Toward a Framework for Teaching Artificial Intelligence to a Higher Education Audience

Artificial Intelligence and its sub-disciplines are becoming increasingly relevant in numerous areas of academia as well as industry and can now be considered a core area of Computer Science [ 84 ]. The Higher Education sector are offering more courses in Machine Learning and Artificial Intelligence than ever before. However, there is a lack of research pertaining to best practices for teaching in this complex domain that heavily relies on both computing and mathematical knowledge. We conducted a literature review and qualitative study with students and Higher Education lecturers from a range of educational institutions, with an aim to determine what might constitute best practices in this area in Higher Education. We hypothesised that confidence, mathematics anxiety, and differences in student educational background were key factors here. We then investigated the issues surrounding these and whether they inhibit the acquisition of knowledge and skills pertaining to the theoretical basis of artificial intelligence and machine learning. This article shares the insights from both students and lecturers with experience in the field of AI and machine learning education, with the aim to inform prospective pedagogies and studies within this domain and move toward a framework for best practice in teaching and learning of these topics.

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The Impact of Digitalization in Higher Educational Institutions

International Journal of Soft Computing and Engineering - Regular Issue ◽

10.35940/ijsce.b3536.0111222 ◽

2022 ◽

Vol 11 (2) ◽

pp. 7-11

Author(s):

Shailaj Kumar Shrivastava ◽

◽

Chandan Shrivastava ◽

Keyword(s):

Artificial Intelligence ◽

Higher Education ◽

Digital Technology ◽

Teaching And Learning ◽

Education Institution ◽

Educational Institutions ◽

Internet Connectivity ◽

Teaching And Learning Research ◽

Learning Research ◽

The Impact

Digital Technology has changed the education scenario in the educational institutions by enhancing teaching and learning, research and governance. There is great need of adequate infrastructure, better internet connectivity, up to date digital equipment’s, safe platform and digitally competent professionals. In India, higher education institution is evident with the increasing use of ICT, cloud computing, artificial intelligence, robotics and virtual reality in day-to-day practices which enhances competencies and help in aligning with industry-based skills. This article presents the issues related to implementation of digitalization process in higher education institutions.

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Best Practices for Online Teaching and Learning in Health Care Related Programs

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2015.1515 ◽

2015 ◽

Author(s):

Tamara Pinchevsky-Font ◽

Sandra Dunbar

Keyword(s):

Higher Education ◽

Health Care ◽

Best Practices ◽

Online Teaching ◽

Teaching And Learning ◽

Best Practice ◽

Learning Theories ◽

Online Teaching And Learning ◽

Health Care Educators ◽

Teaching Learning

Online learning is a significant aspect of higher education today, with an ever increasing number of programs offering distance education. The evidence related to online teaching and learning best practice has grown significantly within the last decade. It is important for health care educators who are involved with web-based courses to be immersed in the evidence available to date, as we seek to provide sound andragogy in formulating and implementing online programs. This document will explore key evidence related to three different aspects of online teaching and learning. Application of teaching/learning theories and recommendations for best practices in this arena of higher education are essential.

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Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

Critical Studies in Teaching and Learning ◽

10.14426/cristal.v9isi.338 ◽

2021 ◽

Vol 9 (SI) ◽

Author(s):

Ceclia Jacobs ◽

Keyword(s):

Higher Education ◽

Staff Development ◽

Best Practices ◽

Teaching And Learning ◽

Academic Staff ◽

Knowledge Bases ◽

Good Teaching ◽

Approach To Teaching ◽

Conceptual Paper ◽

Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

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Blockchain Technology in Higher Education

Blockchain Technology Applications in Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9478-9.ch005 ◽

2020 ◽

pp. 97-112 ◽

Cited By ~ 1

Author(s):

Irshad Hussain ◽

Ozlem Cakir

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Distributed Learning ◽

Social Benefits ◽

Educational Institutions ◽

Transfer Of Knowledge ◽

Blockchain Technology ◽

Distributed Ledger ◽

The Social

Blockchain, which is also called a distributed ledger technology (DLT), is an emerging and ever advancing technology having flourishing potential for nourishing and revolutionizing higher education. It stems in decentralization and distributed learning with characteristics of permanence of records, pursuit and transfer of knowledge, authority of institutions, and reliability of teaching and learning. These characteristics of blockchain attract educational institutions particularly the higher education institutions to adopt it. However, in spite of all potential and benefits of blockchain technology, the higher education stakeholders currently seem to be less aware of the social benefits and educational/instructional potential of blockchain technology. It can be addressed through proper advocacy and campaign. The complete chapter will demonstrate possibilities of blockchain technologies in higher education along with its issues and challenges.

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Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

Impact of AI Technologies on Teaching, Learning, and Research in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4763-2.ch012 ◽

2021 ◽

pp. 190-203

Author(s):

Pradeep Tomar ◽

Shivani Verma

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

New Technologies ◽

Educational Process ◽

Higher Learning ◽

Educational Institutions ◽

Intelligent Machines ◽

Human Thinking ◽

Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

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Information Technology Leadership and Change in Higher Education

IT Issues in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1029-2.ch003 ◽

2020 ◽

pp. 36-54

Author(s):

Joseph Ezale Cobbinah

Keyword(s):

Higher Education ◽

Information Technology ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Technology Leadership ◽

Educational Institutions ◽

Learning Needs ◽

Higher Educational Institutions ◽

Use Of Technology ◽

Higher Educational

Higher educational institutions are widening participation through the introduction of new programs, using different approaches to deliver learning so that many people can have access to education. With the growing number of students in our higher educational institutions, coupled with learners who are working and by virtue of their job commitments cannot do traditional face-to-face education, using information technology (IT) to support lessons in higher education institutions has become very laudable. The introduction and use of technology have brought changes in the way we teach and support students in our higher education institutions. This, therefore, calls for effective IT leaders who will be able to motivate, inspire, and meet the learning needs of the diverse students in our institutions while improving teaching and learning. The IT leaders should not only be individuals who can only lead the change crusade but should be able to manage the change process.

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New Teaching and Learning Methodologies in the Smart Higher Education Era, A Study Case, Wikipedia

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.2019040106 ◽

2019 ◽

Vol 15 (2) ◽

pp. 70-83

Author(s):

Borja Bordel ◽

Pilar Mareca

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Information Technologies ◽

Educational Process ◽

Educational Institutions ◽

Smart Education ◽

Study Case ◽

Deep Integration ◽

Special Case ◽

Specific Learning

Smart education systems and methodologies are based on the deep integration of information technologies in the educational process. Among all the tools belonging to the environment of teaching technologies, wikis have been reported as ideally suited for collaborative learning. Several Universities around the world are running Projects and events about the use of wikis in higher education. Therefore, in this paper the authors explore the use of wikis in the higher educational institutions, being focused on a special case: Wikipedia. Wikipedia presents special characteristics which make it perfect to not only reach the specific learning objectives of a certain particular subject, but also the transversal abilities so demanded today (such as teamwork or social responsibility). Finally, the authors analyze more deeply the experiences about the use of Wikipedia conducted in the Universidad Politécnica de Madrid and the obtained results are presented.

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Integration of Web-Based Learning into Higher Education Institutions in Uganda

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.2018070103 ◽

2018 ◽

Vol 13 (3) ◽

pp. 33-50

Author(s):

Baguma Asuman ◽

Md. Shahadat Hossain Khan ◽

Che Kum Clement

Keyword(s):

Social Sciences ◽

Higher Education ◽

Teaching And Learning ◽

Educational Institutions ◽

Web Based ◽

Web Based Learning ◽

Learning Contexts ◽

New Knowledge ◽

Quantitative And Qualitative Methods ◽

Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

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Exploring the “Three Ps” of Service-Learning: Practice, Partnering, and Pressures

Oxford Research Encyclopedia of Business and Management ◽

10.1093/acrefore/9780190224851.013.63 ◽

2018 ◽

Author(s):

Jennifer S. Leigh ◽

Amy Kenworthy

Keyword(s):

Higher Education ◽

Service Learning ◽

Group Process ◽

Teaching And Learning ◽

Best Practice ◽

Management Education ◽

Institutional Pressures ◽

Course Content ◽

College Age ◽

Higher Education Journals

Over the last three decades, service-learning has become a well-known experiential learning pedagogy in both management education and higher education more broadly. This popularity is observed in the increasing number of peer-reviewed publications on service-learning in management and business education journals, and on management education topics within higher education journals focused on civic engagement and community-based teaching and learning. In this field of study, it is known that service-learning can result in positive outcomes for students, faculty, and community members. In particular, for students, positive results are related to mastery of course content and group process skills like teamwork and communication, leadership, and diversity awareness. Despite the rise in scholarship, service-learning instructors still face several challenges in the area of best practice standards, fostering deep and cohesive partnerships, and managing institutional pressures that disincentivize engaged teaching practices. With constantly evolving challenges in management education, continued research is needed to understand a variety of service-learning facets such as platforms (face-to-face, hybrid, and virtual learning), populations (graduate vs. undergraduate populations and adult vs. traditional college-age learners), measurement (how to assess university-community partnerships and faculty instruction), and which institutional policies and procedures can enable and reward community-engaged teaching and learning approach.

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