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Artificial Intelligence

AI is on a rapid rise in education. Professors and educators have been banning new softwares like ChatGPT and Dall-E with the fear that students will use them to plagiarize entire assignments and diminish critical thinking. However, the use of these technologies is inevitable and increasing in various everyday circumstances. As educational institutions continue banning them, they will just get more and more advanced, which means that at some point, we’ll all have to cope with them somehow. So this week, I tried out two of these technologies: ChatGPT and Dall-E, and found a few ways students might positively use it in the classroom.

What is ChatGPT?

ChatGPT is an AI software developed by OpenAI that is meant to generate almost-immediate, conversational responses to questions, prompts, and commands. It launched to the public in November 2022, and since then has been a topic of discourse in academia, ethics and technology, and general interest of the common person with free time and internet connection. Its impressive technology allows the responses to be detailed, articulate, and generally factually correct. User input also helps craft desired outputs, as the AI can “learn” and tailor its responses to reflect feedback and critiques. As mentioned, ChatGPT has faced rejection from educators and institutions with its negative implications for students, but there are ways that ChatGPT can be effectively implemented to aid learning and expression.

Idea Generation

Writer’s block is pretty inevitable for any class, especially PUB 101, where I write two or three posts a week. With a simple prompt, ChatGPT can generate ideas to take inspiration from for essays, assignments, and blog posts. This could yield excellent results, as each student would be able to spend more time on the execution of their project, rather than spending time brainstorming ideas that are often too simple to accurately and rigorously demonstrate their learning. To bypass the possible concern that this would limit creative thinking and be a case of plagiarism, I must clarify that in fleshing out projects from a mere concept to execution still requires a lot of creative thinking, and by referencing the software’s assistance it would steer clear of plagiarism claims since the ideas would in a sense still be the student’s own based on the prompt and information fed. 

Keyword Generation

In PUB 101, I’ve learned that inputting keywords in posts is extremely important. They help improve the SEO and my website’s reach. ChatGPT could effectively help generate some of these keywords to benefit each post on my blog. So, I decided to type the following into ChatGPT: what are some keywords to include in a blog post about reviewing Taylor Swift’s album “folklore”? Here’s what it generated.

A ChatGPT response to the prompt "what are some keywords to include in a blog post about reviewing Taylor Swift’s album “folklore”?"

What is Dall-E?

Dall-E is an AI software, also developed by OpenAI, that generates complex creative images from text prompts. Prompts can include things like recreating individual artists’ styles, using various art mediums, and ultimately absurd visuals that one would not expect to see in one image. Like ChatGPT, the use of Dall-E has been a controversial topic. Specifically, when is it ethically permissible to use it, especially in academic contexts? 

Creating Visual Interest

My content posts often use a lot of images from the internet. While this is useful in many cases, especially for posts that take on a more editorial-style, I think that adding pictures created from DALL-E could enhance the personalization of my posts. It could make the blog reflect me and my own personality instead of always relying on other people’s pictures and using generic-looking stock photos. For example, my post about crocheting could have included Dall-E pictures to create added entertainment, visual interest, and personality.

Oil painting of girl crocheting.
Dall-E generated image using the prompt “an oil painting of a girl learning how to crochet”.

Citing and Copyright?

Since ChatGPT is such a novel tool, traditional citation styles have yet to cohesively come up with solutions for ways students should properly credit the use of the technology in their work. However, as a student and a blog-owner, citing your sources is a critical step in ethical academia and success. Suggestions have been made for citation style from APA, for example, an online library guide for a university suggests, “This technology is new and we are all learning about generative AI resources and how to ethically use them. Consider making the ChatGPT conversation retrievable by including the text as an appendix or as online supplemental material.”

But then again, would we even need to credit the model if it’s not really taking from other people’s ideas? If things are written by ChatGPT, who owns the copyright? The human who generated the prompt, or the creators of the model? Only time will tell.

References:

Antonelli, W. (n.d.). How to use dall·e 2 and Craiyon, the AI art tools that can generate images from any text prompt. Business Insider. Retrieved March 23, 2023, from https://www.businessinsider.com/guides/tech/dall-e-mini

Dall·E: Creating images from text. DALL·E: Creating images from text. (n.d.). Retrieved March 23, 2023, from https://openai.com/research/dall-e

Introducing chatgpt. Introducing ChatGPT. (n.d.). Retrieved March 23, 2023, from https://openai.com/blog/chatgpt/

Johnson, A. (2023, January 31). Chatgpt in schools: Here’s where it’s banned-and how it could potentially help students. Forbes. Retrieved March 23, 2023, from https://www.forbes.com/sites/ariannajohnson/2023/01/18/chatgpt-in-schools-heres-where-its-banned-and-how-it-could-potentially-help-students/?sh=130da4506e2c

Research guides: APA style 7th edition: Chatgpt & ai tools. Humber. (n.d.). Retrieved March 23, 2023, from https://guelphhumber.libguides.com/c.php?g=716556&p=5279441

The Rise of ChatGPT in Academia and How We Should Navigate It

Over time, artificial intelligence tools have been steadily developing and emerging into people’s lives. Now, many of them are now easily accessible to anyone with a decent wifi connection. While this seems like a feat of innovation for engineers, scientists, and technology as a whole, the implementation of AI in academia has raised concerns that could cause some to think otherwise. For example, ChatGPT is an AI chatbot developed by OpenAI that aims to generate immediate conversational-style responses to prompts– including but not limited to prompts regarding questions, text-translations, and summarization (Cotton et al., 2023). The software launched in November 2022, and has since seen growing popularity in the classroom, forcing both students and educators to reconceive traditional ideas of learning standards that have been complicated by ChatGPT. While ethical controversies have proliferated surrounding ChatGPT in academia, alternate suggestions for how to best take advantage of AI resources have naturally arisen as well. In this essay, I will address common concerns about students using ChatGPT, and offer suggestions for how to appropriately use it in consideration of both the challenges and benefits it provides. 

Concerns About ChatGPT

With ChatGPT being banned in schools across the world, it is evident that educators are worried about what students will be capable of with access to the chatbot. According to a qualitative study that evaluated the relevance, accuracy, originality, depth, and additional factors of ChatGPT’s responses to various prompts, it was well supported that it could easily assist students in cheating on assessments and exams (Susnjak, 2022). This impressive proficiency demonstrated in the AI’s output seems to have incited a widely-shared concern about its implications for academic integrity. For instance, as researchers describe, the ease of plagiarism with the use of ChatGPT seems to undermine the need for higher education (Cotton et al., 2023). As students can quickly complete assignments with a simple software, the focus on rigorous research and writing at post-secondary institutions seems to lose its worth, since much of the work can easily be written by ChatGPT– sometimes to a higher quality than students are capable of. Furthermore, ChatGPT can ultimately contribute to the loss of creativity and critical thinking, due to the fact that one can have their work completed for them, rather than needing to rationalize and create solutions themselves. This will lead to future failures, as it will prevent students from properly developing their researching and writing skills, and fields of study will be flooded with work that the software itself warns might include incorrect and biased information that is limited to a certain date or framework (OpenAI, 2023). Additionally, as students continue to use ChatGPT, it will inevitably create inequities in assessments (Cotton et al., 2023). This is due to the fact that some students will be making honest attempts at completing assignments, using their own background knowledge, experiences, research, and skills to conceive of their solutions, while other students will be turning to technology’s efforts, resulting in students earning higher or lower grades than they potentially deserved. Those who attempted to use their skills themselves will be at a disadvantage, putting in far greater effort than their ChatGPT-using counterparts. Ultimately, these concerns surrounding ChatGPT may lead to the “devaluation of degrees” (Cotton et al, 2023), due to the aforementioned impacts on post-secondary education. 

Benefits of ChatGPT

While these concerns thoroughly explain why many feel hesitant to accept (or outright reject) ChatGPT as a resource in academia, this does not mean that there are no conceivable benefits and opportunities that ChatGPT can provide to both students and educators. One benefit is found in its text translation feature (Lund & Wang, 2023). This aspect can aid individuals in language learning, since multiple studies have found it to be quite accurate, including Susnjak’s. This will help those attempting to navigate environments in which they are unfamiliar with the language, contributing to the expansion of global boundaries. Furthermore, ChatGPT functions to increase efficiency in research and literature review. This is done because it can extract, summarize, and analyze large data sets, faster than the time it would take for human individuals to do so (Lund & Wang, 2023). This aspect allows for the software to selectively synthesize documents within entire fields of study, greatly accelerating the pace at which potential advancements can be made and referenced. In addition, educators who have been using ChatGPT as a learning assistant in their classes have found that it has helped their students gain deeper understandings of the materials, and that it offers them a way to restructure and clarify their own ideas with the assistance of an external source (Roose, 2023). This gives them a foundation to be able to create their own work, and demonstrate their knowledge in richer ways. As explained, ChatGPT provides many benefits when being used as a tool to further education, rather than a direct source for plagiarism.  

Suggestions for ChatGPT

As described in this paper, the concerns regarding ChatGPT can be prevalent enough to outweigh the potential benefits, leading to the enforcement of restrictions on the use of ChatGPT in academic environments. Nonetheless, studies have shown that there are indeed ways to use ChatGPT in effective and educational ways while being mindful of the potential for plagiarism and unsavoury consequences. Warner (2023) emphasizes that “learning is rooted in experiences”, and it seems likely that ChatGPT can be used to enhance experience rather than replace it, as these concerns have suggested. When utilizing ChatGPT as a resource to deepen learning and provide different approaches to understanding, it allows for students to take advantage of such an innovative technology without sacrificing the authenticity of their work and the purpose of their education.

Additionally, as technology continues to advance, avoiding the use of these revolutionary resources would be unwise, since AI will only continue to progress and implement itself in various ways in people’s everyday lives. Choosing to altogether deny younger generations the use of ChatGPT and other AI tools like it would be to ineffectively counteract the natural progression of innovation and technology. While it is important to use AI appropriately– for example, in ways I have previously suggested– it is not productive nor realistic to discount AI on account of its possible misuses. 

With ChatGPT only beginning to establish its place in academia, this type of discourse regarding its upsides, downsides, and appropriate usages is important to have if there is hope for AI to be effectively used by scholars. Given what we have seen from AI thus far and the outstretched path of technological advancements, it seems we have good reason to remain hopeful. Despite the challenges it brings to academic integrity and education, the benefits of using ChatGPT to assist and elevate research and work should encourage people to use it wisely, rather than not at all.

References:

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT, Innovations in Education and Teaching International, 1-12. https://doi.org/10.1080/14703297.2023.2190148

Introducing ChatGPT. Introducing ChatGPT. (2023). Retrieved March 18, 2023, from https://openai.com/blog/chatgpt 

Johnson, A. (2023). ChatGPT in Schools: Here’s Where It’s Banned-And How It Could Potentially Help Students. Forbes. Retrieved March 18, 2023, from https://www.forbes.com/sites/ariannajohnson/2023/01/18/chatgpt-in-schools-heres-where-its-banned-and-how-it-could-potentially-help-students/?sh=667ae6bd6e2c 

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries?, Library Hi Tech News, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHTN-01-2023-0009

Roose, K. (2023). Don’t Ban ChatGPT in Schools. Teach With It. The New York Times. Retrieved March 18, 2023, from https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html 

Susnjak, T. (2022). ChatGPT: The End of Online Exam Integrity? arXiv Forum, https://doi.org/10.48550/arXiv.2212.09292

Warner, J. (2023) How About We Put Learning at the Center?: Inside Higher Ed. Retrieved March 18, 2023, from https://www.insidehighered.com/blogs/just-visiting/how-about-we-put-learning-center

Photo:

Poth, R. D. (2019, September 3). Artificial Intelligence: Preparing students for the future with ai. Getting Smart. Retrieved March 18, 2023, from https://www.gettingsmart.com/2019/09/03/artificial-intelligence-preparing-students-for-the-future-with-ai/

ChatGPT and the classroom: Are you in or are you out?

It’s March 2023—almost a full three months into the year—and it seems like every academic and student (and their dog) has brought up artificial intelligence (AI) in their conversations and discussions. Whether it be in the form of chatbots, facial recognition, or smart assistants, artificial intelligence, or AI, has formed a strong presence in today’s world.

While AI is such a popular topic of conversation, it is not always for the best reasons. With newer inventions like ChatGPT, universities have become weary of the use of AI in the classroom. Some schools in the US have even banned the use of ChatGPT by students for fears of cheating and the spread of misinformation—something to discuss shortly (Rosenblatt, 2023). At this point, I would not be surprised to see schools in Canada do the same.

Seeing how far technology has come in the 21st century, I would argue that ChatGPT has great potential in the classroom setting, and this technology should be leveraged to promote creativity and critical thinking.

Follow along with me to learn more about this AI and how it can be used as a learning tool rather than a learning threat in schools.

What is artifical intelligence?

Before I dive into my argument, let’s take a brief look at what artificial intelligence, or AI, is.

The origins of AI date back to the 1920s as just a mere concept. Over the years it has developed from Alan Turing’s Imitation Game to Yann LeClun’s Convolutional Neural Network, to the plethora of smart technologies that we have today (Ergen, 2019, p. 6).

While AI has been around for decades, everyone’s definition of it differs.

Rapaport (2020) explains artificial intelligence as a scientific study of computation in problem-solving and task-based scenarios (p. 54). Meanwhile, Ergen (2019) describes AI as a “technological wave” that has enabled machines to partake in human cognitive functions (p. 5).

Both definitions have their nuances based on each individual’s area of study, but in essence they surround this idea of technology processing information as humans would to perform tasks.

As surprising as this may be, AI technologies can be found in our daily routines. From Apple’s virtual assistant, Siri, answering any questions you may have to Netfilx providing you with curated watch suggestions based on your activity on the platform, AI surrounds us more than we may notice.

If you’re looking for a quick-and-easy run-down of ‘artificial intelligence,’ I recommend watching this short video from Duke University (2021), which explains the topic in less than two minutes.

What is artificial intelligence? / Duke University

The current state of AI in schools

As I mentioned, the discussion of AI in the classroom can bring out mixed emotions amongst university students and instructors. For instance, if you are currently a university student—or just a student in general—you may have heard of ChatGPT.

ChatGPT is an AI chatbot that launched in November 2022 and grew exponentially in popularity over the following couple of months. It’s recognized for its ability to produce language in a conversational manner with the help of user-generated instructions (OpenAI, 2023).

Going back to the article from NBC that I linked earlier on schools banning the use of ChatGPT, I can understand the reason for it. Rosenblatt (2023) notes in the article that this technology has inspired students to cheat on their assignments and exams and created a learning environment prone to “negative impacts” on students’ learning experience.

A representative from New York City’s Department of Education went on to argue that ChatGPT’s ability to answer questions does not enable students to think critically and engage in their problem-solving skills—both essential skills needed to strive in academics and in life (para. 3).

While I agree with the representative’s claim that AI technologies like ChatGPT don’t enable students to fully participate in critical thinking and problem-solving, I believe that these technologies can still be used to promote creativity and critical thinking in terms of the use of AI technology in the education system.

Why AI should be used in schools

At the rate that AI technology is growing in popularity, it will be difficult to rid school systems of its use entirely. Instead, schools should embrace the presence of ChatGPT and use it to challenge instructors’ and students’ creativity in the production of ideas and critical thinking in terms of the use of AI in education.

Mhlanga (2023) supports this argument, noting that not only does using ChatGPT in the classroom “modernize” learning, but it can be used as a means of learning. Teachers can use ChatGPT to gauge students’ preferred learning techniques and create new means of assessing students’ skills based on their preferences. Meanwhile, students can question the accuracy and reliability of the information produced by ChatGPT as part of their work. Ultimately, both teachers’ and students’ findings can provide them with opportunities to collaborate with one another and encourage the generation of new ideas to support each other’s learning journey (p. 10).

Halaweh (2023) makes a great point that builds on this. He explains that if schools want to ensure the safe, responsible, and ethical use of ChatGPT, there should be policies and guidelines enacted regarding the use of this AI technology in students’ works. In his example, he list that students should “examine and evaluate” the information produced by ChatGPT, as well as clearly disclose the use of the chatbot in the creation of one’s work (p. 5). By engaging in a full set of guidelines for the use of ChatGPT, schools can support the use of AI technology in the classroom without risking the obsolescence of creativity and critical thinking.

Conclusion

All in all, ChatGPT has its drawbacks in the classroom setting. However, with its rapid growth in popularity and use, we must consider the benefits of leveraging this AI technology as a tool to help teachers and students. While ChatGPT can cause concerns for cheating and unoriginality, it can challenge both parties to think about the means through which learning is evaluated and the ways in which the contents produced by ChatGPT are inaccurate and lacking context. Ultimately, this AI technology can be used to promote creativity and critical thinking skills.

References

Duke University. (2021, April 13). What is artificial intelligence? [Video]. YouTube. https://www.youtube.com/watch?v=c0m6yaGlZh4

Ergen, M. (2019). What is artificial intelligence? Technical considerations and future perception. The Anatolian Journal of Cardiology, (22), 5-7. https://doi.org/10.14744/anatoljcardiol.2019.79091

Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2). https://doi.org/10.30935/cedtech/13036

Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4354422

OpenAI. (2023). Introducing ChatGPT. https://openai.com/blog/chatgpt

Rapaport, W. J. (2020). What is artificial intelligence? Journal of Artificial General Intelligence, 11(2), 52-56. https://doi.org/10.2478/jagi-2020-0003

Rosenblatt, K. (2023, January 5). ChatGPT banned from New York City public schools’ devices and networks. NBC News. https://www.nbcnews.com/tech/tech-news/new-york-city-public-schools-ban-chatgpt-devices-networks-rcna64446

The Age of AI

Artificial intelligence is the name of the future with AI, “appearing more and more as one of the most in-demand areas of expertise for job seekers” (Stahl 2021).  From previous breakthroughs of Siri to today’s ChatGPT, the race to the top of the tech ladder is a daily one for giants like Microsoft and Google. Tech policy is also an uncharted yet growing sector, with MIT Technology reviews criticizing big tech’s accountability policies and audit practices (Hao 2021). With such growth, new jobs and uses of artificial intelligence are being developed and ushering the “Digital Age” despite the long run significance and impacts on future employees being uncertain (Adams 2017). While still developing, artificial intelligence can presently be successfully integrated into post-secondary student’s lives and future careers through data clouds, indexing software, and cybersecurity risk mitigation.

Data clouds are large, accessible servers that “(grant) unprecedented access and insights so its users can make decisions that” could have ripple effects in companies, communities, and the workforce (Verma 2022). From the systems that store student enrolment data to the location data phones provide, interactions with servers are critical to understanding and making day to day and long-term decisions. Amazon Web Services provides systems as a subsidiary of Amazon to business owners for “optimiz(ing) business value” and “reinvent(ing) with data” through dashboard views of logistical, sale, and other given data scanned through artificial intelligence for trends and insight (). Other companies like Oracle, IBM, and Adverity, that hire employees from business schools, have similar insight platforms that companies can use to generate commentary on large amounts of data that the clouds hold and scan. This creates a unique competitive edge for business students who can at minimum understand the process of AI as it expands “efficacy of work” for new hires (Buhler 2021) and “enhance worker task” (Faia 2023). Such data clouds can also be used for non-monetary, community benefits such as sustainability efforts and wildlife conservation. For student’s pursuing environment, forestry, or other related fields, WildMe offers an example of the symbiotic mesh of nature and technology. On the landing page WildMe states their specialization as, “machine learning experts and software professionals supporting you in the fight against species extinction” (WildMe). This merging supports the understanding that technology can permeate every field and improve conditions through data clouds that assist in greater human understanding of larger problems within the company or community.

Indexing is an artificial intelligence method that has made its way into lives often without routine acknowledgement. At a recent case competition related to cybersecurity hosted by SFU’s CaseIt Business Club called Pivot, students were tasked with using technologies to assist in working toward BC’s Goal of Net Zero by 2050. Salesforce’s Algolia is one such technology many teams decided to utilize within the competition, the tech boasting “better relevance and recommendations” through the software that allows for databases such as Amazon Web Services to be easily searched and personalized recommendations to be provided with applicable search filters (Salesforce). Salesforce also offers jobs to many new graduates with training programs included, but pre-existing technology understanding being key to success in the role. Algolia runs as a consultancy option for many businesses but in day-to-day life such machine learning indexing platforms can be seen in Netflix’s algorithms. The company uses “a process called collaborative filtering” which scans viewing habits and compares them against a content catalogue to provide tailored recommendations and customize Netflix Shorts (Gottsegen 2023). This translates into individuals looking to pursue a career in the entertainment industry gaining an advantage if they recognize how to best use the algorithm for their benefit. This automated indexing system is also evident at Yelp where “machine learning… sort(s) through tens of millions of photos… to group them into various categories” (Gottsegen 2023). Entering industries from entertainment to dining, machine learning systems that can use data clouds to then index information in a digestible manner are pivotal in adaptability within any career.

With the implementation of such expansive and encompassing technology comes what The New York Times calls a “crisis of trust” in the systems of cybersecurity established to mitigate potential cyber threats (2018). System hijacking, data breaches, and phishing are examples of systemic problems that arise with migration to a more tech immersed future for both students and industries alike. The growing technology blockchain is a consistent target of such attacks with about, “500 cybersecurity attacks, considering cryptocurrencies only, with losses reaching $9 billion” suffered by supply lines that impact any student investments in the currencies and company holdings (Alabdulkarim 2023). This means that data is often not as secure as one may think but also brings the rise in thousands of jobs in the field of tech securities with base pay for cyber security analysts in Canada starting at around 80K (Glassdoor). This means that students can work alongside technology to achieve not only management positions that understand the importance of company trust but also pure cybersecurity jobs that offer good salaries and growing prospects. Companies also require mitigation teams to deal with system hijacking, especially when it relates to supply chains that could be majorly disrupted by hackers from anywhere in the world. Such fears regarding data safety proved true as a group of Chinese hackers going by different names were able to successfully infiltrate distribution channels of six different companies in the span of three years, with cybersecurity professionals within the companies suddenly being in demand (Greenberg 2019). From such cybersecurity offences and synonymous industry growth it is now more critical than ever for new professionals to understand the tenants of Deloitte’s Trustworthy AI Framework regarding transparency of operations, responsibility and accountability, and implementing proper security systems (Westcott 2023).

Artificial intelligence has already made its claim to the future and shown the importance of creating post-secondary experiences that acknowledge and utilize AI to broaden future student prospects by way of data clouds, indexing software, and cybersecurity risk mitigation. As the New York Times puts it, “artificial intelligence is here- and it’s bringing new possibilities with it” the question being what students who aim for future careers in any industry are to do with such technology (). From job prospects to everyday use, the education system would be remiss if it did not allow students to fully access and comprehend the assistive nature of new tech. By providing nurseries for safe cyberspaces to cultivate learners who can keep up with technology changes, students can future proof their careers and keep competitive in a tech driven world.

 

 

 

Works Cited

Adams, R.L. “10 Powerful Examples of Artificial Intelligence in Use Today.” Forbes, Forbes Magazine, 12 Oct. 2022, https://www.forbes.com/sites/robertadams/2017/01/10/10-powerful-examples-of-artificial-intelligence-in-use-today/?sh=61a449bb420d.

Alabdulkarim, Yazeed. “Blockchain Has High Potential but Be Aware of Cyber Threats.” World Economic Forum, 21 Feb. 2023, https://www.weforum.org/agenda/2023/02/blockchain-has-high-potential-but-beware-of-cyber-threats-8642651f20/.

Buhler, Konstantine. “How AI Affects Employment.” Forbes, Forbes Magazine, 18 Feb. 2021, https://www.forbes.com/sites/konstantinebuhler/2021/02/18/how-ai-affects-employment/?sh=2be468fe7385.

“Cloud Computing Services – Amazon Web Services (AWS).” Aws, Amazon, https://aws.amazon.com/.

Faia, Ester. “Here’s How Automation and Digitalization Are Impacting Workers.” World Economic Forum, 30 Jan. 2023, https://www.weforum.org/agenda/2023/01/automation-and-digitalization-impacting-workers-technology/.

Gottsegen, Gordon. “21 Machine Learning Examples and Applications to Know.” Built In, 22 Feb. 2023, https://builtin.com/artificial-intelligence/machine-learning-examples-applications.

Greenberg, Andy. “A Mysterious Hacker Group Is on a Supply Chain Hijacking Spree.” Wired, Conde Nast, 3 May 2019, https://www.wired.com/story/barium-supply-chain-hackers/.

Hao, Karen. “Big Tech’s Guide to Talking about Ai Ethics.” MIT Technology Review, MIT Technology Review, 12 Apr. 2021, https://www.technologyreview.com/2021/04/13/1022568/big-tech-ai-ethics-guide/.

The New York Times. “How Artificial Intelligence Is Edging Its Way into Our Lives.” The New York Times, The New York Times, 12 Feb. 2018, https://www.nytimes.com/2018/02/12/technology/artificial-intelligence-new-work-summit.html.

“Salary: Cyber Security Analyst (March, 2023).” Glassdoor, https://www.glassdoor.ca/Salaries/cyber-security-analyst-salary-SRCH_KO0,22.htm.

Stahl, Ashley. “How Ai Will Impact the Future of Work and Life.” Forbes, Forbes Magazine, 9 Nov. 2022, https://www.forbes.com/sites/ashleystahl/2021/03/10/how-ai-will-impact-the-future-of-work-and-life/?sh=5c7683c379a3.

Verma, Raj. “What’s ‘Modern Data’ and How Can It Be Used to Help Vulnerable People?” World Economic Forum, World Economic Forum, 7 Dec. 2022, https://www.weforum.org/agenda/2022/12/fourth-industrial-revolution-technology-data-and-time/.

Westcott, Kevin. “Deloitte Brandvoice: Modeling Trust: AI and the Technology, Media and Telecommunications Industry.” Forbes, Forbes Magazine, 23 Feb. 2023, https://www.forbes.com/sites/deloitte/2023/02/22/modeling-trust-ai-and-the-technology-media-and-telecommunications-industry/?sh=5c81ccc6346d.

“Wild Me.” Wild Me, Microsoft, https://www.wildme.org/.

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