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The quality of management decisions is one of the main issues facing higher education institutions today. Strategic decisions taken by the higher education institutions affect policies, schemes, and actions that the institutions are considering. Machine learning is an emergent artificial intelligence field that utilizes different algorithms, analyses data, and delivers a better understanding of the data contained in a specific context. Hence, in this paper, data‐driven decision‐making model has been proposed based on artificial intelligence in colleges and universities. Student data, graduation rate and curriculum design have been analysed for administrative decision‐making in college or university based on the machine learning method. With the availability of huge quantities and high‐quality input training data, machine‐learning progressions can attain precise outcomes and enable informed decision‐making. The experimental findings show that the suggested model improves the outcome ratio of 90.72%, the performance ratio of 97.62%, prediction ratio of 96.35%, decision‐making level of 95.51%, accuracy ratio of 95.61%, an efficiency ratio of 98.14%, graduation rate of 85.86%, data security rate (95.61%) and error rate 33.21% compared to other methods. [ABSTRACT FROM AUTHOR]

To date, many AI initiatives (eg, AI4K12, CS for All) developed standards and frameworks as guidance for educators to create accessible and engaging Artificial Intelligence (AI) learning experiences for K‐12 students. These efforts revealed a significant need to prepare youth to gain a fundamental understanding of how intelligence is created, applied, and its potential to perpetuate bias and unfairness. This study contributes to the growing interest in K‐12 AI education by examining student learning of modelling real‐world text data. Four students from an Advanced Placement computer science classroom at a public high school participated in this study. Our qualitative analysis reveals that the students developed nuanced and in‐depth understandings of how text classification models—a type of AI application—are trained. Specifically, we found that in modelling texts, students: (1) drew on their social experiences and cultural knowledge to create predictive features, (2) engineered predictive features to address model errors, (3) described model learning patterns from training data and (4) reasoned about noisy features when comparing models. This study contributes to an initial understanding of student learning of modelling unstructured data and offers implications for scaffolding in‐depth reasoning about model decision making. Practitioner notes: What is already known about this topic Scholarly attention has turned to examining Artificial Intelligence (AI) literacy in K‐12 to help students understand the working mechanism of AI technologies and critically evaluate automated decisions made by computer models.While efforts have been made to engage students in understanding AI through building machine learning models with data, few of them go in‐depth into teaching and learning of feature engineering, a critical concept in modelling data.There is a need for research to examine students' data modelling processes, particularly in the little‐researched realm of unstructured data. What this paper adds Results show that students developed nuanced understandings of models learning patterns in data for automated decision making.Results demonstrate that students drew on prior experience and knowledge in creating features from unstructured data in the learning task of building text classification models.Students needed support in performing feature engineering practices, reasoning about noisy features and exploring features in rich social contexts that the data set is situated in. Implications for practice and/or policy It is important for schools to provide hands‐on model building experiences for students to understand and evaluate automated decisions from AI technologies.Students should be empowered to draw on their cultural and social backgrounds as they create models and evaluate data sources.To extend this work, educators should consider opportunities to integrate AI learning in other disciplinary subjects (ie, outside of computer science classes). [ABSTRACT FROM AUTHOR]

In recent years there has been an explosion of interest in Artificial Intelligence (AI) both in health care and academic philosophy. This has been due mainly to the rise of effective machine learning and deep learning algorithms, together with increases in data collection and processing power, which have made rapid progress in many areas. However, use of this technology has brought with it philosophical issues and practical problems, in particular, epistemic and ethical. In this paper the authors, with backgrounds in philosophy, maternity care practice and clinical research, draw upon and extend a recent framework for shared decision‐making (SDM) that identified a duty of care to the client's knowledge as a necessary condition for SDM. This duty entails the responsibility to acknowledge and overcome epistemic defeaters. This framework is applied to the use of AI in maternity care, in particular, the use of machine learning and deep learning technology to attempt to enhance electronic fetal monitoring (EFM). In doing so, various sub‐kinds of epistemic defeater, namely, transparent, opaque, underdetermined, and inherited defeaters are taxonomized and discussed. The authors argue that, although effective current or future AI‐enhanced EFM may impose an epistemic obligation on the part of clinicians to rely on such systems' predictions or diagnoses as input to SDM, such obligations may be overridden by inherited defeaters, caused by a form of algorithmic bias. The existence of inherited defeaters implies that the duty of care to the client's knowledge extends to any situation in which a clinician (or anyone else) is involved in producing training data for a system that will be used in SDM. Any future AI must be capable of assessing women individually, taking into account a wide range of factors including women's preferences, to provide a holistic range of evidence for clinical decision‐making. [ABSTRACT FROM AUTHOR]

The goals of learning health systems (LHS) and of AI in medicine overlap in many respects. Both require significant improvements in data sharing and IT infrastructure, aim to provide more personalized care for patients, and strive to break down traditional barriers between research and care. However, the defining features of LHS and AI diverge when it comes to the people involved in medicine, both patients and providers. LHS aim to enhance physician‐patient relationships while developments in AI emphasize a physicianless experience. LHS also encourage better coordination of specialists across the health system, but AI aims to replace many specialists with technology and algorithms. This paper argues that these points of conflict may require a reconsideration of the role of humans in medical decision making. Although it is currently unclear to what extent machines will replace humans in healthcare, the parallel development of LHS and AI raises important questions about the exact role for humans within AI‐enabled healthcare. [ABSTRACT FROM AUTHOR]

Summary: Although microscopy is often treated as a quasi‐static exercise for obtaining a snapshot of events and structure, it is clear that a more dynamic approach, involving real‐time decision making for guiding the investigation process, may provide deeper insights, more efficiently. On the other hand, many applications of machine learning involve the interpretation of local circumstances from experience gained over many observations; that is, machine learning potentially provides an ideal solution for more efficient microscopy. This paper explores the potential for informing the microscope's observation strategy while characterising critical events. In particular, the identification of regions likely to experience twin activity (twin interaction with grain boundary) in AZ31 magnesium is attempted, from only local information. EBSD‐based observations in the neighbourhoods of twin activity are fed into a machine‐learning environment to inform the future search for such events, and the accuracy of the resultant decisions is quantified relative to the number of prior observations. The potential for utilising different types of local information, and their resultant value in the prediction process, is also assessed. After applying an attribute selection filter, and various other machine‐learning tools, a decision‐tree model is able to classify likely neighbourhoods of twin activity with 85% accuracy. The resultant framework provides the first step towards an intelligent microscopy for efficient observation of stochastic events during in situ microscopy campaigns. Lay description: One role of artificial intelligence is to predict future events after learning from many previous observations. In materials science, various phenomena (such as crack nucleation) are difficult to predict because they have been insufficiently observed. Furthermore, observation is difficult, precisely because their location cannot be predicted, leading to a chicken and egg conundrum. This paper applies machine learning to the search for twin nucleation sites in a magnesium alloy, in an attempt to guide the observation of twin nucleation events in a microscope based on previous observations. As more data is obtained, the accuracy of the location prediction will increase. In the current case, the machine‐learning tool achieved 85% accuracy for predicting the location of twin interactions with grain boundaries after several thousand observations. The resultant framework provides the first step towards an intelligent microscopy for efficient observation of stochastic events during in situ microscopy campaigns. [ABSTRACT FROM AUTHOR]

The paper presents a novel machine learning algorithm used for training a compound classifier system that consists of a set of area classifiers. Area classifiers recognize objects derived from the respective competence area. Splitting feature space into areas and selecting area classifiers are two key processes of the algorithm; both take place simultaneously in the course of an optimization process aimed at maximizing the system performance. An evolutionary algorithm is used to find the optimal solution. A number of experiments have been carried out to evaluate system performance. The results prove that the proposed method outperforms each elementary classifier as well as simple voting. [ABSTRACT FROM AUTHOR]