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samenvatting Digitalization

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summary of all Digitalization lessons

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Digitalization  Examen: meerkeuze vragen, geen open vragen


Les 1: Digitalization and the challenges of AI
Stef Aupers


Three waves of digitalization
50 years: three converging waves of digitalization and their influence on
society

- Personal computer
- Internet and social media
- artificial intelligence
o AI: a social science perspective




First wave of digitalization: personal computer
IBM computers in the 1950s  giant computers, the prediction was that
they needed 10 to 12 of these machines to make all kind of calculations



The democratic promise of the PC…

1950s: the hacker ethic (not hackers as we now them now, but people
who wanted to bring the power of the computer to the people)

1960s and 1970s -> hippies/ hackers in Silicon Valley

 Goal: “bringing computer to the people”

1975: the first personal computer (apple)

1975 – 1985: the development, mass-production and commercialization
of the personal computer (the “apple computer”)

 All the devices that we have now are based on the same principles
that they made during this time

,Second wave of digitalization – internet and social media
Internet = ecological system made out of interconnected computers

 First used in libraries
 Very imported developments in the process of digitilazation


The democratic promise of the internet

 The promise that everyone could be connected through the internet
Web 1.0: 1990s – interconnected PCs, visit websites

Web 2.0: 2000s – social media platforms an User Generated Contend
(UGC)

 with Facebook as the pioneer

Time magazine (2008) – Person of the year (YOU.) -> utopian climate:
everyone can be connected



Facebook (2004) -> blueprint social infrastructure internet

« making the world more open and connected” (mark Suckerberg, 2010)

From democratization to ‘survaillance capitalism’ (Zuboff?)



Third wave of digitalization = Artificial intelligence
Pioneers

 John McCarthy -> mathematician/ scientist
 Introduction concept DartMouth Conference 1955 – small/ modest
conference: first called it artificial intelligence (not a lot of money to
spend, not a lot of people, just talked a lot about the subject)

“…making a machine behave in ways that would be called intelligent if a
human were zo behaving”

,You can argue that machines are always an imitation of us, an extension to
help us do tasks/ work (e.g. cars to move from one place to another)

 Here we have a new step:
machines are not only stronger and bigger in a physical sense but
also smarter and more intelligent in a cognitive sense

Basic forms of AI

Weak AI: Top Down AI:
AI that imitates our cognitive All instructions, no interpretations,
functions, but takes one specific it just does what it is supposed to
task. do e.g. in war, if you see someone
The computer is given one task who looks like this, shoot.
e.g. AI computer beated the best
chess player
Different from our brain, we can do
multiple things with our brain, this
cant be combined in one machine.

Strong AI: Bottom Up AI/ emergent AI:
The opportunity to speak to AI that is self-learning, evolutionary
understand sentences, make art, computing. We appropriate
play chess,… decisions, learn things an act
AI can do multiple tasks differently the next time. Acts
increasingly beter and beter




 In 1950s they mostly used Weak AI and Top Down AI
 Now AI is increasingly Bottom Up
 The “holy grail” is Strong AI (utopia)



The classical philosophical debate on AI
Alan Turing (Mathematic: 1912-1954) VS John Searle (linguistic interested
in AI: 1932-…)

When can we say that the intelligence of the computer is more intelligent
the that of a human ?

When does a computer really has conscience?

 The debate between these two people were

, Alan Turing
Mathematics, technology,…

The touring test: “How can AI be indeed be considered intelligent, and how
can we decide that?”

Experiment: one human being in front of a blinding
screen, on the other side of the screen there is a human,
and a computer. They start a conversation with the
computer or the human, if they don’t now after 8 min
whether they are taking to a computer or a human being,
the computer is considered intelligent.

 The computer has to be programmed in a way that
when they don’t know the answers to a question they still can
answer with something smart.
 It also works the other way around: we as humans are also just
machines, we use information to do better the next time.




John Searl
The Chinese Room experiment: “Is AI ‘really’ intelligent?”

Experiment: He wants to explain that computers can and
will never be intelligent

o The person in the room gets Chinese texts and uses it
to make new sentences, then gives it back to the
people outside of the box
o The person in the room has instructions, knows
exactly what to do, BUT has no idea what the text is
actually about.
 Computers can do intelligent things, but aren’t intelligent
themselves, they cant actually understand what the information
means



Kevin Warwick (2011) - A third position in the debate
 Wants to transform humas into cyborgs (half machine, half human)
 Professor in UK, considers himself a cyborg
 Writes books about AI

Table of contents

  1. 01 Les 1: Digitalization and the challenges of AI 1
    1. Three waves of digitalization 1
    2. The classical philosophical debate on AI 3
    3. AI: Challenges for the social sciences 6
    4. AI: Challenges for the social sciences 7
    5. Conclusion and discussion 8
  2. 02 Les 2: Dealing with online risks: Young people’s digital lives 16
  3. 03 Les 3: Our social media diet 33
    1. Introduction 34
    2. policy advice Belgian’s Superior Health Council 36
    3. Food advertising volume 39
    4. Kidsvertising 39
    5. The physical food environment 43
    6. Social media and nutrition 45
  4. 04 Les 4: From press release to TikTok post: The circulation of digital news across platforms 46
    1. High-choice media environment 47
    2. Liquid news 47
    3. Offline gatekeeping 47
    4. Social media gatekeeping 48
    5. Job titles 48
    6. A social media journalist 49
    7. Study 53
    8. Study 54
    9. Conclusion 56
  5. 05 Les 5: Advertising literacy among children and adolescents 57
    1. Children as a target group 57
    2. A battle of perspectives 57
    3. Advertising literacy 58
    4. An overview of traditional and nontraditional formats 59
    5. Improving advertising literacy: disclosures 61
    6. Improving advertising literacy: literacy programs 61
    7. Literature review: advertising literacy 62
    8. Literature review: awareness of data collection 62
    9. Literature review: Institutional privacy protection 63
    10. Methodology: 63
    11. Results/ discussion 63
  6. 06 Les 6: Photography in crisis: Post digital technologic developments in the field of visual culture 64
    1. Introduction 64
    2. Photography in crisis? 65
    3. (r)evolution 65
    4. Role of non-human photography 66
    5. Recent development: use of AI 66
    6. Framing 69
    7. World War I 70
    8. World War II 71
    9. Manipulated images ’90 – 2000’s 75
    10. Disturbing trends 76
    11. Conclusion: 78
  7. 07 Les 7: Social media literacy: insights and implications for adolescents’ mental health 79
    1. Introduction 79
    2. Social media and adolescents’ well-being 80
    3. A need to intervene 80
    4. The SMILE-model 82
    5. Audience heterogeneity 88
    6. Methods 90
    7. Identifying trajectories (RQ1) 90
  8. 08 Les 8: From audience to partner: Design lessons in co-creation and participation 91
    1. 1. who am I 92
    2. 2….. 92
    3. 3. Example from practice – VRT innovation 97
    4. 4. co-creation methods 100
  9. 09 Les9: Digital games & Gambling (within video games) 103
    1. Introduction 103
    2. Games and research 103
    3. Games and gambling 104
    4. Concluding remarks and Q&A 109

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