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With the recent rapid developments in artificial intelligence (AI), social scientists and computational scientists have approached overlapping questions about ethics, responsibility, and fairness. Joined-up efforts between these disciplines have nonetheless been scarce due to, among other factors, unfavourable institutional arrangements, unclear publication avenues, and sometimes incompatible normative, epistemological and methodological commitments. In this paper, we offer collaborative ethnography as one concrete methodology to address some of these challenges. We report on an interdisciplinary collaboration between science and technology studies scholars and data scientists developing an AI system to detect online misinformation. The study combined description, interpretation, and (self-)critique throughout the design and development of the AI system. We draw three methodological lessons to move from critique to action for interdisciplinary teams pursuing responsible AI innovation: (1) Collective self-critique as a tool to resist techno-centrism and relativism, (2) Moving from strategic vagueness to co-production, and (3) Using co-authorship as a method.

ABSTRACTMachine learning (ML) classification models are becoming increasingly popular for tackling the sheer volume and speed of online misinformation. In building these models data scientists need to make assumptions about the legitimacy and authoritativeness of the sources of ‘truth’ employed for model training and testing. This has political, ethical and epistemic implications which are rarely addressed in technical papers. Despite (and due to) their reported high performance, ML-driven moderation systems have the potential to shape public debate and create downstream negative impacts. This article presents findings from a responsible innovation (RI) inflected collaboration between science and technology studies scholars and data scientists. Following an interactive co-ethnographic process, we identify a series of algorithmic contingencies—key moments during ML model development which could lead to different future outcomes, uncertainties and harmful effects. We conclude by offering recommendations on how to address the potential failures of ML tools for combating online misinformation.

Abstract This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, due to its characteristics, requires training extending beyond disciplinary knowledge, thus impeding better performance and a greater degree of learning among pupils. The study was organised in three axes: (a) observation of the teaching and learning process in schools (n = 3); (b) teacher’s conceptions (n = 38) on the subject, its context and their pupils’ learning; and (c) pupils’ reflections (n = 70) derived from their learning process. The objectives were: (1) to elaborate a theoretical substantiation for the subject and, in accordance with it, making a critical analysis of the practices observed; (2) to analyse how teachers conceive the subject; and (3) to analyse the pupils’ reflections regarding the experience and to what extent they acquire social, civic and/or academic skills. The methodology was qualitative, using in the data analysis a quantitative perspective too. The instruments used were the participant observation, interviews, a closed questionnaire and a semi-opened questionnaire. The results are presented in a descriptive-interpretative way, but also quantitative. It can be advanced that teachers designed the subject in line with Place-Based Education and Heritage Education, but the lack of specific training in those theories ends up blurring their holistic approach in the nearby places. Teachers show similar conceptions about the subject and its teaching process. And the majority of students value positively the methodology used in the initiatives and acquire a socio-critical consciousness.

El breve currículo de “Paisaje y sostenibilidad”, una nueva materia optativa implementada en Galicia (noroeste de España), permite al profesorado diseñar sus programaciones didácticas con un alto grado de autonomía, al no tener que someterse a estrictas prescripciones normativas. Esta circunstancia da la oportunidad de analizar y ver cómo influyen en el aula las representaciones sociales (RS) del profesorado sobre su propia práctica docente, la asignatura y el tipo de contexto educativo que favorece la innovación. Este artículo de investigación busca dar respuesta a ello. Identificar cómo tres docentes de educación secundaria conciben la posibilidad de innovar que ofrece esta nueva materia y comprobar en qué medida creen que esto desarrolla actitudes educativas innovadoras en la práctica didáctica. Se trata de un estudio cualitativo. Los datos se obtuvieron a partir de tres entrevistas semiestructuradas, con preguntas abiertas organizadas en bloques. Se analizaron a partir del método de comparaciones constantes. Los tres docentes coincidieron en (1) una visión integral y crítica del contexto educativo; (2) otorgaron importancia a la utilización de métodos activos y un enfoque crítico como clave del éxito de las propuestas; (3) la posibilidad de proporcionar conocimientos específicos en torno al paisaje apoyados en una perspectiva interdisciplinar; (4) asumieron como principal objetivo la identificación del alumnado con sus entornos próximos como una forma de promover su responsabilidad social en esos lugares y, (5) en dos casos explícitamente y de forma más indirecta en el tercero, relacionaron sus propuestas sobre el entorno con elementos patrimoniales, persiguiendo objetivos de aprendizaje diferentes. El análisis de estas representaciones permite avanzar la preeminencia de las disciplinas de referencia del profesorado sobre su vocación de interdisciplinariedad. Además, se observa una tendencia a generar en el alumnado

BackgroundThe use of cloud computing (involving storage and processing of data on the internet) in health care has increasingly been highlighted as having great potential in facilitating data-driven innovations. Although some provider organizations are reaping the benefits of using cloud providers to store and process their data, others are lagging behind. ObjectiveWe aim to explore the existing challenges and barriers to the use of cloud computing in health care settings and investigate how perceived risks can be addressed. MethodsWe conducted a qualitative case study of cloud computing in health care settings, interviewing a range of individuals with perspectives on supply, implementation, adoption, and integration of cloud technology. Data were collected through a series of in-depth semistructured interviews exploring current applications, implementation approaches, challenges encountered, and visions for the future. The interviews were transcribed and thematically analyzed using NVivo 12 (QSR International). We coded the data based on a sociotechnical coding framework developed in related work. ResultsWe interviewed 23 individuals between September 2020 and November 2020, including professionals working across major cloud providers, health care provider organizations, innovators, small and medium-sized software vendors, and academic institutions. The participants were united by a common vision of a cloud-enabled ecosystem of applications and by drivers surrounding data-driven innovation. The identified barriers to progress included the cost of data migration and skill gaps to implement cloud technologies within provider organizations, the cultural shift required to move to externally hosted services, a lack of user pull as many benefits were not visible to those providing frontline care, and a lack of interoperability standards and central regulations. ConclusionsImplementations need to be viewed as a digitally enabled transformation of services, driven by skill development, organizational change management, and user engagement, to facilitate the implementation and exploitation of cloud-based infrastructures and to maximize returns on investment.

Currently, the list of most violent cities in the world is dominated by Latin American cities. In 2015, Cali registered 65 homicides per 100,000 inhabitants. In Bogotá, the rate was 17 per 100,000 inhabitants. However, crime is not homogeneously distributed within the urban area, and literature indicates that the local response to crime affects the housing market. The objective of this paper is to estimate the relationship between housing prices and homicide rates in two Colombian cities: Cali and Bogotá. With the use of diverse sources of information and different econometric methodologies, we found that a 10% increase in homicide rates provokes a 2% decrease in housing prices in Cali and 1.8% in Bogotá.

TRIM37 is an E3 ubiquitin ligase mutated in Mulibrey nanism, a disease with impaired organ growth and increased tumor formation. TRIM37 depletion from tissue culture cells results in supernumerary foci bearing the centriolar protein Centrin. Here, we characterize these centriolar protein assemblies (Cenpas) to uncover the mechanism of action of TRIM37. We find that an atypical de novo assembly pathway can generate Cenpas that act as microtubule-organizing centers (MTOCs), including in Mulibrey patient cells. Correlative light electron microscopy reveals that Cenpas are centriole-related or electron-dense structures with stripes. TRIM37 regulates the stability and solubility of Centrobin, which accumulates in elongated entities resembling the striped electron dense structures upon TRIM37 depletion. Furthermore, Cenpas formation upon TRIM37 depletion requires PLK4, as well as two parallel pathways relying respectively on Centrobin and PLK1. Overall, our work uncovers how TRIM37 prevents Cenpas formation, which would otherwise threaten genome integrity.

La llegada de las nuevas Tecnologías de la Información y la Comunicación (TICs) ha generado una cambio de modelo en la forma en la que producimos y consumimos información. El papel de interlocutor único asignado a los medios de comunicación se ve amenazado por la emergencia de emisores individuales que en pocos años han adquirido niveles de influencia social similares a los ejercidos por muchos profesionales vinculados a corporaciones mediáticas internacionales. En este artículo se discuten las características de este nuevo formato y hasta qué punto podría suponer un cambio del modelo mediocéntrico en la sociedad de consumo televisiva. Para ello, analizamos la evolución del podcast independiente The Joe Rogan Experience, un programa de infoentretenimiento multicanal iniciado en el salón de una casa en Los Ángeles en 2009 y reciente ganador del premio al mejor podcast de humor de iTunes en 2012.