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Choose one and write a 'critical response' about your viewpoint. Do you agree or disagree with the speaker? On what basis? Write a response (as best as you know how) about one (or both) of the videos below How AI Could Save (Not Destroy) Education | Sal Khan | TED - YouTube

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Choose one and write a 'critical response' about your viewpoint. Do you agree or disagree with the speaker? On what basis? Write a response (as best as you know how) about one (or both) of the videos below How AI Could Save (Not Destroy) Education | Sal Khan | TED - YouTube

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How AI Could Save (Not Destroy) Education | Sal Khan | TED - YouTube

Choice A Write a critical review on one of the topics below, or a topic that is agreed with the lecturer in advance. The project is for assessing your ability to analyse and critique an AI approach. The AI topics we have discussed or to be discussed include: Search and Planning, Knowledge Representation . Game Theory . Robotics and Learning . Explainable AI . Ethical AI 1. On modelling the brain Morimoto, J. and Kawato, M. (2015) Creating the brain and interacting with the brain: an integrated approach to understanding the brain. Journal of the Royal Society Interface, 12: 20141250 2. On modelling language learning Kaplan, F., Oudeyer, P-Y., Bergen B. (2008) Computational Models in the Debate over Language Learnability, Infant and Child Development, 17(1), p. 55-80

What responsibility do students have regarding the content they create using AI, as per point 5?

Share your views on "The ethics of Artificial Intelligence (AI) and the need for responsible development" in minimum 200 words.

Which statement best describes how the author organizes paragraphs 4-8?SELECT AN ANSWERThe author lists the ways AI should stay the same and ways it should change.The author describes the negatives of AI and why people should stop studying it.The author introduces problems with AI and how people are working toward fixing those issues.The author compares and contrasts the results of different research studies done on AI.

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