intelligence, but by giving them a kind of artificial intelligence; that is, by enabling humans to behave as if they have enhanced natural intelligence.

The idea that AI can function as a form of cognitive extension has recently been discussed by some researchers, in particular José Hernández-Orallo and Karina Vold. Moreover, the idea that AI can function as a form of human enhancement has also been discussed, but only to a limited extent. Specifically, the idea that AI-driven recommender systems could function as a form of moral enhancers has been addressed by authors such as Alberto Giubilini, Julian Savulescu, and Michał Klincewicz. Relatedly, Alexandre Erler and Vincent Müller have argued that AI can function as an augmentation of human intelligence. My aim here is to add to these deliberations by relating the perspective on AI as a form of enhancement to the discussion of AI as a form of cognitive extension. Additionally, the existing discussion is expanded by suggesting that AI might under certain circumstances give humans a form of artificial intelligence.

Human Intelligence and Cognitive Enhancement

In the spring of 2023, I was contacted by a German journalist from the BR ( Bayrischer Rundfunk) who wanted to interview me and other researchers about the question of whether overreliance on AI might make people "dumber." This seemed to be an idea that was making the rounds in various media circles in Europe around that time. There was also a show on Swedish television, "Idébyrån," in which a physics professor, a philosopher, and a psychologist had been invited to discuss the thesis that "You are getting dumber at the same time as machines are getting smarter." Journalists were responding partly to general worries in society, but also to research suggesting that a steady increase in intelligence quotient (IQ) observed throughout the 20th century might recently have become reversed. Norwegian researchers had found that people had recently started scoring less well on IQ test. One of the possible explanations offered was overreliance on modern technology.

Such discussions raise the question of what we understand by human intelligence and what is the relation between our intelligence and our use of modern technology. Traditionally, human beings' ability to create and use technologies has been seen as one of the things that show we are more intelligent than other animals. But now worry is mounting among some that using certain technologies, in particular AI, will make us less intelligent. Reflection is needed on whether we are enhancing ourselves by creating AI technologies or whether we are risking a form of "human downgrading," to use Tristan Harris and Aza Raskin's expression. Relatedly, the philosopher Shannon Vallor has raised worries that many modern technologies might lead to moral de-skilling, reducing our skill at making moral decisions due to lack of practice. The philosopher and legal academic John Danaher goes so far as to worry that transferring more agency into technologies may lead to "a crisis of moral patiency," whereby human beings are reduced from active agents to passive patients, including with respect to moral decision-making.

Now, there are many different attempts to define natural intelligence. These range from what might be called behavioristic definitions to definitions referring specifically to psychological capacities. Notably, if intelligence is understood in terms of certain forms of behavior or capacities for complex behavior, then technologies-such as AI technologies-can potentially become intelligent. But if intelligence is defined in a way that refers to subjective or conscious states, then it seems much less plausible that it would be possible to create technologies with something that corresponds to natural intelligence of the sort found in humans.

Two examples of definitions of intelligence used by prominent contributors to discussions of AI are that intelligence amounts to the ability to take the right actions to promote one's goals at the right time (a definition used by Joanna Bryson) and that intelligence roughly amounts to sophisticated behavior (a definition recently used by David Chalmers). Another example is Peter Railton's view that intelligence should be understood as a capacity for problem solving. Those three definitions do not essentially refer to conscious experience and thereby seem to allow technologies to potentially be intelligent. In contrast, if intelligence is understood in terms of the ability to understand semantic meaning, and one thinks that this requires subjective consciousness, one might think that creating intelligent machines would be very difficult, since this would require the ability to create machines with conscious states.

In what follows, I will use a broad definition of human intelligence and assume that, on a general level, human intelligence is a set of cognitive capacities that helps us to expand our knowledge and understanding of the world, and that it also helps us to better achieve our goals and live in accordance with our values. Moreover, I will assume that intelligence is (i) a basic potential that human beings have-and that members of other species might also have, though of different kinds-and/or (ii) a more or less fully realized potential, whereby different people might be more or less intelligent in their thinking or behavior.

This way of thinking implies at least two things about the idea of cognitive enhancement. First, anything that helps to boost our capacities to acquire knowledge and understand the world, and that might enable us to act in ways that better achieve our goals in accordance with our values, could potentially be seen as a form of cognitive enhancement. Second, we can distinguish between enhancements of our basic potential for intelligence, on the one hand, and enhancements of the development of our basic potential for intelligence, on the other.

Normally, different tools and new inventions are seen as potential ways of enhancing our human abilities, so that most new technologies would potentially be forms of human enhancement, at least in a general sense. This would suggest that like any other tool or invention, AI should also potentially be a form of human enhancement of our abilities, including our abilities to use and develop our intelligence. Yet as we saw at the beginning of this section, there are those who worry that if we can create AI, then this might make us less intelligent-or perhaps less prone to use or develop our cognitive abilities. Let us therefore now consider what we should understand by the idea of AI and some different perspectives on how it relates to human intelligence.

Artificial Intelligence and Its Relation to Human Intelligence

These ideas reviewed above, about how AI relates to human intelligence, are compatible with the general view that AI technologies are technologies created for the purpose of taking over tasks that we use our human intelligence to perform. In what follows, I will remain, for the most part, neutral as to whether AI technologies imitate, simulate, have, or are able to act without the need for having anything like human intelligence.

A key question here, however, is whether handing over to AI technologies tasks that we use our intelligence to perform might potentially be a way for us to make ourselves less intelligent. One worry could be that we would primarily be leaving to ourselves tasks that do not require us to be very intelligent. Or could we perhaps be seen as extending our own intelligence out into these technologies as we start to increase our use of AI technologies?

It should be noted that at first it seems unlikely, if not impossible-at least in the short run-that handing over intelligence-requiring tasks to AI technologies would diminish our basic potential for intelligence. As noted above, we can think of intelligence as a basic capacity. And there would presumably need to be evolutionary changes to human brains in order for that basic potential to be eliminated.

However, we can also think of intelligence and its levels in terms of varying degrees of development of our basic capacity for intelligence. From that perspective, it is not altogether implausible to think that if we hand over too many tasks to AI systems, and we therefore have fewer occasions or incentives to develop our capacity for intelligence, then there is a risk that we might end up being less intelligent than we could otherwise be. If we assign to AI technologies many of our intelligence-requiring tasks, rather than engaging in these tasks ourselves, and instead rely heavily on AI technologies, the increased dependence could prevent some people from fully realizing their intellectual potential.

The question arises whether this way of thinking about the relation between our human intelligence and AI technologies is the only way to conceptualize the connection. Let us consider whether there are alternative ways of reasoning that would allow us to view using AI technologies as a form of enhancement of our own capabilities. What is needed in order for AI technologies to potentially be seen as a form of human enhancement of our capabilities might be a Gestalt shift in how we conceive of the relation between AI technologies and ourselves.

Might AI Technologies Enhance Human Intelligence by Extending Our Minds?

Simply put, Clark and Chalmers suggest that when couplings of human agents and entities, such as computers or even low-tech artifacts like pen and paper, form systems that perform functions associated with human minds, extended minds are created. The mind of the human agent is then extended out into the technology (or broader environment) that enables the human-technology composite to perform the relevant functions. Clark and Chalmers formulate various criteria for when this can be said to happen.

On the one hand, Clark and Chalmers suggest that the following three conditions should hold in order to make sense of conceiving a human and a piece of technology as a "coupled cognitive system": (1) All system components should play active causal roles, whereby elements inside and outside of the person's body affect each other; (2) all system components help regulate the behavior of the agent in the way a mind is usually thought to do; and (3) if the external parts (e.g., a computer or the pen and paper) are removed, the overall system's behavioral capacities are diminished.

On the other hand, not all external parts of the environment or technologies we use are part of extended minds, in the view of Clark and Chalmers. The following three conditions should hold: (1) The external component is a constant, reliable part of the person's life; (2) the information or other inputs from the external part(s) should be easily available; and (3) the person needs to be disposed to automatically endorse the inputs from the external parts. (Although not addressed here, another test Clark and Chalmers suggest for whether something is part of a person's "extended mind" is moral in nature: Would it be an assault on a person or their mind if we remove, destroy, or otherwise interfere with the external part?)

Clark and Chalmers are not recognized for relating the AI-human relationship discussion to the literature on human enhancement; but others have done so, including Neil Levy and John Danaher. They both discuss a distinction between what they call "external" and "internal" forms of human enhancement. Traditionally, the ethics of human enhancement has focused on changes within the body or brain that are thought to function as enhancements. For example, people may take different sorts of drugs or place various forms of technology into their bodies or brains in order to enhance their capacities. However, according to Levy and Danaher, if we change people's environments or increase access to apps or other systems that offer recommendations that can improve their mental health or behavior, this can also improve people's thinking or behavior. These changes would be examples of an enhancement.

The striking move that Levy makes-and that Danaher also discusses in response to Levy-is to relate the idea of external enhancements to the extended mind thesis. By doing so, the distinction between external and internal enhancements is weakened or perhaps even dissolved. In this way, some external enhancements could be seen as becoming parts of our extended minds. Levy writes:

if the mind is not confined within the skull...[then] intervening in the mind is ubiquitous. It becomes difficult to defend the idea that there is a difference in principle between interventions which work by altering a person's environment and that work directly on her brain, insofar as the effect on cognition is the same; the mere fact that an intervention targets the brain directly no longer seems relevant.

Danaher interpretates this view in his summation:

if the [extended mind hypothesis] is true, then we are always enhancing the human mind through the use of technology.

If the Levy and Danaher proposition is sound and worthy of serious consideration, then we could potentially apply this to AI technologies as well, with the resulting position that some AI technologies can work as a form of human enhancements. This means that when we use AI technologies (e.g., to write texts, to play Go games, or in other intellectual endeavors), we are extending our minds and giving ourselves new capabilities and thereby enhancing ourselves.

At this point, a host of new questions needs to be addressed: Are there researchers who already discuss the idea that AI technologies could potentially be seen as extensions of our minds or cognitive abilities? If so, do they argue that this is a form of human enhancement? Do AI technologies fulfill the above-listed criteria for technologies to qualify as extensions of our minds or capacities from Clark and Chalmers's earlier work? Alternatively, if there is only a partial match between how AI technologies relate to our minds and our capacities and the criteria Clark and Chalmers suggest, might AI technologies nevertheless be seen as some form of human enhancement technologies-for example, as a form of external enhancement? The last question will be treated in the next section. But we begin with the questions just formulated.

More specifically, the concern expressed by Vold and Chalmers is that for some forms of AI technologies, it is not the case that when humans use these AI technologies, (1) all system components play active causal roles, whereby elements inside and outside of the person's body affect each other; (2) all system components help regulate the behavior of the agent in the way a mind is usually thought to do; and (3) if the external parts are removed, the overall system's behavioral capacities are diminished. Nor may it be the case that (1) the external component is a constant, reliable part of the person's life; (2) the information or other inputs from the external part(s) are easily available; and (3) the person is disposed to automatically endorse the inputs from the external parts.

Thus, a consideration that must be taken into account in our discussion as to whether AI technologies (a) can be seen as a form of extenders of human minds and (b) therefore potentially be seen as forms of human enhancement, can be stated as follows: Some of the leading researchers who are most open to the idea of the possibility of extending human minds with the help of technologies-such as Vold and colleagues, or indeed Chalmers-think that the plausibility of the extended mind thesis as it relates to AI technologies will be limited to a subset of all AI technologies. It will not apply seamlessly to the whole set of AI technologies. Briefly put, the more autonomously the AI technologies are operating, the less it makes sense to see them as extensions of our minds.

In terms of the hypothesis we are exploring as to whether AI could serve as a form of human enhancement in general and a form of cognitive enhancement in particular, one partial conclusion might be that AI technologies are a form of "internal" enhancement (i.e., internal to our minds) when, and only when, they function as mind extenders, requiring extensive human engagement, and are not operating excessively independently. Another possibility is that more independently operating AI technologies may serve as a form of "external" enhancements (i.e., they might enhance our abilities without becoming internal to us or our minds). These options can be explored further by returning to the opening examples.

Artificial Human Intelligence

Let us return to the man who was moving the stones around on the board when AlphaGo faced off against Lee Sedol in the famous set of Go games. Let us suppose that this man did not understand the strategies behind the suggestions that AlphaGo made as to what moves he should make. Let us also suppose that this man had only had a vague idea, at best, of how Go is played. Yet, with the recommendations from AlphaGo, he was able to exhibit motions of behaving in a way that from the outside could appear as if he were a cognitively enhanced person.

Suppose next that, instead of it being obvious and known to everyone that he was moving the stones around based on AlphaGo's recommendations, onlookers were unaware that all his moves were actually generated by an AI technology. Imagine in this version of the example that AlphaGo was making recommendations to this man via voice commands, which were played to him in a small earbud that was hard to spot from the outside. In this fictional account, it could look even more as if this man had been cognitively enhanced in some way. In such a scenario, for example, Lee Sedol (supposing that he also did not know what was going on) might think that he, the world champion, was facing another player with greater Go-playing abilities than he had.

To someone outside of the room, it might appear as if whoever is in the room is a native Chinese speaker. But this man, Searle affirms, clearly does not understand Chinese. And the parallel to AI is supposed to be that even if a computer passes the Turing test-that is, it can produce outputs that can be mistaken for human outputs-this does not show that the computer understands its outputs. Similarly, the Go-playing man in my fictional version of the case might look as if he knows how to play Go at a higher level than the world champion Lee Sedol. Hence, he might look as if he is cognitively enhanced; but this man is only able to play Go at this exalted level by matching his behavior with instructions from AI.

Bringing large language models like ChatGPT into this comparison of examples-suppose that rather than having an instruction book, the man in the Chinese room example has something similar to ChatGPT that he uses to produce the messages in response to the inputs that come via the mailbox. But now instead of looking up what to do in the instruction book, the man inputs these Chinese messages into an app or computer program that works similarly to ChatGPT-he enters "prompts"-and then the ChatGPT-like program outputs messages. The man prints these messages using a printer in the room and then delivers them to the outside via the mailbox. Again, it might look like there is a Chinese speaker in the room to people on the outside. But again there is somebody in the room who does not understand Chinese, but who may appear to have the ability to communicate intelligently in Chinese. Is this man in the ChatGPT version of the Chinese room scenario cognitively enhanced? Relatedly, is the man in my fictional version of the Go game cognitively enhanced?

If, in comparison, the man moving Go stones and the man in the Chinese room qualify as having extended their minds with the help of the AI technologies instructing them what to do, then by the logic in the reasoning from Levy and Danaher, these two people would seem to have been internally cognitively enhanced. That is, their minds have been extended out into these AI technologies, and their minds now have abilities they previously did not possess.

However, if we follow Vold or Chalmers, and we think that these AI technologies are too independent from the people performing actions in the examples with respect to how autonomously they operate, then the man moving Go stones and the man writing Chinese symbols should not be thought to have extended minds. Accordingly, there would be no internal enhancement of their minds, from the Levy and Danaher perspective.

Might there be another way of thinking about the man moving Go stones and the man in the Chinese room so that they could be said to be cognitively enhanced? We could say that these people have been made, in certain respects, artificially intelligent. That is, the Go-playing man who makes brilliant moves based on recommendations from AlphaGo and the man in the Chinese room who is using a large language model to communicate in Chinese have in certain respects become artificially intelligent in their behavior. At least, this appears to be a way of interpreting what is happening if we follow either Turing's, or indeed, Floridi's way of thinking about what AI is.

Thus, when it comes to individual human beings, we have two alternative ways in which AI technologies might be thought to cognitively enhance us or, in other words, improve our intelligence. One way in which this can happen is if the AI technologies work as cognitive extenders, which extend our minds and give our minds new or improved abilities. The alternative is if the AI technologies give us a form of AI of the Turing or Floridi kinds. That is, the AI technologies might enable us to act as if we had an impressive level of natural human intelligence and/or they might enable us to become highly efficient agents without any need of improving our natural human intelligence.

Accordingly, when it comes to whether AI technologies can be thought of as human enhancers, there are at least four possibilities to consider:

1: AI technologies (at least if they are not operating too autonomously from human beings) may extend individual people's minds and thereby enhance the cognitive capacities of these individuals.

2: AI technologies (including ones that operate highly autonomously) may enable people to behave as if they have enhanced cognitive abilities and thereby make these individuals artificially intelligent in certain respects.

3: AI technologies may extend the corporate minds of organized groups of people and thereby cognitively enhance these group agents.

4: AI technologies may enable groups to behave (including allowing its members to interact) as if the groups or their members have enhanced cognitive abilities and thereby make these groups artificially intelligent in certain respects.

Concluding Reflections

The previous section articulated four possible ways in which human beings might be considered as being cognitively enhanced by AI technologies, including autonomously operating AI technologies. How plausible we think that those four different views are may depend on whether we apply criteria that simply consider whether the AI technologies allow us to act in good ways, that is to say, in ways that produce good effects or that are in themselves good-or criteria that consider whether we would be praiseworthy or could justifiably take credit for how we behave as a result of using these putative cognitive enhancement technologies. That is, the second criterion could be that if we can justifiably or plausibly be said to be praiseworthy for some behavior, this would be a clear indication of some sort of improvement of our capacities-given that praiseworthiness is often thought to track, at least in part, whether one is performing in a way that involves good uses of one's capacities.

In this way, a first simple test for whether something would qualify as an internal or external form of cognitive enhancement might just be whether it enables us to act in ways that are good or have good effects. On such a view, our capacities have been enhanced as long as there is anything that could be seen as a cognitive process-either inside or outside of our minds-that creates improvements in our behavior or with respect to what we can achieve. This would allow us, for example, to say that we have been cognitively enhanced if AI technologies give us a certain degree of AI in the Turing or Floridi senses, that is, if these technologies enable us to act as if we have improved cognitive capacities. However, this might seem like too behavioristic a test for whether we have been cognitively enhanced as a result of using certain AI technologies.

The other test-namely, the test that considers whether our resulting behavior is praiseworthy or does us credit-might be a better test. Here, it might be less plausible to think that we are truly cognitively enhanced if AI technologies give us a certain amount of artificial intelligence in the Turing or Floridi senses. That is, if technologies give us recommendations, perform cognitive tasks for us, or in other ways lead us to behave in a way that could give the impression that we have become more intelligent, this might be seen as not making us praiseworthy or not justifying our taking credit for whatever we achieve. According to this way of thinking, it is only if (1) AI technologies could be seen as being parts of our extended minds-and if (2) our level of praiseworthiness can depend on what goes on in our extended minds-that we can be seen as truly being cognitively enhanced by certain AI technologies.

Returning to the man who was able to go through the motions of behaving as if he had a superior level of Go skill that enabled him to beat the world champion, his moves depended on recommendations made to him by the AlphaGo computer program. This being the case, the AI technology could be viewed as giving this man a form of artificial intelligence that allowed him to win against Lee Sedol. However talented the man may have been on his own, his victory depended on the strategies given to him by AlphaGo and is, therefore, not sufficient justification for viewing his triumph as particularly praiseworthy or as deserving credit.

Similarly, if a student-or a researcher-presents work as that individual's own product when it was really, mainly or perhaps wholly, generated by a large language model such as ChatGPT, they would clearly not deserve praise in the same way as if they had produced work themselves of equivalent quality. If it is not known that the work was produced by putting a prompt into a large language model, one might get the impression that, to their credit, the person has an impressive capacity deserving of praise. But when the origin of how the work was produced was learned, that laudatory impression would disappear. Therefore, it could be argued, cognitive enhancement involves more than a person's access to a technology such as ChatGPT-even though at first appearance, it may appear to be so when they present a text of apparent quality and claim authorship.

I conclude by returning to the level of the individual. Regarding individuals and cognitive enhancement via AI, I surmise that it is easier to become, in a certain sense, artificially intelligent by using AI technologies (i.e., become able to act as if one has some special form of intelligence) than it is to truly be cognitively enhanced by using AI technologies. For it to be truly convincing that AI technologies function as forms of cognitive enhancements for human users, it needs to be the case that the humans in question can be seen as extending their minds out into these AI technologies. Moreover, I think it needs to be the case that we can justifiably take credit for what we can do with our extended minds.

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Artificial Intelligence and Human Enhancement: Can AI Technologies Make Us More (Artificially) Intelligent? | Cambridge Quarterly of Healthcare Ethics | Cambridge Core

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Artificial Intelligence and Human Enhancement: Can AI Technologies Make Us More (Artificially) Intelligent? - Volume 33 Issue 1

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Codeweek Learning Bits

by Adil Tugyan, Georgia Lascaris and Marco Neves
The progress of AI in recent years has been impressive thanks to rapid advances in computing power and the availability of large amounts of data. This has led to substantial investments in AI research and rapid expansion of the AI industry, making AI a major technological revolution of our time. AI is all around us. It has become part of our daily routine, so much so that we sometimes do not think of it as AI: we use online recommendation, face detection, security systems and voice assistants almost every day. But what about education?

AI has huge potential to enable new ways of teaching and learning and to enhance student learning. This Learning Bit will help you integrate authentic AI activities in your teaching and help you prepare your students for life and career in a world shaped by AI. These activities have been designed for students to develop their curiosity, problem-solving and creativity skills: for example, in Adil's activity, students learn about algorithms and neural networks and they are encouraged to create their own neural network to visualise an AI brain. Georgia will guide your students in a step-by-step development of a chatbot. Students will build their own chatbot, prepare datasets of questions and answers and train it so it can answer questions about Covid-19. In Marco's activity, students will explore the benefits and challenges of intelligent machines in everyday life and work. What are the risks of AI that we need to consider? What impacts will AI have on the future of work? What jobs will be offered to them when they enter the job market in the future?

In the lesson plans below, students will learn about intelligent machines in a fun and engaging way.

AI and Its Neural Networks

My Covid-19 Chatbot

Living in the Age of "Smart Machines": Challenges and Opportunities

Ready to share what you learnt with your students?

Choose one of the lesson plans below and organize an activity with your students.

AI and Its Neural Networks

My Covid-19 Chatbot

Living in the Age of "Smart Machines": Challenges and Opportunities

Do not forget to add your activity to the Code Week Map!

You can easily organize a lesson in your classroom, an open day, or an event at your school. Just find a date and register your activity in the Code Week map. Each activity organizer will get a certificate of participation for their effort.

If you would like to connect with an international group of enthusiastic teachers, join the EU Code Week Facebook group for teachers! To take a step further and collaborate with other schools in your country or across borders - join the Code Week 4 All challenge.

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October 14 - 27, 2024: a week to celebrate coding in Europe, encouraging citizens to learn more about technology, and connecting communities and organizations who can help you learn coding.

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Série francesa sobre um professor original com um método de ensino muito próprio