This pilot study traces students' reflections on the use of AI in a 13-week foundational design course enrolling over 500 first-year engineering and architecture students at the Singapore University of Technology and Design. The course was an AI-enhanced design course, with several interventions to equip students with AI based design skills. Students were required to reflect on whether the technology was used as a tool (instrumental assistant), a teammate (collaborative partner), or neither (deliberate non-use). By foregrounding this three-way lens, students learned to use AI for innovation rather than just automation and to reflect on agency, ethics, and context rather than on prompt crafting alone. Evidence stems from coursework artefacts: thirteen structured reflection spreadsheets and eight illustrated briefs submitted, combined with notes of teachers and researchers. Qualitative coding of these materials reveals shared practices brought about through the inclusion of Gen-AI, including accelerated prototyping, rapid skill acquisition, iterative prompt refinement, purposeful "switch-offs" during user research, and emergent routines for recognizing hallucinations. Unexpectedly, students not only harnessed Gen-AI for speed but (enabled by the tool-teammate-neither triage) also learned to reject its outputs, invent their own hallucination fire-drills, and divert the reclaimed hours into deeper user research, thereby transforming efficiency into innovation. The implications of the approach we explore shows that: we can transform AI uptake into an assessable design habit; that rewarding selective non-use cultivates hallucination-aware workflows; and, practically, that a coordinated bundle of tool access, reflection, role tagging, and public recognition through competition awards allows AI based innovation in education to scale without compromising accountability.

The developments in the field of generative AI has brought a lot of opportunities for companies, for instance to improve efficiency in customer service and automating tasks. PostNL, the biggest parcel and E-commerce corporation of the Netherlands wants to use generative AI to enhance the communication around track and trace of parcels. During the internship a Minimal Viable Product (MVP) is created to showcase the value of using generative AI technologies, to enhance parcel tracking, analyzing the parcel's journey and being able to communicate about it in an easy to understand manner. The primary goal was to develop an in-house LLM-based system, reducing dependency on external platforms and establishing the feasibility of a dedicated generative AI team within the company. This multi-agent LLM based system aimed to construct parcel journey stories and identify logistical disruptions with heightened efficiency and accuracy. The research involved deploying a sophisticated AI-driven communication system, employing Retrieval-Augmented Generation (RAG) for enhanced response precision, and optimizing large language models (LLMs) tailored to domain specific tasks. The MVP successfully implemented a multi-agent open-source LLM system, called SuperTracy. SuperTracy is capable of autonomously managing a broad spectrum of user inquiries and improving internal knowledge handling. Results and evaluation demonstrated technological innovation and feasibility, notably in communication about the track and trace of a parcel, which exceeded initial expectations.

This paper presents a curriculum, "AI Literacy for All," to promote an interdisciplinary understanding of AI, its socio-technical implications, and its practical applications for all levels of education. With the rapid evolution of artificial intelligence (AI), there is a need for AI literacy that goes beyond the traditional AI education curriculum. AI literacy has been conceptualized in various ways, including public literacy, competency building for designers, conceptual understanding of AI concepts, and domain-specific upskilling. Most of these conceptualizations were established before the public release of Generative AI (Gen-AI) tools like ChatGPT. AI education has focused on the principles and applications of AI through a technical lens that emphasizes the mastery of AI principles, the mathematical foundations underlying these technologies, and the programming and mathematical skills necessary to implement AI solutions. In AI Literacy for All, we emphasize a balanced curriculum that includes technical and non-technical learning outcomes to enable a conceptual understanding and critical evaluation of AI technologies in an interdisciplinary socio-technical context. The paper presents four pillars of AI literacy: understanding the scope and technical dimensions of AI, learning how to interact with Gen-AI in an informed and responsible way, the socio-technical issues of ethical and responsible AI, and the social and future implications of AI. While it is important to include all learning outcomes for AI education in a Computer Science major, the learning outcomes can be adjusted for other learning contexts, including, non-CS majors, high school summer camps, the adult workforce, and the public. This paper advocates for a shift in AI literacy education to offer a more interdisciplinary socio-technical approach as a pathway to broaden participation in AI.

Content creators increasingly utilize generative artificial intelligence (Gen-AI) on platforms such as YouTube, TikTok, Instagram, and various blogging sites to produce imaginative images, AI-generated videos, and articles using Large Language Models (LLMs). Despite its growing popularity, there remains an underexplored area concerning the specific domains where AI-generated content is being applied, and the methodologies content creators employ with Gen-AI tools during the creation process. This study initially explores this emerging area through a qualitative analysis of 68 YouTube videos demonstrating Gen-AI usage. Our research focuses on identifying the content domains, the variety of tools used, the activities performed, and the nature of the final products generated by Gen-AI in the context of user-generated content.

The AAAI/SIGAI Doctoral Consortium provides an opportunity for a group of PhD students to discuss and explore their research interests and career objectives in an interdisciplinary workshop together with a panel of established researchers. This year, 30 students have been selected for this programme, and we'll be hearing from them over the course of the next few months. Our first interviewee is Changhoon Kim. I am pursuing my Ph.D. at Arizona State University, a vibrant hub of innovation located in one of the U.S.'s sunniest cities. This unique setting provides a conducive atmosphere for focused research, particularly during summer when the intense heat encourages more indoor lab work.

This report is a deep dive into the world of Gen-AI--and the first comprehensive market map available to everybody. We provide an overview of over 160 platforms in the space and their investors, as well as insights from leading thought leaders on the potential of this technology. This hands readers a unique opportunity to gain a comprehensive understanding of the generative AI market and the potential for new players to challenge established players like Google. Please note: The information provided in this piece is based on Antler's day zero investment approach and the support we provide to founders around the world. The platforms featured in our industry mapping are sourced from Crunchbase.