The padlet is currently only available in read-only mode.

It will be switched to interactive mode during wannseeFORUM Foundation events in order to gather new information and inspiration.

Status of the collected information: 02.07.2024

No guarantee for the correctness

Kontakt: ullrich at wannseeforum.de

^{Good conditions for both consumer and productive use, as long as students are not logged in to other online platforms or services at the same time, which would make them potentially identifiable to the tracking mechanisms running in the background of a Padlet.}

• Always check digital tools for GDPR compliance before using them and assess their potential use on an individual basis

• inform participants about data protection issues before using the tool, e.g. for https://datenschutz-schule.info

• Use seminar devices and accounts that do not allow any conclusions to be drawn about users, always point out to participants that they should not enter any personal data

• Set padlet with password

• BYOD: Data protection problems are "pre-programmed", if not otherwise possible, then use browsers such as https://brave.com/de/ or mobile e.g. https://duckduckgo.com/app?va=z&t=hc and search for GDPR-compliant tools

  • Not tried and tested https://tools.fobizz.com/

    Classrooms: Use AI assistance with pupils in compliance with the GDPR

Human rights education

• Compass: Manual for Human Rights Education with Young People

• https://www.institut-fuer-menschenrechte.de/...Begleitheft_Karten_Klare_Kiste_Menschenrechte_barrierefrei.pdf

Politische Medienbildung

• Promoting democratic education from childhood to early adulthood. Key findings and recommendations from the 16th Federal Report on Children and Youth: "...The ability to use digital media competently and critically is, therefore, of foundational importance to political education. It is important for young people to be able to use digital media reflectively, creatively and on their own terms. Promoting

media competence is of crucial importance to this.

Amnesty: Artificial intelligence and human rights

• https://www.amnesty.eu/news/an-eu-artificial-intelligence-act-for-fundamental-rights/

Council of Europe:

• Convention on AI and Human Rights, (May 2024)

• Convention on Artificial Intelligence for the Protection of Human Rights

_{The Convention defines an AI system as any algorithmic system or a combination of such systems that, as defined herein and in the domestic law of each Party, uses computational methods derived from statistics or other mathematical techniques to carry out functions that are commonly associated with, or would otherwise require, human intelligence and that either assists or replaces the judgment of human decision-makers in carrying out those functions.}

Learning about human rights e.g:

• Contents of the Universal Declaration of Human Rights

• and the human rights conventions

• Knowledge about social and historical processes in the development of human rights

• Exchange of perspectives on human rights content

• Reflection and discussion of values

Learning about AI e.g:

• Knowledge about the development and functioning of algorithms, weak and strong AI

  • What is AI? (strong, weak, learning AI, neural networks...)

  • What data is used to train AI?

  • How can AI support us, e.g. in inclusive learning?

  • Can AI e.g. discriminate or counteract discrimination?

• Discussion of power and hierarchical structures

  • What does AI have to do with human rights?

  • What power do companies like Google have through AI developments?

  • Who makes money from our (training) data and other material from the internet (including copyrighted material)?

  • What do human and artificial "intelligence" have to do with each other?

  • Why does TikTok want my data and what is data protection good for?

  • How can AI strengthen democratic society?

  • What does AI have to do with fake news and hate speech?

• Reflection and discussion of the role of values in AI

  • What influence does image-generated content have on our world appropriation/opinion formation?

  • What values, stereotypes, clichés are conveyed by memes on TikTok, suggestions on Insta or bots in social media?

  • What narratives does AI tell? (e.g. answers from Chat GPT to questions)

  • Suggestions on Insta or bots in social media?

  • What narratives does AI tell? (e.g. answers from chat GPT to questions)

  • Does AI promote or prevent equality, e.g. in the allocation of loans, housing, etc.?

• Exchange of perspectives on ethical requirements for AI and European laws

  • What demands on AI are posed by values and ethical issues in democracy and worldwide?

  • What does the humanisation of AI (terms such as "intelligence" and modes of operation such as "direct address" by bots, etc.) do to our interaction with AI?

  • What should laws and what will the AI Act enable and prohibit?

  • Discussion of the perspective of/consequences for clickworkers who feed in and sort out data worldwide in the low-wage sector, e.g. depictions of violence

    
    

Learning through human rights e.g:

• Developing and continuously reflecting on methods and learning environments that are as inclusive, participatory and non-discriminatory as possible

• Strengthening respectful relationships

• Enabling an atmosphere that invites discussion and the exchange of arguments

Learning through AI e.g:

• Enabling the exploration of AI that motivates discussion and reflection, e.g. on the possibilities and limitations of (current) AI

  • Explore content-generating AI such as Chat GPT, Midjourney, etc.

  • Explore user-supporting AI such as App See AI

  • Explore collaborative digital tools such as Etherpads, Padlets, Mural.com rooms, etc.

  • Writing/programming algorithms yourself, e.g. using Scratch and Makeymakey

• Make digital space a positive/supportive presence in the physical space (educational centre)

  • e.g. through QR codes as further access to information in audio or video form

  • Offer digital and analogue work media (e.g. for research) for different approaches and learning types

Learning for human rights e.g:

• Empowerment to act and emancipatory thinking

• Solidary commitment to one's own rights and the rights of others

• rights of others

• Rights-based approach as support for implementation

  
  

Learning for the use (and development) of AI e.g:

• Empowerment to act responsibly in digital spaces (internet/social media, NFC ("Near Field Communication") in interactive physical space e.g.

  • User:inside decision: Which AI/digital devices/tools/services do I use and how?

  • Active users: how can I help shape things myself using AI?

  • Voters: how do parties deal with AI issues?

• Solidarity for your own rights and the rights of others

  rights of others in their own content creation

  e.g. right to one's own image, copyright...

What (other) questions about AI and human rights/human rights education are you interested in for your educational practice?

• To what extent can AI systems reproduce discrimination and bias?

• What impact does the increasing autonomy of AI have on liability in the event of errors or damage?

• What are the long-term consequences of the integration of

• AI in military applications?

• Will robots take over the world?

• Will humans be replaced by robots?

• Good or bad?

• Is AI smarter than humans?

• Where is the limit of cl ?

• Can the AI become independent ?

• Can it develop human characteristics?

• Where does the AI's data come from?

• Can the world population live without AI?

• K.I. AND DIGITAL HUMANITY: ADVANTAGES

  • TIME SAVING

  • SOURCE OF INSPIRATION

  • GREAT SOURCE OF KNOWLEDGE

  • work simplification

  • HELP WITH UNDERSTANDING

  • BRAINSTORMING

https://wannseeforum.de/menschliche-und-kunstliche-intelligenz/#flipcharts

https://wannseeforum.de/menschliche-und-kunstliche-intelligenz/#Rap

https://vimeo.com/984182854?share=copy

"The power of algorithms in dubious hands. Where control disappears, scepticism is recognised. We are being spied on, analysed. Machine or human, tell us who benefits." So goes the chorus. The whole song can be seen as a video here on Vimeo, translated with AI

Seminar "Lifehack digitalisation - shaping learning and life with human and artificial intelligence", 4 to 8 December 2023 with 60 educator students from the Anna Freud School in Berlin

Analogue black and white photography

e.g. what do people see, what do machines "see"/generate?

e.g. uniqueness and authenticity in digital floods of images

• https://wannseeforum.de/menschliche-und-kunstliche-intelligenz/foto

• https://wannseeforum.de/lifehack-digitalisierung-6-2023/#swfoto

• https://wannseeforum.de/smartworld/#foto

• https://wannseeforum.de/unboxing-digitalisierung-2022/#foto

  
  

  
  

Creative writing/performance

https://wannseeforum.de/smartworld/#schreiben

Comic

• https://wannseeforum.de/menschliche-und-kunstliche-intelligenz/comic

• https://wannseeforum.de/unboxing-digitalisierung-2022/#comic

Podcast

https://wannseeforum.de/unboxing-digitalisierung-2022/#podcast

Coding

https://wannseeforum.de/unboxing-digitalisierung-2022/#coding

Legal acts in the EU

https://www.dr-datenschutz.de/dga-dsa-dma-und-aia-neues-datenschutzrecht-fuer-europa/

• Data Governance Act (DGA) (06/2023)

• Digital Services Act (DSA) (seit 17.2.2024)

• Digital Markets Act (DMA) (11/2022)

• Artificial Intelligence Act (AIA) (Mai 2024, greift ab Frühjahr 2026)

• Cyber Resilience Act (CRA)  (März 2024)

Council of Europe

• Convention on AI and Human Rights

Convention on the Use of Artificial Intelligence for the Protection of Human Rights (May 2024)

• https://www.zeit.de/digital/2024-05/europarat-kuenstliche-intelligenz-konvention-menschenrechte

Artificial Intelligence Act, März 2024

• https://netzpolitik.org/2024/trotz-biometrischer-ueberwachung-eu-parlament-macht-weg-frei-fuer-ki-verordnung/

• https://algorithmwatch.org/de/ai-act-erklaert/

• https://artificialintelligenceact.eu/de/

• https://infopoint-europa.de/de/articles/der-eu-ai-act

Digital Services Act

• https://www.hiig.de/events/digitaler-salon-gekommen-um-zu-regeln/

Cyber Resilience Act (CRA) 

• https://netzpolitik.org/2024/cyber-resilience-act-aufatmen-fuer-die-open-source-community/

AI and ethics: UNESCO recommendation on the ethics of artificial intelligence in Germany

https://www.unesco.de/wissen/wissenschaft/ethik-und-philosophie/studie-umsetzung-ki-ethik-empfehlung

AI and stable quality: "A bug in ChatGPT seemed to cause particularly poor output. The tool hallucinated and only output gibberish."

https://www.golem.de/news/texte-mit-ki-chatgpt-hat-den-verstand-verloren-2402-182456.html

KI-"Fähigkeiten": "Verhalten wie ein Mensch – ChatGPT knackt Psychotest"

https://www.spiegel.de/wissenschaft/technik/kuenstliche-intelligenz-chatgpt-besteht-turing-test-zu-menschlichem-verhalten-a-0af83891-e0ce-46cc-baf5-e0dae4caadee

AI "skills": "Behave like a human - ChatGPT cracks psycho test"

https://www.spiegel.de/netzwelt/web/chatgpt-das-plant-openai-zum-schutz-von-wahlen-a-fa82ce00-f19f-4a19-a350-cfcfad8d245d?sara_ref=re-so-app-sh

AI and loss of control

https://www.tagesspiegel.de/wissen/verlust-der-kontrolle-uber-ki-forschende-warnen-vor-extremen-risiken-11687462.html?bezuggrd=CHP&utm_source=cp-vollversion

• Künstliche Intelligenz einfach erklärt (explainity® Erklärvideo), 3:02 min: https://www.youtube.com/watch?v=v1nZnuokryw

• Künstliche Intelligenz: Können Algorithmen selbstständig denken? | Medienradar erklärt, 5:34, https://www.youtube.com/watch?v=P0OxApBPJQ0

• Was ist künstliche Intelligenz: https://youtu.be/a3sU85Hpyh0?feature=shared&t=152 (Künstliche Intelligenz: DAS kann KI wirklich! , 15:04 min) Ausschnitt ab 2:32 bis 5:47: https://www.youtube.com/watch?v=a3sU85Hpyh0

• wichtig: nach KI-Erklärung: z.B. "Was ist eigentlich dieser ominöse Algorithmus?" 1:44 https://www.youtube.com/watch?v=2UvK-8DyXyc

• Algorithmen - Die Social-Media-Infofilter, 2:29, https://www.youtube.com/watch?v=uXVr1RXBlxE

• AI Act: EU-Verordnung zu künstlicher Intelligenz (KI) in 3 Minuten erklärt https://www.youtube.com/watch?v=eLaqIGCfCwY

"What to do when algorithms discriminate? A guide from AutoCheck", "Art against discriminatory algorithms", Algorithms and automated discrimination,KIDD - Artificial Intelligence in the Service of Diversity project funded by the Federal Ministry of Labour and Social Affairs (BMAS) under the umbrella of the New Quality of Work Initiative (INQA)

• racist soap dispenser (english), 1min

  https://www.youtube.com/watch?v=YJjv_OeiHmo&t=11s

• "Haben Compter Vorurteile?" (27:49), anspielen bis 1:29 min

  https://www.arte.tv/de/videos/101938-008-A/haben-computer-vorurteile/

• "Was tun, wenn Algorithmen diskriminieren? Ein Ratgeber von AutoCheck": https://algorithmwatch.org/de/autocheck-ratgeber-diskriminierung/

• "Kunst gegen diskriminierende Algorithmen" https://www.goethe.de/prj/k40/de/kun/aia.html

• Algorithmen und die automatisierte Diskriminierung: https://www.belltower.news/rassismus-und-sexismus-algorithmen-und-die-automatisierte-diskriminierung-91233/

• KIDD – Künstliche Intelligenz im Dienste der Diversität
  vom Bundesministerium für Arbeit und Soziales (BMAS) gefördertes Projekt unter dem Dach der Initiative Neue Qualität der Arbeit (INQA)

  https://kidd-prozess.de/

   

• https://www.aiunplugged.org/

• https://code.org/curriculum/unplugged

• warm-up: Algorithmus: https://junge-tueftler.de/blog/das-kettenreaktionsspiel

• warm-up: Sortier-Allgorytmus: https://classic.csunplugged.org/documents/activities/routing-and-deadlock/CSUnplugged_OS_2015_v3.2.2_AL_Ak-10.pdf

  (Sortier-Algorithmus auch mit farbigen Wäscheklammern statt Obst)

Offline exercises on human rights, values, etc. as a basis for engaging with AI

• z.B. Werteauktion https://ksjberlin.de/Downloads/72-h-Gruppenstunde.pdf, welche Werte werden in Memes bei TikTok vermittelt, welche könnt ihr selbst in eigenen Clips, Memes vermitteln?

• siehe Seminar in Kooperation mit mediale pfade.org https://wannseeforum.de/memeagentur

Der KI-Campus ist die Lernplattform für Künstliche Intelligenz mit kostenlosen Online-Kursen, Videos und Podcasts zur Stärkung von KI- und Datenkompetenzen. Als F&E-Projekt wird der KI-Campus vom Bundesministerium für Bildung und Forschung (BMBF) gefördert.

https://hedgedoc.medienbildung-brandenburg.de/jumblr-methodensammlung#

Modulübersicht

Modul 1: „Smart Living“

Modul 2: „Lebensperspektive 2.0“

Modul 3: „Umgang miteinander in einer digitalen Wertegemeinschaft“

Modul 4: „Gaming“

https://deepfakelab.theglassroom.org/

https://wizardly-heisenberg-330d99.netlify.app/#/

https://wannseeforumneuemedien.dropmark.com/

z.B. zu

• Bildung und Erziehung 4.0: https://wannseeforum.dropmark.com/590876

• digitale Tools für die Bildungsarbeit: https://wannseeforum.dropmark.com/590837

• Digitalsierung: https://wannseeforum.dropmark.com/590834

• Mensch-Maschine: https://wannseeforum.dropmark.com/590829,

• Bildwelten: https://wannseeforum.dropmark.com/685543

• und mehr...

https://static1.squarespace.com/static/6426ad829db93559a3ed812e/t/64388f3a82787c5ebb290743/1681428318566/KIRA_Report_2023-4.pdf

Bertelsmann 2022: Was Deutschland über Algorithmen und Künstliche Intelligenz weiß und denkt

https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/DG_Was_Deutschland_ueber_Algorithmen_KI.pdf

Weizenbaum Report 2023

Politische Partizipation in Deutschland

mit Fragen zu Digitalisierung

https://www.weizenbaum-institut.de/media/Publikationen/Weizenbaum_Report/Weizenbaum_Report_2023.pdf

JIM Studie 2023, Jugend, Information, Medien

https://www.mpfs.de/fileadmin/files/Studien/JIM/2022/JIM_2023_web_final_kor.pdf

S.30 zu Chat GPT "So geben lediglich 15 Prozent an, noch nie etwas davon gehört zu haben. 38 Prozent haben

Chat GPT auch bereits selbst ausprobiert, 36 Prozent wissen nur was es bedeutet und elf Prozent haben lediglich davon gehört, können den Begriff aber nicht genau zuordnen. ...Jugendliche, die ein Gymnasium besuchen, haben ebenfalls häufiger Erfahrung mit Chat GPT gesammelt."

Bildungsstätte Anne Frank

Die TikTok-Intifada – Der 7. Oktober & die Folgen im Netz

Auswirkungen des TikTok-Konsums auf die politische Meinungsbildung der jungen Zielgruppe

https://www.bs-anne-frank.de/fileadmin/content/Publikationen/Weiteres_P%C3%A4dagogisches_Material/TikTok_Report_BS_Anne_Frank_2024.pdf

BertelsmannStiftung-Studie "Verunsicherte Öffentlichkeit.

Superwahljahr 2024: Sorgen in Deutschland und den USA wegen Desinformationen"

https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/verunsicherte-oeffentlichkeit

TU Dortmund Studien zu Inhalten auf Chat GPT (Chat GPT als Tool in Bildungsprozessen)

• zu Chat GPTs Klimanarrativ

• Studie zu politischen Einstellung

EuroClio – European Association of History Educators

Watching Videos like an Historian – EuroClio – Inspiring History and Citizenship Educators (englisch)

https://euroclio.eu/projects/watching-videos/

bpb und Humboldt Institut für Internet und Gesellschaft

• Livestream/Aufzeichnungen: https://www.bpb.de/veranstaltungen/reihen/making-sense-of-the-digital-society/

• Podcast: https://makingsense.podigee.io/

Werkstattgespräche : KI und Bildung als Podcast:

https://www.bpb.de/lernen/digitale-bildung/werkstatt/540032/werkstatt-gespraech-ki-bildung/

https://mydigitalworld.org/mitmachen/

Deutscher Multimediapreis seit 1998 jährlich

https://www.mb21.de/

• Text (und Bild und Video): https://deepai.org/

• Text: https://talkai.info/de/chat/

Mit Account und kostenlos oder kostenpflichtige Premiumversion

• am bekanntesten: Chat GPT https://chat.openai.com/auth/login, viele weitere Dienste...

• Chat Bot Arena, lasse dir von mehreren Diensten gleichzeitig Vorschläge machen: https://chat.lmsys.org/ auf Englisch, Prompts auf Deutsch möglich

Gute Promts erstellen

• Promtgenerator, kostenlos, mit Account, auf Deutsch und in vielen anderen Sprachen, macht aus Stichwörtern guten Prompttext, der weiterbearbeitet werden kann

  https://hix.ai/de/ai-writer/prompt-generator

• selber schreiben:

  Tipp für gute Pompts: Eselsbrücke „ROMANE"

  • Aus welcher Sicht? Rolle/Perspektive, aus der die Kl antworten soll z.B. als Expert:in

  • Mit welchem Ziel: Objectives, also das oberste Ziel der Anfrage klar formulieren

  • Welche Schritte sind zu gehen? Meta-Anweisungen: geben

  • Wo wird der Text angewendet? Anwendungsbeispiele geben, wie...

  • Nützliche Details

  • Für wen? Empfänger:innen des Texts

Übersetzung von Prompts (=Eingabeaufforderungen)

Die meisten Generatoren arbeiten am besten mit englisch sprachigen Prompts

• Firefox add on https://support.mozilla.org/de/kb/ubersetzungsfunktionen-zu-firefox-hinzufugen

• Deepl https://www.deepl.com/translator#de/en/Eingabeaufforderung

Texte optimieren

• Deepl Write https://www.deepl.com/translator verbessert Texte (deutsch oder englisch), Erfahrungsbericht: https://www.heise.de/news/Erfahrungsbericht-Deepl-startet-Schreibhilfe-Write-Pro-fuer-Deutsch-und-

  https://www.deepl.com/de/write

  
  

  
  

Audio zu Text (Transkrip)

• Automatisch, kostenlos und datenschutzkonform transkribieren

  
  

Image-to-Text – Bilder erkennen und beschreiben,

Artikel von KI-wandel.de zu https://www.bing.com/chat

(Foto hochladen mit der Frage nach Bildbeschreibung, Mai 2024: kostenlos über Browser)

kostenloses Ausprobieren des Bildgenerierens mit Werbung, aber ohne Account

• Text und Bild und Video: https://deepai.org/

• Bild (Tageslimit 50) https://hotpot.ai/stable-diffusion

• Bild: https://talkai.info/de/image/

• Video: https://huggingface.co/spaces/ali-vilab/modelscope-text-to-video-synthesis

  
  

kostenlos, aber nur mit Account

• DALL-E 2 ist ein KI-System, das aus einer Beschreibung in natürlicher Sprache realistische Bilder und Kunstwerke erstellen kann.https://labs.openai.com/

• Adobe Firefly mit Bildbearbeitung auf Photoshopbasis, 25 credits zum Auspobieren https://www.adobe.com/de/products/firefly.html

• Bildegenerator von Google mit beschränkten Credits

  https://stablediffusionweb.com/de#google_vignette

• Bildgenerator von leonardo.ai, Infos dazu https://deltl.de/leonardo-ai/

Viele Dienste, die Kommunikationstool sind, bieten inzwischen auch bildgenerierende Funktionen z.B.

• Magic Studio von Canva, ist bei Jugendlichen sehr bekannt durch Nutzung für Instagram-Posts

• Magisches Padlet: Funktion im Post "Ich kann nicht zeichnen"

Kostenpflichtig und leistungsstark

• Midjourneyfunktioniert über einen kostenlosen Account bei discord, monatlich buchbar, lohnt sich temporär für einzelne Veranstaltung(sreihen)

• https://www.midjourney.com/home

• https://docs.midjourney.com/docs/plans

Übersicht von https://www.gradually.ai/ki-bildgeneratoren/

zu Die 20 besten KI-Bildgeneratoren in 2024 (16 kostenlos)

• https://app.runwayml.com/

  kostenlos Account mit 125 sec credits: 4 sec Clips erstellen mit KI

• https://stable-diffusion-video.com/

  kostenloses Google Werkzeug

• https://www.synthesia.io/

  kostenpflichtig und leistungsstark, monatlich buchbar, d.h. auch für einzelne temporäre Seminar(reihen)

Avatar-Animation:

https://studio.d-id.com/(kostenloser Account mit beschränkten Credits)

• https://soundraw.io/

  Musik und Sounds generieren und für eigene Medien benutzen (https://soundraw.io/license)

Stimmen generieren Text zu Audio

• https://www.narakeet.com/app/text-to-audio/?projectId=20f8e040-055e-4b39-9d32-e27dfc731cb1

  Ohne ein Konto Dateien bis zu 10 MB hochladen, die bis zu 1 KB Text enthalten.

• in Apple Geräten: über Voice over Text vorlesen lassen und z.B. mit Quicktime Audio aufnehmen

• nur mit Account, 29 Sprachen, kostenlos mit Limit: 10.000 Zeichen pro Monat (~10 min Audio)

  https://elevenlabs.io/languages/german

Tipps von Parabol Medienzentrum Nürnberg

ai-music.parabol.de

• Audiostimme klonen

• Audio in Studioqualität verwandeln

• KI-TOOLBOX – FÜR INNOVATIVEN UND MOTIVIERENDEN UNTERRICHT der Universität Potsdam, Humanwissenschaftliche Fakultät, Professur für Schulpädagogik

• https://buzzmatic.net/ai-tools-die-ultimative-liste/

Einzelne Tools

• Genderly: gendergerechtes Schreiben mit Machine Learning https://gendern.jetzt/?text=

• character.ai: mit Bots sprechen

  https://beta.character.ai/

• www.heygen.com, heygen-KI übersetzt Videos in 10 Sprachen und passt Lippenbewegungen an

  https://www.nzz.ch/technologie/heygen-diese-ki-uebersetzt-videos-was-dahinter-steckt-ld.1757191

• MIT/Deepfakes (englisch) https://deepfakes.virtuality.mit.edu/

Plattform für Installation und Ausführen von KI-Anwendungen und -Modellen

• https://pinokio.computer/

  
  

• Siri, what is your favourite food?

• As a voice assistant, are you artificial intelligence?

• Explain briefly: what is artificial intelligence?

• What do you think about the future with AI?Siri oder andere Sprachassistenz als Teil des Seminar/"Akteur:in? einbauen z.B. in der Vorstellungsrunde als Rechercheunterstützung

Avatars give tips/explain rules in wannseeFORUM

e.g.:

In the foyer of the wannseeFORUM: Introduction

Created with https://studio.d-id.com/ (free account with limited credits)

e.g. visual impairment: Seeing AI/Project by Microsoft

in German: Test and evaluation in the seminar introduction "MemeAgentur- KI in Social Media verstehen": from minute 1:43 https://youtu.be/OAJhGHjugwY?feature=shared&t=102

• Where are the possibilities, where are the limits - what does this AI "see"? What data should it be further trained with?

• It is essential to talk about prejudice and racism in AI beforehand (Seeing AI does not recognise black people in some cases!)

• https://www.hilfsgemeinschaft.at/aktuelles/blog/detail/app-test-seeing-ai

• https://youtu.be/OAJhGHjugwY?feature=shared&t=102

Let different services compete against each other in the ChatBotArena https://arena.lmsys.org/ and exchange views on these and other questions?

• Try it out with a simple question: e.g.: Create a recipe for pancakes

• with a complex question: e.g.: What actions can we take in everyday life to make our society more solidary? Name the exact sources from which you generate this text!

https://www.midjourney.com/showcase

or other image-generating tools, see AI tools column

Create materials e.g. posters, analogue playing cards etc. (in German)

• https://wannseeforum.de/lifehack-digitalisierung-6-2023/#spiel

• https://wannseeforum.de/menschliche-und-kunstliche-intelligenz/#spiel

Photography as a medium for the construction of reality

• What role do authenticity and uniqueness of individual perspectives play in the flood of media images?

• Images by AI on the basis of training data

• How does human-generated context differ from machine-generated context?

• What do deepfakes and the reproduction of stereotypes mean for world appropriation and the relationship between the public sphere and truth in a democratic society?

• What do humans "see"/interpret, what do machines?

• Do image-generating algorithms in bots/services such as Midjourney change our perception and reading of image content and the relationship to the image as a means of communication and form of documentation?

...

Examples from analogue image production:

• https://wannseeforum.de/menschliche-und-kunstliche-intelligenz/foto

• https://wannseeforum.de/lifehack-digitalisierung-6-2023/#swfoto

• https://wannseeforum.de/smartworld/#foto

• https://wannseeforum.de/unboxing-digitalisierung-2022/#foto

Experimenting with human and artificial intelligence

Exercises in online learning settings or in a group on site with a projector

1. User- and AI-generated content

   Emotions, structures, concepts - making terms visible: What do people photograph? What does AI generate?

What does an AI generate? What would you photograph?

Exercise ideas:

• As an introductory exercise:see picture "Something you can't live without"

• on the following individual keywords and/or their combination: joy, health, equality, inequality, poverty

• on human rights e.g. UN Charter Article 3

  "Everyone has the right to life, liberty and security of person."

• Take a picture and post the photo (caption = term/s or sentence).

• Then have the AI generate an image for the same term:

• AI 1: test in the padlet: click on Plus, then on the red honeycomb with the three dots and select "I can't draw" and enter the same term.

• Write the term in the heading + #padletKI

• and post the image here in this column.

• AI 2: test https://talkai.info/image/, enter the same term and post it here (heading 0= term + #talkaiKI)

• AI 3: test for free at Adobe Firefly/only with an account: open https://firefly.adobe.com/ (and 25 credits) and enter the same term,

• select a suggestion, move the mouse to the top right corner of the image. A box with an arrow will appear there. Click it and select "Generate link".

• Write the term in the heading and post the image here in this column.

• Compare the images and discuss them

• Did you enjoy the exercise?

• How do your photos differ from the AI images, what can the AI do in the Padlet and what can Adobe do?

• Are stereotypes and clichés reproduced in the images? If so, which ones and how?

• What questions do you have about AI and image generation?

• What questions would you address with your participants after the exercise?

2. Image description with human and artificial intelligence

   What do humans see and interpret, what does AI "interpret"/generate?

• Open the platform https://pixabay.com/de/images/search/gesundheit/ - there are so-called stock photos, i.e. photos that have been produced in stock ("to have in stock") so that you don't have to produce your own photos for your flyers, for example. These photos come from photographers or were generated by AI

• In this example, you see images for the term "Health", select an image from the "Free images" section and click on it

• Copy the link in the address bar (URL) and post it in this column under the heading: Health/Pixabay

• Open https://talkai.info/image/ or https://firefly.adobe.com/ (only with account/login)

• Describe the image from Pixabay that you have chosen in the input field.

• Wait for the AI's suggestions.

• Which of the suggestions comes closest to the original?

• Move the mouse to the top right-hand corner of the image. A box with an arrow will appear there. Click on it and select "Generate link".

• Post the link here in this column.

• Exchange ideas about it

  • Was the exercise fun?

  • How do the individual photos/image ideas differ from the AI images, what can the AI do in the padlet and what in talkAI?

  • Are stereotypes and clichés reproduced in the pictures? If so, which ones and how?

  • for multipliers: Where could you use image-generating AI in human rights education?

3) Stereotypes: What images does AI generate, e.g. of job profiles? of people, activities and genders? of people/countries/cultures?

• Generate a picture of professions? Does this correspond to the current job description?

• Generate an image of an activity, e.g. a person who bakes - what gender is the person?

• Generate a picture: show a person from France. Which stereotypes of the country are depicted?

Übung aus einem hybrid veranstalteten Seminar mit Erzieherfachschüler:innen Dez 2021

Was können Menschen, was Maschinen "lesen"?

Geh raus oder bleibe in deinem Umfeld und fotografiere 

1 Foto das zeigt:

* etwas, dass nur Menschen verstehen

1 Foto das zeigt:

* etwas, dass nur Maschinen verstehen

Zusatzfrage 2024

Lade ein von dir fotografiertes Bild, das nur "Menschen verstehen" in https://www.bing.com/chat und frage nach der Bildbeschreibung.

• Gibt die Bildbeschreibung wieder, was fotografiert wurde?

• Ist dein Bild mit Emotionen/Atmosphäre verbunden und fließt das in die Bildbeschreibung ein?

Exercise from a hybrid seminar with teacher trainees Dec 2021

What can people read, what can machines "read"?

Go out or stay in your environment and take a photo

1 photo that shows:

* something that only humans understand

1 photo that shows:

* something that only machines understand

Additional question 2024

Upload a photo you have taken that only "humans understand" to https://www.bing.com/chat and ask for a description of the photo.

• Does the image description reflect what was photographed?

• Is your image associated with emotions/atmosphere and does this flow into the image description?

Create e a prompt for image generation:

• What does AI look like?

• Try out your prompt with different image-generating AIs

• How is AI visualised in the media? Search the web for stock photos, e.g. https://www.pexels.com/

Guess the prompts:

• Person A) Have a picture generated and write down the prompts.

• Person B) Guess the prompt of person A's picture, have a picture created with your guessed prompts

• Person A+B) Compare the pictures

• You as the prompt:

Describe yourself in your desired scenery (e.g. fantasy world, holiday location/situation)

• use your description as a prompt and generate a picture

• Compare your images, expectations and the AI results?

• Can AI create your desired atmosphere/emotions in the images, e.g. holiday mood?

• "Can a neural network recognise drawings? You can help train the network by adding your drawings to the world's largest database of drawings. The database is publicly accessible and is used for research in the field of machine learning."

"Build a fUture"

developed and produced in the "Coding" workshop as part of the seminar "The invention of the future. How do we want to live?" with trainees from the Louise-Schroeder-Schule Berlin, 24-28.6.2024

developed and produced in the "Coding" workshop as part of the seminar "The invention of the future. How do we want to live?" with trainees from the Louise-Schroeder-Schule Berlin, 24-28.6.2024