Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies
Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies
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人工智能教育：人工智能学习生态中的知识及其评估
DOI：
10.1080/00131857.2020.1728732
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发表时间：
2020-02-18
影响因子：
2
通讯作者：
Searsmith, Duane
中科院分区：
文献类型：
--
作者：
Cope, Bill;Kalantzis, Mary;Searsmith, Duane
在过去的十年里，我们与伊利诺伊大学的教育工作者和计算机科学家合作，在所谓的“人工智能”的背景下描绘教育的未来。“对第一代数字学习环境不满意，我们的议程是设计替代方案并研究其实施。我们的出发点是问，机器智能的本质是什么，它在教育中的局限性和潜力是什么？本文提供了一些试探性的答案，首先在概念上，然后实际上在一些实验性的实施，在其他地方更详细地记录的结果的概述。我们的关键发现是，人工智能在过去四分之三个世纪发展的电子计算实践的背景下，永远不会在任何意义上“接管”教师的角色，因为它的工作方式和它所做的事情与人类智能有着深刻的不同。然而，在我们在本文中描述的限制范围内，它提供了改变教育的潜力，可能会违反直觉地使教育更加人性化，而不是更少。
Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to image futures for education in the context of what is loosely called "artificial intelligence." Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intelligence, and what are its limits and potentials in education? This paper offers some tentative answers, first conceptually, and then practically in an overview of the results of a number of experimental implementations documented in greater detail elsewhere. Our key finding is that artificial intelligence-in the context of the practices of electronic computing developing over the past three quarters of a century-will never in any sense "take over" the role of teacher, because how it works and what it does are so profoundly different from human intelligence. However, within the limits that we describe in this paper, it offers the potential to transform education in ways that-counterintuitively perhaps-make education more human, not less.