text:
ICT4 Elderly/Smart tools and assistants

Contents of the module
 * Voice assistants, voice recognition;
 * Wearables;
 * Smart Home devices;
 * Robots (Roomba Vacuum cleaner, Pepper Robot etc.) as a way to overcome physical difficulties;
 * Usage possibilities, convenience, dependencies, risks.

Learning objectives
 * Age-appropriate assistance solutions;
 * Enhance the understanding of how the technology works;
 * Awareness of different application areas (Healthcare, Safety, Comfort, Access…);
 * Identify use cases for elderly people.

Learning outcomes
 * Capable to introduce into the topic “IoT for seniors” (AAL);
 * Familiar how to use IoT devices and assistive technologies;
 * Understand the benefits and “dependencies” from assistant technologies;
 * Able to identify personally suitable use cases.

Learning scenario
 * Introduction to functionalities of Smart tools and intelligent personal assistants;
 * Using voice assistant device for practical tasks;
 * Raising awareness about the security issues and data privacy when using smart tools and intelligent personal assistants.

Evaluation
 * Video or/and slideshow presentation;
 * Engaging tasks;
 * Discussion about opportunities, challenges and risks.

Following this module learners will:
 * Raise awareness among their peers;
 * Be capable to present and discuss different possibilities regarding digital smart tools and assistants;
 * Give an overview of existing technologies and future trends.

Introduction of the training
The distribution and functionality of Intelligent Personal Assistants (IPA) / Voice Assistant Devices (VA), such as Apple's Siri, Amazon’s Echo (Alexa) or the Google Assistant, as well as suitable Internet of Things (IoT) applications continue to grow. They offer great potential especially for older people: Networked household appliances and sensors could help them to stay longer in their homes. The attractiveness of these devices is a result of their simple operation. Internet searches, online orders, room monitoring and other smart home services can be carried out by calling in natural language. Users, however, are still not aware of the implications of speech-based interaction, especially since today's speech assistants are in part just better remote controls and the device only provides voice feedback on some of the features. In the future, however, these should not only process simple commands, but also enable natural and smooth interaction. In addition to technical improvements in speech recognition, this also requires improved speech comprehension and more intelligent dialogue. The intuitive operation and the varied opportunities sound very positive and meaningful, but there are still many risks of these new opportunities today. Where large amounts of data are continuous transmitted, there are always security breaches. Networking makes the things not only "smart", but also vulnerable. That is why security against cybercrime is crucial. In addition to new technical solutions, there are also legal and security aspects resulting from the spread of speech assistants and stricter data protection regulations. When and what is being listened in is often not clear and what happens with the voice data the user usually does not know. Companies should make transparent what data they collect and how they use it.

Intelligent personal assistants let us interact with computer systems in a more natural manner, have them autonomously analysing our interests and make suggestions on how to improve our lives. But IPAs are still only computers. We should not forget to ensure cybersecurity protection measures are in place. We should become aware of and organise the protection of our personal data and the possibilities and limits of the large service providers. Politicians and society must agree on new rules for key issues, otherwise the distribution of IPA and IoT applications will be delayed and associated with immense risks.

In this session, participants will learn how to interact with an IPA with their voice in natural language. They experience how the machine responds or reacts. It will be discussed what risks and challenges, e.g. security and privacy issues exist and what we can do to deal with it in a sovereign and secure way in the present and in the future.

Keywords

Voice recognition, AI, IoT, Smart home, Cybercrime, Data protection, Privacy.

The purpose of the session will be:

 * to provide an overview of intelligent personal assistants and IoT applications
 * to experience concrete examples of these devices and applications
 * to facilitate participants to introduce other persons into IPA,VA and IoT
 * to reflect and discuss risks and fears as well as opportunities and benefits

Icebreacker / Energizer
The session starts with an icebreaker or energizer using a voice assistant device (e.g. Alexa) for a breathing / meditation exercise or a “Stop Dance”.

Participants follow the instruction given by the IPA / VA. A breathing exercise, meditation or “stop dance” (Alexa Skill) on a voice assistant device is used activate the participants and to bring them into interaction with the computer.

Introduction
The icebreaker is followed by a group discussion. The participants report where and how they have already used intelligent personal assistants (IPA) / voice assistants (VA) and if they already use smart home (IoT) devices.

The participants are asked to talk about their opinion and experiences with using VAs and IoT. What kind of apps do you use? What are your experiences? This is important to establish a learning field where both trainer and participants come together to share experiences, knowledge and ideas. After this initial debate the trainer briefly summarises the contributions and introduces the objectives and the structure of the sessions.

Input
After this initial debate, the trainer presents different types of devices and varied possibilities to use these tools. The trainer emphasises for which person / target groups these offers are suitable The Trainer also gives input on the functionality and explains the human-machine interaction and the concept of Voice User Interfaces (VUI) in comparison to Graphic User Interface (GUI). Virtual assistants use natural language processing (NLP) to match user text or voice input to executable commands. Many artificial intelligence techniques are required, including deep machine learning. In a third section of the input the trainer addresses issues of security and data privacy. Problems regarding massive data collection, behavioral analysis, surveillance, recommendation bubbles, cybercrime, manipulation etc. are highlighted.

Videos, live demonstrations and / or a slide presentation can be used for this purpose.

Application areas and types of VAs
The trainer presents application areas for IPAs and VAs and gives examples for illustration: VA devices (Amazon Echo, Google Home, …) Smartphones and Tablets (Siri, Google Assistant, Cortana, Bixby) Cars, TV … IoT: Wearables and Smart Home Robots

Functionality: GUI vs. VUI
Voice recognition and comprehension, Cloud Services, deep machine learning (AI) are explained

Security issues and Data privacy
Massive data collection, surveillance, behaviour analysis, recommendation bubbles, cybercrime, manipulation are highlighted and illustrated by examples:
 * Unintentional / unauthorized ordering of goods
 * Surveillance
 * Hacking of home control devices
 * Attacks on IT-Networks (DDOS)
 * Misuse of personal data
 * Loss of self-determination

Exercise
The input by the trainer will be followed by a group activity where participants give advices or ask questions to a voice assistant. All participants come together in a circle. In the middle is a voice assistant device (amazon echo, google home etc.) Each participant is given a sheet of paper with an advice or a question in advance. One after another asks his question or gives his instruction until it was everyone's turn. The participants then only briefly name the thematic field in which they would classify the requested service. The trainer supports the groups by providing information and help.

After the VA has responded or reacted participants from the group briefly name the thematic field in which they would classify the requested service. One after another asks his question or gives his instruction until it was everyone's turn. Example: “Call Peter!” - Communication “Tell a joke!”, “Sing a song!” - Entertainment “Turn on the light” – Home Control

Thematic fields can be: Information Communication Organisation Navigation Shopping Security Well-being Health Entertainment Home Control

Discussion
After this exercise it will be discussed how helpful or beneficial digital and virtual instruments are and how they might change our near future.

What opportunities do digital technologies offer for different people?

What are challenges and risks? A deterrent point is the mass of personal data collected and made available to several strangers and institutions.

Participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed. The discussion is led by the question, how do they assess the potential and limitations of digital and virtual instruments for themselves and for other target groups like elderly and people with limited mobility?

The trainer will wrap-up the session with a debriefing moment.

Participants are encouraged to express their questions, doubts, ideas and feelings about the topics introduced. The discussion is led by the question, how participants assess the potential, limitations and risks of IPA, VA and connected Devices (IoT) for themselves and for other target groups. The trainer can promote a dynamic exchange by asking some of these questions: What do you think - will VUI and IoT widely be spread in our society? When? For which person / target groups the offers are suitable? How do you feel about your personal data is collected in masses and made available to several strangers and institutions? https://en.wikipedia.org/wiki/Virtual_assistant_privacy

Overall duration of the session
1 hour and 10 min

title: ICT4 Elderly/Smart tools and assistants


text:
Perspectives in Digital Literacy

In theory, ... absolutely everything was available to him,

but that only meant that it was more or less impossible to find whatever it was you were looking for,

which is the purpose of computers.

-Terry Pratchett, The Last Continent.

Contents
I. Introduction for Contributors

'''II. Introduction for Readers: What is Digital Literacy?'''

'''III. The Internet and the World-Wide Web: History, Evolution, and Values'''

'''IV. Digital Literacy Topics'''

 * Addiction
 * "/Misuse of Smartphones: A Device Meant for Connection Slowly Isolating Society/"
 * "Libérese de la Esclavitud Digital: Manteniendo las Redes Sociales Bajo Control"
 * "Caught in the Web: Exploring How Social Media Persuasive Strategies Can Lead to Addiction”
 * Algorithms, Artificial Intelligence, and Machine Learning
 * "The Beauty Algorithm: The New Tool of Manipulation"
 * Cybercrime and Cybersecurity
 * "The Futility of Personal Data Security: How Data Breaches Reveal Fundamental Issues in Data Harvesting"
 * "Evolving Walls of Ones and Zeroes: Deep Learning and its Uses in Cybersecurity"

 * Digital Divide

 * Digital Labor

 * Disinformation

 * "Waiting for 'The Great Awakening': QAnon as the Mother of All Conspiracy Theories"
 * "The Fake News Effect: The Impact of COVID-19 on 5G"
 * Filter Bubbles
 * Humane Tech Design
 * Net Neutrality

 * Manipulation
 * "More Than a Number: China’s Social Crediting System Comes with Inherent Bias"
 * Misinformation
 * "Stuffed with Garbage": How Fake News, Misinformation, and Disinformation Impact the Journalists' Code Of Ethics in Digital News Media
 * Open Culture
 * "Expensive Textbooks Stressing You Out? The Need for Open Educational Resources"
 * Privacy
 * Social Media
 * "Digital Cult: Is Online Dating Making You Socially Awkward?"
 * "Stop Scrolling and Listen to Me: The Psychology Behind Social Media"

 * Surveillance
 * Surveillance-Attention Economy
 * Trolling
 * Virality

V. /Contributors/

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Perspectives in Digital Literacy


text:
Talk:Perspectives in Digital Literacy

categories to consider

Reliability Privacy, Surveillance, Net Neutrality Algorithms, Data Mining, Marketing YouTube Misinformation and Propaganda Facebook and Fake News Deepfakes Future of Journalism Free culture, Crowdsourcing, Peer Production, Copyright, and Creative Commons Licenses Activism, protest, social change, hacktivists Digital Labor Cyberbullying Social Media Social Media and Youth Social media influencers and celebrity Social media and mental health Addiction to technology Narcissism

Dark web

Open access/ free culture

The way you create your chapter will depend on your target audience and what you want them to focus on when thinking of the topic(s). Here is a list of typical information that helps a reader understand a topic and reflect on its purpose and significance:

Epigraph: a short quotation or saying (may be more than one) at the beginning of the chapter that suggests its themes or concerns. Context: the circumstances that frame a text and provide resources for its appropriate interpretation. In other words, the historical, cultural, and/or textual situation in which the text was created, perhaps including relevant biographical information about the text's creator(s). Summary: an account of the main points of a text. Summaries are useful if the text is long or complex. Quotes: a selection of passages from a text that reflect some particularly important idea that cannot be paraphrased. Quotes are useful if you want to attract the reader's attention to specific moments in the text or to the way language is being used. It is especially useful when combined with close reading questions (see below). Images, sound, and/ or video to illustrate or explain a concept, theme, and/or purpose in a non-textual manner. Textual analysis: an examination of the elements and structure of a text to explain it, explain its importance, and its relationship to other texts or to the larger culture. Notes: a short comment on or explanation of a word or passage in a text; an annotation. Glossary: an alphabetical list of words found in the text with explanations; a brief dictionary. It is particularly useful if your text uses words in a language other than English. References/Works Cited: a list of sources of information used in the chapter or sections of it.

If you want your reader to engage with the text(s), you may try adding a few of the following sections:

Comprehension questions: questions intended to help readers process and understand the information they are reading. These questions usually have right and wrong answers; if so, you may want to include the correct answers in a separate section. Close reading questions: questions intended to help readers to "micro-read" selected segments and/or aspects of the text(s) such as their structural elements, rhetorical features, and cultural and historical allusions. Critical thinking questions: questions intended to have the reader reflect or inquire, such as open-ended questions, (re)search questions, comparison questions, problem-solving questions, connecting questions, and meta-cognitive questions about the text(s). Further reading: a usually chronological or alphabetical list of texts which a reader may consult for additional and more detailed coverage of the topic or themes of the text(s). It may include brief annotations.

title: Talk:Perspectives in Digital Literacy


text:
Wikijunior:Science Alphabet/F

F is for Force

title: Wikijunior:Science Alphabet/F


text:
Wikijunior:Science Alphabet/I

I is for Iodine

title: Wikijunior:Science Alphabet/I


text:
Wikijunior:Science Alphabet/K

K is for Kidney

title: Wikijunior:Science Alphabet/K


text:
Wikijunior:Science Alphabet/M

M is for Magnet

title: Wikijunior:Science Alphabet/M


text:
User:מושך בשבט/WSign.js

מושך בשבט  ·   Talk

title: User:מושך בשבט/WSign.js


text: Wikijunior:Countries A-Z/United Arab Emirates


text: Wikijunior:Countries A-Z/United Arab Emirates/Image


text:
User:Thandi2

Success is a good revenge

title: User:Thandi2


text:
Perspectives in Digital Literacy/Introduction

Welcome to Perspectives in Digital Literacy! The goal of this book is to encourage critical reading and thinking of the origins, evolution, and underlying values of the Internet and the World Wide Web so that readers may reflect on the consequences of such values to their selves and their society.

As the collection grows, we hope to label each lesson based on the specific characteristics of its target audience (right now we are thinking of age, but we are open to other classifications). This means that there could be more than one lesson for a specific topic, if the lesson is clearly targeted for different audiences.

Since Perspectives in Digital Literacy was set up as a school project, the majority of its contributors will be students exploring how they wish to "teach" others a specific topic they studied while taking a composition class; nevertheless, we welcome all contributors who wish to offer a reflection on a notable topic about issues of the Net and Web.

Below you will find some ideas of how to create a simple lesson for your text(s) of choice. If you wish to suggest ideas for lessons, leave a note on the page of this introduction, or on my Talk page.

 * Dr. X

 * February 9, 2021

How can I create a lesson for my favorite text(s)?
The way you create your chapter will depend on your target audience and what you want them to focus on when thinking of the text(s). Here is a list of typical information that helps a reader understand a text and reflect on its purpose and significance:

If you want your reader to engage with the text(s), you may try adding a few of the following sections: Notes
 * Epigraph: a short quotation or saying (may be more than one) at the beginning of the chapter that suggests its themes or concerns.
 * Context: the circumstances that frame a text and provide resources for its appropriate interpretation. In other words, the historical, cultural, and/or textual situation in which the text was created, perhaps including relevant biographical information about the text's creator(s).
 * Summary: an account of the main points of a text. Summaries are useful if the text is long or complex.
 * Quotes: a selection of passages from a text that reflect some particularly important idea that cannot be paraphrased. Quotes are useful if you want to attract the reader's attention to specific moments in the text or to the way language is being used. It is especially useful when combined with close reading questions (see below).
 * Images, sound, and/ or video to illustrate or explain a concept, theme, and/or purpose in a non-textual manner.
 * Textual analysis: an examination of the elements and structure of a text to explain it, explain its importance, and its relationship to other texts or to the larger culture.
 * Notes: a short comment on or explanation of a word or passage in a text; an annotation.
 * Glossary: an alphabetical list of words found in the text with explanations; a brief dictionary. It is particularly useful if your text uses words in a language other than English.
 * References/Works Cited: a list of sources of information used in the chapter or sections of it.
 * Comprehension questions: questions intended to help readers process and understand the information they are reading. These questions usually have right and wrong answers; if so, you may want to include the correct answers in a separate section.
 * Close reading questions: questions intended to help readers to "micro-read" selected segments and/or aspects of the text(s) such as their structural elements, rhetorical features, and cultural and historical allusions.
 * Critical thinking questions: questions intended to have the reader reflect or inquire, such as open-ended questions, (re)search questions, comparison questions, problem-solving questions, connecting questions, and meta-cognitive questions about the text(s).
 * Further reading: a usually chronological or alphabetical list of texts which a reader may consult for additional and more detailed coverage of the topic or themes of the text(s). It may include brief annotations.
 * Extension activities: Ask the reader to create something connected to the text, like writing a poem or putting together a collage or a video in response to it, or writing a sequel or a different ending to the story. Or have the reader conduct a search, a survey, or an interview on a topic connected to the story. If you want them to have lots of fun, try some of the extension activities recommended by teacher Marilyn Pryle.
 * Games: Create a crossword puzzle using key vocabulary from your text. Or put together a Jeopardy! interactive game using a free template from JeopardyLabs. Or choose one of the four game styles offered at Trivia Maker.


text:
History of video games/Platforms/Subor Z+

History
Subor of Guangdong had been a notable producer of computers as clone game consoles in the Chinese market between 1987 and 1995 where it commanded as much as 80% of the home game console market, which it helped to establish in the country. The brand was acquired by Yihua Group, also of Guangdong, in 2010.

The system was announced by August 5th, 2018 by a subsidiary company in Shanghai. The system was meant for specifically for the Chinese market.

The team developing the console was disbanded by May 16, 2019 due to financial holdups and the impending launch. There was some confusion caused by the folding of a company with the same name around the time of the console cancellation, leading to many in China to reminisce about the company that introduced them to gaming back in the 1990's. The Subor company itself continued to operate after the console team was dissolved.

Technology
The system was based on an X86_64 PC architecture, though with non-standard parts. The system used a custom AMD System on a Chip combining a AMD Ryzen CPU (Model DG02SRTBP4MFA) with a AMD 15FF Vega GPU. The CPU contains 4 cores with 8 threads, and can turbo clock to 3.0 gigahertz. The GPU contains 24 compute units clocked at 1300 megahertz and is capable of 3.99 teraflops.

The console had 8 gigabytes of GDDR5 capable of 256 gigabits per second of bandwidth, which was shared between compute and graphics.

The system used twin installs of Windows 10 Enterprise IoT for either a PC gaming or console gaming experience.