scholarly journals Artificial Intelligence and Learning Activities: A Match Made in Heaven?

2020 ◽  
pp. 198-206
Author(s):  
Henrik Køhler Simonsen ◽  
José Manuel Emiliano Bidarra de Almeida
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Practical Experience ◽  
Point Of View ◽  
Learning Activities ◽  
Learning Design ◽  
The United Kingdom ◽  
Artificial Intelligence In Education ◽  
Made In ◽  
Applications Of Ai

Artificial Intelligence in Education (AIED) may be described as the next big disruptor in higher education, however, AIED still only remains “evidence of a potential” Balslev (2020). Practical experience with AI in higher education is very limited and potential pedagogical applications of AI has so far not been given much attention. The objective of this paper is to analyse and discuss concrete applications of AI to support different learning activities in higher education using the ABC Learning Design approach Young and Perovic (2016). The purpose of the paper is to contribute to research in the practical use of AI in higher education by presenting the AI Pedagogy Planner and to start the important theoretical discussion of AI applications from a pedagogical point of view. The paper is based on empirical data from nine selected cases of AI use in higher education in Portugal, the United Kingdom and Denmark, respectively. The analysis demonstrated that there is a need for new views on the pedagogical use of AI in higher education. However, the paper goes further and outlines an AI Pedagogy Planner combining six overall learning activities with eight types of AI applications.

Warm-up as part of a training session

2021 ◽  
pp. 89-98
Author(s):  
Е.И. Чучкалова ◽  
О.Г. Маскина
Keyword(s):  
Higher Education ◽  
Training Session ◽  
Practical Experience ◽  
Structural Features ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Business Training ◽  
Warm Up ◽  
Teachers And Students

Статья посвящена организации учебного процесса в высшей школе. Авторы, в частности, считают, что лекционные и практические занятия должны начинаться и заканчиваться разминкой, подразумевающей выполнение коротких упражнений. С помощью специально проведенного исследования в работе анализируются структурные особенности учебных разминок, уточняются их отличия от бизнес-разминок, применяемых в ходе тренингов, а также рассматривается с содержательной и организационной точек зрения специфика применения разминок в высшей школе. Выводы сделаны с учетом мнения преподавателей и студентов, уже имеющих опыт участия в разминках. Научная новизна публикации заключается в расширении представлений о возможностях, которые открываются при использовании разминок в учебном процессе. В статье проведена их классификация по различным критериям: виду активности, массовости, желаемому результату, формату проведения. Кроме того, автор обобщил собственный практический опыт использования инструментов бизнес-тренингов, накопленный в ходе подготовки бакалавров и магистрантов, привел примеры наиболее популярных упражнений в каждой группе матрицы разминок. Особое внимание уделено разминкам, сопровождающим вебинары, что продолжает оставаться чрезвычайно актуальным в свете современного перехода на смешанный формат обучения в профессиональном образовании. Статья предназначена для преподавателей и студентов высших и средних профессиональных образовательных организаций. The article focuses on the organization of the educational process in higher education. The author, in particular, believes that lectures and practical classes should begin and end with a warm-up, which implies doing short exercises. With the help of specially conducted research, the paper analyzes the structural features of training warm-ups, clarifies their differences from business warm-ups used during training, and also considers the specifics of using warm-ups in higher education from a substantive and organizational point of view. The conclusions are made considering the opinions of teachers and students who already have experience of doing warm-ups. The scientific novelty of the publication lies in bringing better understanding of the opportunities that open up with using warm-ups in the educational process. The article classifies them according to various criteria: the type of activity, mass character, the desired result, the format of the event. In addition, the author summarized his own practical experience of using business training tools during the preparation of bachelors and undergraduates gave examples of the most popular exercises in each group of the warm-up matrix. Special attention is paid to the warm-ups accompanying webinars, which continues to be extremely relevant in the light of the modern transition to a mixed format of training in vocational education. The article is intended for teachers and students of higher and secondary professional educational organizations.

scholarly journals Conceptualizing Open Educational Practices through the Lens of Constructive Alignment

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 125 ◽  
Author(s):  
Michael Paskevicius
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Practices ◽  
Open Education ◽  
Learning Design ◽  
The Core ◽  
Learning Practices ◽  
Open Educational Practices

The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.

Bodily Processing: What Progress Has Been Made in Understanding the Embodiment of Computing Systems?

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 181-190
Author(s):  
Martina Properzi
Keyword(s):  
Artificial Intelligence ◽  
Recent Trend ◽  
State Of The Art ◽  
Point Of View ◽  
Computing Systems ◽  
Disciplinary Field ◽  
Morphological Computation ◽  
Unconventional Computation ◽  
Artificial Intelli ◽  
Made In

" In this article I will address the issue of the embodiment of computing sys-tems from the point of view distinctive of the so-called Unconventional Computation, focusing on the paradigm known as Mor-phological Computation. As a first step, I will contextualize Morphological Computa-tion within the disciplinary field of Embod-ied Artificial Intelligence: broadly con-ceived, Embodied Artificial Intelligence may be characterized as embracing both conventional and unconventional ap-proaches to the artificial emulation of natu-ral intelligence. Morphological Computa-tion stands out from other paradigms of unconventional Embodied Artificial Intelli-gence in that it discloses a new, closer kind of connection between embodiment and computation. I will further my investigation by briefly reviewing the state-of-the-art in Morphological Computation: attention will be given to a very recent trend, whose core concept is that of “organic reconfigu-rability”. In this direction, as a final step, two advanced cases of study of organic or living morphological computers will be pre-sented and discussed. The prospect is to shed some light on our title question: what progress has been made in understanding the embodiment of computing systems? Keywords: Embodied Artificial Intelligence; Morphological Computation; Reservoir Compu-ting Systems; Organic Reconfigurability; 3D Bio-Printed Synthetic Corneas; Xenobots "

scholarly journals A “psychopathic” Artificial Intelligence: the possible risks of a deviating AI in Education

2019 ◽  
Vol 11 (1) ◽  
pp. 93-99
Author(s):  
Margot Zanetti ◽  
Giulia Iseppi ◽  
Francesco Peluso Cassese
Keyword(s):  
Artificial Intelligence ◽  
Educational Environment ◽  
Point Of View ◽  
Use Cases ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Artificial Intelligence In Education ◽  
Artificial Intelligence Systems

Abstract This work analyses the use of artificial intelligence in education from an interdisciplinary point of view. New studies demonstrated that an AI can “deviate” and become potentially malicious, due to programmers’ biases, corrupted feeds or purposeful actions. Knowing the pervasive use of artificial intelligence systems, including in the educational environment, it seemed necessary to investigate when and how an AI in education could deviate. We started with an investigation of AI and the risks it poses, wondering if they could be applied also to educative AI. We then reviewed the increasing literature that deals with the use of technology in the classroom, and the criticism about it, referring to specific use cases. Finally, as a result, the authors formulate questions and suggestions for further research, to bridge conceptual gaps underlined by lack of research.

scholarly journals The analysis of the tendencies in the application of artificial intelligence technologies in the educational sphere

2021 ◽  
Vol 21 (1) ◽  
pp. 37-42
Author(s):  
Sergey A. Korchagin ◽  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Russian Federation ◽  
Education System ◽  
Information Technologies ◽  
Modern Society ◽  
Higher Education System ◽  
Artificial Intelligence In Education ◽  
The Russian Federation ◽  
Intelligent Information

The article discusses the main trends in the field of artificial intelligence in relation to the educational sphere. The analysis of the use of artificial intelligence technologies and their impact on the higher education system was carried out. The attitude of the citizens of the Russian Federation to artificial intelligence in education was investigated. The main reasons for the fears of the respondents about the use of intelligent information systems in the educational sphere were identified. The proposals for the implementation of the models and methods of artificial intelligence in the higher education system of the Russian Federation were developed. The potential of the possibilities of the influence of new information technologies on the modern society was indicated.

scholarly journals The role of ontological engineering for AIED research

2005 ◽  
Vol 2 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Riichiro Mizoguchi
Keyword(s):  
Artificial Intelligence ◽  
Semantic Web ◽  
Knowledge Sharing ◽  
Semantic Integration ◽  
Ontological Engineering ◽  
Artificial Intelligence In Education ◽  
Domain I ◽  
Made In

Ontology has been collecting a lot of attention recently. In fact, it has potential for resolving several key problems such as semantic tag design for semantic web, semantic integration, knowledge sharing/reuse, etc. However, it is also true that people have different understanding of ontology. This article is written to contribute to clarification of the understanding of ontology and ontological engineering and to promotion of its utility. Although the discussion is made in the context of Artificial Intelligence in Education domain, I believe the content is pretty general.

scholarly journals A Common Framework for Artificial Intelligence in Higher Education (AAI-HE Model)

2021 ◽  
Vol 14 (11) ◽  
pp. 94
Author(s):  
Thiti Jantakun ◽  
Kitsadaporn Jantakun ◽  
Thada Jantakoon
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Machine Learning ◽  
Deep Learning ◽  
Research Result ◽  
Research Process ◽  
Purposive Sampling ◽  
Artificial Intelligence In Education ◽  
Common Framework ◽  
Two Stages

This research aims to 1) Develop a common framework for artificial intelligence in higher education (AAI-HE model) and 2) Assess the AAI-HE model. The research process is divided into two stages: 1) Develop an AAI-HE model, and 2) Assessment the model. The sample consists of five experts chosen through purposive sampling. The data is analyzed by means and standardized deviations statistically. The research result shows that 1) the AAI-HE model consists of seven key components which are 1.1) User Interactive Components and Technology of AI, 1.2) Components and Technology of AI, 1.3) Roles for Artificial Intelligence in Education 1.4) Machine Learning and Deep Learning 1.5) DSS Modules 1.6) Applications of Artificial Intelligence in Education, and 1.7) AI to enhance campus efficiencies, and 2) The result of the assessment of the AAI-HE model is rated as absolutely appropriate overall.

Artificial Intelligence in Education

2020 ◽  
Vol 8 (3) ◽  
pp. 49-56
Author(s):  
Vassya Likova-Arsenova
Keyword(s):  
Artificial Intelligence ◽  
Policy Development ◽  
High Technology ◽  
Educational Programs ◽  
Point Of View ◽  
Ethical Challenges ◽  
Artificial Intelligence In Education ◽  
Effective Policy ◽  
The Impact ◽  
And Training

The article examines the impact of Information Technology (IT) and Artificial Intelligence (AI) in education, the joint design of working with high technology and the need for effective policy development. The use of AI in education is an important topic for teachers from both a conceptual and a practical point of view. Ethical challenges in the training and working with AI are on the agenda. It is necessary to adapt the educational programs for future pedagogues in regards to implementing AI in teaching and training.

scholarly journals Designing Authentic Learning Activities in Islamic Higher Education: A Conceptual Paper

2020 ◽  
Vol 8 (1) ◽  
pp. 15
Author(s):  
Fadlil Yani Ainusyamsi
Keyword(s):  
Higher Education ◽  
Authentic Learning ◽  
Learning Activities ◽  
Quality Of Education ◽  
Learning Design ◽  
Tertiary Institutions ◽  
Conceptual Paper ◽  
Everyday Experiences

Conceptually, authentic learning is believed to be able to improve the quality of education and learning in higher education. Through authentic learning, students are invited to recognize everyday experiences and then are constructed into meaningful knowledge. Authentic learning also offers learning traditions that are not always based on text. This research offers a genuine learning design in Islamic tertiary institutions. Through a search of current and credible research reports, this article has succeeded in developing authentic learning designs in Islamic tertiary institutions.

scholarly journals TO THE QUESTION OF THE IMPACT OF ARTIFICIAL INTELLIGENCE ON MODERN EDUCATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
K.S ITINSON ◽  
◽  
V.M CHIRKOVA ◽  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Descriptive Analysis ◽  
Educational Process ◽  
Practical Significance ◽  
Modern Education ◽  
Artificial Intelligence In Education ◽  
The Impact

The article is devoted to the study of the influence of artificial intelligence on modern education, analysis of the prospects of artificial intelligence application in higher education institutions and problems arising as a result. The authors note that the future of higher education is inextricably linked to the development of information technologies and intellectual machines. The prospects of artificial intelligence open up new opportunities in teaching and learning in higher education institutions with powerful potential to change even the management system of educational institutions itself. The authors study the history of artificial intelligence since the 14th century, when Raimund Lullius proposed the idea of implementing reasoning and thought processes in an intellectual machine. The article uses methods of complex theoretical and descriptive analysis. The scientific novelty of the work is that the authors of the article have found that the effectiveness of use of artificial intelligence in education can be represented by the following functions: automation, integration, acclimation, distinction, identification. The authors argue that the increasing use of artificial intelligence in universities and schools also puts ethical questions at the forefront. Now organisations must consider what type of data is collected, how that information is used and what controls are in place to protect the privacy of students and schoolchildren. Practical significance of the work: in addition to functions reflecting the effectiveness of the use of artificial intelligence in the educational process, the authors have determined the positive aspects of the introduction of artificial intelligence in education. The results of the study: the authors of the article conclude that at present universities need to rethink their function and pedagogical models of education in relation to artificial intelligence, as higher education institutions open up extensive opportunities due to the application of artificial intelligence in the educational process.

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