HUM-387 / 2 crédits

Enseignant: Lalive Rafael

Langue: Anglais


Summary

Artificial intelligence, big data, and advances in computing power have triggered a technological revolution that may have enormous bearing on the workplace and the labor market. This course provides you with tools to analyze these developments, and discuss their impact on our lives.

Content

Keywords

Artificial Intelligence, Technological Revolution, Ethics of Workplace Modifications, Embedded Systems,  Augmented Work

 

POLY-perspective :

  • interdisciplinary perspective
  • global perspective

https://www.epfl.ch/schools/cdh/cdhs-vision/

 

Learning Prerequisites

Required courses

None

Recommended courses

None

Important concepts to start the course

Technological abilities to replace or augment work, Economics, Prediction. Basis of analysis and calculus to understand the complexity of different AI and ML algorithms.

Knowledge of structure and use computers and electronic systems, including smartphones, smartwatches, tablets, etc.

 

Learning Outcomes

By the end of the course, the student must be able to:

  • Discuss augmentation and automation
  • Critique challenges for individuals, firms, and governments
  • Elaborate ethical challenges
  • Sketch basics of the digital transformation

Transversal skills

  • Assess one's own level of skill acquisition, and plan their on-going learning goals.
  • Summarize an article or a technical report.
  • Communicate effectively with professionals from other disciplines.

Teaching methods

  • Lecture
  • Class discussions

Expected student activities

  • Participate in process of knowledge creation
  • Discuss learnings from class
  • Write up summaries of topics

 

Assessment methods

All students:

Your grade is based on two elements:

A. Once every other week we expect you to contribute a point for discussion or an idea that goes beyond class, which you submit before or after class on the Moodle forum. References to papers, movies, or other material are greatly appreciated. You need to submit at least 6 separate contributions. A contribution either starts a new discussion thread or responds to a thread.

B. In mixed groups of three individuals, you will also prepare a contribution to the final unit of the class, which is organized around a debate around the topic "Future Workers on the Future of Work" (see last year's debate). Your contribution can be in one of three forms:

  • Live participation in debate: Your group develops a discussion on a key development in technology or society with a statement and its pros and cons.
  • Video that illustrates the theme: your group records a short video that illustrates a key development in technology or society and its challenges for your generation.
  • Essay: your group discusses a key development in technology or society and its pros and cons.

You will receive support in developing your contributions to the debate.

 

In addition, UNIL students:

  • Paper (individiual task): UNIL students earn 3ECTS from this class and hand in a paper (of about 1200 words) that discusses one particular hypothesis about how technology affects work, or vice versa. They state the hypothesis, and provide arguments in favor, or against, the hypothesis, and offer a conclusion.

 

Supervision

Office hours Yes
Assistants Yes
Forum Yes

Resources

Virtual desktop infrastructure (VDI)

No

Bibliography

  • Hummer, Bettina, AI: Legal and ethical challenges, chapter 4, in AI & the Future of work, 2019.
  • Mettler, T. and J. Wulf, Physiolytics at the Workplace: Affordances and Constraints of Wearables Use from an Employee's Perspective. Information Systems Journal, 2019. 29(1): p. 245-273.
  • Oesch, D. and Piccitto, G. (2019) The polarization myth: Occupational Upgrading in Germany, Spain, Sweden and the UK, 1992-2015, Work and Occupations 46(4): 441¿469.
  • Steuer, Jonathan (1992), ¿Defining virtual reality: Dimensions determining telepresence,¿ Journal of Communication, 42 (4), 73¿93.
  • Waldfogel, J. (2017). How digitization has created a golden age of music, movies, books, and television. Journal of Economic Perspectives, 31(3), 195-214.
  • Zuboff, S., The Age of Surveillance Capitalism. 2019, London: Profile Books.

 

Références suggérées par la bibliothèque

Moodle Link

Videos

Dans les plans d'études

  • Semestre: Printemps
  • Nombre de places: 80
  • Forme de l'examen: Pendant le semestre (session d'été)
  • Matière examinée: How technology shapes the workplace of the future
  • Cours: 2 Heure(s) hebdo x 14 semaines
  • Semestre: Printemps
  • Nombre de places: 80
  • Forme de l'examen: Pendant le semestre (session d'été)
  • Matière examinée: How technology shapes the workplace of the future
  • Cours: 2 Heure(s) hebdo x 14 semaines
  • Semestre: Printemps
  • Nombre de places: 80
  • Forme de l'examen: Pendant le semestre (session d'été)
  • Matière examinée: How technology shapes the workplace of the future
  • Cours: 2 Heure(s) hebdo x 14 semaines

Semaine de référence

 LuMaMeJeVe
8-9     
9-10     
10-11     
11-12     
12-13     
13-14     
14-15     
15-16     
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20-21     
21-22