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Teaching Ethics of Artificial Intelligence: When Lyrics Pitch an Inclusive Melody for Interdisciplinary Assessments
Abstract
Implementing inclusive assessments for learning in this contemporary space of education has become an inevitable terrain for educators. Hence, scholars such as Nieminen (2024, p. 841) introduce inclusive assessment by first mentioning the Slee (2019) term “age of exclusion” as the ice breaker of inclusive assessment discourse. Inclusivity in education is prompted, amongst other things, by exclusions on the basis of student's physical ability or disability, socio-economics, gender, and even their disciplines of study. Informed by an interactive teaching method as a theoretical framework, the objective of the chapter is to, with reference to the experience of a philosophy lecturer, suggest a tool or method the lecturer used when teaching Ethics of AI to 110 students (n = 110) from diverse disciplines. Accordingly, the chapter makes a claim that if music can cut through borders, class, race, etc, so can lyrical content of songs pitch an inclusive melody with an interdisciplinary appeal when assessing students from diverse backgrounds.
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