Lecture 7 Unleashing the Power of AI in Education
Download as PPTX, PDF4 likes1,185 views
The document discusses the integration of AI in education, highlighting effective use trends and the impact of digital technology on learning outcomes. It emphasizes the importance of technology in supporting collaborative learning and tailoring approaches for individual needs, while also addressing challenges such as the socio-economic divide among students. The role of AI is seen as a transformative tool for personalized learning, enhancing teacher efficacy, and providing insights into the learning process.
Lecture 7 Unleashing the Power of AI in Education
- 1. Unleashing the Power of AI in Education Dr James Stanfield Tuesday 19th November 2019
- 2. Plan of Action Part I: SOLO Taxonomy Part II: UK & OECD Findings Part III: AI in education
- 3. Part I SOLO Taxonomy
- 4. For additional materials refer to Pam Hook’s website
- 5. Identified the following trends: • Collaborative use is more effective than individual use • short but focused use is most effective • best used as a supplement rather than a replacement. • tested gains are greater in maths and science • Remedial and tutorial use is useful for lower attaining pupils, those with special educational needs or those from disadvantaged backgrounds in providing intensive support to enable them to catch up with their peers. The Impact of Digital Technology on Learning: A Summary, Education Endowment Foundation (2012) Part II – UK & OECD Findings
- 6. Recommendations: • The rationale for the impact of digital technology on teaching and learning needs to be clear: Will learners work more efficiently, more effectively, more intensively? • The role of technology in learning should be identified: Will it help learners gain access to learning content, to teachers or to peers? • Technology should support collaboration and effective interaction – eg. to support discussion, interaction and feedback. • Teachers and/or learners should be supported in developing their use of digital technology to ensure it improves learning. On-going professional development and support to evaluate the impact on learning is likely to be required.
- 7. In total there are 3,392,100 computers in UK classrooms in 2017. There are 1,543,700 in primary schools and 1,848,400 in secondary schools. The average primary school has 69.8 computers and the average secondary school has 430.7. Source: BESA/C3 Education (2017).
- 8. Findings: • Students who use computers very frequently at school get worse results • Students who use computers moderately at school, such as once or twice a week, have "somewhat better learning outcomes" than students who use computers rarely • The results show "no appreciable improvements" in reading, mathematics or science in the countries that had invested heavily in information technology • High achieving school systems such as South Korea and Shanghai in China have lower levels of computer use in school • Singapore, with only a moderate use of technology in school, is top for digital skills. "One of the most disappointing findings of the report is that the socio-economic divide between students is not narrowed by technology, perhaps even amplified," said Mr Schleicher.
- 10. BIG QUESTION: Why can algorithms learn much faster and more accurately than we can? Please present your answer without using any words! Part III AI In Education
- 12. Rose Luckin is Professor of Learner Centred Design at the UCL Knowledge Lab in London. Her research involves the design and evaluation of educational technology using theories from the learning sciences and techniques from Artificial Intelligence (AI). She has a particular interest in using AI to open up the 'black box' of learning to show teachers and students the detail of their progress intellectually, emotionally and socially.
- 14. ALGORITHM A defined list of steps for solving a problem. A computer program can be viewed as an elaborate algorithm. In AI, an algorithm is usually a small procedure that solves a recurrent problem. MACHINE LEARNING Computer systems that learn from data, enabling them to make increasingly better predictions. DECISION THEORY The mathematical study of strategies for optimal decision making between options involving different risks or expectations of gain or loss depending on the outcome.
- 15. AIEd offers the possibility of learning that is more personalised, flexible, inclusive, and engaging. It can provide teachers and learners with the tools that allow us to respond not only to what is being learnt, but also to how it is being learnt, and how the student feels. Drawing on the power of both human and artificial intelligence, we will lessen achievement gaps, address teacher retention and development, and equip parents to better support their children’s (and their own) learning. we do not see a future in which AIEd replaces teachers. What we do see is a future in which the role of the teacher continues to evolve and is eventually transformed; one where their time is used more effectively and efficiently, and where their expertise is better deployed, leveraged, and augmented.
- 16. We define AI as computer systems that have been designed to interact with the world through capabilities (for example, visual perception and speech recognition) and intelligent behaviours (for example, assessing the available information and then taking the most sensible action to achieve a stated goal) that we would think of as essentially human.
- 17. AIEd is a powerful tool to open up the ‘black box of learning,’ giving us a deeper understanding of how learning happens (for example, how it is influenced by the learner’s socio-economic and physical context, or by technology). These understandings may then be applied to the development of future AIEd software and, importantly, can also inform approaches to learning that do not involve technology. For example, AIEd can help us see and understand the micro-steps that learners go through in learning physics, or the common misconceptions that arise. These understandings can then be used to good effect by classroom teachers.
- 18. ADAPTIVE LEARNING ENVIRONMENTS A digital learning environment that adapts teaching and learning approaches and materials to the capabilities and needs of individual learners.
- 19. There are three key models at the heart of AIEd: • the pedagogical model, • the domain model, and • the learner model. Take the example of an AIEd system that is designed to provide appropriate individualised feedback to a student. Achieving this requires that the AIEd system knows something about: • Effective approaches to teaching (which is represented in a pedagogical model) • The subject being learned (represented in the domain model) • The student (represented in the learner model) MODELS These represent something from the real world in a computer system or process, to assist calculations and predictions.
- 20. In addition to the learner, pedagogical, and domain models, AIEd researchers have also developed models that represent the social, emotional, and meta-cognitive aspects of learning. This allows AIEd systems to accommodate the full range of factors that influence learning.
- 21. • an intelligent, personal tutor for every learner • intelligent support for collaborative learning • Intelligent virtual reality to support learning in authentic environments What AIEd can offer learning right now?
- 22. Help learners gain 21st century skills Two challenges that need to be addressed: 1 We must develop reliable and valid indicators that will allow us to track learner progress on all the skills and capabilities such as creativity and curiosity. 2 We need a better understanding of the most effective teaching approaches and the learning contexts that allow these skills to be developed. The next phase of AIEd
- 23. AIEd will support a Renaissance in Assessment AIEd will provide just-in-time assessments to shape learning AIEd will provide new insights into how learning is progressing AIEd will help us move beyond ‘stop-and-test’ AIEd will give us lifelong learning partners
- 24. How AIEd can help us respond to the biggest unsolved issues in education? • Tackling achievement gaps • Developing teacher expertise, addressing teacher retention, and providing respite where teacher shortages are acute
- 26. BIG CHALLENGE Taking into account your own interests in education, design an App which utilises AI and which helps to meet a current need
- 27. #edu8213