Artificial intelligence and ethics: challenges and responsibilities

Greetings from the Australian National University in Canberra, where Brad Smith, Global President and Chief Legal Officer of Microsoft, is speaking on Artificial intelligence and ethics: challenges and responsibilities. In his introduction, the ANU VC expressed concern over the lack of broadband access around Canberra. He also mentioned the ANU 3AI Institute students who are looking at issues of technology and people (I am sitting in the audience with the students).

This is the second presentation this week on the implications of technology. Yesterday Lieutenant Colonel Keirin Joyce, UAS Sub-Program Manager for the Australian Army talked on "Drones for Good". He handed around a "Black Hornet Nano" advanced military drone, about the size of my thumb. He pointed out that such devices are not "intelligent", they only follow pre-programmed instructions. He also mentioned that drones had been used extensively for disaster relief in the recent Queensland floods.

Brad Smith also was downplaying the current state of AI. He suggested there had been and would not be a sudden achievement of AI. Instead increased computational power and access to data make AI gradually possible. He pointed out some AI is already in routine use, such as in cars for detecting people in the vehicle's path.

Brad Smith raised the issue of ethics with AI and weapons. While suggesting that the laws of war needed to take this into account, he had no specific proposals. I suggest a good start would be for Microsoft to call for China, the United States, and Russia to sign the Ottawa Treaty Banning Anti-Personnel Mines (Australia joined in 1999).

Brad Smith warned of a world like Nineteen Eighty-Four, with routine mass surveillance of the public, preventing free assembly. He proposed laws to limit such surveillance to where there is a court order or an imminent threat. However, Microsoft provides technology which could be used to create a surveillance state. One ethical approach would be for Microsoft to not supply its technology to countries which did not have suitable citizen protections.

Brad Smith ended by raising the issue of a need for a global approach to the issues. One of last slides in the presentation showed statues of Confucius, and Socrates, hinting at the differences of views between China and the West.

Well, I thought that was the end of the talk, but Brad Smith ended on a more positive note, by pointing out three Microsoft initiatives: AI for Earth, AI for Accessibility,  and AI for Humanitarian Action.

Microsoft Building a Quantum Computer by 2026

Greetings from the Australian National University in Canberra, where Michael Freedman, Director of Station Q at Microsoft is speaking on "Building a Majorana quantum computer". The mathematics of how the quantum computer Professor Freedman is building would work is beyond me. However, two points were of interest: the quantum computer will not just be able to perform computations faster, it will be able to perform so many more it will be able to solve problems we did not previously consider. The other is that he believes that it will be possible to use the same type of production process now used for microchips to make quantum chips. This requires many advances in production techniques, but in essence involves putting s silicon wafer into a chamber and exposing it to chemical processes, then chopping up the wafer to make hundreds of chips. He expects Microsoft will build a quantum computer within a decade.

Assessment and Teaching of 21st Century Skills

The "Assessment and Teaching of 21st Century Skills" (ATC21STM) is a project between Cisco, Intel, Microsoft, Singapore, the Netherlands, Finland, USA, Costa Rica and, in Australia, the University of Melbourne (Care, 2014). The ATC21S website says they are "... developing methods to assess skills that will form the basis for 21st-century curricula". That sounded interesting, but I could not find details of how this was being done.

In terms of assessing skills, I found the approach used for Australian Computer Society's postgraduate students most useful. With this you get the student to do whatever it is you are assessing, preferably in their workplace. This is much the same as the approach which I was trained in for assessment in the VET sector. I have applied this approach with masters students and it would seem applicable to fixing a light switch or developing a corporate strategy.

As an example, the assessment for my ICT Sustainability course, includes: "Write a report on the carbon footprint and materials use of the ICT operations of your organisation (or an organisation you are familiar with)".

Reference

Care, E., (21 January 2014), Assessing 21st century skills. Perspective Paper for the Centre for Education Research and Practice. Retrieved from https://cerp.aqa.org.uk/perspectives/assessing-21st-century-skills