Difference between revisions of "JMCentre"

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=PhD and volunteer student staff work hour documentation=
 
=PhD and volunteer student staff work hour documentation=
−
 
+
CCX, YTW, LR, DYY, BW, LRY, YXZ
−
CCX, YTW, LR, DYY, BW
 
  
 
'''Date, time, hours, content of work'''
 
'''Date, time, hours, content of work'''
  
 
*CCX’ s working hours
 
*CCX’ s working hours
−
CCX Dec 1 , 16:00-17:00,1 hours , discuss the survey with Pro. Ole on WeChat ,edit the survey questions  
+
**CCX Dec 1 , 16:00-17:00,1 hours , discuss the survey with Pro. Ole on WeChat ,edit the survey questions  
−
CCX Dec 5, 18:15-18:45, 0.5 hours, participation in meeting, report on the status of the survey
+
**CCX Dec 5, 18:15-18:45, 0.5 hours, participation in meeting, report on the status of the survey
−
CCX Dec 12 19:00-19:30,0.5 hours, participation in meeting
+
**CCX Dec 12 19:00-19:30,0.5 hours, participation in meeting
−
CCX Dec 19, 18:30-19.30, 1 hours, participation in meeting, report on the status of the survey
+
**CCX Dec 19, 18:30-19.30, 1 hours, participation in meeting, report on the status of the survey
 +
**CCX Dec 20,16:00-17:00,1hours ,reading the papers of ai, find the professor
 +
**CCX Jan 9 2024, 18:15-19:00, 0.5hours, participation in meeting, report on the status of the survey
 +
**CCX Jan16 ,18:15-19:00,0.5 hours  ,participation in meetings, reports on the papers
 +
**CCX Jan23 ,18:15-19:00,0.5 hours ,participation in meetings
 +
**CCX Feb20 ,18:15-19:00,0.5 hours ,participation in meetings ，reports on the Movie about AI
 +
**CCX Feb27,18:15-19:00,0.5 hours ,participation in meetings
 +
**CCX Mar6,11:45- 12:30, 1h participation in meetings
 +
**CCX Mar13 11:45-( 13:15?)2.5h participation in meetings
 +
**CCX Mar20 11:45-12:15 0.5h participation in meetings
 +
**CCX Mar 27 11:45-12:15 0.5h participation in meetings
 +
**CCX Apr3 11:45- 12:30 1h participation in meetings reports on the most interested topic
 +
**CCX Apr 10 11:45-12:15 0.5h participation in meetings
 +
**CCX Apr 17 11:45-12:15 0.5h participation in meetings
 +
**CCX Apr 24 11:45-12:15 0.5h participation in meetings
 +
**CCX Apr 27 4:00 Running in the Tenglong building with the rooms
 +
**CCX May 8 11:45-12:15 0.5h participation in meetings
 +
**CCX May 15 11:45-12:15 0.5h participation in meetings
 +
**CCX May 22 11:45-12:15 0.5h participation in meetings，running with the rooms
 +
**CCX May 29 11:45-12:15 0.5h participation in meetings，work with the posters
 +
**CCX May 30 18:30-21:00 3.5h working with the lectures, take videos
 +
**CCX June 5 11:45-12:30 45min participation in meetings
 +
**CCX Nov 14 11:45-12:45 1h  participation in meetings minutes of the meeting
  
 
*YTW‘s working hours
 
*YTW‘s working hours
−
YTW Dec 18, 16:00-17:00, transcriptions：interview with LIU Cixin, page 24-31;
+
**YTW Dec 18, 16:00-17:00, transcriptions：interview with LIU Cixin, page 24-31;
−
YTW Dec 23, 21:40-22:50, transcriptions：interview with LIU Cixin, page 31-49;
+
**YTW Dec 23, 21:40-22:50, transcriptions：interview with LIU Cixin, page 31-49;
−
YTW Dec 25, 19:35-20:39, transcriptions：interview with LIU Cixin, page 49-65. fertig.
+
**YTW Dec 25, 19:35-20:39, transcriptions：interview with LIU Cixin, page 49-65. fertig.
−
YTW Jan 6, 21:27-22:38, transcriptions：interview with LIU Cixin, reworked the transcriptions, fertig.
+
**YTW Jan 6, 21:27-22:38, transcriptions：interview with LIU Cixin, reworked the transcriptions, fertig.
−
YTW Jan 6-7 23:00-00:13, Goethe, reworked the paper.
+
**YTW Jan 6-7 23:00-00:13, Goethe, reworked the paper.
−
YTW Jan 9-10 22.50-00:28, reworked the paper about the translation of 丫鬟（servant or slave？） in “Dream of the Red Chamber”.
+
**YTW Jan 9-10 22.50-00:28, reworked the paper about the translation of 丫鬟（servant or slave？） in “Dream of the Red Chamber”.
−
YTW Jan 15 20:15-21:55, looking for a book "Kirby: Germany and Republican China", but it seems that there is no E-book online. Finally, maybe YTW's sister could lend the book out from Shanghai Library on weekend...
+
**YTW Jan 15 20:15-21:55, looking for a book "Kirby: Germany and Republican China", but it seems that there is no E-book online. Finally, maybe YTW's sister could lend the book out from Shanghai Library on weekend...
 +
**YTW Jan 24, 2hours, reworked “访谈整理”;
 +
**YTW Jan 29, 2hours, Lunyu test;
 +
**YTW Feb 4, 30mins, WACS 2024-Invitation (Chinese)
 +
 
 
*LR
 
*LR
 +
 +
*WP
 +
**WP Nov 21, 9:00-9:55 Wiki Registration, Introduction to work tasks incl. website jmcentre.eu and work website bou.de/u/index.php?JMCentre
  
 
*DYY
 
*DYY
  
−
*BW Jan 9, 18:30-19.30, 1 hours, participation in meeting
+
*BW Jan 9, 18:15-19.45, 0.5 hours, participation in meeting;
 +
Jan 16, 18:15-19.45, 0.5 hours, participation in meeting;
 +
Jan 22, 8:30-10:30, 2 hours, conference scholar search and writing formal invitation letter for conference;
 +
Jan 23, 18:15-19:45, 0.5 hours, participation in meeting
 +
Feb 19, 13:00-14:00 hours discovering research papers on AI trends
 +
Feb 20, 18:15-19:45, 0.5 hours, participation in meeting
 +
 
 +
*LRY
 +
LRY May 29 11:45-12:15 0.5h participation in meetings，work with the posters;
 +
LRY May 31 11:30-13:30 2h writing lecture summary;
 +
LRY June 9 14:00-16:00 2h writing the handbook;
 +
 
 +
*YXZ
 +
YXZ May 29 11:45-12:15 0.5h participation in meetings，work with the posters;
 +
YXZ June 5 11:45-12:30 0.75h participation in meetings, document the meeting content;
 +
YXZ June 6 14:30-17:00 2.5h application for certificates of lectures;
 +
YXZ June 6 18:30-21:00 2.5h participation in lecutre, record the lecture, preparation for the facilities;
 +
YXZ June 9 14:00-15:00 1h writing the handbook;
 +
 
 +
=Handbook=
 +
 
 +
==How to Document Working Hours==
 +
XXX ’ s working hours
 +
All staff members (Liu Rong, Duan Yuanyuan, Cai Cixiu , Benjamin Wellsand, Lin Ruyin, Yu Xinzhong) and external staff members paid from other funds (You Tianwei) please remember to document your working hours (Name,Date, time, hours, content of work )above: JMCentre#PhD_and_volunteer_student_staff_work_hour_documentation. After every meeting times !!!!
 +
 
 +
==How to Write Social Media Report==
 +
 
 +
===participating in the lecture series===
 +
===taking videos and photos===
 +
===ask professors for speech contents===
 +
===contents of the report===
 +
====lecture hall,time,speaker,headline====
 +
====main ideas of the lecture====
 +
====impacts and results of the lecture====
 +
 
 +
==How to Publish==
 +
example of a report of a lecture: http://jflc.hunnu.edu.cn/info/1092/1807.htm
 +
 
 +
==How to Make a QR code==
 +
 
 +
# The APP we use is 问卷星(wenjuanxing). We can get access to it as a mini program on WeChat.
 +
# Considering many of us may need to see the questions at the same time, the account must be shared between us. The account can be anyone's and so far Sari is willing to share hers. Account number:18929289882; password: Sally0112.
 +
# A new "问卷" need to be made for every lecture. And a QR code can be easily made.
 +
# Post the QR code into the group of each grade.
 +
# When it comes to time for comunication, show the QR code to the audiences to let them type their questions in.
 +
# Show the questions to the presiding professor and let him choose what question to answer.
 +
 
 +
==How to Put The Ads on The Entrance Screen==
 +
 
 +
==How to Advertise Upcoming Lectures==
  
 
=Minutes=
 
=Minutes=
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====Tasks for staff====
 
====Tasks for staff====
 
Task for the staff: Please write down all deadlines, so that you can make sure, that the reports are written in time and the deliverables are fulfilled before the end of the deadlines.  
 
Task for the staff: Please write down all deadlines, so that you can make sure, that the reports are written in time and the deliverables are fulfilled before the end of the deadlines.  
 +
 +
*Assistance with publication report (incl. conference report and conference proceedings), has to be uploaded to EU management system (CCX, WP)
 +
*Assistance with paper publication (Level 1 journal) (CCX, WP)
 +
*Send one set of German Red Chamber Dreams with my signature to reader
 +
*Clean office
 +
*Move book wardrobe from 3rd floor to 415
 +
*Field Study: 3 classes have started to participate in AI assisted vs. human assisted foreign language learning: Check if students have made a daily entry (notes) of their learning progress, if not: remind them
 +
*Field Study: Develop survey (YTW, CCX, WP, MW, David Yang Yuxiao)
 +
*Publication projects: Translation works (deadline Dec 31), European History of Chinese Literature, History of Sinology ...
  
 
*Dec 31, 2023. D1.1 Website WP1 1 - HUNNU DEC —Websites, patent filings, videos, etc PU - Public 3
 
*Dec 31, 2023. D1.1 Website WP1 1 - HUNNU DEC —Websites, patent filings, videos, etc PU - Public 3
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====List of experts to invite for lecture series====
 
====List of experts to invite for lecture series====
 +
Recommendations by Benjamin Wellsand
 +
 +
Bryan Brown, Stanford Graduate School of Education
 +
Fauville, G., Queiroz, A. M., Hambrick, L., Bailenson, J. N.2020
 +
 +
https://doi.org/10.1080/13504622.2020.1803797
 +
 +
Abstract
 +
 +
Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
 +
 +
Bryan Brown, Stanford Graduate School of Education
 +
Phillip Boda, University of Illinois at Chicago
 +
 +
DOI:10.1007/s10956-020-09849-1
 +
 +
Abstract
 +
 +
Science achievement gaps exhibit racial disparities starting in primary grades and have been shown to persist through middle and high school. In turn, increasing positive attitudes toward science have been shown as one factor that affects academic achievement and motivation among K-12 students. Exploring novel ways that technology can influence diverse students’ attitudes toward science, and the design elements pertinent therein, is thus one prominent goal toward achieving science education for all. Leveraging the immersive nature of Virtual Reality 360 videos, we present a design-based research iteration testing how a novel technology-enhanced learning experience influenced close to 400 urban elementary students’ attitudes toward science. Using a two-way MANCOVA analysis, the data support that our design iteration emphasizing context-specific learningcan prime students that do not see science as relevant to them to change these attitudes in significantly positive ways. Implications are discussed around relationality, technology use in urban schools, and local contexts as learning resources.
 +
 +
 +
Kyoungwon Seo
 +
Assistant Professor, Seoul National University of Science and Technology
 +
J Tang, I Roll, S Fels, D Yoon
 +
 +
DOI:10.1186/s41239-021-00292-9
 +
 +
Abstract
 +
 +
Artificial intelligence (AI) systems offer effective support for online learning and teaching, including personalizing learning for students, automating instructors’ routine tasks, and powering adaptive assessments. However, while the opportunities for AI are promising, the impact of AI systems on the culture of, norms in, and expectations about interactions between students and instructors are still elusive. In online learning, learner–instructor interaction (inter alia, communication, support, and presence) has a profound impact on students’ satisfaction and learning outcomes. Thus, identifying how students and instructors perceive the impact of AI systems on their interaction is important to identify any gaps, challenges, or barriers preventing AI systems from achieving their intended potential and risking the safety of these interactions. To address this need for forward-looking decisions, we used Speed Dating with storyboards to analyze the authentic voices of 12 students and 11 instructors on diverse use cases of possible AI systems in online learning. Findings show that participants envision adopting AI systems in online learning can enable personalized learner–instructor interaction at scale but at the risk of violating social boundaries. Although AI systems have been positively recognized for improving the quantity and quality of communication, for providing just-in-time, personalized support for large-scale settings, and for improving the feeling of connection, there were concerns about responsibility, agency, and surveillance issues. These findings have implications for the design of AI systems to ensure explainability, human-in-the-loop, and careful data collection and presentation. Overall, contributions of this study include the design of AI system storyboards which are technically feasible and positively support learner–instructor interaction, capturing students’ and instructors’ concerns of AI systems through Speed Dating, and suggesting practical implications for maximizing the positive impact of AI systems while minimizing the negative ones
 +
 +
 +
Andrew (Shiting) Lan
 +
Assistant Professor College of Information and Computer Sciences University of Massachusetts Amherst
 +
Setareh Maghsudi, Andrew Lan, Jie Xu, Mihaela van der Schaar
 +
 +
https://doi.org/10.48550/arXiv.2101.10074
 +
 +
Abstract
 +
 +
The objective of personalized learning is to design an effective knowledge acquisition track that matches the learner's strengths and bypasses her weaknesses to ultimately meet her desired goal. This concept emerged several years ago and is being adopted by a rapidly-growing number of educational institutions around the globe. In recent years, the boost of artificial intelligence (AI) and machine learning (ML), together with the advances in big data analysis, has unfolded novel perspectives to enhance personalized education in numerous dimensions. By taking advantage of AI/ML methods, the educational platform precisely acquires the student's characteristics. This is done, in part, by observing the past experiences as well as analyzing the available big data through exploring the learners' features and similarities. It can, for example, recommend the most appropriate content among numerous accessible ones, advise a well-designed long-term curriculum, connect appropriate learners by suggestion, accurate performance evaluation, and the like. Still, several aspects of AI-based personalized education remain unexplored. These include, among others, compensating for the adverse effects of the absence of peers, creating and maintaining motivations for learning, increasing diversity, removing the biases induced by the data and algorithms, and the like. In this paper, while providing a brief review of state-of-the-art research, we investigate the challenges of AI/ML-based personalized education and discuss potential solutions.
 +
 +
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Paweł Strojny (PhD Student, Lecturer) and Natalia Dużmańska-Misiarczyk (Business Analyst)
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Institute of Psychology, Jagiellonian University
 +
 +
https://doi.org/10.1016/j.cexr.2022.100006
 +
 +
Abstract
 +
 +
The amount of research on virtual reality learning tools increases with time. Despite the diverse environments and theoretical foundations, enough data have been accumulated in recent years to provide a systematic review of the methods used. We pose ten questions concerning the methodological aspects of these studies. We performed a search in three databases according to the PRISMA guidelines and evaluated several characteristics, with particular emphasis on researchers' methodological decisions. We found an increase over time in the number of studies on the effectiveness of VR-based learning. We also identified shortcomings related to how the duration and number of training sessions are reported. We believe that these two factors could affect the effectiveness of VR-based training. Furthermore, when using the Kirkpatrick model, a significant imbalance can be observed in favor of outcomes from the ‘Reaction’ and ‘Learning’ levels compared to the ‘Behavior’ and ‘Results’ levels. The last of these was not used in any of the 330 reviewed studies. These results highlight the importance of research on the effectiveness of VR training. Taking into account the identified methodological shortcomings will allow for more significant research on this topic in the future.
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 +
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Torben Schmidt and Thomas Strasser , Leuphana University Lüneburg
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 +
https://doi.org/10.33675/ANGL/2022/1/14
 +
 +
Abstract
 +
 +
This paper aims to critically examine the potentials and challenges of developing AIenhanced CALL-software to enhance adaptive, individualized, and, in certain respects, intelligent practice in the foreign language classroom. The following section provides an introductory, practical discussion of terms, methods, and common application types of (narrow) AIs in foreign language learning processes. We will then, as the main focus of this paper, address features of intelligent practice in the foreign language classroom, the possibilities of using AI to create adaptive learning environments, and typical architectural elements of intelligent learning systems. Subsequently, this paper provides insights into two current research and development projects. The article concludes with a utopian outlook into the foreign language classroom of the year 2040.
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 +
 +
Marcus Messer, King’s College London, UK Neil C. C. Brown, King’s College London, UK Michael Kölling, King’s College London, UK Miaojing Shi, Tongji University, China
 +
 +
DOI:10.1145/3636515
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Abstract
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 +
We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language paradigm, degree of automation and evaluation techniques. Most papers assess the correctness of assignments in object-oriented languages. Typically, these tools use a dynamic technique, primarily unit testing, to provide grades and feedback to the students or static analysis techniques to compare a submission with a reference solution or with a set of correct student submissions. However, these techniques’ feedback is often limited to whether the unit tests have passed or failed, the expected and actual output, or how they differ from the reference solution. Furthermore, few tools assess the maintainability, readability or documentation of the source code, with most using static analysis techniques, such as code quality metrics, in conjunction with grading correctness. Additionally, we found that most tools offered fully automated assessment to allow for near-instantaneous feedback and multiple resubmissions, which can increase student satisfaction and provide them with more opportunities to succeed. In terms of techniques used to evaluate the tools’ performance, most papers primarily use student surveys or compare the automatic assessment tools to grades or feedback provided by human graders. However, because the evaluation dataset is frequently unavailable, it is more difficult to reproduce results and compare tools to a collection of common assignments.
 +
 +
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Sandra C. Matz, researcher and academic, currently serving as the Daniel W. Zalaznick Associate Professor of Business at Columbia Business School in New York City
 +
Christina S. Bukow, Heinrich Peters, Christine Deacons, Alice Dinu & Clemens Stachl
 +
 +
DOI:10.1038/s41598-023-32484-w
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Abstract
 +
 +
Student attrition poses a major challenge to academic institutions, funding bodies and students. With the rise of Big Data and predictive analytics, a growing body of work in higher education research has demonstrated the feasibility of predicting student dropout from readily available macro-level (e.g., socio-demographics or early performance metrics) and micro-level data (e.g., logins to learning management systems). Yet, the existing work has largely overlooked a critical meso-level element of student success known to drive retention: students’ experience at university and their social embeddedness within their cohort. In partnership with a mobile application that facilitates communication between students and universities, we collected both (1) institutional macro-level data and (2) behavioral micro and meso-level engagement data (e.g., the quantity and quality of interactions with university services and events as well as with other students) to predict dropout after the first semester. Analyzing the records of 50,095 students from four US universities and community colleges, we demonstrate that the combined macro and meso-level data can predict dropout with high levels of predictive performance (average AUC across linear and non-linear models = 78%; max AUC = 88%). Behavioral engagement variables representing students’ experience at university (e.g., network centrality, app engagement, event ratings) were found to add incremental predictive power beyond institutional variables (e.g., GPA or ethnicity). Finally, we highlight the generalizability of our results by showing that models trained on one university can predict retention at another university with reasonably high levels of predictive performance.
 +
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Norbert Annuš, Department of Informatics, J. Selye University, Slovakia
 +
 +
DOI:10.59287/ijanser.739
 +
 +
Abstract
 +
 +
The assimilation of artificial intelligence into education is an inevitable phenomenon. Intelligent tools provide opportunities such as personalized instruction, automated assessment and, last but not least, teaching with virtual assistants or chatbots. Chatbots and other virtual assistants have been on the market for years and have been used for educational purposes on various Q&A platforms. ChatGPT, however, can be considered as an intellectual revolution of chatbots that have been released so far. ChatGPT has taken the concept of artificial intelligence to a new level and it was inevitable that it would make its debut in education. However, in schools, this level and relative novelty can bring not only benefits but also dangers. In this article, we discuss the potential of ChatGPT in the educational process. We look at the impact it can have on students, pointing out both the positives and the negatives. We then look at the opportunities for teachers. Finally, conclusions are drawn and suggestions are made as to the aspects that teachers and students need to adhere to in order to effectively implement ChatGPT in their everyday education.
 +
 +
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Yu Chen, School of Information Systems and Technology, Lucas College and Graduate School of Business, San Jose State University
 +
Scott Jensen, Leslie J. Albert, Sambhav Gupta & Terri Lee
 +
 +
DOI:10.1007/s10796-022-10291-4
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 +
Abstract
 +
 +
In higher education, low teacher-student ratios can make it difficult for students to receive immediate and interactive help. Chatbots, increasingly used in various scenarios such as customer service, work productivity, and healthcare, might be one way of helping instructors better meet student needs. However, few empirical studies in the field of Information Systems (IS) have investigated pedagogical chatbot efficacy in higher education and fewer still discuss their potential challenges and drawbacks. In this research we address this gap in the IS literature by exploring the opportunities, challenges, efficacy, and ethical concerns of using chatbots as pedagogical tools in business education. In this two study project, we conducted a chatbot-guided interview with 215 undergraduate students to understand student attitudes regarding the potential benefits and challenges of using chatbots as intelligent student assistants. Our findings revealed the potential for chatbots to help students learn basic content in a responsive, interactive, and confidential way. Findings also provided insights into student learning needs which we then used to design and develop a new, experimental chatbot assistant to teach basic AI concepts to 195 students. Results of this second study suggest chatbots can be engaging and responsive conversational learning tools for teaching basic concepts and for providing educational resources. Herein, we provide the results of both studies and discuss possible promising opportunities and ethical implications of using chatbots to support inclusive learning.
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 +
====AI Movie List====
 +
Blade Runner (1982)
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Ex Machina (2014)
 +
Her (2013)
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A.I. Artificial Intelligence (2001)
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I, Robot (2004)
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The Matrix (1999)
 +
Transcendence (2014)
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Ghost in the Shell (1995)
 +
Chappie (2015)
 +
Westworld (1973)
 +
The Matrix Series (1999)
 +
The Terminator (1984)
 +
RoboCop (1987)
 +
Star Wars (1977)
 +
Minority Report (2002)
 +
Wall-E (2008)
 +
M3GAN (2022)
 +
Moon (2009)
 +
Star Trek: Generations (1994)
 +
Tron: Legacy (2010)
 +
Hitchhiker’s Guide To The Galaxy (2005)
 +
Metropolis (1927)
 +
Coded Bias (2020)
 +
The Imitation Game (2014)
 +
The Day The Earth Stood Still (1951)
 +
Automata (2014)
 +
The Social Dilemma (2020)
 +
The Machine (2013)
 +
I Am Mother (2019)
 +
Big Hero 6 (2014)
 +
Ghost In The Shell (1995)
 +
The Iron Giant (1999)
 +
-BW
 +
 
====Recommendations by David Porter====
 
====Recommendations by David Porter====
 
*Prof. Luis Cordeiro-Rodrigues, Hunan University, has experience with AI and ethics and is ‘right next door’ so to speak. I am happy to reach out to him but I think it would be good to have a formal CFP or fixed plan so that I can explain exactly what we would be invited for and when.
 
*Prof. Luis Cordeiro-Rodrigues, Hunan University, has experience with AI and ethics and is ‘right next door’ so to speak. I am happy to reach out to him but I think it would be good to have a formal CFP or fixed plan so that I can explain exactly what we would be invited for and when.
Line 337: Line 557:
  
 
====Draft of Call for papers - please EVERYBODY help to write it here====
 
====Draft of Call for papers - please EVERYBODY help to write it here====
 +
Dear [Scholar’s Name],
 +
 +
On behalf of the EU JM Studies Centre, we would like to officially invite you to attend and participate in the 2024 conference on the “Digitalization of University Teaching” on July 20-22. The conference will begin with two days in Poznań, Poland and conclude in Prague, Czech Republic. Our goal is to invite the most well-researched scholars from across the globe on the most fascinating and relevant topics regarding the use of artificial intelligence in higher education. In addition to the first-rate scholarship, convenient transportation between the two cities, delicious local delicacies, charming hotel accommodations, and impressive conference lecture spaces will make this a time to remember.
 +
 +
The artificial intelligence topics this conference intends to cover include, but are not limited to, personalized learning, virtual classrooms and remote learning, AI-powered tutoring systems, automated grading, predictive analytics for student success, chatbots for student support, ethical considerations, and AI in curriculum design. There will be [X] lectures held by [X] presenters from [X] countries over the three-day conference.
 +
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Should you require more information about the conference, please see the attached pamphlet or visit our website. You may also contact us directly at [phone number] or [email address]. Thank you, and we look forward to your participation in our 2024 conference.
 +
 +
Sincerely,
 +
 +
[Signature]
 +
-BW
  
 
====Collection of Ideas what to do in the project - please EVERYBODY help to write it here====
 
====Collection of Ideas what to do in the project - please EVERYBODY help to write it here====
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===Meeting Jan 16, 2024 18:15 Chinese time (11:15 European time)===
 
===Meeting Jan 16, 2024 18:15 Chinese time (11:15 European time)===
−
We meet both in person in office #309 and online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09
 
 
Next meeting is scheduled for Jan 16, 2024 18:15 Chinese time online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09
 
Next meeting is scheduled for Jan 16, 2024 18:15 Chinese time online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09
  
 
==Meeting Jan 16, 2024, 18:15 Chinese time (11:15 European time)==
 
==Meeting Jan 16, 2024, 18:15 Chinese time (11:15 European time)==
 +
We meet both in person in office #309 and online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09
 
===Report on Final Report last JM project===
 
===Report on Final Report last JM project===
−
===Report on Report on deliverable 1.1 „Website“ due December 2024===
+
Our final report for the last project (2020-2023) has been submitted to the EU.
 +
===Report on deliverable 1.1 „Website“ due December 2024===
 +
===Input by Sari===
 +
For the ai education prevalence, but that ‘s only in the cities and small towns. It give impression to itself in regional and rural inequalities. It is obviously reflected in the lack of educational resources in the areas below the county level, the low investment in education, and the low level of system construction. The quality and level of education in poor areas is relatively poor, leaving children vulnerable to disparities. Although in the cities,there is not every student has access to this technology. Only in parts of the school and rich families. To solve these problems, the cooperation of the government and the education sector, as well as the charity sector, is needed. The rich need not only to benefit from it but also to play an important role in it rather than contributing to it.
 +
====Salary Issue====
 +
Duan Yuanyuan has made the financial papers this month and will go to the financial department in Jan 17.
 +
 
 +
====Tasks to Do====
 +
1.Please find professors and write draft of invitation letters.
 +
 
 +
2.Please add papers to the website.
 +
 
 +
3.For student volunteers: please list your work hours.
 +
 
 +
===Meeting Jan 23, 2024 18:15 Chinese time (11:15 European time)===
 +
Next meeting is scheduled for Jan 23, 2024 18:15 Chinese time online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09
 +
==Next Meeting Jan 23, 2024 18:15 Chinese time (11:15 European time)==
 +
Hello everyone! We'll have our weekly meeting as usual in Tuesday(1. 23), next week, 18: 15 (Chinese time) . [Rose] And since the students are coming home, no one is able to go to office 309,  the meeting will be online only, until next term. [Worship]
 +
 
 +
Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09
 +
Participants: Ben Wellsand Martin Woesler David Liu Rong Duanyuanyuan Caicixiu
 +
Editing the invitation paper by Benjamin.
 +
Duan yuanyuan had already submitted the salaries for Jan-Feb , about a week will received.
 +
 
 +
=Meeting Feb 20, 2024=
 +
18:15 Chinese time
 +
Attended by: David Porter, Ole Döring, Martin Woesler (all online)
 +
 
 +
Discussion about papers read on Digitalization of University Teaching and own experiences with the use of ai and other new technology in class.
 +
 
 +
=Meeting Feb 27, 2024=
 +
18:15 Chinese time
 +
Attended by: David Porter, Ole Döring, Benjamin Wellsand, Martin Woesler (all online)
 +
 
 +
Benjamin reported he did a quick search of AI-related Western movies on the Wiki website.
 +
 
 +
Discussion about papers read on Digitalization of University Teaching and own experiences with the use of ai and other new technology in class.
 +
 
 +
=Meeting Mar 6, 2024=
 +
11:45 Chinese time
 +
 
 +
Martin Woesler posted the following report (DeepL English translation):
 +
 
 +
Hi everybody, here is a Deepl.com translation of the newspaper article on VR learning platforms used for senior high school and students:
 +
 
 +
Frankfurter Allgemeine Zeitung, Campus, p. 34 - SATURDAY, MARCH 2, 2024 - NR. 53
 +
 
 +
To Hogwarts at the touch of a button
 +
 
 +
Start-ups from the digital world want to revolutionize learning. With the help of virtual reality, languages, for example, are to be taught in a playful way.
 +
Is that really possible? A self-experiment.
 +
By Nina Bub
 +
 
 +
Before I can start my first English lesson in the virtual world, I need to do a bit of preparation. The VR glasses, the Meta Quest 2 headset, have to be set up.
 +
be set up. It doesn't work straight away because the headset simply won't connect to the language learning app. It
 +
It doesn't help, the lesson has to be postponed. A few days later, the new headset arrives by post and now the lessons can begin remotely.
 +
can start. So put on the headset, start the app and design your own avatar, i.e. the character that represents you in the virtual world.
 +
When all the students have finished, the tutor invites us into a shared virtual room. It doesn't look like a classroom. Instead, we start
 +
Instead, we start in a television studio, where there are lots of details to discover in addition to the desk and the audience: The scanner from my virtual backpack can be used to display the vocabulary of the props, from the coffee cup to the microphone. Once everyone has had a look around, the tutor changes the virtual world - in a flash, we find ourselves in Hogwarts, the wizarding school from the Harry Potter novels.
 +
"Learning languages through play" - that's how many providers advertise. But beaming yourself into a virtual world with a headset and practising English is particularly exciting.
 +
exciting. In the group lessons with virtual reality goggles that I am currently testing, between four and eight students and their tutor beam themselves
 +
into strange worlds.
 +
 
 +
At the touch of a button, they are transported to Hogwarts, a TV studio or the beach, including a beach bar.
 +
beach bar. These are just three of a total of 40 virtual learning worlds that Immerse, a specialist company from the United States, has created. The
 +
learning environments are designed to be playful.
 +
This means that, in addition to content-related exercises, they also contain elements that want to be discovered. For example, that you can not only stand behind the counter of the beach bar, but also mix cocktails.
 +
mix cocktails.
 +
Students only need a VR headset, a smartphone and Wi-Fi for such experiences. Because everything they see is part of the virtual world, the Metaverse. The headset projects the virtual environment onto mini displays in front of their eyes. Using two special controllers, the students can move around in the virtual world and grasp objects. And some of them behave like real ones. If you drop the bottle while mixing a cocktail, it shatters on the floor.
 +
The provider of the learning fun with VR is the tutoring platform Go Student. It is designed for pupils aged 13 and over. The pilot project with VR glasses started in June 2023, when the first English lesson was organized in virtual space. Spanish was then added in November last year. The idea of offering tutoring in a virtual space goes back to founder and Managing Director Felix Ohswald. He founded the tutoring platform in Vienna in 2016 together with Gregor Müller. The company now has more than 1,500 employees and more than 23,000 tutors.
 +
Tutoring is offered both individually and in groups. In the 50-minute individual lessons, students work in the classic video format with trained native-speaker tutors, while in the VR lessons they come together in groups, where the focus is primarily on interaction.
 +
Tutor Christina Schwarzinger explains ' the structure of the VR lessons: They begin with an exploration phase in the virtual world, for example by trying out games and avatar outfits.
 +
A scene is then developed with the focus of the day. This is followed by a grammar exercise: in the Hogwarts world, for example, we are dealing with question words today. On the virtual blackboard, we have to match them to the corresponding questions as quickly as possible.
 +
After the exercise on the board, we immediately apply what we have learned: We ask each other where we live and what our hobbies are. Each unit is dedicated to a specific topic. The students know the curriculum in advance and can choose the topics they want to delve into as required. _ Other companies are already using virtual reality, sometimes called "augmented", for learning purposes. Coursera, for example, is an American further education company. Its founders, computer science professors Andrew Ng and Daphne Koller, set out with the mission of "giving everyone access to world-class learning". Coursera also has offerings that use VR glasses; it goes beyond languages: for example, there is a course on human physiology in which learners can immerse themselves in blood vessels or practise taking blood pressure.
 +
In addition to Go Student and Coursera, there are various other companies that use virtual reality to teach learning content. Web-Lernen, a Swiss company, uses virtual reality to teach
 +
for example, also offers science and humanities subjects in addition to languages.
 +
VR is also already being used at adult education centers and in vocational training. For example, trainees at Deutsche Bahn use VR glasses to practice work steps in a protected room. The technical possibilities for learning in virtual space are vast, but not limitless: Go Student employee Lisa Hopf says: "Language learning is all about self-confidence and simply trying things out. And that's exactly what the tutors want to make possible in the virtual world.
 +
 
 +
(Photo: Nice out here! "And in there?" What happens in the VR goggles should captivate students or other learners as much as possible).
 +
 
 +
This gives pupils the confidence to practise the language and build up a relationship with each other in the virtual space.
 +
At the end of each lesson, each student also reflects on what they have learned and what they could deepen.
 +
Tutoring with Go Student can be booked in different packages.
 +
A monthly package with eight lessons of 50 minutes each costs an average of 21.50 euros per lesson. Students can either purchase the VR glasses for just under 100 euros with the tutoring package or visit a learning station of the cooperation partner Studienkreis for the VR lessons and borrow the headset there. Students can also take part in the VR lessons on their desktop - these options are intended to ensure that the offer can be used by everyone.
 +
The Viennese start-up has also launched collaborations with schools in Germany, the UK, Spain and Italy, where it has equipped teachers and pupils with VR headsets and integrated the virtual world into lessons. The company wants to further expand its cooperation with schools in the future.
 +
Is this necessary - teaching in the virtual world? Of course it works without a headset. But admittedly: It's fun to look around in new environments, dress your avatar in a magic hat and then solving tasks together in English. Tutor Christina Schwarzinger reports: "You really notice how shy students blossom in the virtual world." The virtual space offers a safe learning environment.
 +
Instead of being asked to come to the blackboard and recite vocabulary or grammar rules in front of the class like in school, the students mainly learn and practise with each other in VR lessons.
 +
Lukas Lewandowski, Manager at Coursera, also says. "VR not only enables engaging learning environments, but can also create more effective learning formats by enabling learning in realistic situations. Learners can thus engage more intensively with learning content and acquire practical skills."
 +
 
 +
END
 +
 
 +
Attention: Meetings switched from Tuesday 18:15 Chinese time to Wednesdays 11:45 Chinese time
 +
 
 +
=Meeting Mar 13, 2024=
 +
11:45 Chinese time, Tenglong Building, office 309
 +
 
 +
Martin Woesler made a short power point presentation about is the digitalization of university studies with matching offline courses with MOOCs through the tool "recognition of equivalency" of the exam offices with the examples: Kiron, Pegaso, Media Design University, Berlin. This concerns MOOCs from Harvard, Yale, Oxford etc. on platforms like Coursera, Udacity, edX, canvas, NovoED, iversity, Open2Study, FutureLearn. Artificial Intelligence is used to propose students fitting courses according to their individual learning personalities.
 +
Next week I would like to give a presentation on Virtual Learning environments using VR glasses like Meta Quest 2: This can reduce the number of dropouts in MOOCs. We can explore providers like Immerse, GoStudent (Felix Oswald, Gregor Müller); Augmented (Coursera: Andrew Ng, Daphne Koller; and "Web-Lernen").
 +
 
 +
[[Media:University_of_the_future.pptx]]
 +
 
 +
=Meeting Mar 20, 2024=
 +
11:45 Chinese time, Tenglong Building, office 309
 +
Attended by Stephen Hart, Liu Rong
 +
 
 +
Notes by Professor Hart:
 +
 
 +
it was noted that the Erasmus project is focused on the organisation of conferences which will then lead to papers on relevant topics that will be published in high-profile journal. Papers could focus on Europe or China or a comparative study of educational practices in both. AI was seen as a highly topical focus which could be fruitful since it overlaps with lots of themes, including (a) use of AI in online teaching (b) AI in personal research (c) AI In translation Systems (d) plagiarism (e) the need for creating guidance on the use of AI in universities and (f) the need to create projects codesigned by students and professors
 +
 
 +
=Meeting Mar 27, 2024=
 +
中欧高校教育数字化的多维度比较研究
 +
Attended by Ole Döring, David Porter, Cai Cixiu (Sari) [online], Liu Rong [online], Duan Yuanyuan [online]
 +
 
 +
David Porter announced to give a presentation on his emrging ideas related to the project next week.
 +
 
 +
=Meeting April 3, 2024=
 +
 
 +
 
 +
Note by Martin Woesler on April 1: Dear all, we discussed among some group members, that we will make our project more efficient. We will reduce the WeChat group members to the active participants. We will have some input presentations and continue our discussions from the panel 15 of the translators conference. Also, every student researcher has to read at least 2 up to date research papers in English and a not specified number of papers in Chinese. Please define the ai research topic you are mostly interested in on next meeting Wednesday. At  on our meetings everybody shortly presents what they are mostly interested in and we will have a short but intense discussion. Everybody should come in person or be online. If someone cannot come he/she will be excused, we will still have the meeting.
 +
 
 +
Notes during the meeting:
 +
 
 +
You Tianwei: https://www.fast.ai/posts/2023-07-29-ai-centralizes-power/  here is the paper I have read yesterday:"AI and Power: The Ethical Challenges of Automation, Centralization, and Scale".
 +
 
 +
Master the Perfect ChatGPT Prompt Formula (in just 8 minutes)!--how to chat with ChatGPT
 +
https://www.youtube.com/watch?v=jC4v5AS4RIM
 +
 
 +
About AI
 +
 
 +
April 3, 2024
 +
collected by Tianwei
 +
especially about Machine learning courses
 +
 
 +
Quizzes for different levels of Machine learning
 +
https://gray-sand-07a10f403.1.azurestaticapps.net/
 +
 
 +
aiGoogle—cannot open in mainland even with VPN
 +
https://ai.google/
 +
 
 +
 
 +
Courses：
 +
Machine Learning for Beginners - A Curriculum by Microsoft—easy to learn
 +
https://microsoft.github.io/ML-For-Beginners/#/
 +
 
 +
machine learning mastery— Step-by-Step Guides for Machine Learning
 +
https://machinelearningmastery.com/start-here/#getstarted
 +
 
 +
Coursera--Machine Learning courses by Stanford, there are also some other different courses in coursera.org, you can even receive the certificates or degrees in some particular courses
 +
https://www.coursera.org/specializations/machine-learning-introduction?isNewUser=true&utm_campaign=WebsiteCourses-MLS-TopButton-mls-launch-2022&utm_medium=institutions&utm_source=deeplearning-ai#courses
 +
 
 +
intro-neural-networks
 +
https://brilliant.org/courses/intro-neural-networks/
 +
 
 +
 
 +
AI community：
 +
阿里云aliyun- community for developers-machine learning courses(free and in charge)
 +
https://developer.aliyun.com/learning/roadmap/ai
 +
 
 +
UDACITY-different Machine learning skill courses in different steps
 +
https://www.udacity.com/school/artificial-intelligence
 +
 
 +
fast.ai—Making neural nets uncool again—making deep learning easier to use and getting more people from all backgrounds
 +
https://www.fast.ai/
 +
 
 +
Kaggle - ML community—different competitions
 +
https://www.kaggle.com/
 +
 
 +
 
 +
Video：
 +
YouTube：
 +
Introduction to Machine Learning for Beginners by Microsoft—easy to understand and learn
 +
https://www.youtube.com/watch?v=6mSx_KJxcHI
 +
 
 +
@ Sari
 +
Master the Perfect ChatGPT Prompt Formula (in just 8 minutes)!--how to chat with ChatGPT
 +
https://www.youtube.com/watch?v=jC4v5AS4RIM
 +
 
 +
 
 +
Paper：
 +
AI and Power: The Ethical Challenges of Automation, Centralization, and Scale
 +
PUBLISHED：July 29, 2023
 +
AUTHOR：Rachel Thomas
 +
Moving AI ethics beyond explainability and fairness to empowerment and justice
 +
https://www.fast.ai/posts/2023-07-29-ai-centralizes-power/
 +
 
 +
 
 +
AI Tools：
 +
https://ai-bot.cn/
 +
 
 +
飞桨AI Studio by Baidu
 +
https://aistudio.baidu.com/learn/center
 +
 
 +
=Meeting April 10, 2024=
 +
Attended by David Porter, Stephen Hart, Cai Cixiu, You Tianwei [online]
 +
 
 +
You Tianwei submitted a VR.zip to the WeChat group. The file is too large to upload it here.
 +
 
 +
=Meeting April 17, 2024=
 +
Attented by Duan Yuanyuan
 +
 
 +
David would make his explanations of "how machines think" part of a more formal lecture that could be prepared for a larger audience, in June. I would be happy to support this lecture, in any function, either as co-lecturer, commentator, moderator or discussant. If you have time, please consider pondering this idea.
 +
 
 +
=Meeting April 24, 2024=
 +
Thanks to David Porter, Stephen Hart, Sari, You Tianwei and Liu Rong to join the meeting today. We are all looking forward to David Porter's lecture on AI in June. Thank you also for sharing some experiences on AI usage. Next week we will have no meeting because of May 1st. Our next meeting, also with me in presence again then, will be on the Wednesday in two weeks, May 8, 11:45 in room 309. Let's keep in touch until then and everybody is invited to continue the good reading work and research work on AI and digitalization. Hope to have more such in-depth and lively discussions then.
 +
= Meeting May 8,2024=
 +
The raising hand products
 +
The washing hand machine with moving hand
 +
How the quality be maintain in Education
 +
Mistakes in Ai
 +
Relations between Ai and human
 +
The carpet a bottom?
 +
Everything are facing challenges
 +
Create a economy static
 +
Why people like to drop off the mops
 +
VR hands in the screen
 +
= Meeting May 29,2024=
 +
 
 +
We are welcome two new undergraduate members： Bianca and Bernhard.
 +
The lectures is starting from 5/30(tomorrow)
 +
Publish lecture posters to attract more people to attend
 +
 
 +
Make a summary at the end of the lecture, it is best to be able to upload online, (Wechat official account）
 +
Input from Prof. David:
 +
example of a report of a lecture: http://jflc.hunnu.edu.cn/info/1092/1807.htm
 +
 
 +
=Meeting June 5, 2024=
 +
=Meeting Nov 14,2024=
 +
Input by Youtianwei： Ai will be a good language learning teacher than real human teacher.
 +
Input by Pro.Martin:
 +
https://www.handelsblatt.com/audio/disrupt-podcast/informatikerin-doris-wessels-ueber-ki-an-schule-und-uni-mischung-aus-faszination-und-schock/29763298.html
 +
 
 +
Change the teaching system
 +
Information :judge on information
 +
The value of the truth
 +
 
 +
There is a big difference between students talking with AI and real human.
 +
=Meeting Nov 21,2024=
 +
 
 +
Meeting content:Professor Martin Woesler held a video conference discussion with another teacher on the topic "Compare learning a foreign language with AI and without AI" on Thursday from 11:45-12:15. At the beginning of the meeting, Wang Ping, a new member, introduced himself briefly. Professor Martin then briefly introduced today's topic. Then, another teacher thoroughly analyzed her questionnaire and mentioned Vygotsky's Scaffolding Theory.
 +
=Meeting Nov 28,2024=
 +
 
 +
Background: Martin led his team to a high school to investigate the research results of this project.
 +
Meeting content: Martin first reported the survey results of the trip, which reported that the students' efficiency in learning English with the help of AI was higher than that of the two groups without the help of AI. Martin was very satisfied with the results. However, in the process of investigation, it is found that the current investigation method is in the details (question design -- 1. Fixed problem; 2. Flexible questions) There is still some room for improvement. Four teachers held a discussion on this issue. In this meeting, Professor David expressed his views on this experiment and also gave examples from his own life.
 +
=Meeting Feb 20,2025=
 +
The first meeting in 2025. Happy New Year !
 +
“Deep seek ”data analysis Human Group by You Tianwei
 +
 
 +
我们需要一位在某一个领域的博士生大致关于《红楼梦西方早期》
 +
 
 +
跟欧盟联系 整理会议成员 做过演讲的老师资料整理 Pro.Ette
 +
更新网页
 +
夏天的新演讲 发表新内容
 +
China-studies.com
 +
=Meeting Feb 27,2025=
 +
Make sure the salary will be paid.
 +
WACS conference in this year can be registered now.
 +
Need to buy vr glasses, and finish EU report so that we can apply for the final fund.
 +
=Meeting Mar 6,2025=
 +
段媛媛：进行经费报告（科研项目）
 +
1.差旅费（飞机高铁酒店）要有来回闭环
 +
2.打印和设备购买费用（付款截图）
 +
3.学生助理工资
 +
4.买电脑要去资产处
 +
数据用Python做比spaa好用，准备用DeepSeek
 +
1.准备做研究报告
 +
2.和欧盟讲新人才
 +
3.Martin教授和澳门科技大学副校长讨论把课程改成online课程，澳方希望学习德国柏林学校那边的经验
 +
4.人工智能能根据学生的成绩推荐课程和考试意见（例：学而思对这种AI的应用）
 +
 
 +
=Lecture Series=
 +
 
 +
==How to assign credit points to students for participation in lecture==
 +
The following student assistant is responsible that all lectures will be assigned credits: ---
 +
 
 +
1 给邓老师发以下的微信
 +
 
 +
❗❗讲座通知：
 +
 
 +
讲座主题：Analogue vs. Digital Teaching (Jean Monnet Lecture Series "Digitalization in China and Europe" no. 3)
 +
 
 +
主讲人：Ole Doering
 +
 
 +
主持人：Stephen Hart
 +
 
 +
时间：2024年6月13日（下周四）18:30-21:00
 +
 
 +
地点：腾龙楼613
 +
 
 +
讲座名额：每个年级70人
 +
 
 +
⚠注意：请有意参加讲座的同学直接在群里回复“报名”。未报名参加讲座的，不计入讲座次数。
 +
 
 +
请报上名的同学务必提前20分钟入场，不要睡觉，讲座名额不可转让，有事请在群里说明原因，名额直接顺延。谢谢配合！
 +
 
 +
2 邓老师把通知转发给所有的研究生
 +
 
 +
3 讲座前学生微信上报名登录
 +
 
 +
4 请邓老师给我们准备名单 （不发的话自己准备）
 +
 
 +
5 讲座的时候研究生签名
 +
 
 +
6 把名单还给邓老师
 +
 
 +
 
 +
LECTURE SERIES "DIGITALIZATION IN CHINA AND EUROPE: THE EXAMPLE OF UNIVERSITY TEACHING, TRANSLATION AND BEYOND", Venue: HNU, FSC, Tenglong Bldg., room 515 or 613 as indicated, always on Thursdays 6:30-9:00 pm
 +
1. Martin Woesler: „The End of Translation – A brief history of human translation and interpretation leading to its demise with the Rise of next generation AI“, May 30, 2024, room 613, Moderator: David Porter
 +
2. David Porter: How machines think, June 6, 2024, room 515, Moder-ator: Ole Döring
 +
3. Ole Döring: Analogue vs. Digital Teaching, June 13, 2024, room 613, Modera-tor: Stephen Hart
 +
4. Stephen Hart: Magical Realism in Computer Gaming June 20, 2024, room 613, Mo-derator: David Porter
 +
5. September or late October: Prof. Luis Cordeiro-Rodrigues, Hunan University, AI and ethics, Moderator: David Porter
 +
 
 +
==Deadline May 31, 2024 Conference==
 +
==Social Media report on Lecture: The End of Translation==
 +
On May 31, Martin Woesler gave a lecture entitled "The End of Translation" at the Foreign Studies College of Hunan Normal University. It was the first of a series of lectures about research on the digitalization in China and Europe by analyzing the example of university teaching, translation and beyond. Professor Woesler shared a brief history of human translation and interpretation leading to its demise with the rise of next generation AI.
 +
 
 +
Professor Woesler explained that he chose the lecture title according to the known hypotheses of the "End of History" and the "Clash of Civilization". Like Fukuyama, Woesler does not expect translation to end, but translation as we know it today will vanish and together with it a whole profession, humans replaced by software.
 +
 
 +
The machine translation we use now cannot reach the level of human beings. It is only based on large-scale language models and imitates human word traces, and the so-called "artificially intelligent translation" cannot be called "intelligent". However, it is simply an economic decision to reduce the role of humans to post-editors. These changes have also led to a shift in the role of translators. And it will be also an economic decision to let the learning-by-try-and-error programs take over the post-editing work too one day.
 +
 
 +
Professor Woesler also mentioned the current situation of translation and changes through AI, claiming that we are only at the beginning of the AI translation. Future AI will achieve consciousness, self-awareness, and a deeper understanding of meaning. With rapid advancements and networking capabilities, AI will quickly amass practical translation experience from millions of situations globally, eventually surpassing human translation quality.
 +
 
 +
According to Professor Martin, the next generation of AI will start as robots in kindergartens, learning through human-like experiences, including feeling pain and joy. These robots will need to adapt to human measurements and develop ethical reasoning and empathy.
 +
 
 +
In the future, AI translation will have a new face. AI will refine its translations based on human feedback, adapting to different text genres to avoid redundancy, which will enhance the quality and reliability of AI translations, making them indistinguishable from human translations. In a few decades, advanced AI will eventually handle all translation tasks, integrated into personal assistants by companies like Amazon and Alibaba. These assistants will offer highly personalized translations, changing traditional translation roles and potentially embedding unnoticed advertisements, since everything has to be financed and priming is especially efficient if applied by personal assistants. In the future, global terms will merge languages, ending traditional translation needs. AI communication will become complex and incomprehensible to humans, reducing human control.
 +
 
 +
Last but not least, Professor Woesler mentioned shortcomings of AI Translation due to factors like lack of responsibility and lack of ethical reasoning.
 +
 
 +
This lecture is the beginning of the lecture series, triggering critical thinking among students on the AI translation, and on June 6, we will have the second lecture themed “How Machines Think” given by Professor David Porter.
  
 
==Deadline Oct 1, 2024 Conference==
 
==Deadline Oct 1, 2024 Conference==

Latest revision as of 15:43, 12 March 2025

This is the wiki website for daily work of the JM Centre of Excellence at Hunan Normal University.

This website shortlink: http://bou.de/u/wiki/JMCentre

Our public website: http://jmcentre.eu

Registration on this website

Please all participants register for this wiki in order to be able to edit the websites and also to add your information:

https://bou.de/u/wiki/Special:RequestAccount

Please fill in the registration form with your real name as "username" and as "real name". The password for registration and also for editing any website on the wiki is "wikicaptcha".

PhD and volunteer student staff work hour documentation

CCX, YTW, LR, DYY, BW, LRY, YXZ

Date, time, hours, content of work

  • CCX’ s working hours
    • CCX Dec 1 , 16:00-17:00,1 hours , discuss the survey with Pro. Ole on WeChat ,edit the survey questions
    • CCX Dec 5, 18:15-18:45, 0.5 hours, participation in meeting, report on the status of the survey
    • CCX Dec 12 19:00-19:30,0.5 hours, participation in meeting
    • CCX Dec 19, 18:30-19.30, 1 hours, participation in meeting, report on the status of the survey
    • CCX Dec 20,16:00-17:00,1hours ,reading the papers of ai, find the professor
    • CCX Jan 9 2024, 18:15-19:00, 0.5hours, participation in meeting, report on the status of the survey
    • CCX Jan16 ,18:15-19:00,0.5 hours ,participation in meetings, reports on the papers
    • CCX Jan23 ,18:15-19:00,0.5 hours ,participation in meetings
    • CCX Feb20 ,18:15-19:00,0.5 hours ,participation in meetings ，reports on the Movie about AI
    • CCX Feb27,18:15-19:00,0.5 hours ,participation in meetings
    • CCX Mar6,11:45- 12:30, 1h participation in meetings
    • CCX Mar13 11:45-( 13:15?)2.5h participation in meetings
    • CCX Mar20 11:45-12:15 0.5h participation in meetings
    • CCX Mar 27 11:45-12:15 0.5h participation in meetings
    • CCX Apr3 11:45- 12:30 1h participation in meetings reports on the most interested topic
    • CCX Apr 10 11:45-12:15 0.5h participation in meetings
    • CCX Apr 17 11:45-12:15 0.5h participation in meetings
    • CCX Apr 24 11:45-12:15 0.5h participation in meetings
    • CCX Apr 27 4:00 Running in the Tenglong building with the rooms
    • CCX May 8 11:45-12:15 0.5h participation in meetings
    • CCX May 15 11:45-12:15 0.5h participation in meetings
    • CCX May 22 11:45-12:15 0.5h participation in meetings，running with the rooms
    • CCX May 29 11:45-12:15 0.5h participation in meetings，work with the posters
    • CCX May 30 18:30-21:00 3.5h working with the lectures, take videos
    • CCX June 5 11:45-12:30 45min participation in meetings
    • CCX Nov 14 11:45-12:45 1h participation in meetings minutes of the meeting
  • YTW‘s working hours
    • YTW Dec 18, 16:00-17:00, transcriptions：interview with LIU Cixin, page 24-31;
    • YTW Dec 23, 21:40-22:50, transcriptions：interview with LIU Cixin, page 31-49;
    • YTW Dec 25, 19:35-20:39, transcriptions：interview with LIU Cixin, page 49-65. fertig.
    • YTW Jan 6, 21:27-22:38, transcriptions：interview with LIU Cixin, reworked the transcriptions, fertig.
    • YTW Jan 6-7 23:00-00:13, Goethe, reworked the paper.
    • YTW Jan 9-10 22.50-00:28, reworked the paper about the translation of 丫鬟（servant or slave？） in “Dream of the Red Chamber”.
    • YTW Jan 15 20:15-21:55, looking for a book "Kirby: Germany and Republican China", but it seems that there is no E-book online. Finally, maybe YTW's sister could lend the book out from Shanghai Library on weekend...
    • YTW Jan 24, 2hours, reworked “访谈整理”;
    • YTW Jan 29, 2hours, Lunyu test;
    • YTW Feb 4, 30mins, WACS 2024-Invitation (Chinese)
  • LR
  • WP
    • WP Nov 21, 9:00-9:55 Wiki Registration, Introduction to work tasks incl. website jmcentre.eu and work website bou.de/u/index.php?JMCentre
  • DYY
  • BW Jan 9, 18:15-19.45, 0.5 hours, participation in meeting;

Jan 16, 18:15-19.45, 0.5 hours, participation in meeting; Jan 22, 8:30-10:30, 2 hours, conference scholar search and writing formal invitation letter for conference; Jan 23, 18:15-19:45, 0.5 hours, participation in meeting Feb 19, 13:00-14:00 hours discovering research papers on AI trends Feb 20, 18:15-19:45, 0.5 hours, participation in meeting

  • LRY

LRY May 29 11:45-12:15 0.5h participation in meetings，work with the posters; LRY May 31 11:30-13:30 2h writing lecture summary; LRY June 9 14:00-16:00 2h writing the handbook;

  • YXZ

YXZ May 29 11:45-12:15 0.5h participation in meetings，work with the posters; YXZ June 5 11:45-12:30 0.75h participation in meetings, document the meeting content; YXZ June 6 14:30-17:00 2.5h application for certificates of lectures; YXZ June 6 18:30-21:00 2.5h participation in lecutre, record the lecture, preparation for the facilities; YXZ June 9 14:00-15:00 1h writing the handbook;

Handbook

How to Document Working Hours

XXX ’ s working hours All staff members (Liu Rong, Duan Yuanyuan, Cai Cixiu , Benjamin Wellsand, Lin Ruyin, Yu Xinzhong) and external staff members paid from other funds (You Tianwei) please remember to document your working hours (Name,Date, time, hours, content of work )above: JMCentre#PhD_and_volunteer_student_staff_work_hour_documentation. After every meeting times !!!!

How to Write Social Media Report

participating in the lecture series

taking videos and photos

ask professors for speech contents

contents of the report

lecture hall,time,speaker,headline

main ideas of the lecture

impacts and results of the lecture

How to Publish

example of a report of a lecture: http://jflc.hunnu.edu.cn/info/1092/1807.htm

How to Make a QR code

  1. The APP we use is 问卷星(wenjuanxing). We can get access to it as a mini program on WeChat.
  2. Considering many of us may need to see the questions at the same time, the account must be shared between us. The account can be anyone's and so far Sari is willing to share hers. Account number:18929289882; password: Sally0112.
  3. A new "问卷" need to be made for every lecture. And a QR code can be easily made.
  4. Post the QR code into the group of each grade.
  5. When it comes to time for comunication, show the QR code to the audiences to let them type their questions in.
  6. Show the questions to the presiding professor and let him choose what question to answer.

How to Put The Ads on The Entrance Screen

How to Advertise Upcoming Lectures

Minutes

Nov 16, 2023

Minutes of the Kick-off meeting “EU JM Centre of Excellence for Digitalization of University Teaching” Nov 16, 2023, 10:00-11:30 am, HNU Tenglong Building, room 309

Protocol: Martin Woesler

Participants

Prof. Woesler, Prof. Jiang Lihua, Prof. Porter, PhD students Duan Yuanyuan, Liu Rong, Zhouli Ziruo, Volunteer "Sari" Cai Xixiu.

Next Meeting

Friday Nov 24, 2023, 10:00 am room 309. For those who can only attend online: Zoom: http://bit.ly/ZOOMCOURSE

Your contact people: The project staff

Project Leader: Prof. Woesler, Project Assistants: PhD students Duan Yuanyuan, Zhouli Ziruo, Liu Rong. The staff takes on the double task of conducting research (especially systematic literature reviews, surveys, field experiments testing different learning spaces or digital tools) and doing the administration (keeping the overview, watching the timeline, reports on the EU platform, reminding of deadlines, organizing meetings, inviting project members and external experts to joint papers, conferences, anthologies etc.).

Salaries

The project started in September and the project staff has already invested some work. So far, the payment of the salaries was not yet agreed to by the accounting office, they wanted more information. Still, there is a lot of work which needs to be done, including website and reports, until December. Therefore, it is important, that the accounting office already pays the monthly salaries to the project staff now in November.

Budget

The budget is quite large and except from the salary for the project staff contains several sub posts, like lump sum salary for students, travel reimbursement, equipment, website programming, conference costs etc. Prof. David Porter offered to design and create a EU and a CN website adhering to the respective policies.

Personnel

For the 5 Research Groups, the following heads were suggested:

  1. Regulation (Comparison) Liu Bai
  2. Experiences (Comparison) Aline
  3. Effectiveness of digital tools: David Porter, Ole Döring, Yang Zhiming

Explanation: (How to achieve learning outcomes of teaching in presence also with online or technology-enhanced teaching? Quality measurement.)

  1. Learning Spaces (Comparison): Jiang Lihua
  2. ChatGPT/PostEdit (Comparison C-EU): Martin Woesler

Salary for Project Personnel and Project Members

There is no monthly salary foreseen in the budget for all participants. But everybody who invests time in the project should be reimbursed. Since the publication of papers is the most important in the project, the project offers to reimburse all Professors and PhD candidates, who publish a paper to be reimbursed for 50 hours (each SCI, SSCI or A&HCI impact paper, corresponds to 1000 Euros for professors and 500 Euros for students), 25 hours (each CSSCI impact paper, corresponds to 500 Euros for professors and 250 Euros for students). Non PhD-Students (but Bachelor- or Master students) who participate, e.g. in the many time consuming tasks like literature review, surveys, field experiments, will be reimbursed with a lump sum per month and will be informed about the expected number of hours they are required to work.

Credits and Acknowledgments

Hunan Normal University needs to be mentioned as the affiliated university of both, the 1st and 2nd author. Also, the grant acknowledgement and disclaimer need to be printed with the paper, e.g. as a footnote or endnote. All posters, websites etc. need to display the EU Erasmus + co-funding logo.

Things to do

  1. Prof. Jiang: Please invite Prof. Liu Bai and Prof. Yang Zhiming.
  2. Prof. Jiang: Dean Situ and the Accounting office may contact you to reconfirm that the first money can be paid from the grant amount received.
  3. Ole: Please invite Prof. Aline Tedeschi
  4. Everybody: Please start to read the newest research papers on the topic. The library offers and EBSCO access. Ole can instruct student groups to perform different Systematic Literature Reviews. Languages should be at least Chinese and English. Some research questions should be developed through these literature reviews. Please keep in touch in the WeChat group and exchange your findings.

Things to do for the project staff

  1. Finalize report of old project (this part of the work is NOT paid by the new project) both on the EU platform as well as on the website http://jmchair.eu.
  2. Organize setting up a Website
  3. Get the frequent payments running with the accounting office in coordination with the College leadership.
  4. Conduct systematic literature reviews, develop research questions, surveys, field studies, experiments etc. => results on wiki for everybody to use.
  5. Set up virtual working space on wiki and invite everybody to join. Publish there all findings.
  6. Invite everybody to the next meeting next Friday 10 am and collect points for the agenda from the participants.

P.S.: After the meeting, Prof. Jiang invited Prof. Woesler to join the current session of her Colloquium into room 410 (13:00-14:15). There he introduced the project again and offered the PhD candidates to join the project, preferrably assisting the head of research group 4, Prof. Jiang Lihua. PhD candidates are encouraged to join because they can make double use of their research for the project/publications and their thesis. Also, the participation in the project will be certified and can be used in the curriculum vitae for job applications.

Nov 24, 2023

Minutes of the second weekly meeting “EU JM Centre of Excellence for Digitalization of University Teaching” Nov 24, 2023, 10:00-11:30 am, HNNU Tenglong Building, room 309

Protocal: Liu Rong, edited: Martin Woesler

Participants

Prof. Woesler, Prof. Porter, Prof. Ma Nake, PhD students Duan Yuanyuan, Liu Rong, "Sari" Cai Xixiu.

Next Meeting

Scheduled for Tuesday Nov 29, 16:00 and 18:15 Chinese time room 309. For those who can only attend online: Tencent Meeting:https://meeting.tencent.com/dm/bCQdfgGlezZ1

Budget and Salary

For student volunteers the budget provides a total of 4,000 Yuan per month over the range of 3 years. Since there is a higher workload before and during conferences, we will have to be able to assign both salaries (e.g. for Cai Cixiu) and short-term contract salaries (e.g. for conferences). The project staff receives regular payments. The request for first payments has been submitted.

Things to do

  1. Sari: Please conduct a MikeCRM survey. Print the research questionnaire by Prof. Doering, and conduct the survey with the students who participated in the painting event. (When conducting the survey, the respondents’ initials with birth date (like WJG1001) can be used to code them, so that the privacy of respondents can be protected and we can compare and analyze developments.)
  2. Phd students: Please analyze the survey results of the last EU project, and upload the parts of the final report to the EU website (compare the answers of Prof. Woesler’s with the students’ answer and get the percentage both at the beginning and the end of the semester. If there is a progress, this would be a good result for the report.) Also copy documentation to website jmchair.eu.
  3. Prof. Porter: Thank you for submitting the first samples for a website. They are under review.
  4. Everybody: Start reading. Prepare systematic literature reviews on the project topic, develop research questions, surveys, field studies, experiments etc. => results on wiki for everybody to use.

Next Meeting

Scheduled for Tuesday Nov 29, 16:00 and 18:15 Chinese time room 309. For those who can only attend online: Tencent Meeting:https://meeting.tencent.com/dm/bCQdfgGlezZ1

Minutes Nov 28, 2023

Participants

David, Aline, Martin, Duan Yuanyuan, Sari, Zhouli Ziruo, Liu Rong

Website

The new website http://jmcentre.eu is online currently as a copy of http://jmchair.eu. The PhD students have a laptop with which they can edit the website. They will fill in the documentation of the events and courses of the last project on jmcentre.eu and then start to adjust the new website. Later the website might move to a smart phone friendly content management system provided by David Porter, which then should be copied to http://jmcentre.eu

Literature Review

David and Alina start reading papers on Digitalization of University Teaching. David will report about a AI question next time.

Support by University Council President

The University Council President Prof. Jiang offered his support to our project.

He could host the lecture series.

We will look for EU projects he can apply for.

Work to be done soon

PhD candidates: Submit frequent reports on EU platform, e.g. that the website is set up and running.

Everybody: Look for external experts (Chinese and Foreign, out of budget concerns best from within China or if from elsewhere online), which can be invited to a lecture series and a workshop.

Wiki work platform

Everybody should document the work (the PhD students also the hours and what work exactly was done during the hours) on http://bou.de/u/wiki/JMCentre

Next meeting

Scheduled for Dec 5, 2023, 17:15 in room 309 and on Tencent Meeting.

https://meeting.tencent.com/dm/srf6bMHRBJcN

  1. 腾讯会议：240-505-868

Next meeting Tue Dec 12, 18:15 http://bit.ly/ZOOMCOURSE, password: course

December 5, 2023, 17:15 internal, 18:15 meeting

We meet in #309 and online on https://meeting.tencent.com/dw/Grwr602gM2k1 #腾讯会议：811-356-704.

Participants

David Porter, Ole Döring, Martin Woesler, Duan Yuanyuan, Sari, Zhouli Ziruo, Liu Rong

Report by David Porter on AI and University Teaching

Ethical questions towards ChatGPT.

How can I use ChatGPT for teaching in class?

Brainstorming

Writing tradition.

Critical thinking skills, reading habits, writing habits.

Do you think it would be appropriate to use ChatGPT.

How much percentage could be replaced with ChatGPT.

Research literacy.

The students are asked why they are given the tasks.

Complete lack of ethical reasoning.

The human input: Prompting.

Standardized surveys exist for cheating and plagiarizing.

Revalue the understanding of "cheating".

A few years ago, one was

"Is it ok to copy and paste a paragraph for your own paper and claim its yours."

"Is it ok to copy and paste a paragraph to ChatGPT."

Frankensteining assisting parts.

Does it matter that ChatGPT plagiarizes?

Authorship discussion.


Survey

Compare impression of the learning effect when watching paper images and painter in comparison to watch images on ppt.

Creativity, you can see the entire process of production and consumption.

Check on the to dos

Can we get any PhD candidates from the Colloquium to join?

Have the people mentioned in the Minutes of the Kick-off meeting been invited to join?

Report on the payments by the accounting department

The staff has been paid for the first three months. Only Zhouli Ziruo needs to set up an account with the department and can only receive salary starting from January 2024.

To do: Duan Yuanyuan will apply that also Sari gets paid the student volunteer lump sum.

Minutes for Dec 12, 2023

Participants: David Porter, Zhouli Ziruo and Martin Woesler, Liu Rong, Sari Cai Zixiu.

Report by David Porter

  • Scheduling research during the winter break.
  • Fri Dec 15, 2023, 12:00 pm Meeting to discuss survey with David and Ole. Invitation: Sari, Duan Yuanyuan, Liu Rong, Benjamin Wellsand. David will send a reminder in beforehand.

Report by Martin Woesler

Personnel: Benjamin Wellsand will replace Zhouli Ziruo among the three PhD students.

Waiting for payment by accounting department.

EU ratified the AI Ethics law. Cf. to UN resolution.

Martin will add information and put the links here.

Report by Martin Woesler on Grants for going to a French university as a visiting professor, chair professors

For now, I recommend to already check out the grants to prepare a good application. Regarding the chair professor or visiting scholar programs for foreign professors in France, there are the following mostly financed by the EU, sometimes together with the French Ministry of Science (I have indicated all weblinks):

1. Chair Program with Universities and Grand Ecoles

In addition to receiving visiting professors or researchers, many French universities and Grandes Ecoles have chair programmes to welcome researchers from around the world. These programmes are usually designed for specific scientific problems and last for a limited time. The Collège de France in particular has developed a programme of excellence in which many chairs are reserved for foreign researchers or professors. www.college-de-france.fr.

2. Chair Programs with Research Establishments

Further, there are corporate chairs that enable foreign researchers to work with a company and research establishment for up to 2 years. This programme is financed by the French National Research Agency. http://www.agence-nationale-recherche.fr/suivi-bilan/historique-des-appels-a-projets/appel-detail1/chaires-industrielles-2017/

3. Visiting Professors

3.1 the RFIEA (Réseau Français des Instituts d’Etudes Avancées French Network of Institutes of Advanced Studies): http://rfiea.fr/;

3.2 The University of Paris 1 PanthéonSorbonne: https://www.univparis1.fr/international/enseignants-chercheurs-invites/venir-comme-professeur-invite/;

3.3 the University of ParisSaclay, with the Alembert programme: https://www.universiteparis-saclay.fr/fr/recherche/appel-projet/jean-dalembert;

3.4 AixMarseille University https://amidex.univamu.fr/fr/notre-projet;

3.5 the University of Paris 13: https://www.univ-paris13.fr/professeurs-invites/;

3.6 the UPMC: http://www.upmc.fr/fr/international/mobilite_des_chercheurs.html.

4. If he wants to go with a research team:

Experienced researchers may request funding for their research team from the European Research Council (ERC).

4.1 A Consolidator Grant https://erc.europa.eu/funding/consolidator-grants or

4.2 Advanced Grant https://erc.europa.eu/funding/advanced-grants can finance all or part of your stay, as well as that of your team, for up to 5 years. These grants can reach 2.5 million euros.

Tasks for next week

Everybody should read a few papers on use of digital technology and/or AI for university teaching and related topics.

Until the end of the year, we should also collect the names of some experts, we want to invite to our lecture series.

Meeting Dec 19, 2023

Dec 19, 2023 18:15 Chinese time online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09

Participants

Liu Rong, Cai Cixiu, Martin Woesler, David Porter by WeChat text message

Approaching Deadlines

We have to report with the continuous reporting until Dec 31, 2023 if Deliverable 1.1, to setup a website, has been fulfilled. Martin Woesler will report this (the website has been set up unter the url http://jmcentre.eu).

Tasks for researchers and staff

All of us invite identify foreign experts and the meeting will decide who is going to be invited and then the person having suggested the expert should also reach out to them to ask if they would join for a lecture in our lecture series or even more (like cooperating in one of the research groups).

Prof. Luis Cordeiro-Rodrigues, Hunan University

Suggested by David Porter.

Tasks for staff

Task for the staff: Please write down all deadlines, so that you can make sure, that the reports are written in time and the deliverables are fulfilled before the end of the deadlines.

  • Assistance with publication report (incl. conference report and conference proceedings), has to be uploaded to EU management system (CCX, WP)
  • Assistance with paper publication (Level 1 journal) (CCX, WP)
  • Send one set of German Red Chamber Dreams with my signature to reader
  • Clean office
  • Move book wardrobe from 3rd floor to 415
  • Field Study: 3 classes have started to participate in AI assisted vs. human assisted foreign language learning: Check if students have made a daily entry (notes) of their learning progress, if not: remind them
  • Field Study: Develop survey (YTW, CCX, WP, MW, David Yang Yuxiao)
  • Publication projects: Translation works (deadline Dec 31), European History of Chinese Literature, History of Sinology ...
  • Dec 31, 2023. D1.1 Website WP1 1 - HUNNU DEC —Websites, patent filings, videos, etc PU - Public 3
  • Oct 1, 2024. D1.2 International Conference presentation WP1 1 - HUNNU R — Document, report PU - Public 12
  • Jul 1, 2025. D1.3 Presentation of Anthology in English WP1 1 - HUNNU R — Document, report PU - Public 21
  • Oct 1, 2025 D1.4 Conference presentation with German external partner university WP1 1 - HUNNU R — Document, report PU - Public 24
  • Jul 1, 2025 D1.5 Presentation of Anthology in Chinese WP1 1 - HUNNU R — Document, report PU - Public 33
  • Sep 30, 2025 D1.6 Presentation on Conference WP1 1 - HUNNU R — Document, report PU - Public 36

Staff hour documentation

Reminder: Please all staff members (Liu Rong, Duan Yuanyuan, Zhouli Ziruo, Benjamin Wellsand) and external staff members paid from other funds (You Tianwei) please remember to document your working hours above: JMCentre#PhD_and_volunteer_student_staff_work_hour_documentation.

Salary

Duan Yuanyuan will ask the accounting department to pay the salary for December. This time, also Zhouli Ziruo, Cai Cixiu and Benjamin Wellsand should be added with their bank connections.

Tasks for everybody for the winter break

  1. Hard work between Dec 27-Jan 8 for those who do not go on Xmas holiday.
  2. Find and read papers, prepare research questions.
  3. Identify external experts we can invite to our lecture series.
  4. All staff hours (also earlier ones) are documented NOW on our website.
  5. Duan Yuanyuan adds bank connections of the missing three assistants to the accounting department.
  6. Find fitting standard surveys we can use, use them and publish a paper on the results.
  7. Martin Woesler will send David Porter a task list for website-related issues.
  8. Martin Woesler improves final report of old project and reports website http://jmcentre.eu to EU, deadline Dec 31, 2023. The PL has already contacted EU and send a draft, waits for approval to submit the report within the next days.
  9. Every staff member helps with technical work of paper submissions, transcriptions, translations, marketing/dissemination, website improvements etc. as asked for by the project leader.

Next Meeting: Jan 9, 2024

Meeting Jan 9, 2024 18:15 Chinese time (11:15 European time)

We meet both in person in office #309 and online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09

Everybody please prepare a 1 minute input what you found out so far from the literature, about experts we can invite and what you want to conduct research on.

Input by David Porter

Pardon any typos. As mentioned last time I would recommend we invite Prof. Luis Cordeiro-Rodrigues from Hunan University as he has experience with AI and ethics and is ‘right next door’ so to speak. I am happy to reach out to him but I think it would be good to have a formal CFP or fixed plan so that I can explain exactly what we would be invited for and when.

If invited speakers don’t have to be university-affiliated academics I would recommend Matt Sheehan (matt.sheehan@ceip.org) who is a fellow at the Carnegie Endowment for International Peace, a journal and involved with various think-tanks relating to global technology (including China - he is supposed to be fluent in Chinese). Zhu Junhua (junzhu@utu.fi https://www.utu.fi/en/people/junhua-zhu ) is a doctoral student at University of Turku, and so still an early career scholar but is doing work on AI governance and ethics who might be someone who can bridge the Europe-China divide. We all come across a lot of names, so it might be good to have a more settled idea of what our conference might focus on more narrowly?

I want to focus on AI and university teaching with a comparative focus on Europe and China. Even in the past few years there are thousands of relevant articles but I will focus on a few more specific and nuanced research goals in the next couple months. It will likely relate to the adoption of AI in educational institutions in both regions during and post-COVID, impact of AI on student engagement, and overall learning outcomes but I want to tie into ethical considerations. Can put this crudely: 1) How extensively is AI tech currently integrated into university teaching in Europe and China? 2) How do educators perceive and navigate the associated challenges with AI and their teaching practices? (ethics here). 3) What is the impact of AI on outcomes: academic performance, yes, but also student engagement and real learning outcomes (not just bullshit test scores) in European and Chinese universities? 4) What about institutional, cultural or contextual differences that shape the adoption and impact of AI in university teaching between Europe and China?

I am still working on Literature Review and narrowing down what lit to review since comprehensiveness is impossible/obsolete the day after it is done. I want to work this into something of a comparative analysis between Europe and China in terms of AI adoption and its impact on university teaching (not exactly that but something like that). Before next semester I want to have a tangible plan for some surveys to gather qualitative and quantitative data. I have a timeline to do the preliminary work by March and serious development for something that can be submitted for publication next Fall (optimistically October, absit omen).

List of experts to invite for lecture series

Recommendations by Benjamin Wellsand

Bryan Brown, Stanford Graduate School of Education Fauville, G., Queiroz, A. M., Hambrick, L., Bailenson, J. N.2020

https://doi.org/10.1080/13504622.2020.1803797

Abstract

Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.

Bryan Brown, Stanford Graduate School of Education Phillip Boda, University of Illinois at Chicago

DOI:10.1007/s10956-020-09849-1

Abstract

Science achievement gaps exhibit racial disparities starting in primary grades and have been shown to persist through middle and high school. In turn, increasing positive attitudes toward science have been shown as one factor that affects academic achievement and motivation among K-12 students. Exploring novel ways that technology can influence diverse students’ attitudes toward science, and the design elements pertinent therein, is thus one prominent goal toward achieving science education for all. Leveraging the immersive nature of Virtual Reality 360 videos, we present a design-based research iteration testing how a novel technology-enhanced learning experience influenced close to 400 urban elementary students’ attitudes toward science. Using a two-way MANCOVA analysis, the data support that our design iteration emphasizing context-specific learningcan prime students that do not see science as relevant to them to change these attitudes in significantly positive ways. Implications are discussed around relationality, technology use in urban schools, and local contexts as learning resources.


Kyoungwon Seo Assistant Professor, Seoul National University of Science and Technology J Tang, I Roll, S Fels, D Yoon

DOI:10.1186/s41239-021-00292-9

Abstract

Artificial intelligence (AI) systems offer effective support for online learning and teaching, including personalizing learning for students, automating instructors’ routine tasks, and powering adaptive assessments. However, while the opportunities for AI are promising, the impact of AI systems on the culture of, norms in, and expectations about interactions between students and instructors are still elusive. In online learning, learner–instructor interaction (inter alia, communication, support, and presence) has a profound impact on students’ satisfaction and learning outcomes. Thus, identifying how students and instructors perceive the impact of AI systems on their interaction is important to identify any gaps, challenges, or barriers preventing AI systems from achieving their intended potential and risking the safety of these interactions. To address this need for forward-looking decisions, we used Speed Dating with storyboards to analyze the authentic voices of 12 students and 11 instructors on diverse use cases of possible AI systems in online learning. Findings show that participants envision adopting AI systems in online learning can enable personalized learner–instructor interaction at scale but at the risk of violating social boundaries. Although AI systems have been positively recognized for improving the quantity and quality of communication, for providing just-in-time, personalized support for large-scale settings, and for improving the feeling of connection, there were concerns about responsibility, agency, and surveillance issues. These findings have implications for the design of AI systems to ensure explainability, human-in-the-loop, and careful data collection and presentation. Overall, contributions of this study include the design of AI system storyboards which are technically feasible and positively support learner–instructor interaction, capturing students’ and instructors’ concerns of AI systems through Speed Dating, and suggesting practical implications for maximizing the positive impact of AI systems while minimizing the negative ones


Andrew (Shiting) Lan Assistant Professor College of Information and Computer Sciences University of Massachusetts Amherst Setareh Maghsudi, Andrew Lan, Jie Xu, Mihaela van der Schaar

https://doi.org/10.48550/arXiv.2101.10074

Abstract

The objective of personalized learning is to design an effective knowledge acquisition track that matches the learner's strengths and bypasses her weaknesses to ultimately meet her desired goal. This concept emerged several years ago and is being adopted by a rapidly-growing number of educational institutions around the globe. In recent years, the boost of artificial intelligence (AI) and machine learning (ML), together with the advances in big data analysis, has unfolded novel perspectives to enhance personalized education in numerous dimensions. By taking advantage of AI/ML methods, the educational platform precisely acquires the student's characteristics. This is done, in part, by observing the past experiences as well as analyzing the available big data through exploring the learners' features and similarities. It can, for example, recommend the most appropriate content among numerous accessible ones, advise a well-designed long-term curriculum, connect appropriate learners by suggestion, accurate performance evaluation, and the like. Still, several aspects of AI-based personalized education remain unexplored. These include, among others, compensating for the adverse effects of the absence of peers, creating and maintaining motivations for learning, increasing diversity, removing the biases induced by the data and algorithms, and the like. In this paper, while providing a brief review of state-of-the-art research, we investigate the challenges of AI/ML-based personalized education and discuss potential solutions.


Paweł Strojny (PhD Student, Lecturer) and Natalia Dużmańska-Misiarczyk (Business Analyst) Institute of Psychology, Jagiellonian University

https://doi.org/10.1016/j.cexr.2022.100006

Abstract

The amount of research on virtual reality learning tools increases with time. Despite the diverse environments and theoretical foundations, enough data have been accumulated in recent years to provide a systematic review of the methods used. We pose ten questions concerning the methodological aspects of these studies. We performed a search in three databases according to the PRISMA guidelines and evaluated several characteristics, with particular emphasis on researchers' methodological decisions. We found an increase over time in the number of studies on the effectiveness of VR-based learning. We also identified shortcomings related to how the duration and number of training sessions are reported. We believe that these two factors could affect the effectiveness of VR-based training. Furthermore, when using the Kirkpatrick model, a significant imbalance can be observed in favor of outcomes from the ‘Reaction’ and ‘Learning’ levels compared to the ‘Behavior’ and ‘Results’ levels. The last of these was not used in any of the 330 reviewed studies. These results highlight the importance of research on the effectiveness of VR training. Taking into account the identified methodological shortcomings will allow for more significant research on this topic in the future.


Torben Schmidt and Thomas Strasser , Leuphana University Lüneburg

https://doi.org/10.33675/ANGL/2022/1/14

Abstract

This paper aims to critically examine the potentials and challenges of developing AIenhanced CALL-software to enhance adaptive, individualized, and, in certain respects, intelligent practice in the foreign language classroom. The following section provides an introductory, practical discussion of terms, methods, and common application types of (narrow) AIs in foreign language learning processes. We will then, as the main focus of this paper, address features of intelligent practice in the foreign language classroom, the possibilities of using AI to create adaptive learning environments, and typical architectural elements of intelligent learning systems. Subsequently, this paper provides insights into two current research and development projects. The article concludes with a utopian outlook into the foreign language classroom of the year 2040.


Marcus Messer, King’s College London, UK Neil C. C. Brown, King’s College London, UK Michael Kölling, King’s College London, UK Miaojing Shi, Tongji University, China

DOI:10.1145/3636515

Abstract

We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language paradigm, degree of automation and evaluation techniques. Most papers assess the correctness of assignments in object-oriented languages. Typically, these tools use a dynamic technique, primarily unit testing, to provide grades and feedback to the students or static analysis techniques to compare a submission with a reference solution or with a set of correct student submissions. However, these techniques’ feedback is often limited to whether the unit tests have passed or failed, the expected and actual output, or how they differ from the reference solution. Furthermore, few tools assess the maintainability, readability or documentation of the source code, with most using static analysis techniques, such as code quality metrics, in conjunction with grading correctness. Additionally, we found that most tools offered fully automated assessment to allow for near-instantaneous feedback and multiple resubmissions, which can increase student satisfaction and provide them with more opportunities to succeed. In terms of techniques used to evaluate the tools’ performance, most papers primarily use student surveys or compare the automatic assessment tools to grades or feedback provided by human graders. However, because the evaluation dataset is frequently unavailable, it is more difficult to reproduce results and compare tools to a collection of common assignments.


Sandra C. Matz, researcher and academic, currently serving as the Daniel W. Zalaznick Associate Professor of Business at Columbia Business School in New York City Christina S. Bukow, Heinrich Peters, Christine Deacons, Alice Dinu & Clemens Stachl

DOI:10.1038/s41598-023-32484-w

Abstract

Student attrition poses a major challenge to academic institutions, funding bodies and students. With the rise of Big Data and predictive analytics, a growing body of work in higher education research has demonstrated the feasibility of predicting student dropout from readily available macro-level (e.g., socio-demographics or early performance metrics) and micro-level data (e.g., logins to learning management systems). Yet, the existing work has largely overlooked a critical meso-level element of student success known to drive retention: students’ experience at university and their social embeddedness within their cohort. In partnership with a mobile application that facilitates communication between students and universities, we collected both (1) institutional macro-level data and (2) behavioral micro and meso-level engagement data (e.g., the quantity and quality of interactions with university services and events as well as with other students) to predict dropout after the first semester. Analyzing the records of 50,095 students from four US universities and community colleges, we demonstrate that the combined macro and meso-level data can predict dropout with high levels of predictive performance (average AUC across linear and non-linear models = 78%; max AUC = 88%). Behavioral engagement variables representing students’ experience at university (e.g., network centrality, app engagement, event ratings) were found to add incremental predictive power beyond institutional variables (e.g., GPA or ethnicity). Finally, we highlight the generalizability of our results by showing that models trained on one university can predict retention at another university with reasonably high levels of predictive performance.


Norbert Annuš, Department of Informatics, J. Selye University, Slovakia

DOI:10.59287/ijanser.739

Abstract

The assimilation of artificial intelligence into education is an inevitable phenomenon. Intelligent tools provide opportunities such as personalized instruction, automated assessment and, last but not least, teaching with virtual assistants or chatbots. Chatbots and other virtual assistants have been on the market for years and have been used for educational purposes on various Q&A platforms. ChatGPT, however, can be considered as an intellectual revolution of chatbots that have been released so far. ChatGPT has taken the concept of artificial intelligence to a new level and it was inevitable that it would make its debut in education. However, in schools, this level and relative novelty can bring not only benefits but also dangers. In this article, we discuss the potential of ChatGPT in the educational process. We look at the impact it can have on students, pointing out both the positives and the negatives. We then look at the opportunities for teachers. Finally, conclusions are drawn and suggestions are made as to the aspects that teachers and students need to adhere to in order to effectively implement ChatGPT in their everyday education.


Yu Chen, School of Information Systems and Technology, Lucas College and Graduate School of Business, San Jose State University Scott Jensen, Leslie J. Albert, Sambhav Gupta & Terri Lee

DOI:10.1007/s10796-022-10291-4

Abstract

In higher education, low teacher-student ratios can make it difficult for students to receive immediate and interactive help. Chatbots, increasingly used in various scenarios such as customer service, work productivity, and healthcare, might be one way of helping instructors better meet student needs. However, few empirical studies in the field of Information Systems (IS) have investigated pedagogical chatbot efficacy in higher education and fewer still discuss their potential challenges and drawbacks. In this research we address this gap in the IS literature by exploring the opportunities, challenges, efficacy, and ethical concerns of using chatbots as pedagogical tools in business education. In this two study project, we conducted a chatbot-guided interview with 215 undergraduate students to understand student attitudes regarding the potential benefits and challenges of using chatbots as intelligent student assistants. Our findings revealed the potential for chatbots to help students learn basic content in a responsive, interactive, and confidential way. Findings also provided insights into student learning needs which we then used to design and develop a new, experimental chatbot assistant to teach basic AI concepts to 195 students. Results of this second study suggest chatbots can be engaging and responsive conversational learning tools for teaching basic concepts and for providing educational resources. Herein, we provide the results of both studies and discuss possible promising opportunities and ethical implications of using chatbots to support inclusive learning.

AI Movie List

Blade Runner (1982) Ex Machina (2014) Her (2013) A.I. Artificial Intelligence (2001) I, Robot (2004) The Matrix (1999) Transcendence (2014) Ghost in the Shell (1995) Chappie (2015) Westworld (1973) The Matrix Series (1999) The Terminator (1984) RoboCop (1987) Star Wars (1977) Minority Report (2002) Wall-E (2008) M3GAN (2022) Moon (2009) Star Trek: Generations (1994) Tron: Legacy (2010) Hitchhiker’s Guide To The Galaxy (2005) Metropolis (1927) Coded Bias (2020) The Imitation Game (2014) The Day The Earth Stood Still (1951) Automata (2014) The Social Dilemma (2020) The Machine (2013) I Am Mother (2019) Big Hero 6 (2014) Ghost In The Shell (1995) The Iron Giant (1999) -BW

Recommendations by David Porter

  • Prof. Luis Cordeiro-Rodrigues, Hunan University, has experience with AI and ethics and is ‘right next door’ so to speak. I am happy to reach out to him but I think it would be good to have a formal CFP or fixed plan so that I can explain exactly what we would be invited for and when.
  • Matt Sheehan (matt.sheehan@ceip.org) fellow at the Carnegie Endowment for International Peace, a journal and involved with various think-tanks relating to global technology (including China - he is supposed to be fluent in Chinese)
  • Zhu Junhua (junzhu@utu.fi https://www.utu.fi/en/people/junhua-zhu )
Recommendations by Cai
  • Prof. Hu Xiaoyong, Huanan Daxue (South China University) more than 100 articles on Application of Artificial Intelligent Education, Teaching from the perspective of AI, teacher intelligent education, hosted research projects

Draft of Call for papers - please EVERYBODY help to write it here

Dear [Scholar’s Name],

On behalf of the EU JM Studies Centre, we would like to officially invite you to attend and participate in the 2024 conference on the “Digitalization of University Teaching” on July 20-22. The conference will begin with two days in Poznań, Poland and conclude in Prague, Czech Republic. Our goal is to invite the most well-researched scholars from across the globe on the most fascinating and relevant topics regarding the use of artificial intelligence in higher education. In addition to the first-rate scholarship, convenient transportation between the two cities, delicious local delicacies, charming hotel accommodations, and impressive conference lecture spaces will make this a time to remember.

The artificial intelligence topics this conference intends to cover include, but are not limited to, personalized learning, virtual classrooms and remote learning, AI-powered tutoring systems, automated grading, predictive analytics for student success, chatbots for student support, ethical considerations, and AI in curriculum design. There will be [X] lectures held by [X] presenters from [X] countries over the three-day conference.

Should you require more information about the conference, please see the attached pamphlet or visit our website. You may also contact us directly at [phone number] or [email address]. Thank you, and we look forward to your participation in our 2024 conference.

Sincerely,

[Signature] -BW

Collection of Ideas what to do in the project - please EVERYBODY help to write it here

AI usage in Personalized Learning

Ideas for surveys - please EVERYBODY help to write it here

Ideas for the conference on July 20-22 - please EVERYBODY help to write it here

July 20 Lectures in Poznan

July 21 Lectures in Poznan

July 22 morning: conference bus drives us from Poznan to Prague

July 22 morning: Young Scholars' Conference (all student assistants in the project should give 1 presentation)

July 22 afternoon: final sessions with one panel on our project "Digitalization of University Teaching" (online participation from our conference room in Changsha provided)

Ideas for more structural work and plans - please EVERYBODY help to write it here

Meeting Jan 16, 2024 18:15 Chinese time (11:15 European time)

Next meeting is scheduled for Jan 16, 2024 18:15 Chinese time online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09

Meeting Jan 16, 2024, 18:15 Chinese time (11:15 European time)

We meet both in person in office #309 and online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09

Report on Final Report last JM project

Our final report for the last project (2020-2023) has been submitted to the EU.

Report on deliverable 1.1 „Website“ due December 2024

Input by Sari

For the ai education prevalence, but that ‘s only in the cities and small towns. It give impression to itself in regional and rural inequalities. It is obviously reflected in the lack of educational resources in the areas below the county level, the low investment in education, and the low level of system construction. The quality and level of education in poor areas is relatively poor, leaving children vulnerable to disparities. Although in the cities,there is not every student has access to this technology. Only in parts of the school and rich families. To solve these problems, the cooperation of the government and the education sector, as well as the charity sector, is needed. The rich need not only to benefit from it but also to play an important role in it rather than contributing to it.

Salary Issue

Duan Yuanyuan has made the financial papers this month and will go to the financial department in Jan 17.

Tasks to Do

1.Please find professors and write draft of invitation letters.

2.Please add papers to the website.

3.For student volunteers: please list your work hours.

Meeting Jan 23, 2024 18:15 Chinese time (11:15 European time)

Next meeting is scheduled for Jan 23, 2024 18:15 Chinese time online on Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09

Next Meeting Jan 23, 2024 18:15 Chinese time (11:15 European time)

Hello everyone! We'll have our weekly meeting as usual in Tuesday(1. 23), next week, 18: 15 (Chinese time) . [Rose] And since the students are coming home, no one is able to go to office 309, the meeting will be online only, until next term. [Worship]

Zoom: https://zoom.us/j/5739416744?pwd=c3h5L0NnY0xCWjlEMWhuNTBMbE92UT09 Participants: Ben Wellsand Martin Woesler David Liu Rong Duanyuanyuan Caicixiu Editing the invitation paper by Benjamin. Duan yuanyuan had already submitted the salaries for Jan-Feb , about a week will received.

Meeting Feb 20, 2024

18:15 Chinese time Attended by: David Porter, Ole Döring, Martin Woesler (all online)

Discussion about papers read on Digitalization of University Teaching and own experiences with the use of ai and other new technology in class.

Meeting Feb 27, 2024

18:15 Chinese time Attended by: David Porter, Ole Döring, Benjamin Wellsand, Martin Woesler (all online)

Benjamin reported he did a quick search of AI-related Western movies on the Wiki website.

Discussion about papers read on Digitalization of University Teaching and own experiences with the use of ai and other new technology in class.

Meeting Mar 6, 2024

11:45 Chinese time

Martin Woesler posted the following report (DeepL English translation):

Hi everybody, here is a Deepl.com translation of the newspaper article on VR learning platforms used for senior high school and students:

Frankfurter Allgemeine Zeitung, Campus, p. 34 - SATURDAY, MARCH 2, 2024 - NR. 53

To Hogwarts at the touch of a button

Start-ups from the digital world want to revolutionize learning. With the help of virtual reality, languages, for example, are to be taught in a playful way. Is that really possible? A self-experiment. By Nina Bub

Before I can start my first English lesson in the virtual world, I need to do a bit of preparation. The VR glasses, the Meta Quest 2 headset, have to be set up. be set up. It doesn't work straight away because the headset simply won't connect to the language learning app. It It doesn't help, the lesson has to be postponed. A few days later, the new headset arrives by post and now the lessons can begin remotely. can start. So put on the headset, start the app and design your own avatar, i.e. the character that represents you in the virtual world. When all the students have finished, the tutor invites us into a shared virtual room. It doesn't look like a classroom. Instead, we start Instead, we start in a television studio, where there are lots of details to discover in addition to the desk and the audience: The scanner from my virtual backpack can be used to display the vocabulary of the props, from the coffee cup to the microphone. Once everyone has had a look around, the tutor changes the virtual world - in a flash, we find ourselves in Hogwarts, the wizarding school from the Harry Potter novels. "Learning languages through play" - that's how many providers advertise. But beaming yourself into a virtual world with a headset and practising English is particularly exciting. exciting. In the group lessons with virtual reality goggles that I am currently testing, between four and eight students and their tutor beam themselves into strange worlds.

At the touch of a button, they are transported to Hogwarts, a TV studio or the beach, including a beach bar. beach bar. These are just three of a total of 40 virtual learning worlds that Immerse, a specialist company from the United States, has created. The learning environments are designed to be playful. This means that, in addition to content-related exercises, they also contain elements that want to be discovered. For example, that you can not only stand behind the counter of the beach bar, but also mix cocktails. mix cocktails. Students only need a VR headset, a smartphone and Wi-Fi for such experiences. Because everything they see is part of the virtual world, the Metaverse. The headset projects the virtual environment onto mini displays in front of their eyes. Using two special controllers, the students can move around in the virtual world and grasp objects. And some of them behave like real ones. If you drop the bottle while mixing a cocktail, it shatters on the floor. The provider of the learning fun with VR is the tutoring platform Go Student. It is designed for pupils aged 13 and over. The pilot project with VR glasses started in June 2023, when the first English lesson was organized in virtual space. Spanish was then added in November last year. The idea of offering tutoring in a virtual space goes back to founder and Managing Director Felix Ohswald. He founded the tutoring platform in Vienna in 2016 together with Gregor Müller. The company now has more than 1,500 employees and more than 23,000 tutors. Tutoring is offered both individually and in groups. In the 50-minute individual lessons, students work in the classic video format with trained native-speaker tutors, while in the VR lessons they come together in groups, where the focus is primarily on interaction. Tutor Christina Schwarzinger explains ' the structure of the VR lessons: They begin with an exploration phase in the virtual world, for example by trying out games and avatar outfits. A scene is then developed with the focus of the day. This is followed by a grammar exercise: in the Hogwarts world, for example, we are dealing with question words today. On the virtual blackboard, we have to match them to the corresponding questions as quickly as possible. After the exercise on the board, we immediately apply what we have learned: We ask each other where we live and what our hobbies are. Each unit is dedicated to a specific topic. The students know the curriculum in advance and can choose the topics they want to delve into as required. _ Other companies are already using virtual reality, sometimes called "augmented", for learning purposes. Coursera, for example, is an American further education company. Its founders, computer science professors Andrew Ng and Daphne Koller, set out with the mission of "giving everyone access to world-class learning". Coursera also has offerings that use VR glasses; it goes beyond languages: for example, there is a course on human physiology in which learners can immerse themselves in blood vessels or practise taking blood pressure. In addition to Go Student and Coursera, there are various other companies that use virtual reality to teach learning content. Web-Lernen, a Swiss company, uses virtual reality to teach for example, also offers science and humanities subjects in addition to languages. VR is also already being used at adult education centers and in vocational training. For example, trainees at Deutsche Bahn use VR glasses to practice work steps in a protected room. The technical possibilities for learning in virtual space are vast, but not limitless: Go Student employee Lisa Hopf says: "Language learning is all about self-confidence and simply trying things out. And that's exactly what the tutors want to make possible in the virtual world.

(Photo: Nice out here! "And in there?" What happens in the VR goggles should captivate students or other learners as much as possible).

This gives pupils the confidence to practise the language and build up a relationship with each other in the virtual space. At the end of each lesson, each student also reflects on what they have learned and what they could deepen. Tutoring with Go Student can be booked in different packages. A monthly package with eight lessons of 50 minutes each costs an average of 21.50 euros per lesson. Students can either purchase the VR glasses for just under 100 euros with the tutoring package or visit a learning station of the cooperation partner Studienkreis for the VR lessons and borrow the headset there. Students can also take part in the VR lessons on their desktop - these options are intended to ensure that the offer can be used by everyone. The Viennese start-up has also launched collaborations with schools in Germany, the UK, Spain and Italy, where it has equipped teachers and pupils with VR headsets and integrated the virtual world into lessons. The company wants to further expand its cooperation with schools in the future. Is this necessary - teaching in the virtual world? Of course it works without a headset. But admittedly: It's fun to look around in new environments, dress your avatar in a magic hat and then solving tasks together in English. Tutor Christina Schwarzinger reports: "You really notice how shy students blossom in the virtual world." The virtual space offers a safe learning environment. Instead of being asked to come to the blackboard and recite vocabulary or grammar rules in front of the class like in school, the students mainly learn and practise with each other in VR lessons. Lukas Lewandowski, Manager at Coursera, also says. "VR not only enables engaging learning environments, but can also create more effective learning formats by enabling learning in realistic situations. Learners can thus engage more intensively with learning content and acquire practical skills."

END

Attention: Meetings switched from Tuesday 18:15 Chinese time to Wednesdays 11:45 Chinese time

Meeting Mar 13, 2024

11:45 Chinese time, Tenglong Building, office 309

Martin Woesler made a short power point presentation about is the digitalization of university studies with matching offline courses with MOOCs through the tool "recognition of equivalency" of the exam offices with the examples: Kiron, Pegaso, Media Design University, Berlin. This concerns MOOCs from Harvard, Yale, Oxford etc. on platforms like Coursera, Udacity, edX, canvas, NovoED, iversity, Open2Study, FutureLearn. Artificial Intelligence is used to propose students fitting courses according to their individual learning personalities. Next week I would like to give a presentation on Virtual Learning environments using VR glasses like Meta Quest 2: This can reduce the number of dropouts in MOOCs. We can explore providers like Immerse, GoStudent (Felix Oswald, Gregor Müller); Augmented (Coursera: Andrew Ng, Daphne Koller; and "Web-Lernen").

Media:University_of_the_future.pptx

Meeting Mar 20, 2024

11:45 Chinese time, Tenglong Building, office 309 Attended by Stephen Hart, Liu Rong

Notes by Professor Hart:

it was noted that the Erasmus project is focused on the organisation of conferences which will then lead to papers on relevant topics that will be published in high-profile journal. Papers could focus on Europe or China or a comparative study of educational practices in both. AI was seen as a highly topical focus which could be fruitful since it overlaps with lots of themes, including (a) use of AI in online teaching (b) AI in personal research (c) AI In translation Systems (d) plagiarism (e) the need for creating guidance on the use of AI in universities and (f) the need to create projects codesigned by students and professors

Meeting Mar 27, 2024

中欧高校教育数字化的多维度比较研究 Attended by Ole Döring, David Porter, Cai Cixiu (Sari) [online], Liu Rong [online], Duan Yuanyuan [online]

David Porter announced to give a presentation on his emrging ideas related to the project next week.

Meeting April 3, 2024

Note by Martin Woesler on April 1: Dear all, we discussed among some group members, that we will make our project more efficient. We will reduce the WeChat group members to the active participants. We will have some input presentations and continue our discussions from the panel 15 of the translators conference. Also, every student researcher has to read at least 2 up to date research papers in English and a not specified number of papers in Chinese. Please define the ai research topic you are mostly interested in on next meeting Wednesday. At on our meetings everybody shortly presents what they are mostly interested in and we will have a short but intense discussion. Everybody should come in person or be online. If someone cannot come he/she will be excused, we will still have the meeting.

Notes during the meeting:

You Tianwei: https://www.fast.ai/posts/2023-07-29-ai-centralizes-power/ here is the paper I have read yesterday:"AI and Power: The Ethical Challenges of Automation, Centralization, and Scale".

Master the Perfect ChatGPT Prompt Formula (in just 8 minutes)!--how to chat with ChatGPT https://www.youtube.com/watch?v=jC4v5AS4RIM

About AI

April 3, 2024 collected by Tianwei especially about Machine learning courses

Quizzes for different levels of Machine learning https://gray-sand-07a10f403.1.azurestaticapps.net/

aiGoogle—cannot open in mainland even with VPN https://ai.google/


Courses： Machine Learning for Beginners - A Curriculum by Microsoft—easy to learn https://microsoft.github.io/ML-For-Beginners/#/

machine learning mastery— Step-by-Step Guides for Machine Learning https://machinelearningmastery.com/start-here/#getstarted

Coursera--Machine Learning courses by Stanford, there are also some other different courses in coursera.org, you can even receive the certificates or degrees in some particular courses https://www.coursera.org/specializations/machine-learning-introduction?isNewUser=true&utm_campaign=WebsiteCourses-MLS-TopButton-mls-launch-2022&utm_medium=institutions&utm_source=deeplearning-ai#courses

intro-neural-networks https://brilliant.org/courses/intro-neural-networks/


AI community： 阿里云aliyun- community for developers-machine learning courses(free and in charge) https://developer.aliyun.com/learning/roadmap/ai

UDACITY-different Machine learning skill courses in different steps https://www.udacity.com/school/artificial-intelligence

fast.ai—Making neural nets uncool again—making deep learning easier to use and getting more people from all backgrounds https://www.fast.ai/

Kaggle - ML community—different competitions https://www.kaggle.com/


Video： YouTube： Introduction to Machine Learning for Beginners by Microsoft—easy to understand and learn https://www.youtube.com/watch?v=6mSx_KJxcHI

@ Sari Master the Perfect ChatGPT Prompt Formula (in just 8 minutes)!--how to chat with ChatGPT https://www.youtube.com/watch?v=jC4v5AS4RIM


Paper： AI and Power: The Ethical Challenges of Automation, Centralization, and Scale PUBLISHED：July 29, 2023 AUTHOR：Rachel Thomas Moving AI ethics beyond explainability and fairness to empowerment and justice https://www.fast.ai/posts/2023-07-29-ai-centralizes-power/


AI Tools： https://ai-bot.cn/

飞桨AI Studio by Baidu https://aistudio.baidu.com/learn/center

Meeting April 10, 2024

Attended by David Porter, Stephen Hart, Cai Cixiu, You Tianwei [online]

You Tianwei submitted a VR.zip to the WeChat group. The file is too large to upload it here.

Meeting April 17, 2024

Attented by Duan Yuanyuan

David would make his explanations of "how machines think" part of a more formal lecture that could be prepared for a larger audience, in June. I would be happy to support this lecture, in any function, either as co-lecturer, commentator, moderator or discussant. If you have time, please consider pondering this idea.

Meeting April 24, 2024

Thanks to David Porter, Stephen Hart, Sari, You Tianwei and Liu Rong to join the meeting today. We are all looking forward to David Porter's lecture on AI in June. Thank you also for sharing some experiences on AI usage. Next week we will have no meeting because of May 1st. Our next meeting, also with me in presence again then, will be on the Wednesday in two weeks, May 8, 11:45 in room 309. Let's keep in touch until then and everybody is invited to continue the good reading work and research work on AI and digitalization. Hope to have more such in-depth and lively discussions then.

Meeting May 8,2024

The raising hand products The washing hand machine with moving hand How the quality be maintain in Education Mistakes in Ai Relations between Ai and human The carpet a bottom? Everything are facing challenges Create a economy static Why people like to drop off the mops VR hands in the screen

Meeting May 29,2024

We are welcome two new undergraduate members： Bianca and Bernhard. The lectures is starting from 5/30(tomorrow) Publish lecture posters to attract more people to attend

Make a summary at the end of the lecture, it is best to be able to upload online, (Wechat official account） Input from Prof. David: example of a report of a lecture: http://jflc.hunnu.edu.cn/info/1092/1807.htm

Meeting June 5, 2024

Meeting Nov 14,2024

Input by Youtianwei： Ai will be a good language learning teacher than real human teacher. Input by Pro.Martin: https://www.handelsblatt.com/audio/disrupt-podcast/informatikerin-doris-wessels-ueber-ki-an-schule-und-uni-mischung-aus-faszination-und-schock/29763298.html

Change the teaching system Information :judge on information The value of the truth

There is a big difference between students talking with AI and real human.

Meeting Nov 21,2024

Meeting content:Professor Martin Woesler held a video conference discussion with another teacher on the topic "Compare learning a foreign language with AI and without AI" on Thursday from 11:45-12:15. At the beginning of the meeting, Wang Ping, a new member, introduced himself briefly. Professor Martin then briefly introduced today's topic. Then, another teacher thoroughly analyzed her questionnaire and mentioned Vygotsky's Scaffolding Theory.

Meeting Nov 28,2024

Background: Martin led his team to a high school to investigate the research results of this project. Meeting content: Martin first reported the survey results of the trip, which reported that the students' efficiency in learning English with the help of AI was higher than that of the two groups without the help of AI. Martin was very satisfied with the results. However, in the process of investigation, it is found that the current investigation method is in the details (question design -- 1. Fixed problem; 2. Flexible questions) There is still some room for improvement. Four teachers held a discussion on this issue. In this meeting, Professor David expressed his views on this experiment and also gave examples from his own life.

Meeting Feb 20,2025

The first meeting in 2025. Happy New Year ! “Deep seek ”data analysis Human Group by You Tianwei

我们需要一位在某一个领域的博士生大致关于《红楼梦西方早期》

跟欧盟联系 整理会议成员 做过演讲的老师资料整理 Pro.Ette 更新网页 夏天的新演讲 发表新内容 China-studies.com

Meeting Feb 27,2025

Make sure the salary will be paid. WACS conference in this year can be registered now. Need to buy vr glasses, and finish EU report so that we can apply for the final fund.

Meeting Mar 6,2025

段媛媛：进行经费报告（科研项目） 1.差旅费（飞机高铁酒店）要有来回闭环 2.打印和设备购买费用（付款截图） 3.学生助理工资 4.买电脑要去资产处 数据用Python做比spaa好用，准备用DeepSeek 1.准备做研究报告 2.和欧盟讲新人才 3.Martin教授和澳门科技大学副校长讨论把课程改成online课程，澳方希望学习德国柏林学校那边的经验 4.人工智能能根据学生的成绩推荐课程和考试意见（例：学而思对这种AI的应用）

Lecture Series

How to assign credit points to students for participation in lecture

The following student assistant is responsible that all lectures will be assigned credits: ---

1 给邓老师发以下的微信

❗❗讲座通知：

讲座主题：Analogue vs. Digital Teaching (Jean Monnet Lecture Series "Digitalization in China and Europe" no. 3)

主讲人：Ole Doering

主持人：Stephen Hart

时间：2024年6月13日（下周四）18:30-21:00

地点：腾龙楼613

讲座名额：每个年级70人

⚠注意：请有意参加讲座的同学直接在群里回复“报名”。未报名参加讲座的，不计入讲座次数。

请报上名的同学务必提前20分钟入场，不要睡觉，讲座名额不可转让，有事请在群里说明原因，名额直接顺延。谢谢配合！

2 邓老师把通知转发给所有的研究生

3 讲座前学生微信上报名登录

4 请邓老师给我们准备名单 （不发的话自己准备）

5 讲座的时候研究生签名

6 把名单还给邓老师


LECTURE SERIES "DIGITALIZATION IN CHINA AND EUROPE: THE EXAMPLE OF UNIVERSITY TEACHING, TRANSLATION AND BEYOND", Venue: HNU, FSC, Tenglong Bldg., room 515 or 613 as indicated, always on Thursdays 6:30-9:00 pm 1. Martin Woesler: „The End of Translation – A brief history of human translation and interpretation leading to its demise with the Rise of next generation AI“, May 30, 2024, room 613, Moderator: David Porter 2. David Porter: How machines think, June 6, 2024, room 515, Moder-ator: Ole Döring 3. Ole Döring: Analogue vs. Digital Teaching, June 13, 2024, room 613, Modera-tor: Stephen Hart 4. Stephen Hart: Magical Realism in Computer Gaming June 20, 2024, room 613, Mo-derator: David Porter 5. September or late October: Prof. Luis Cordeiro-Rodrigues, Hunan University, AI and ethics, Moderator: David Porter

Deadline May 31, 2024 Conference

Social Media report on Lecture: The End of Translation

On May 31, Martin Woesler gave a lecture entitled "The End of Translation" at the Foreign Studies College of Hunan Normal University. It was the first of a series of lectures about research on the digitalization in China and Europe by analyzing the example of university teaching, translation and beyond. Professor Woesler shared a brief history of human translation and interpretation leading to its demise with the rise of next generation AI.

Professor Woesler explained that he chose the lecture title according to the known hypotheses of the "End of History" and the "Clash of Civilization". Like Fukuyama, Woesler does not expect translation to end, but translation as we know it today will vanish and together with it a whole profession, humans replaced by software.

The machine translation we use now cannot reach the level of human beings. It is only based on large-scale language models and imitates human word traces, and the so-called "artificially intelligent translation" cannot be called "intelligent". However, it is simply an economic decision to reduce the role of humans to post-editors. These changes have also led to a shift in the role of translators. And it will be also an economic decision to let the learning-by-try-and-error programs take over the post-editing work too one day.

Professor Woesler also mentioned the current situation of translation and changes through AI, claiming that we are only at the beginning of the AI translation. Future AI will achieve consciousness, self-awareness, and a deeper understanding of meaning. With rapid advancements and networking capabilities, AI will quickly amass practical translation experience from millions of situations globally, eventually surpassing human translation quality.

According to Professor Martin, the next generation of AI will start as robots in kindergartens, learning through human-like experiences, including feeling pain and joy. These robots will need to adapt to human measurements and develop ethical reasoning and empathy.

In the future, AI translation will have a new face. AI will refine its translations based on human feedback, adapting to different text genres to avoid redundancy, which will enhance the quality and reliability of AI translations, making them indistinguishable from human translations. In a few decades, advanced AI will eventually handle all translation tasks, integrated into personal assistants by companies like Amazon and Alibaba. These assistants will offer highly personalized translations, changing traditional translation roles and potentially embedding unnoticed advertisements, since everything has to be financed and priming is especially efficient if applied by personal assistants. In the future, global terms will merge languages, ending traditional translation needs. AI communication will become complex and incomprehensible to humans, reducing human control.

Last but not least, Professor Woesler mentioned shortcomings of AI Translation due to factors like lack of responsibility and lack of ethical reasoning.

This lecture is the beginning of the lecture series, triggering critical thinking among students on the AI translation, and on June 6, we will have the second lecture themed “How Machines Think” given by Professor David Porter.

Deadline Oct 1, 2024 Conference

D1.2 International Conference presentation WP1 1 - HUNNU R — Document, report PU - Public 12

Deadline Jul 1, 2025 Anthology

D1.3 Presentation of Anthology in English WP1 1 - HUNNU R — Document, report PU - Public 21

Deadline Oct 1, 2025 Conference

D1.4 Conference presentation with German external partner university WP1 1 - HUNNU R — Document, report PU - Public 24

Deadline Jul 1, 2025 Anthology

D1.5 Presentation of Anthology in Chinese WP1 1 - HUNNU R — Document, report PU - Public 33

Deadline Sep 30, 2025 Conference

D1.6 Presentation on Conference WP1 1 - HUNNU R — Document, report PU - Public 36

PREPARATION OF WACS 8 2024 in Poznan/Athens/Changsha

Ideas to professionalize our annual conference and to win more people to participate

  1. we only recommend a conference hotel with a conference discount, but the participants book directly with the hotel. This helps us to lower the conference fees to maybe 190€. Also, we only accept international bank payment directly to the association‘s account.
  2. We should send a flyer to us universities in order to get some PhD candidates, who can present part of their Thesis. And of course scholars as a main target group.
  3. Last time we also improved: double blind peer review,
  4. issuing travel stipends,
  5. awards in different categories,
  6. chairs and discussants for all panels, 
  7. hybrid format.

With budget cut over the years, except for the few very well-endowed private univs, in the US, most professors only have 1 trip paid. They will choose the most relevant and established one or two. Graduate students basically pay for themselves, so they only go to AAS and/or AAS Regional conferences.

With zoom, you have more flexibility.

Dan's perspectives are from those in linguistics, a much smaller group than the scope WACS advertises.

1. As a very young asso., even with high level and strong backing, you cannot compete with the established ones.

2. Your initial vision seemed to be a platform to bring in prc sinologists who don't work with the Eng lang.

3. But you also include Eng lang papers.

4. The last few years show that W European & N Am scholars are not attracted to the conference.

A) Some feedback seems to be this is a crazy group of people, a nicer way of saying they are unprofessional and disorganised.

B) The dates may be a part of it but less critical than the messiness.

5) So two issues:

A) the volume and national variety of participants; and

B) the asso's administration of the conferences.

6) Possible remedies:

A) you need a systematic way of proactively reaching out to universities and colleges all over the world, by sending the departments information about the coming year's conference & links, etc.

You have to do this every year. Your conference's scope covers culture, history, ling., lit, phil, pol sci, etc., so to each of these departments, a notice could be sent.

You can do so with a master list by approaching a certain number in each continent the first year, then adding a few more for that country the next year, and so on.

You can even target specific regions/ continents in different years. You are in Eastern Europe, it's a good time to get them to participate. Maybe alongside, this year, it is SE Asia. (Next year, it could be S. Am & Australia as specific targets.)

B) The asso's org: herein lies the foundation of the problem. Until you look hard into it and take serious steps to overhaul it, putting in place functional committees with members who put in time and energy to administer and operate the asso., hence the conference as well, even if (A) is successful one year, it will evaporate in a handful of years.

7) In short, it is necessary to prioritise the structural/ organisational reform in administration & operation, before the change of dates.

8) Since changing the dates in a big way may not bring in many more new participants, you may want to hold it off.

A) You may want to have someone to do a quick research to see when, e.g. Asia & SE Asia is most unlikely to attend a conf, then when in S Am, etc., and the reasons. You get an overview, then you decide.

FROM HERE ON, THIS IS THE WEBSITE OF THE OLD JEAN MONNET CHAIR PROJECT - General Status

  • Spend the remaining JMC funds: We need to document the JMC activities (add Fan Ni's, current courses, current meetings) in a file, publish it on our website and apply for reimbursement
  • Prepare Dec 6, 2022 Donation campaign http://bou.de/fanyi.html
  • Prepare Mar, 1, 2023 JMC application 2023-2026
  • Prepare August 31, 2023 JMC report

Conferences

  • Conference August 12-14: Prepare Proceedings

Editing of Journal Hanxue 2018-2023

  • ISSN received
  • Each issue needs to be finalized and then submitted to proof reader

Please write here the status and the person in charge of the following issues. Please especially mention if the papers are complete or for how many papers we are still waiting for the revised version

  • Oct 14 漢學 1 (2018) => submission to US ISSN centre, adding information on journals.php
  • Oct 14 漢學 2 (2019)
  • Oct 14 漢學 3 (2020)
  • Oct 14 漢學 4 (2021)
  • Oct 14 漢學 5 (2022)

Paper Published and Resubmitted

作者、名称、发表情况、收到情况、新文章名称

  • 1. 潘銘基 Poon Ming Kay 班固《漢書》的經學意義與《春秋》筆法——兼論《漢書》的傳授與讀法 已发表 已收到 《略論傳統儒家文化與聯合國永續發展目標》
  • 2. 鄭煒明、陳玉瑩 上博簡《訟成》（原題《容成氏》）篇與先秦墨家的談辯和說書 已发表 无
  • 3. 王棕琦Wong Tsung Kei 《文子．道德》篇章結構考論——兼論今本《文子》據古本《文本》改易《淮南》原文的情況 已发表 无
  • 4. 伍亭因 《孔叢子-詰墨》成篇問題芻議（补充） 未发表 已收到
  • 5. 朱惠国 论辛弃疾二十四首《临江仙》的体式及其词谱学意义 已发表 已收到 《论<永遇乐>的声律特征及后世影响》
  • 6. 周能俊 “嘉禾”符瑞对元魏政治的影响——以北魏承明元年的齐州“嘉禾”事件为例 已发表 已收到 《唐大中初年道教瑞应与国家政治的互动》
  • 7. 黃啟深 《勵忠節鈔》引《世說新語》考論 部分发表 修改中
  • 8. 趙望秦Wang-qin Zhao 透過文化記憶視窗看“史漢優劣”的演變 已发表 无 （关于中韩文化方面的内容找不到）
  • 9. 位灵芝 红楼梦精雅生活——从贾宝玉说起 未发表 已收到
  • 10. 陈洁 论《新青年》编辑权的改变对其分化的影响 已发表 已收到 《鲁迅与新潮社》
  • 11. Shang, Yuchen 尚昱辰 虚构与真实——晚明戏曲中情鬼戏的审美意涵 未发表 已收到
  • 12. 曹波 贝克特《庸女梦》中的中国音乐：改写与误读 未发表 已收到
  • 13. 梁世和 尋求化解文明衝突之道——一行禪師「入世佛教」思想探析 已发表 已收到 《南人北学陆陇其》投明年的其他会议集
  • 14. 曾秀萍 （日）常與非常：跨越陰陽的臺灣同志/酷兒影像 已发表 无
  • 15. 洪淑苓 從｢父母國」出走——安琪詩中的空間經驗與女性主體建構（补充） 未发表 已收到

1-15篇（何君负责收集联系，15位作者中，9位的文章已发表，其中4位表示此次不提供其他文章，1位表示新论文改投到明年的其他论文集中，已收到文章10篇，其中4篇为新文章，待审核，另有1篇正在修改中）

  • 16.
  • 17.吴双 中日“水浒豪杰"的绘画形象比较

未发表 修改中，本周内提交

  • 40张惠 經典西扦之文化再塑——現代英文劇本《大觀園》之哲學與國族新面相 已发表 新稿件目前正在修改格式
  • 42陳惠齡 台灣新竹寺廟、詩僧與地景所體現的地方文化空間性 已发表 不提供新文章
  • 46于宏 古體漢語詩歌翻譯管闚 未发表 稿件修改中

Internal Search for Reviewer from the field of Translation into German

  • June 15 Find people, contact - Martin Woesler

Payment of Research Assistants

  • June 10 Duan Yuanyuan - please update progress here incl. reimbursement of travel costs

Translation projects in general

Book_projects

Translation projects for Foreign Languages Press

Completed by June 12

  • June 6 Wisdom final proof reading 66%
  • June 8 Poverty final proof reading 0%

Translation projects for CCTSS

Own translation projects

  • June 15 HLM 4th edition

CFP, TOC

  • June 13 Upgrade EJS 2 (2019)

Major research project for Lueneburg

  • June 10 review Martin Woesler

Grading of old courses

  • June 20 Martin Woesler

Establishing standards for current papers MA Classics, MA Lang&Cult, BA Cult

  • June 15 Send standards to students

Papers

CLEARED: Interviews

Imminant tasks

  • We update the website almost daily http://jmchair.eu/en/ and http://jmchair.eu/cn/ Liao Shiyun & Li Xin: updates events incl. photos (参考 http://jmchair.eu/en/impressum.php), split into smaller pages http://jmchair.eu/en/participation.php; Write new: http://jmchair.eu/en/euprog.php, http://jmchair.eu/en/network.php, http://jmchair.eu/en/comparison.php, http://jmchair.eu/en/teaching.php, http://jmchair.eu/en/links.php. Martin Woesler: add new surveys into http://jmchair.eu/en/surveys.php.
  • Liu Rong: We work on an official WeChat channel 微信公众号 and will post the activities there
  • HX: 2018 7 Western-Chinese Cultural Studies I, 2019 7 Western-Chinese Cultural Studies II, 2020 6 drama, 2021 9 poetry, 2022 7 classics, 2023 7 literary histories, 2024 6 Religion and Philosophy. 在头里《汉学》1 (2018)。英文里面书要italic写，doi号码不对，应该是DOI:10.12906/9781682025215_002。总共的字体要大一点，因为很多人在屏幕上看。大家注意一下：doi 是这样算出来的：DOI:10.12906/97816820252 这一部分每一次都一样，然后1（2018）加“15_001”（封面和目录）、加“15_002”（第一篇）、加“15_003”（第二篇）、加“15_004”（第三篇）等等。2（2019）加“22_001”、“22_002”、“22_003”、“22_004”等等，3（2020）加“39_001”、“39_002”、“39_003”、“39_004”等等，4（2021）加“46_001”、“46_002”、“46_003”、“46_004”等等，5（2022）加“53_001”、“53_002”、“53_003”、“53_004”等等，6（2023）加“60_001”、“60_002”、“60_003”、“60_004”等等，7（2024）加“77_001”、“77_002”、“77_003”、“77_004”等等，8（2025）加“84_001”、“84_002”、“84_003”、“84_004”等等，9（2026）加“91_001”、“91_002”、“91_003”、“91_004”等等。
  • EJS: Martin: EJCS 2019 update page numbers => publish, TOC; CFP. We need to publish TOC and CFP for EJS, EJCS, and HX
  • We need to submit papers on Lu Xun, web literature to MCLC, grading system, and Chinoisérie to A&HCI journal of ancient China
  • We need to write a larger anthology of research results
  • We need to write several books, one is the History of Chinese Studies, another one the Appropriateness Theory Book.
  • Connect with German Literature / Translation colleague: joint research
  • Work on 4th edition of Honglou meng: Check illustrations with Zhang Hui

Wait for feedback

  • Sven Kramer from Leuphana University
  • New papers from Zhang Hui, Yu Hong, Hong Shu-ling

We need to keep reminding

  • Lihua Jiang helps to solve the following problems: JM grant (the first amount has to be paid to the participating teachers), Seed grant (will reimburse flight costs and student assistants' salaries), admission of international student Markus Mueller to PhD program, admission of Olha Woesler to BA program to collect more certificates for teaching at FSC

Successfully completed tasks

  • We have submitted the Interview by Wan Shuyuan 2022, it got more than 1 million readers and was republished on several platforms including the website of the Chinese Embassy in Germany
  • The JM budget of 40.000 Euros was moved from "Research" to "Education" 教务处 and paid to the participating teachers. Now we need to provide evidence for more teachings so that the remaining 10.000 Euros and 16.667 Euros matching funds from the university can be spent and 10,000 Euros will be reimbursed upon delivery of the report. Contact person: WeChat ID chiryhuo 霍丽 Lei Li，传神湖南高校的联系人 (Aim: Get the funds assigned to Martin Woesler, then paid to the participating teachers)

Staff tasks

Martin Woesler

  • Send everyone a sample of the journal and the vetting (review) of the Chinese essays.
  • Prepare 2 MOOC contents and produce films

Duan Yuanyuan

Funds Management

  • Submit a new Seed Grant 启动资金 to Administration: So in the new budget, we should have maybe 55.000 Yuan travel and (quarantine) hotel cost, 10.000 Yuan office 309 和 415 设备 (比如冰箱、饮水机), 30.000 Yuan salary for assistants, 5.000 Yuan budget for books and decoration (statues, paintings) we buy for the two walls and bookshelfs in both offices. If it is not possible to buy fridge etc. from it, we can plan this money differently. I am afraid we will spend all the money totally soon. Therefore, I will have to apply for a second budget maybe for 2023. I don't know if they grant me a second budget.
  • The EU Grant requires to spend 67.000 Euros first, submit spending receipts and then apply for reimbursement of remaining 10.000 Euros. This means that the university has to release the 40.000 Euros now, is ready to spend the remaining 27.000 Euros then and get reimbursed only 10.000 Euros later.
  • Read into the technical requirements of managing EU funds, this includes registering on web sites, filling out forms, submitting information and requesting fundings, controlling the funds arriving at the HUNNU account, forwarding it to the recipients at HUNNU, coordinating with financial department of HUNNU.

Liao Shiyun 廖诗韵

Create Description of the Centre for the College Website https://fsc.hunnu.edu.cn/info/1148/4103.htm

Zhu Meimei 祝美梅

  • List all the activities on the 6 part of the website (第六部分课程资源那一块还需要一位同学帮忙添加一些课程和活动内容（应该可以参考维基网站的课程内容）)

Li Xin

  • Write Introduction to Centre for official FSC website 需要请一位同学帮忙充实第七部分（国际汉学中心）简介部分，可参考https://fsc.hunnu.edu.cn/info/1148/4103.htm。（李欣）

Please add names and work report of further staff

Tasks sorted by topics

Course Enrichment Grant（Liao Shiyun）

  • Collecting contents and work proofs from the different participants of the "Course Enrichment Grant", bringing it into a representative form, uploading it on the Jean Monnet website and managing the EU Studies material database online. LIAO Shiyun (also Wiki Admin Classics course)
  • Martin please remember to send the profiles to Liao Shiyun
  • Activities

Teacher 课程course title 2020winter 2021summer 2021winter 2022spring Spalte1 SUMME

Jean Monnet Work Meeting (with Martin Woesler, Margaret Chu, Martin Warnke, add date and time)

Margaret Chu Lecture (here we also need to make sure that honorarium and travel reimbursement from College is paid, we need to add date and topic)

Martin Warnke Lecture (here we also need to make sure that honorarium and travel reimbursement from College is paid, we need to add date and topic)

Martin Woesler Foundation of Chinese Culture 24 32 32 88 7040

Martin Woesler Introduction to Translation Studies 24 32 56 4480

Martin Woesler Chinese Languages and Cultures 24 32 56 4480

Martin Woesler Chinese Classics Translation 32 32 2560

Martin Woesler German Phonetics 32 32 2560

Martin Woesler MOOC CompLit 1 3 4 320

Martin Woesler Colloquium 1 1 80

Jia Yanfang 《计算机辅助翻译》 24 32 56 4480

Deng Yurong College English 40 48 32 120 9600

Luo Fang 法语口译实务 24 24 1920

Ole Doering and Cord Eberspächer English Translations of Chinese Classics 34 34 2720

Fan Ni 德语（三） 32 32 2560

Lars Nowak Deutsch Hören und Sprechen (2) 32 32 2560

192 211 64 100 567 45360

15360 16880 5120 8000 45360

Euro-China Dialogues by Martin Woesler

Cross-Universities Tea Chat on International Women's Day with a lecture from the European perspective on systemic problems to implement total equality, Western Cafe 与几大高校人员于国际妇女节当日共同讨论了从欧洲角度看待实现完全平等这一话题。

Anglophone Picknick and Barbecue with 30 BA students, Expert Building 1-102 与30名英语母语者本科生在专家楼1栋102开展野餐以及户外烧烤活动，同时共同讨论了有关欧洲联盟的政体，演变历史，发展前景等相关内容。

Anglophone Picknick and Barbecue with 20 MA students, Expert Building 1-102 与20名英语母语者研究生在专家楼1栋102开展野餐以及户外烧烤活动，同时探讨了中欧考试制度，教育理念，教育方式的异同等相关话题。

German Picknick and Barbecue with 30 BA students, Expert Building 1-102 与30名本科生在专家楼1栋102开展德式野餐以及户外烧烤活动，并探讨了中欧文化在双方地域的接受度问题。

Colloquium with Jiang Lihua: European perspective on marketing films for Chinese cities, room 吴教授与“语言智能与跨文化传播研究小组”在湖南师范大学外国语学院601教室举办了线下读书分享会，主题为“形象学视角下国家外宣形象的建构”，会议语言为英语。与会学生畅所欲言，就本次主题展开热烈讨论，均收益颇丰。

Dec 13, 2019 19:00-21:00 Warnke, lecture

Dec 14, 2019 14:00-16:00 Warnke, colloquium

Dec 16, 2019 19:00-21:00 Chu, lecture


Mar 6, 15:00-19:00 JM Dialogue: European Woman's Day, with Multinational Circle, Shiguang Zhongxi Canting

吴漠汀教授开展了主题为“欧洲的妇女节”的会谈。

Mar 8 1st JM Volunteer-Meeting with 6 MA and PhD students, contribution on European Grants, 309

2022年3月8日14：00-16：00，国际汉学中心的6名硕士和博士志愿者在湖南师范大学外国语学院腾龙楼309办公室召开了让·莫内志愿者会议第一次会议。吴漠汀教授向各志愿者们介绍了国际汉学中心的情况和让·莫内项目，商讨了欧盟让·莫内项目基金相关事宜，并给志愿者们分配了近期工作内容。

Thurs. Mar 10 Anglophone Picknick and Barbecue with 30 BA students, Expert Building 1-102

Fri. Mar 11 18:30-23:00 Anglophone Picknick and Barbecue with 20 MA students, Expert Building 1-102

Tue. Mar 15 German Picknick and Barbecue with 30 BA students, Expert Building 1-102

Mar 16 2nd JM Volunteer-Meeting with 6 MA and PhD students, contribution on European politics, 309

2022年3月16日15：00-17：00，国际汉学中心的6名硕士和博士志愿者在湖南师范大学外国语学院腾龙楼309办公室召开了让·莫内志愿者会议第一次会议。吴漠汀教授与各志愿者共同探讨了中欧政治体系的异同。

Thu Mar 17, Lecture by Martin Woesler on Tourism 读书分享会, 601, Marketing: Gongzhonghao

Mo Mar 21, 11:00-12:30 JM Lunch: European unification

2022年3月21日，11：00-12：30，吴漠汀教授与五名志愿者在湖南师范大学木兰食堂佳园餐厅聚餐，开展了主题为“欧洲一体化”的讨论，与会学生畅所欲言，积极分享自己的观点，大家均收益颇丰。

Wed Mar 23, 11:00-14:45 JM Lunch: European unification with 5 MA and PhD students

Mo Mar 26, 19:00-21:15 JM Chats: European foreign policy

Tu Apr.12, 11:50-14:20 JM Work Report at Jiayuan Restaurant and 309

吴漠汀教授在湖南师范大学木兰食堂佳园餐厅和外国语学院腾龙楼309办公室召开了工作会议，志愿者们就近期所做工作进行了工作汇报，吴教授分别对各志愿者的工作给予了评价，并对未来的工作进行了分配。

Sun Apr 17, 14:30-19:00 JM Dialogue: Eastern in Europe, Multinational Circle, Fly Cafe, Jiayuan Western Cafe

Tu Apr 19, 11:00-15:00 JM Dialogue: Webliterature at Jiayuan Western Cafe and 309

吴漠汀教授在湖南师范大学木兰食堂佳园餐厅和外国语学院腾龙楼309办公室与志愿者们开展了讨论会议。会议主题为“网络文学”。此次会议详细讨论了“网络文学”近几年在中国的发展历程。

Wed Apr 20, 11:00-15:00 JM Dialogue: Webliterature 2 at Jiayuan Restaurant and 309

吴漠汀教授在湖南师范大学木兰食堂佳园餐厅和外国语学院腾龙楼309办公室与志愿者们开展了讨论会议。会议主题为“网络文学”。此次会议详细讨论了“网络文学”的类型，以及在国外的接受度。

Sat Apr 23, 9:00-16:00 JM Culture Exchange: Shadow Play in China and Europe, Hunan Yuhua feiyi guan

湖南师范大学特聘教授、博导、国际汉学中心主任吴漠汀来到湖南雨花非遗馆，与长沙何氏皮影戏第四代传承人何怀玉进行了深入交流。

Wed Apr 27, 11:00-15:00 Preparation of Fundraising Event "Chinese-European Friendship"

吴漠汀教授在木兰食堂和腾龙楼309召开了会议，向志愿者们介绍了“中欧友谊”项目资金筹集活动，并为这个即将到来的活动做了一系列准备工作。

Thu Apr 28, 18:00-21:00 Fundraising Event "Chinese-European Friendship", collected 20,450 Euros from Europe to support 7 China-related projects

吴漠汀教授与志愿者们参与了“中欧友谊”项目资金筹集活动，此次活动从欧洲筹集到了共20450欧元的资金，帮助了7个与中国相关的项目。

Fre Apr 29, 9:00-12:00 Classics Translation and Appreciation, Frontiers in Literature Translation and Chinese Literature Goes Abroad - from the European perspective, MOOC production, Hunan Normal University Shanlou 善楼 6th floor, room 413

吴漠汀教授在湖南师范大学至善楼进行了MOOC的录制，课程主题为“典籍翻译和赏析、文学翻译前沿和从欧洲视角看中国文学走出去”。

Wed May 4, 11:00-14:00 JM Work: Set up a European Library at Jiayuan Western Cafe and 309

吴漠汀教授带领志愿者们，将办公室内有关欧洲的书籍按照其类别进行分类，分成了哲学、历史、文学三大类，并建立了自己的电子图书馆，欢迎全校师生来国际汉学中心借阅图书。

May 17, 6:30-9:30 pm Jean Monnet Activity: Yearplanning for Multinational Circle, Martin Woesler joins Marketing and Event Planning groups as "Multinational Circle Ambassador". at X-Handsome Pizza Restaurant, Xinminlu.

吴漠汀教授给国际留学生介绍中国文化。

Wed May 18, 11:30- JM Hanxue literary work at Jiayuan Western Cafe and office 309

吴漠汀教授带领志愿者们整理了国际汉学论坛的论文，帮助编撰汉学期刊杂志，并为即将到来的学术讲座做准备。

Thurs May 19, 19:30-21:00 Lecture by Warnke at 613

Sat May 21, 10:00- JM editing work

吴教授请来了黄渊基先生来指导志愿者们进行汉学期刊杂志的相关工作。

Wed May 25, 11:00-14:30 - JM editing work

吴教授和志愿者们进行了汉学期刊的相关工作，并布置了近期JM网站的任务。

Sat May 28, 11:00- 14：30 -JM editing work

吴教授和黄渊基编辑进一步指导志愿者们进行汉学期刊的相关工作

Sat May 28, 19:00-22:30

Wed June 8,

Wed Nov 2, 12:00-13:30 Preparation of Donation campaign


Research and Grant Writing

Assistant Li Ying

Collecting information about available continuation of the funding or similar funding, preparing new application letters for funding based on the existing successful letters. 李穎

Deadline Nov 2022-Feb 2023? Prepare next JM-Chair application.

Helen updates information and adds links.

Assistant Helen He Jun

Grant: 让莫内主席教授2020-2023(received)

  • How to spend grant
  • How to ask for remaining grant

Grant: 岳麓山大学科技城 (start: now, deadline: April 30, 2022)

Grant: 让莫内讲席教授2023-2026 (start: Nov 25, 2022, deadline: March 1, 2023)

JM Application 2023

JM Application Websites

Grant: Web literature

Web Literature 2022

Grant: 111

Honorary Doctorates' Awards

Check with Dean Zeng Yanyu and Ministry of Education

Harald Holz, philosopher, novelist and poet

Matthias Kettner, philosopher

Martin Warnke, media studies

Cooperation with Humboldt Center

Further possible grants from Germany, EU and China

Networking

Connecting to other Jean Monnet Chairs and to the Centre in Brussels to network with other Centres and to coordinate joint database and initiatives including the current survey among JM Chairs. Gabrielle 黎溢佳

Campus Communication

Keeping up communication within the university to further spread the information about the program, recruit further teachers to get a share of the funding, coordinate with University press department to achieve high publicity and documentation of the work including the documentation for the final report which is due September 2023. Li Xin 李欣

The publicity plan for teachers has been submitted and is being publicized


The plan of monthly lectures has been approved and will be arranged one by one after the theme of each month is determined

Activities Coordination

Planning and conducting representative activities, including issuing the EU Studies Expert certificates in coordination with the university administration, sign-revealing ceremonies, setting up EU funded PhD scholarships, setting up small events like awarding honorary PhD to senior European scholars (have to be retired in Europe, can be up to 90 years old, e.g. Harald Holz) with high publicity. Design and estimate costs for hanging up metal signs with Erasmus+ and EU logo, logo for the Center, the Multilevel Center, BMBF, Translation Workshop, European Academy as well as a sign for an existing campaign "We don't take presents."

Deadlines

  • April 30, 2022, start now - 岳麓山大学科技城
  • March 1, 2023, start: Nov. 25, 2022 - 让莫内讲席教授2023-2026
  • April 30, 2022，redistribution start: May 1, 2022 - 岳麓科技城人才服务卡

Publishing - Susan Chu 祝美梅

Formatting and copy editing English contents for publication

Professor please remember to send her brief introduction of the journals and further materials.

MCLC; Textbooks; HLM 4; Complete Works of Lu Xun; EJS; EJSin; Interviews

Martin please remember to send Susan the related profiles.

TOCs and CFPs

Dear Susan, please formulate TOCs and CFPs for the following journal issues. I will then publish a TOC and a CFP every other week with MCLC blog, Sinology Facebook Group and H-NET Asia mailinglist:

  • Please check the existing TOCs and CFPs on the H-Asia website.

TOC European Journal of Sinology 10 (2019)

The European Journal of Sinology (EJSin) is an independent journal on ancient and premodern China, founded in 2010. All EJSin issues including paper titles, abstracts and references can be accessed on http://universitypress.eu/en/journals.php.

Due to the professionalization of its double blind peer review process, its copy editing process and its setting up of an ip range campus license system, the EJSin issues have been delayed since 2019. Currently, EJSin catches up by publishing its annual issues every half year.

  • Ancient and Modern Practical Ethics of Humanity: Concrete Humanity from Mencius to Schweitzer

Lenk, Hans pp. 7-27

  • Figurism and Ideological Colonialism

Holz, Harald pp. 28-32

  • The Silk Road: Connections and Interactions between Chinese and European Philosophy

China as Inspiration for European Thinkers

an der Heiden, Uwe pp. 33-51

  • Past, Present & Future: Storytelling, Recitation and Repetition in Popular Education in the Yang Zheng Lei Bian

Chu, Margaret pp. 52-94

  • Things Unspoken in the Red Chamber Dreams

Woesler, Martin pp. 95-111

http://universitypress.eu/9783865152978_005.pdf

Contact for contributions, purchase and subscriptions of online and paper issues: journals@universitypress.eu

Task for Susan

Please adjust the TOCs so that they look more like the following:

TOC: Chinese Literature, Essays Articles Reviews (CLEAR) v. 43 (2021)

CHINESE LITERATURE: ESSAYS ARTICLES REVIEWS

CONTENTS Volume 43 (Dec. 2021)

EDITORIAL

NECROLOGY Eugene Chen Eoyang, 1939-2021

ESSAYS AND ARTICLES

Rebecca DORAN, “Clothing and Ways of Dressing as Narrative Motifs in Shishuo xinyu”

MEI Chun, “High-Brow Literature: Physiognomy and Scholar-Beauty Romance”

Yingying HUANG, “Nüxia and Footbinding: Forging the Female Knight-Errant”

GONG Haomin, “A World Without Enemies: Revenge, Sacrifice, and Redemption in Chen Kaige’s Adaptation of The Orphan of Zhao”

SPECIAL ISSUE ON YANG MU

Michelle YEH, “A Tribute to Yang Mu”

Yu-yu CHENG, “A Ceaseless Generative Structure: Yang Mu’s Views on Early Chinese Classical Literature”

Cheng-chung LIU, “Absorbed in Thought, Seeking all Around: Yang Mu’s Prose and Chinese and Western Literary Traditions”

Haun SAUSSY, “Yang Mu’s Poetic Returns”

Yueqin ZHAI, “The Tragic Spirit of the East: The ‘Drama of Sounds’ in Yang Mu’s Poems”

Joseph R. ALLEN, “As Always, Yang Mu: A Relationship of Letters”

REVIEWS OF BOOKS

Further details at: https://clear.wisc.edu

Categories: Announcement

Keywords: announcement, Chinese literature, Journal ToC


The European Journal of Chinese Studies (EJCS) is an independent journal on modern and contemporary China, founded in 2018. All issues including paper titles, abstracts and references can be accessed on http://universitypress.eu/en/journals.php.

Due to the professionalization of its double blind peer review process, its copy editing process and its setting up of an ip range campus license system, the EJCS issues have been delayed since 2019. Currently, EJCS catches up by publishing its annual issues every half year.

===TOC European Journal of Chinese Studies 2 (2019)

CHINESE LITERATURE: ESSAYS ARTICLES REVIEWS

CONTENTS Volume 2 (2019)

ESSAYS AND ARTICLES

Martin WOESLER, Martin WANKE, Matthias KETTNER, Jens LANFER “The Chinese Social Credit System: Origin, political design, exoskeletal morality and comparisons to Western systems”

Huiling LUO, “No Distance Matters, neither any Difference: China-Spain Relations during Adolfo Suárez’ Government”

Michael Knüppel, “Preliminary report of a study on Arabic calligraphy of the Hui Muslims — the example of the dū ās (都阿)”

Cîndea Gîţă, Iulia Elena, Riccardo Moratto, “Chinese Literature in Romania: A Qualitative Study based on In-Depth Interviews with the Agents Involved in Sino-Romanian Transfer of Culture”

Further details at: http://universitypress.eu/en/journals.php#EJCS2019

Categories: Announcement

Keywords: social credit system, trust, Chinese market economy, political loyalty, Journal ToC


CFP “Young Chinese and their world view” European Journal of Chinese Studies 3 (2020) Special Issue

Sample CFP

CFP: The Journal of Northeast Asian History Vol. 19-1

Type: Call for Papers

Location: Korea South

Subject Fields: Asian History / Studies, Chinese History / Studies, East Asian History / Studies, Japanese History / Studies, Korean History / Studies

CFP: The Journal of Northeast Asian History Vol. 19-1

Dear Colleagues,

The Northeast Asian History Foundation continues to expand its interaction with scholars specializing in Asian history and related fields outside East Asia. The Foundation is also strengthening its ties with leading institutions and scholars by encouraging interdisciplinary and comparative approaches to research on geopolitical, cultural, educational, and other issues in East Asia.

The Foundation publishes the Journal of Northeast Asian History (JNAH), a peer-reviewed semi-annual English-language journal that focuses on history-based approaches to Asian politics, cultures, economy and other fields to shed light on the historical realities of the Asian World. The Journal's geographical scope extends to other parts of the world which have significant relevancy to Asian history, thus charting globalism and localism from global perspectives.

In particular, we will welcome two topics that concern (1) Korea-China Relations and Historical Configuration in Northeast Asia and (2) US-China Relations and Historical Issues in East Asia, both of which will help explore further how inter-state and intra-state matters were and are liked together to the historical development of continental East Asia and how the confluence of these external and internal factors have been making vital impact on the various mode of regional interaction in modern East Asia and beyond.

The Journal of Northeast Asian History calls for the submission of outstanding and unpublished papers for review and possible publication in Winter 2022. We invite colleagues to consider the Journal when seeking to publish ongoing research since we believe this can be an impetus for further scholarly collaboration in the future. For full consideration, please submit manuscripts by July 31, 2022 for Winter Issue.

Please contact us at jnah@nahf.or.kr or jnah.nahf@gmail.com should you have any questions regarding the journal, its submission process or subscription to it. Thank you in advance for your attention and contributions.

Editorial Board of Journal of Northeast Asian History (JNAH)

Contact Email: jnah@nahf.or.kr

Categories: CFP

Keywords: CFP

CFP “David versus Goliath - Souvereignty issues of small countries and regions neighboring large countries” European Journal of Chinese Studies 4 (2021) Special Issue

CFP: European Journal of Chinese Studies 4 (2021) Special Issue

Type: Call for Papers

Location: China

Subject Fields: Asian History / Studies, Chinese History / Studies, East Asian History / Studies

CFP: “David versus Goliath - Souvereignty issues of small countries and regions neighboring large countries” European Journal of Chinese Studies 4 (2021)

Russia’s invasion of Ukraine — the most consequential military conflict Europe has witnessed since the Second World War — has riveted the attention of the world. Almost inevitably people look to draw analogies — both historical and contemporary ones. One popular contemporary analogy is between Russia’s actions vis-à-vis Ukraine and mainland China’s approach to Taiwan.

In this issue, we will welcome two topics that concern (1) Russia-Ukraine and (2) Mainland China-Taiwan. We aim to bring together papers that critically examine the two comparisons. We aim to bring together papers that (1) critically examine the differentiated situation of the two large authoriatarian nations; (2) discuss the ways in which two large authoritarian nations exert control on smaller neighbors; and (3) comparison with the approach of non-authoritarian large nations towards smaller neighbors; (4) consequences for world order, stability, peace and economical development.

Submit your abstract

Categories: CFP

Keywords: CFP

CFP “The Chinese society system versus the Western society system” European Journal of Chinese Studies 5 (2022) Special Issue

CFP “China old and new” European Journal of Sinology 11 (2020) Special Issue

CFP “Traditional Chinese Culture and the Future” European Journal of Sinology 12 (2021) Special Issue

CFP “Cross-Cultural Elements in Chinese and Western Literary Works” European Journal of Chinese Studies () Special Issue

CFP: European Journal of Chinese Studies () Special Issue

Type:Call for Papers

Location:Germany

Subject Fields: Chinese literature / Studies, Western literature / Studies

CFP:“Cross-Cultural Elements in Chinese and Western Literary Works” European Journal of Chinese Studies” European Journal of Chinese Studies ()

Communication is among the best ways to resolve differences and strengthen cooperation. At an age when "anti-globalization" continues to characterize global situation; conservatism and ultra-nationalism are on the rise; and regional conflicts become frequent, cross-cultural communication seems to be particularly meaningful.

In this issue, we will welcome topics that concern (1) Chinese literature and (2) Western literature. We aim to bring together papers that critically examine cross-cultural elements in Chinese and Western literature in general or in particular works. We will welcome papers that (1) critically examine the different culture and cross-cultural elements in Chinese and Western literature; (2) discusses the problems encountered in such cross-cutural communication; (3) what such communications contribute to Chinese or Western culture.

Submit your abstract

Categories: CFP

Keywords: CFP

The following CFPs need to be written in Chinese

CFP “China rewrites history” European Journal of Sinology 13 (2022) Special Issue

CFP “China old and new” Hanxue 1 (2018) Special Issue

CFP “Traditional Chinese Culture and the Future” Hanxue 2 (2019) Special Issue

CFP “Continuities and Disruptions in Chinese Culture” Hanxue 3 (2020) Special Issue

CFP “The Chinese Fight Against Poverty” Hanxue 4 (2021) Special Issue

CFP “The Chinese Fight Against the Pandemic” Hanxue 5 (2022) Special Issue

Remarks

各位学妹你们好，请在以上任务中挑选自己感兴趣的。另外，国际汉学中心（外院309）需要值班，值班期间要完成汉学中心相关工作，值班时间为周一到周五，具体时间可再商议。现在需要收集你们的可值班时间，中心会按照工作时长发放工资。请你们把可值班时间发在群里，我来排班。

Gabrielle: 周三整天，周四下午都可以

Li Xin 李欣: 周一和周三上午可以值班

LIAO Shiyun Classics 22: 周三整天，周四下午都可以

Susan Chu 祝美梅: 周二、周三、周四、周五下午都可以

李穎: 周三，周四下午

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