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Call for panels: STS-Migtec Paper Workshop (Feb. 2022)
by Ana Visan 18 Jun '21

18 Jun '21

Dear AoIRs, STS-MIGTEC <http://sts-migtec.org/> is an independent network of scholars at the intersection of science and technology studies (STS) and critical migration, security and border studies. It is a multi-disciplinary network that organizes discussions, forums, and other events. We are currently circulating a call for open panels for STS-MIGTEC Paper Workshop <http://sts-migtec.org/news-events/workshops-and-conferences/> that will take place on February 15-16, 2022, where we invite scholars to present and discuss current work in several panels, to plan future network research activities, and to think about interventions beyond academic research. Please find details for the call below. We are also welcoming new members to the workshop coordinating team. Best wishes, Ana PhD Candidate at the Balsillie School of International Affairs <https://www.balsillieschool.ca/> +1 519 502 3310 ————— STS-MIGTEC Paper Workshop ONLINE 15-16 February 2022 Call for Open Panels & Call for joining the workshop coordinating team The STS-MIGTEC network aims to assemble and stimulate work at the intersection of Science and Technology Studies (STS) and Critical Migration, Security and Border Studies. It seeks to bring researchers from different disciplines and around the world together and to initiate scientific exchange to produce synergies for relevant knowledge production ( http://sts-migtec.org/) The STS-MIGTEC Paper Workshop invites scholars to present and discuss current work in several panels, to plan future network research activities, and to think about interventions beyond academic research. We invite you to submit your proposal for open panels, which are concerned with (but not limited to) the following questions: - ● How are migrant subjects shaped and affected by migration and border technologies and infrastructures? How do migrant subjects enact, subvert, appropriate them? - ● What role do alternative, interventionist or oppositional technologies and infrastructures enacted by migrant subjects or other actors in solidarity with migrant subjects play? - ● How do migration and border technologies shape transnational migration and border regimes? - ● Which material and epistemic practices manifest or counter migration management/control regimes? - ● What are the material / ontological politics involved and what power effects do such entanglements produce? - ● What data infrastructures of migration and border control emerge and in which ways are they/can they be contested? - ● What new forms of health and migration surveillance technologies and infrastructures did the pandemic trigger which now shape how we ‘see’ migrations and how versions of ‘migrants’ are enacted? - ● How can we critically and publicly engage with migration and border control technologies and infrastructures? What can the methodological and conceptual repertoire of STS add to engage critically with human rights issues, inequalities, public ignorance linked to migration and border control regimes? - ● What roles do science and critical scholars have in that process? Please include: title, abstract (up to 250 words), and convenors of the panel. The deadline for submission is *30 July 2021*. Wide variety of topics linking STS and critical migration/border/security studies is welcome. Please also consider joining the STS-MIGTEC coordinating team. If you would like to join the team conceptualizing, coordinating, and organizing the event please express your interest with a brief statement about related experiences and a short bio until 5th July 2021. Schedule - ● 5 July 2020 – Deadline to express interest to join the coordinating team - ● 30 July 2021 – Deadline to submit open panel proposals - ● Beginning of September – Notification of acceptance of open panels, call for papers to be circulated - ● 15 October 2021 - Deadline to submit paper abstracts - ● Beginning of November – Notification about acceptance of papers - ● 31 January 2022 - Deadline to submit full draft papers (short papers of 4000 words or full papers of 8000 words) - ● 15-16 February 2022 Workshop Online Contact: Submit open panel proposals and express your interest in joining the coordinating team via e-mail: migtec.website(a)gmail.com STS MIGTEC Workshop organizing team: Olga Usachova, Georgios Glouftsios, Maria Ullrich, Ana Visan, Jasper van der Kist, Dimitri van den Meersche, Vasiliki Makrygianni, Aristotle Tympas, Koen Loers, Silvan Pollozek, Nina Amelung

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Special issue on Digital Business for a Sustainable Future
by Gohar F. Khan 18 Jun '21

18 Jun '21

Dear colleagues, I am co-editing a special issue titled *Digital Business for a Sustainable Future *of the Sustainability (IF: 2.576, ISSN 2071-1050) and would like to invite you to submit your research, if any. More information about the special issue can be found here: https://www.mdpi.com/journal/sustainability/special_issues/Digital_Business… The submission *deadline is **31 October 2021*. Cheers, Gohar -- Ngā mihi Dr Gohar Khan Associate Professor in Digital Business School of Management and Marketing Ph: +64 7 838 4233 | gohar.khan(a)waikato.ac.nz https://www.waikato.ac.nz/staff-profiles/people/gkhan <http://https//www.waikato.ac.nz/staff-profiles/people/gkhan> Books: https://www.amazon.com/Gohar-F-Khan/e/B011EKM6CO/ [image: University of Waikato] *The content of this email is confidential and intended for the recipient specified in message only, unless otherwise stated.*

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The Public Service Media and Public Service Internet Manifesto
by Christian Fuchs 18 Jun '21

18 Jun '21

The Public Service Media and Public Service Internet Manifesto The Internet and the media landscape are broken. The dominant commercial Internet platforms endanger democracy. Despite all the great opportunities the Internet has offered to society and individuals, the digital giants have acquired unparalleled economic, political and cultural power. As currently organised, the Internet separates and divides instead of creating common spaces for negotiating difference and disagreement. Democracy requires Public Service Media and a Public Service Internet. The Public Service Media and Public Service Internet Manifesto:  http://bit.ly/psmmanifesto    Please sign the Manifesto: http://bit.ly/signPSManifesto Press release: Occupy the Internet: 200 Media Experts Publish an Alarming Wake Up Call and Demand a Public Service Internet  https://pressat.co.uk/releases/occupy-the-internet-200-media-experts-publis… Launch event (video): https://www.youtube.com/watch?v=i0kiilUrF9o

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Re: [Air-L] Request: Stop sending reviewer scores to authors
by Tama Leaver 18 Jun '21

18 Jun '21

Hi Jean, That's definitely a good point and something we'll take on board looking at reviewing for next year. (As you say, I fear the fact that we're not already might be a technical limitation, but we'll investigate all the same.) On that front, it has been lovely that more and more journals are moving in this direction, too. (Such a relief when we turn out not to be reviewer 2!) Cheers, Tama On Fri, Jun 18, 2021 at 11:21 AM Jean Burgess <jean.burgess(a)qut.edu.au> wrote: > On that, Tama (and I know this isn't the first time someone has raised > it), one of the most powerful aids to social learning would be to email the > outcomes to reviewers as well, so that we can see our scores and comments > alongside those of other reviewers. I understand Conftool may not let you > do this, but it would be my top request (and like you say, if only our > major granting bodies would do the same!). > > On 17/6/21, 9:14 pm, "Air-L on behalf of Tama Leaver" < > air-l-bounces(a)listserv.aoir.org on behalf of tamaleaver(a)gmail.com> wrote: > > Dear Jill, > > I'm sorry to hear receiving review scores was a bad experience for you. > > Thanks for your suggestion about blinding the scores themselves and > only > providing comments, we will take it on board as part of the discussion > and > planning for next year's conference. > > Since you asked I should add, though, that there are at least two > functions > currently achieved by having scores visible. > > One is simple transparency: we do use the scores provided as part of > the > review process. It isn't the only signal, and this year there was a > larger > team so we could spend more time focusing on the qualitative comments > in > much more detail, but it is part of the review process and people often > feel uncomfortable that they can't see part of what is being used to > judge > their submission. And of course, in spite of the many hours the > conference > committee spends on organising and supervising the review process, > sometimes a bad review still slips through the cracks. The > transparency of > providing the review scores enables our participants to dispute them, > if > they feel a score is inappropriate. > > (Just from personal experience, I hate that our major grants don't > show the > actual scores, just the comments, which clearly sometimes don't align > well > at all with the comments people make.) > > The second reason is social: seeing our own numbers (whether fair or > otherwise) is part of the process by which reviewers calibrate what > fair > numbers look like. While we do provide guidance on what the numbers > indicate, sometimes your own past scores are one of the best ways to > help > people think about the numbers they provide in their reviews. > > Those two points aside, I would also add, there is an internal > conversation > already underway about potentially moving away from a 1 to 100 scale to > something else, and this feedback will definitely be considered in that > discussion. If you have other suggestions of a productive reviewing > system > / review communication system that you’ve experienced elsewhere and > think > would be manageable for our organization, being mindful of the scale > of our > conference and that we stretch across many disciplines including > quantitative ones, please do feel free to share your ideas with us. > > Many thanks, > Tama > > On Thu, Jun 17, 2021 at 2:19 PM Jill Walker Rettberg < > Jill.Walker.Rettberg(a)uib.no> wrote: > > > I would like to make a formal request to the AoIR board that for > future > > conferences, the organization NOT send out reviewer scores to > authors. > > > > I get why scores are useful for the selection process but it’s hard > to see > > how they are helpful for the author, and easy to see how they can be > > harmful and demotivating. I’m in a secure position and can handle bad > > reviews, but if I had received the scores I received this year as a > junior > > scholar I would have been devastated. > > > > The reviewer comments are useful to authors – thank you to all the > > reviewers for the hard work, and for many constructive comments that > will > > be helpful for authors developing their ideas. But there is no > reason to > > send the scores to authors. > > > > There is also so much research showing the arbitrariness of peer > review > > (it’s not random but there is a LOT of subjectivity involved) that > putting > > such apparently objective scores out is really misleading. I mean, > even > > national and transnational research funders who pay reviewers and > have > > really robust systems for checking and double checking reviews have > > problems setting scores. It’s basically impossible to do in a > completely > > fair way, and even more so in a volunteer system like ours where > people > > don’t have much time and reviewers are often assigned to assess > papers on > > topics and using methodologles they’re not familiar with. So let’s > not make > > the scores part of the feedback to authors. > > > > Not sending scores to authors is an easy fix, and we don’t even have > to > > get into all the annual discussions about do 1200 word abstracts > even work, > > are humanities perspectives properly evaluated by reviewers, how big > should > > the conference be, is it cool that some people present multiple > things > > while others are rejected completely etc. > > > > Are there ANY reasons to send scores to authors? > > > > Jill > > > > > > Jill Walker Rettberg > > Professor of Digital Culture > > University of Bergen > > > > Principal Investigator of the ERC Consolidator grant Machine Vision > in > > Everyday Life: Playful Interactions with Visual Technologies in > Digital > > Art, Games, Narratives and Social Media. > > > https://urldefense.com/v3/__https://www.uib.no/en/machinevision/__;!!NVzLfO… > > > > > > _______________________________________________ > > The Air-L(a)listserv.aoir.org mailing list > > is provided by the Association of Internet Researchers > https://urldefense.com/v3/__http://aoir.org__;!!NVzLfOphnbDXSw!T_Z5pmiAt4IF… > > Subscribe, change options or unsubscribe at: > > > https://urldefense.com/v3/__http://listserv.aoir.org/listinfo.cgi/air-l-aoi… > > > > Join the Association of Internet Researchers: > > > https://urldefense.com/v3/__http://www.aoir.org/__;!!NVzLfOphnbDXSw!T_Z5pmi… > > > > > -- > Professor Tama Leaver > Internet Studies Discipline Lead > School of Media, Creative Arts and Social Inquiry (MCASI) > Faculty of Humanities > > Curtin University > GPO Box U1987 Perth WA Australia 6845 > Ph: (+61 8) 9266 1258 > Email: t.leaver(a)curtin.edu.au > Web: > https://urldefense.com/v3/__http://www.tamaleaver.net__;!!NVzLfOphnbDXSw!T_… > Twitter: @tamaleaver < > https://urldefense.com/v3/__https://twitter.com/tamaleaver__;!!NVzLfOphnbDX… > > > CRICOS Provider Code: 00301J (WA) > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers > https://urldefense.com/v3/__http://aoir.org__;!!NVzLfOphnbDXSw!T_Z5pmiAt4IF… > Subscribe, change options or unsubscribe at: > https://urldefense.com/v3/__http://listserv.aoir.org/listinfo.cgi/air-l-aoi… > > Join the Association of Internet Researchers: > > https://urldefense.com/v3/__http://www.aoir.org/__;!!NVzLfOphnbDXSw!T_Z5pmi… > > -- Professor Tama Leaver Internet Studies Discipline Lead School of Media, Creative Arts and Social Inquiry (MCASI) Faculty of Humanities Curtin University GPO Box U1987 Perth WA Australia 6845 Ph: (+61 8) 9266 1258 Email: t.leaver(a)curtin.edu.au Web: www.tamaleaver.net Twitter: @tamaleaver <https://twitter.com/tamaleaver> CRICOS Provider Code: 00301J (WA)

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Request: Stop sending reviewer scores to authors
by Jill Walker Rettberg 17 Jun '21

17 Jun '21

I would like to make a formal request to the AoIR board that for future conferences, the organization NOT send out reviewer scores to authors. I get why scores are useful for the selection process but it’s hard to see how they are helpful for the author, and easy to see how they can be harmful and demotivating. I’m in a secure position and can handle bad reviews, but if I had received the scores I received this year as a junior scholar I would have been devastated. The reviewer comments are useful to authors – thank you to all the reviewers for the hard work, and for many constructive comments that will be helpful for authors developing their ideas. But there is no reason to send the scores to authors. There is also so much research showing the arbitrariness of peer review (it’s not random but there is a LOT of subjectivity involved) that putting such apparently objective scores out is really misleading. I mean, even national and transnational research funders who pay reviewers and have really robust systems for checking and double checking reviews have problems setting scores. It’s basically impossible to do in a completely fair way, and even more so in a volunteer system like ours where people don’t have much time and reviewers are often assigned to assess papers on topics and using methodologles they’re not familiar with. So let’s not make the scores part of the feedback to authors. Not sending scores to authors is an easy fix, and we don’t even have to get into all the annual discussions about do 1200 word abstracts even work, are humanities perspectives properly evaluated by reviewers, how big should the conference be, is it cool that some people present multiple things while others are rejected completely etc. Are there ANY reasons to send scores to authors? Jill Jill Walker Rettberg Professor of Digital Culture University of Bergen Principal Investigator of the ERC Consolidator grant Machine Vision in Everyday Life: Playful Interactions with Visual Technologies in Digital Art, Games, Narratives and Social Media. https://www.uib.no/en/machinevision/

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IEEE TLT Special Issue on Smart Learning Environments
by Lee, Mark 16 Jun '21

16 Jun '21

+++++++++++++++++++++++++++++++++++++++++++++++++++++ Call for Papers for a Special Issue of the IEEE Transactions on Learning Technologies on "TECHNOLOGIES FOR DATA-DRIVEN INTERVENTIONS IN SMART LEARNING ENVIRONMENTS" Guest Editors: Pedro J. Muñoz-Merino - Universidad Carlos III de Madrid, Spain Davinia Hernández-Leo - Universitat Pompeu Fabra, Spain Miguel L. Bote-Lorenzo - Universidad de Valladolid, Spain Dragan Gašević - Monash University, Australia Sanna Järvelä - University of Oulu, Finland Email: tlt-SLE(a)ieee.org +++++++++++++++++++++++++++++++++++++++++++++++++++++ ( PDF version of this CFP available at https://bit.ly/3iApunv ) Smart learning environments (SLEs) have been recently defined [1] as learning ecologies wherein students perform learning tasks and/or teachers define them with the support provided by tools and technology. SLEs can encompass physical or virtual spaces in which a system senses the learning context and process by collecting data, analyzes the data, and consequently reacts with customized interventions that aim at improving learning [1]. In this way, SLEs may collect data about learners' and educators' actions and interactions related to their participation in learning activities as well as about different aspects of the formal or informal context in which they can be carried out, from sources such as learning management systems, handheld devices, computers, cameras, microphones, wearables, and environmental sensors. These data can then be transformed and analyzed using different computational and visualization techniques to obtain actionable information that can trigger a wide range of automatic, human-mediated, or hybrid interventions that involve learners and teachers in the decision-making behind the interventions. Data-driven interventions in SLEs can be mediated by technologies that are not only oriented to learners but also to teachers with the aim of helping learners succeed in their learning and educational goals. Examples of such technologies oriented to learners include dashboards supporting the self-regulation of their own learning processes [2], [3], systems adapting learning contents and learning activities [4], [5], feedback systems [6], and recommender systems [7], [8] of learning activities that are available in the context of the students and match their interests. Examples of technologies oriented to teacher interventions include tools and systems that support real-time classroom orchestration [9], redesign of learning paths [10], the improvement of contents, gamification, and formation of groups of students that are expected to engage in fruitful and productive collaboration [11]. Even though there is already a significant body of research around learning analytics and educational data mining techniques that can be applied to learning and teaching interventions [12], the specific theme of how to create and use technologies that facilitate the data-driven initiation, management, adaptation, and evaluation of such interventions in pedagogically sound and ethically defensible [13] ways within the context of SLEs still remains underexplored. This special issue aims to highlight and showcase new perspectives and advances in that regard, and to that end especially welcomes contributions reporting rigorous inquiries and investigations into the technical and design dimensions of technological solutions for enabling various types of intervention that can improve the efficiency and effectiveness of SLEs. SUGGESTED TOPICS Topics of interest for this special issue include, but are not limited to: - Technology-supported data-driven interventions in different contexts (e.g., formal, informal) and spaces (e.g., physical, virtual) in SLEs; - Systems based on learning analytics techniques (e.g., predictive models) to trigger interventions in SLEs; - Tools based on visualization techniques (e.g., dashboards) and sensemaking approaches to trigger interventions in SLEs; - Recommender systems supporting intervention processes in SLEs; - Adaptive systems to optimize and personalize the learning and assessment process in SLEs; - Multimodal and across-spaces systems based on learning analytics supporting technology-mediated interventions in SLEs; - Internet of Things (IoT) technologies for data-driven interventions in SLEs; - Technology-supported data-driven interventions based on analytics of data about teachers and their contexts in SLEs; - Technological support of data-driven interventions in learning design and classroom orchestration in SLEs; - Tools supporting data-driven interventions of students' regulation in SLEs; - Linked Data and Semantic Web technologies to improve interventions in SLEs; - Technologies in SLEs relying on specific strategies for data-driven interventions such as conversational agents, gamification mechanics, etc.; - Ethical issues (e.g., fairness, accountability, transparency) in the design of technologies for facilitating data-driven interventions in SLEs. Note: TLT is somewhat unique among educational technology journals in that it is both a computer science journal and an education journal. In order to be considered for publication in TLT, papers must make substantive technical and/or design-knowledge contributions to the development of learning technologies as well as show how the technologies can be used to support learning. Papers that are concerned primarily with evaluation of existing learning technologies and their applications are suitable for TLT only if the technologies themselves are novel, or if significant technical and/or design insights are offered. KEY DATES - Abstract submission (optional): 15 October 2021 - Feedback from guest editors to authors on abstracts: 31 October 2021 - Full manuscripts due: 15 December 2021 - Completion of first review round: 15 March 2022 - Revised manuscripts due: 30 April 2022 - Final decision notification: 30 June 2022 - Publication materials due: 15 September 2022 - Publication of special issue: Autumn/Fall 2022 SUBMISSION AND REVIEW PROCESS Abstracts may be submitted to the guest editors via email at tlt-SLE(a)ieee.org ; this is not mandatory, but will enable the editors to offer early feedback on the paper's suitability with respect to the aims and scope of the special issue. Full manuscripts should be prepared in accordance with the IEEE Transactions on Learning Technologies guidelines ( https://ieee-edusociety.org/publications/tlt-author-resources ) and submitted via the journal's ScholarOne Manuscripts portal ( https://mc.manuscriptcentral.com/tlt-cs ), being sure to select the relevant special issue name during the submission process. Manuscripts must not have been published or currently be under consideration for publication elsewhere. Only full manuscripts intended for review, not abstracts, should be submitted via the ScholarOne portal, and conversely, full manuscripts cannot be accepted via email. Each full manuscript that passes an initial prescreening will be subjected to rigorous peer review in accordance with TLT's editorial policies and procedures. It is anticipated that between 7 and 11 articles (plus a guest editorial) will ultimately be published in the special issue. (Sent to air-l(a)listserv.aoir.org) | ALBURY-WODONGA | BATHURST | BRISBANE | CANBERRA | DUBBO | GOULBURN | MELBOURNE | ORANGE | PORT MACQUARIE | SYDNEY | WAGGA WAGGA | LEGAL NOTICE This email (and any attachment) is confidential and is intended for the use of the addressee(s) only. If you are not the intended recipient of this email, you must not copy, distribute, take any action in reliance on it or disclose it to anyone. Any confidentiality is not waived or lost by reason of mistaken delivery. Email should be checked for viruses and defects before opening. Charles Sturt University does not accept liability for viruses or any consequence which arise as a result of this email transmission. Email communications with Charles Sturt University may be subject to automated email filtering, which could result in the delay or deletion of a legitimate email before it is read at Charles Sturt University. The views expressed in this email are not necessarily those of Charles Sturt University. 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Extension to call for abstracts: New Zealand Discourse Conference 10-11 December 2021
by Donald Matheson 16 Jun '21

16 Jun '21

Extension to call for abstracts and panel proposals New deadline: 2 August 2021 Dear colleagues If you research discourse, please join us at the eighth NZDC in Christchurch this December. 8th New Zealand Discourse Conference (NZDC8) Location: University of Canterbury, Christchurch, Aotearoa New Zealand and virtually via Zoom Dates: 10-11 December 2021 Call for papers The New Zealand Discourse Conference is a biennial event which brings together scholars working in a range of fields who study some form of discourse or use discourse analysis to understand other phenomena. The conference welcomes contributions that consider discourse and interaction in a variety of contexts, including interpersonal talk, institutional settings, organisational communication, mediated communication, as well as policy, political and cultural lenses on discourse. The conference welcomes diversity in theoretical and analytical approaches. Suggested areas of interest include: Political discourse Communication in bicultural and multicultural contexts Discourse and identity Language, gender and sexuality Leadership discourse Corpus approaches to discourse analysis Multimodal discourse analysis Narrative, stance and positioning Life stories Media discourse Interpretive discourses Discursive tensions and conflict Digitisation and discourse Plenary speakers include: Prof Monica Heller, University of Toronto Dr Majid KhosraviNik, Newcastle University Prof Gail Fairhurst, University of Cincinnati Deadline for abstracts and panel proposals: 5pm NZT, 2 August 2021 Decision on acceptance: Monday 12 September 2021 All abstracts will be blind peer-reviewed and must be between 750 and 1000 words. A selection will be invited to submit full 7000 word papers for a special issue of Communication Research and Practice. Waged, attending in person: NZ$200 Student and unwaged, attending in person: NZ$95 Waged, attending virtually: NZ$110 Student and unwaged, attending virtually: $60 Further information and registration see https://www.canterbury.ac.nz/arts/nzdc8/ Email: nzdc8(a)canterbury.ac.nz<mailto:nzdc8@canterbury.ac.nz> Format The conference will operate live during Aotearoa New Zealand day time, although sessions will be recorded and available afterwards. You can participate by attending in Christchurch or from your home town via Zoom. Plenary presentations will take place live. Other presentations (7-10 minutes long) should be recorded, but at least one presenter of each paper should attend their session in person or on Zoom. The conference will encourage discussion and provide time in each session for face-to-face questions and Zoom chat. At sites with multiple participants, we will help you gather and with providing morning and afternoon tea (according to what is possible while following good public health advice for the region). Because travel to Aotearoa New Zealand from outside the bubble with Australia is uncertain, we recommend international participants plan to take part remotely. In case of New Zealand entering Covid-19 level 3 or 4, the conference will move entirely online. Submission guidelines Please email abstracts of papers and proposals for panels to nzdc8(a)canterbury.ac.nz<mailto:nzdc8@canterbury.ac.nz>. Abstracts should be 750-1000 words in total. Please specify the area of your presentation and provide keywords to help us put together the sessions. Panel proposals should provide an overall justification of 300-500 words, name of chair/respondent and also specify how each participant will contribute (300 words per presenter). When proposing panels, please let us know the format you suggest would work best for the panel. Panels may be either face-to-face or Zoom-based. All abstract and panel proposals will be reviewed by our conference team and invited reviewers. Conference convenors Assoc Prof Donald Matheson donald.matheson(a)canterbury.ac.nz<mailto:donald.matheson@canterbury.ac.nz> Prof Colleen Mills colleen.mills(a)canterbury.ac.nz<mailto:colleen.mills@canterbury.ac.nz>

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Free online course: a cognitive approach to media and radicalization
by cbouko 16 Jun '21

16 Jun '21

[image: https://mcusercontent.com/c0709015288f63648a89af41c/images/6d0bc8e8-05b2-e2…] Dear AoIR colleagues, As researcher at Ghent University and partner in the EU-funded counter-radicalization project PRECOBIAS, I would love to share with you a *free online course* that has been developed in the framework of this project. The course takes a *cognitive approach to radicalization* and aims to reveal the mental processes that are activated when young vulnerable people are confronted with extremist online content. During a 12-hour program, which they can start at any moment and follow at their own pace, participants are introduced to key theories surrounding *radicalization and violent extremism*, and gain insights into the principles of *information processing and automatic thinking*. The course then explores how extremist online content can fuel radicalization processes by triggering *cognitive biases*, and how helping young vulnerable people develop a *critical and resilient attitude* can play an important role in radicalization prevention. This free online course can be very valuable for scholars, students and anyone with an interest in topics like media literacy, psychology, or counter-terrorism. It is a great opportunity to further explore these topics and learn more extensively about radicalization from a cognitive perspective. The course is available in *7 languages* (English, French, German, Italian, Hungarian, Polish and Slovenian) and can be accessed via the *link below*. Upon completing the course, participants receive a *Certificate of Achievement* issued by *Ghent University* and the *Ludwig Maximilian University of Munich*. Thank you very much! Kind regards Prof. Catherine Bouko, Ghent University *Go to PRECOBIAS online course* <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: Twitter] <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: Facebook] <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: Website] <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: https://ugent.us7.list-manage.com/track/open.php?u=c0709015288f63648a89af41…] -- Catherine Bouko Ghent University Faculty of Arts and Philosophy Groot-Brittanniëlaan 45 9000 Gent Belgium Bureau: B2.06 http://research.flw.ugent.be/en/catherine.bouko

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JUST AI project Events Week:
by Powell,A 16 Jun '21

16 Jun '21

Over the last year the JUST AI project,<https://www.adalovelaceinstitute.org/just-ai/> supported by the AHRC and the Ada Lovelace Institute has been working on a number of exciting ways to explore data and AI ethics. Our flagship event series, Prototyping AI Ethics Futures, which will take place from 21-25 June, online and in person in London and Exeter, UK. We'd love to have AOIR community members at these online events: CAPACITY BUILDING the Monday session on capacity building<https://www.adalovelaceinstitute.org/event/prototyping-ai-ethics-futures-bu…> on Monday the 21st of June. Prof Edward Harcourt of the AHRC will be chairing my conversation with Hetan Shah, CEO of the British Academy and Prof Gina Neff, about JUST AI's network mapping and areas of potential interconnection that are yet underdeveloped. DATA & ENVIRONMENT: the Tuesday session on Data, AI and the Environment<https://www.adalovelaceinstitute.org/event/prototyping-ethics-futures-data-…> where Professor Teresa Dillon will chair a conversation between data scientist and activist Jaya Chakrabarti and Prof Jennifer Gabrys from the University of Cambridge. RIGHTS, ACCESS AND REFUSAL: On Wednesday we discuss Rights, Access and Refusal<https://www.adalovelaceinstitute.org/event/prototyping-ai-ethics-futures-ri…> with Dr Alex Taylor, Crystal Lee and Mara Mills, chaired by Dr Louise Hickman and Alexa Hagerty RACIAL JUSTICE: The Thursday session on Racial Justice<https://www.adalovelaceinstitute.org/event/prototyping-ai-ethics-futures-ra…> features the work of JUST AI Fellows Yasmine Boudiaf, Sara Chander, Irene Fubara-Manuel, and Squirrel Nation in conversation with Carly Kind, director of the Ada Lovelace Institute. ETHICS IN PRACTICE the Friday session on Ethics in Practice<https://www.adalovelaceinstitute.org/event/prototyping-ai-ethics-futures-et…>, in which my colleague Imre Bard will co-host a conversation together with Andrew Strait from the Ada Lovelace Institute. The discussion will explore the challenges of prioritising ethics in early-stage technology development. The panelists include Libby Kinsey from Ocado, Prof Shannon Vallor from Edinburgh, William Isaac from DeepMind and Mona Sloane from NYU. You can find a full list of our event series at this Linktree address<https://linktr.ee/justai>. All best! Alison.

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[AoIR] Free online course: a cognitive approach to media and radicalization
by cbouko 16 Jun '21

16 Jun '21

[image: https://mcusercontent.com/c0709015288f63648a89af41c/images/6d0bc8e8-05b2-e2…] Dear AoIR colleagues, As researcher at Ghent University and partner in the EU-funded counter-radicalization project PRECOBIAS, I would love to share with you a *free online course* that has been developed in the framework of this project. The course takes a *cognitive approach to radicalization* and aims to reveal the mental processes that are activated when young vulnerable people are confronted with extremist online content. During a 12-hour program, which they can start at any moment and follow at their own pace, participants are introduced to key theories surrounding *radicalization and violent extremism*, and gain insights into the principles of *information processing and automatic thinking*. The course then explores how extremist online content can fuel radicalization processes by triggering *cognitive biases*, and how helping young vulnerable people develop a *critical and resilient attitude* can play an important role in radicalization prevention. This free online course can be very valuable for scholars, students and anyone with an interest in topics like media literacy, psychology, or counter-terrorism. It is a great opportunity to further explore these topics and learn more extensively about radicalization from a cognitive perspective. The course is available in *7 languages* (English, French, German, Italian, Hungarian, Polish and Slovenian) and can be accessed via the *link below*. Upon completing the course, participants receive a *Certificate of Achievement* issued by *Ghent University* and the *Ludwig Maximilian University of Munich*. Thank you very much! Kind regards Prof. Catherine Bouko, Ghent University *Go to PRECOBIAS online course* <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: Twitter] <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: Facebook] <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: Website] <https://ugent.us7.list-manage.com/track/click?u=c0709015288f63648a89af41c&i…> [image: https://ugent.us7.list-manage.com/track/open.php?u=c0709015288f63648a89af41…] -- Catherine Bouko Ghent University Faculty of Arts and Philosophy Groot-Brittanniëlaan 45 9000 Gent Belgium Bureau: B2.06 http://research.flw.ugent.be/en/catherine.bouko

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