PEDAGOŠKI INŠTITUTVključevanje umetne inteligence v izobraževanje: Praktične aplikacije in dolgoročne posledice
Umetna inteligenca vse bolj vpliva na izobraževanje. Del tega vpliva je zelo neposreden, zato želimo v tem prispevku obravnavati zelo praktična vprašanja: kako ocenjevati, kdaj uporabiti umetno inteligenco, kako upoštevati, da jo bodo učenci_ke uporabljali, kdaj usposabljati učence_ke in s kakšnimi orodji… Za to je treba usposobiti učitelje_ice, pa tudi vse, ki delajo v šolah in za šole. To zahteva preizkušanje metod, odprto izmenjavo informacij, vsebin in metod.
Verjetno pa se danes postavljajo še nekatera globlja vprašanja. Morda niso neposredno posledica umetne inteligence, a postajajo očitna zaradi nje: vloga pristranskosti, motivacija za učenje, status domačih nalog, pomen ocenjevanja, nujnost, da to, kar učimo, ostane. Kot motivacijsko vprašanje sprejmimo, da je cilj poučevanja – ne izključno – pripraviti ljudi, da bodo znali uporabiti svoje znanje in spretnosti v vseh vrstah situacij. Toda „uporaba znanja in spretnosti“ danes verjetno ustreza povsem drugačni realnosti kot včeraj, saj v mnogih primerih vključuje sposobnost uporabe interneta in zdaj tudi umetne inteligence. To pa odpira vprašanje, kako pripraviti prihodnjo generacijo na svet, v katerem bo aktiviranje znanja in spretnosti potekalo z dostopom do umetne inteligence.
Integrating Artificial Intelligence into Education: Practical Applications and Deep-Rooted Implications
Artificial Intelligence is having an increasing impact on education. Part of this impact is very direct and we want to address very practical questions: how to grade, when to use AI, how to take into account that the students will use it, when to train the students and with what tools… This requires to train teachers but also all those working in schools and for schools. This requires testing methods, exchanging openly information, contents, methods.
But there are probably some more profound questions which are raised today. These may not be due directly to AI, but they are becoming apparent because of AI: the role of bias, the motivation to learn, the status of homework, the importance of grading, the necessity that what we teach remains. As a motivating question, let us accept that teaching aims -not exclusively- to prepare people to be able to use their knowledge and skills in all types of situations. But “using their knowledge and skills” possibly corresponds to a very different reality today than it did yesterday, as it involves being able to use the internet and now AI in many cases. Which in turn raises the question of preparing the future generation for a world where activating one’s knowledge and skills will be done with access to AI.
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