AI

Taipei Times Feature page

Does Taiwan have the talent to compete in the AI Olympics?

Securing a global talent force to turn Taiwan into an ‘AI Island’ will require implementing more rigorous international training programs, boosting salaries and increasing English-language competency Taiwan’s AI industry will generate over NT$1 trillion by 2026, according to projections by the National Development Council (NDC), based largely on Taiwan’s dominance in semiconductor manufacturing. But the […]

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Taipei Times Features page AI power olympics

The AI Olympics: Does Taiwan have the power to compete? – Energy supply may be the greatest challenge for the nation to reach its goal of becoming an “AI island”

President William Lai’s (賴清德) vision for Taiwan to become an “AI island” has three conditions: constructing advanced data centers, ensuring a stable and green energy supply, and cultivating AI talent. However, the energy issue supply is the greatest challenge.

To clarify, let’s reframe the problem in terms of the Olympics. Given Taiwan’s OEM (original equipment manufacturer) roles in the technology sector, Taiwan is not an athlete in the AI Olympics, or even a trainer, but rather a training ground for global AI athletes (AI companies).

In other words, Taiwan’s semiconductor ecosystem provides world-class training facilities and equipment that have already attracted top AI athletes like Google, Microsoft, Amazon, Nvidia and AMD. But for these athletes to train effectively, Taiwan also needs to provide a proper diet to literally power them. They need a balanced diet of quality electricity that Taiwan may not be able to provide.

The AI Olympics: Does Taiwan have the power to compete? – Energy supply may be the greatest challenge for the nation to reach its goal of becoming an “AI island” Read More »

Liberty times screen shot

洞察力是人類仍能遠勝人工智慧的地方

In the current job-hunting season in Taiwan, many young people are concerned about the impact of advanced AI technologies on employment, with 50% of those aged 18-35 worrying about job prospects due to generative AI. While AI can automate repetitive tasks, certain jobs, especially those requiring human insight and creativity, will still rely on human workers. The key takeaway for job seekers is to understand AI tools, use them to enhance productivity, and focus on developing skills that require human expertise, such as creativity and problem-solving, to remain competitive in an AI-driven future.

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Taipei times Features section screenshot: Learnnig AI as a career skill

Learning AI as a career skill: A young Taiwanese professional discusses the pros and cons of using AI in the workplace

In this article, Chloe shares her expericnes learning AI at TAITRA’s International Trade Institute where she was my student, and then how she got a job and uses these AI tools everyday. The argument of the article is that AI is fast becoming a career skill that individuals, educational organizations and companies need to recognize and become more proficient at using and learning.

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CommonWealth magazine screenshot

We need intelligent workflows in the age of AI

AI is rapidly developing and will impact many jobs. However, AI is unlikely to completely replace humans because it lacks the creativity and wisdom to truly understand and solve problems. Instead, the future of work will likely involve humans and AI working together. Schools and businesses need to figure out how to best integrate AI into workflows to maximize human productivity.

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newspaper article image

AI still far from replacing humans

By Nigel P. Daly and Laurence Chen 陳家宏 (Taipei Times, Mar.2, 2024, https://www.taipeitimes.com/News/editorials/archives/2024/03/02/2003814319) It is job-finding season in Taiwan and many are becoming concerned about how the advancement in artificial intelligence (AI) would impact the workforce. Fifty percent of 18-to-25-year-olds are worried about how generative AI would impact their job opportunities, a recent study by

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Creating your own personal AI: The basics of setting up your own GPT  

This blog outlines how to create a personalized AI GPT for educational purposes. It begins with an introduction to GPT technology, differentiating it from standard AI chatbots. The creation process involves two options: using ChatGPT assistance or configuring independently. Independent configuration includes naming the GPT, providing an image, defining its purpose, and setting up instructions and conversation starters. The blog emphasizes addressing bias, maintaining and updating the model, and considering data privacy. It concludes by discussing monetization and broader applications in education, like training modules or language learning apps.

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AI regulation

AI, Oppenheimer, and Taiwan’s Democratic Solution

Facing the threat of AI to democracies, primarily through misinformation and polarization, the article presents four AI regulation models inspired by nuclear fission and fusion:
1. Centralized Fusion (China Model): Total state control over AI, combining government and corporate powers for AI surveillance and development.
2. Decentralized Fission (Libertarian Model): Independent AI systems emphasizing personal privacy, free from government or corporate control.
3. Semi-centralized Fusion (Big Tech Model): AI development led by major tech companies, with some degree of government involvement.
4. Democratic Fission (vTaiwan Model): This is the most promising approach and involves a diverse group of stakeholders in a collaborative and transparent process for AI legislation, aligning with democratic principles and effectively countering the risks of misinformation and societal division posed by AI.

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編織語言的未來之網:AI人機互動學習

By Yeu-Ting Liu and Nigel P. Daly (published in the 自由報 (The Liberty Times) November 5, 2023) 劉宇挺/台師大英語學系特聘教授戴禮/台北外貿協會培訓中心商務溝通培訓師 雖然台灣位處於科技和國際貿易的樞紐位置,若無良好有效地溝通能力,此優勢將大打折扣。而此優勢端賴優秀貿易與語言人才之培育。但台灣仍因許多教育現場問題(如城鄉師資缺乏)導致培養學生利用語言進行有效溝通的進步有限。 蔡英文總統在最近的「二○三○教育AI年會」中指出,上述問題常肇因於學生缺乏真正有意義的英語「使用」機會。蔡總統疾呼透過AI(特別是像ChatGPT這樣的生成式AI工具)來解決此困境。 蔡總統呼籲教育界利用政府和私人部門的資源,將AI應用於語言教學與學習,讓學生在課室中與課室外,擁有「人機共創」的機會;讓學生不再獨自面對各式學習活動。透過教師活動的設計與指引,讓學生更清楚地知道「如何」利用生成式AI聊天機器人協作、進行研究、討論、辯論和分享。即使教師不在身邊,學生也能擁有無所不在的「助力」。 利用生成式AI學習語言可以讓這過程是有效且個人化︰即使學生的輸入與問題不夠成熟,藉由AI有層次、邏輯的回饋甚至是反問,學生能逐漸地釐清他們概念。這不但擴展了學生的溝通能力,更激發學生的邏輯思考與反思。對於缺乏資源偏鄉師生,注入無限可能。 教師也可以利用它的力量創造課程、提供更詳盡的解釋、補充更清晰的例子,甚至設計出更多元的測驗評量方式。這對許多思維已逐漸固化的教師,可以在他們的教學設計與測驗上注入更多的思維與可能。 儘管ChatGPT已經推出近一年,真正帶入課室活動的嘗試卻少之又少。檢視Facebook上ChatGPT教育者社團中的台灣教師數目比例就可看出端倪。此外,即使有各式各樣的教師成長社群,針對AI科技的主題與社群仍相當有限。即使在大學端,僅有少數(不到十所)大專院校針對教師與學生的使用指引(台大、台師大即是其中之一)。在大學以下的教育現場運用,仍無具體的推行。這突顯出我們需要有更多渠道來結構化教師培訓,以深化他們了解AI在教育中的可能與應用。 在「二○三○雙語國家」的崇高目標下,生成式AI提供了一條通往「更雙語」國家的道路。讓教師可以設計出真正能促進不同類型學生深度學習語言的環境,優化學生的學習體驗,更為偏鄉教育注入更多的可能。但當科技已提供一個「可以達到」可能時,仍有待教學現場的教師們有勇氣伸出他們的手,抓住這個可能。

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