The Book of Abstracts
Editors: Jessica Koczwara, Dominika Kamińska
The Book of Abstracts
Challenges
and Opportunities in Education
of the XXIst Century
We are going to discuss directions of cultural and technological development of Western societies. In this context, we intend to identify the main challenges of and opportunities for education. We invite scientists and educators, who can share their research and experience of changes in education. Speakers can justify forecasts in empirical knowledge or design solutions according to some normative assumptions. Lectures or poster presentations can report the state of theoretical or empirical research, formulate hypotheses or research questions.
We want to devote special attention to the didactic mission of universities. Already Socrates and Plato have outlined it. According to them, it is to evoke critical thinking of students. As these philosophers show, it is a precondition for the security of democratic state: people need to think on their own, be critical and analytical to avoid the deception of demagogues and political charlatans. As it seems, educational programs tend to marginalize this mission. Therefore, we intend to discuss this mission in the context of the coming changes. We also would like to discuss the impact of technological development on education.
General questions:
1. How will education change within a millennium?
2. How should education change within a millennium?
Exemplary particular problems:
3. New possibilities and dimensions of collaboration between industry and academia
4. Perspectives to use new technologies in education:
- three-dimensional visualization technologies
- interactive programs (for example, Minecraft)
- new media (like YouTube)
- new social media (for example, Facebook)
5. New technological possibilities for remote education
6. Globalization and new paradigms of cross-cultural education
7. The impact of artificial intelligence on education
8. New prospects for lifelong learning
9. Artificial intelligence in education
10. Virtual and augmented learning environments
11. Gamification for learning
12. Game-based and simulation-based learning
13. Immersive learning
14. Tools for educational communication and collaboration
15. Cloud-based learning and assessment
Jan F. Jacko
1. Aragunde Rafael
Interamerican University of Puerto Rico, Puerto Rico
Education in the future. Which Education?
What is going on with education? We want it quicker, lighter and more relevant. By making it quicker, lighter and more relevant we might be making it everything but educated. It has become titles, degrees, credentials, everything we need to keep our economies moving, but not the explanation that needs to be given to a world and a universe which needs something beyond immediate commodities. Has education any meaning in such a new context? And how can what is left of it be transmitted?
2. Bugaj Justyna
Jagiellonian University, Cracow, Poland
Perspektywy kształcenia w Uniwersytecie w przyszłości
W wystąpieniu będą przedstawione perspektywy procesu kształcenia w kontekście modelu uniwersytetu prezentowanego przez Rona Barneta w swoich książkach. Zostaną poruszone także problemy utrzymania równowagi między badaniami i kształceniem a realizacją różnych innych funkcji uniwersytetu. Na końcu omówione zostaną wątpliwości dotyczące przewidywanego postrzegania procesu kształcenia w przyszłości.
Literature
1. Barnet, Ron, Understanding the
University: Institution, Idea, Possibilities (2016)
2. Bugaj, Justyna, Strategie rozwoju
zawodowego nauczycieli akademickich w uniwersytecie (2016)
3. Czapla Alina
University of Economics in Katowice, Katowice, Poland
Educational programs as a part of corporate social responsibility strategy
Background. Corporate social responsibility (CSR) is nowadays very important
issue in business. Human rights, labor standards, environmental protection or
ethical market rules are often in the center of attention. Companies realize
many actions to implement this ideas. Special programs are addressed both to
employees and to another members of society. CSR strategy can be based on
various forms of education.
Research
aims. The purpose of this article is to investigate the role of educational
programs in corporate social responsibility. Because the approach to CSR is
changing very quickly, so the goal of this paper is also to point out possible
future understanding of CSR ideas.
Methodology. The desk research method was used to analyze science articles and
reports. The results of literature search were enriched with examples and
observations from the authors’ professional experience and interpreted with
reference to educational goals.
Key findings. Education is one of the most important part of CSR implementing.
Companies realize a lot of educational programs for every group of
stakeholders. The size of this phenomenon is much bigger than it might seem.
However information about such actions can be found mainly in different
reports. The number of science publications on the subject is insufficient.
Another important finding - CSR strategies can be considered in the context of
sustainable development goals (SDGs). A new definition of CSR is proposed:
corporate social responsibility can be understood as the companies activities
to achieve sustainable development goals.
Keywords: corporate social responsibility, education, educational programs,
sustainable development, sustainable development goals.
Literature
1. Albińska, E. (2017). Edukacyjna działalność biznesu.
Przedmiot obowiązkowy. Odpowiedzialny biznes w Polsce. Dobre praktyki 2016.
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2. Camilleri, M. A. (2016). Corporate sustainability and responsibility toward
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3. Camilleri, M. A. (2016). Reconceiving corporate social responsibility for
business and educational outcomes. Cogent Business & Management, 3, 1-14.
CSR Consulting. Dobre praktyki.
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4. Czapla, A. (paper in the review). Corporate social responsibility in small
and medium-sized enterprises.
5. Deshmukh, P. (2017). Corporate social responsibility and education sector:
issues and remedies. International
Journal of Management, 8(1), 137–144.
6. Forum Odpowiedzialnego Biznesu. (2018). Raport: Odpowiedzialny biznes w
Polsce. Dobre praktyki 2017. http://odpowiedzialnybiznes.pl/wp-content/uploads/2018/04/Raport2017.pdf
(accessed: 19 November 2018).
7. Grupa PSB Handel S.A. Raporty roczne Grupy Polskie Składy
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November 2018).
8.
Heenetigala, K. (2016). Community development as a CSR strategy for Sri Lanka.
Journal of Business Systems, Governance & Ethics, 11(1), 38-49.
10. International Organization for Standardization. (2010). ISO 26000 Guidance
on Social Responsibility.
11. Knudsen, S. (2015). Corporate social responsibility in local context:
international capital, charitable giving and the politics of education in
Turkey. Southeast European and Black Sea Studies, 15(3), 369–390.
12. KPMG. (2018). India’s CSR reporting survey 2017.
https://assets.kpmg.com/content/ dam/kpmg/in/pdf/2018/02/ CSR-Survey-Report.pdf
(accessed: 20 November 2018).
13. Książkiewicz, D. (2017). Educational programmes as part of corporate social
responsibility strategy in logistics. Research Journal of the University of
Gdańsk. Transport Economics and Logistics, 69, 39-49.
14. Laval, V. (2015). Restructuring stakeholder collaboration and how
controlling can add value by managing educational CSR initiatives - an analysis
based on multi stakeholder projects. Review
of International Comparative Management, 16(2), 205-221.
15. Rojek-Nowosielska, M. (2017). Definicja CSR według normy ISO 26000 a
praktyka gospodarcza. Ruch
prawniczy, ekonomiczny i socjologiczny, 3, 213-224.
16. Szwajca, D. (2018). Consumer social responsibility (CnSR) and CSR in the
context of sustainable development. In A. Nalepka & A. Ujwary-Gil (Eds.),
Business and non-profit organizations facing increased competition and growing
customers’ demands, (pp. 465-480). Nowy
Sącz: Wydawnictwo i Drukarnia Nova Sandec.
17. Śnieżek, E., & Wiatr, M. (2018). Corporate social responsibility – research overview.
Entrepreneurship and Management, 19(1), 309-324.
18. United Nations. Sustainable development goals.
https://www.un.org/sustainabledevelopment/sustainable-development-goals/
(accesed: 13 November 2018).
19. Wolska, G. (2018). Społeczna
odpowiedzialność biznesu. Ruch prawniczy, ekonomiczny i socjologiczny, 1, 301-310.
20. Zhou, H. (2015). Corporate philanthropy in contemporary China: a case of
rural compulsory education promotion. Voluntas: International Journal of
Voluntary & Nonprofit Organizations, 26(4), 1143–1163.
4. Höfer Stephan
ESB Business School, University of applied Sciences, Reutlingen, Germany
Teaching of multi-diverse student groups in double degree programs
In the past, professors were primarily dedicated to do research and to educate native students. The globalisation of the education gradually led to a more and more diverse student population. In double degree programs, where students of many different countries not only spend one semester abroad, but study and work and live for two years in a foreign country and have to survive in a foreign language the diversity becomes multidimensional.
Thus, the challenges for students and university staff are substantially increasing resulting in a need for structural changes as well as changes in the didactics.
In this presentation, the authors identify 8 major challenges partly obvious and partly hidden and discuss how to cope with them. To ground this discussion, the ESB double degree program in international management with 12 partner universities in 12 different countries spread over 4 continents is taken as a business case for this analysis.
5. Jacko Jan
Jagiellonian University, Cracow, Poland
The functional mission of universities
The lecture presents two paradigms defining the mission of higher (academic) education and universities: the classic paradigm (developed by Plato and Aristotle) and the sophistic paradigm (developed by the sophists). The study shows that they are still present in the current discussion about the mission. The study’s objective is to formulate the problem of the social utility of universities and identify their functional mission (regarding social needs). Three methods support each other to achieve this aim: The method of ideal types identifies the historical phenomenon of the university and - ‒ its “ideal type.”. The phenomenological analyses and the method of idealised design specify the mission of the university in the ideal type. The study shows that some social needs do not change in time and specify the mission of the universities in their “ideal type”. The methods present the reasons for its following directions: (1) The research and didactic missions are inseparable from each other in the universities. (2) They should offer interdisciplinary and versatile education (3), which is on the highest possible quality level. These postulates are not new. The key findings of the study are in its methodology, which shows the way of justifying the above postulates with the above methods.
Literature
1. Ackoff,
R. L. (1999). Re-Creating the Corporation: A Design of Organizations for the
21st Century. New York: Oxford University Press.
2. Ackoff, R. L. (1968a). Toward an Idealized University. Management Science,
15(4), B121–B131.
3. Ackoff, R. L. (1968b). Toward an Idealized University. Pennsylvania,
Wharton: Management Science Center, Wharton School of Finance and Commerce,
University of Pennsylvania.
4. Ackoff, R. L., Addison, H. J., & Magidson, J. (2006). Idealized Design:
Creating an Organization’s Future. Upper Saddle River: Wharton School
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5. Ackoff, R. L., & Rovin, S. (2003). Redesigning Society. Stanford,
California: Stanford University Press.
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7. Chou, M.-H., & Gornitzka, A. (eRedreds.). (2014). Building the Knowledge
Economy in Europe: New Constellations in European Research and Higher Education
Governance. Glos, Massachusetts: Edward Elgar Publishing.
8. Clark, B. R., Pergamon, B. R., & Clark, B. C. (2001). Creating
Entrepreneurial Universities: Organizational Pathways of Transformation.
Oxford, New York: Emerald Group Publishing Limited.
9. Drucker, P. (2012). The Practice of Management. Amsterdam et al.: Routledge.
10. Etzkowitz, H. (2000). The future Future of the university University and
the university University of the Future: evolution Evolution of ivory Ivory
tower Tower to entrepreneurial Entrepreneurial Paradigm. Research Policy, 29(2), 313-‒330.
11. Filipowicz, G. (2014). Zarządzanie kompetencjami: Perspektywa firmowa i
osobista. Warszawa:
Wolters Kluwer.
12. Greenwald, H. P. (2008). Organizations: Management Without Control. Los
Angeles, London, New Delhi, Singapore: SAGE Publications.
13. Heller, M. (2012). Idea uniwersytetu. Pauza Akademicka. Tygodnik Polskiej Akademii Umiejętności,
4(169), 1-‒3.
14. Hoffmann, J., Seidel, H., & Baratella, N. (2008). Geschichte der Freien Universität
Berlin: Ereignisse - ‒ Orte - ‒ Personen. Berlin: Frank & Timme GmbH.
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organizacji a misja uniwersytetu. Nauka i Szkolnictwo Wyższe, 16(2), 7-‒25.
16. Jacko J. F., I. Maciejowska, I., E. & Okoń-Horodyńska, E. (Eeds.)
(2017). Klasyczny ideał kształcenia a potrzeby społeczne. In/W: Ed./red..
Edukacja uniwersytecka a oczekiwania społeczne. Kraków: Wydawnictwo
Uniwersytetu Jagiellońskiego.
17. Jacko, M. M. (2005). Cultural
roots Roots of Europe. Space - ‒ Society - ‒Economy, 07(1). Online:
19. Kant, I.
(2005). Der Streit der
Fakultäten. Hamburg: Felix Meiner Verlag.
20. Kronman, A. T. (2007). Education’s End. Why Our College and Universities Have Given Up on the
Meaning of Life. New Haven, London: Yale University
Press.
21. Leja, K. (2008). Projektowanie ideału czyli kilka uwag o strategii
szkolnictwa wyższego. Forum
Akademickie, (12). Online:
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25. Mintzberg, H. (1982). A note on that dirty word “efficiency”. Interfaces,
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(1900). Historya Uniwersytetu Jagiellońskiego: Średnie Wieki i Odrodzenie. Z
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27. Nadler, G. (1969). On an Idealized University. Management Science, 15(12), B–592 –
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28. Newell, T. (2014). Five Paradigms for Education: Foundational Views and Key
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6. Oleksyn Tadeusz
Economics - Humanities Academy in Warsaw, Warsaw, Poland
Kształcenie na kierunku zarządzanie czy z zakresu nauk o zarządzaniu?
Stosunkowo niedawno w Polsce zdecydowano się na zmianę nazwy "zarządzanie" na "nauki o zarządzaniu". Ta zamiana powinna wywołać, jak się wydaje, głębsze dostosowania treści i sposobu kształcenia akademickiego na kierunku "zarzadzanie". Prawdopodobnie, oględnie rzecz ujmując, nie wszędzie tego rodzaju zmiany stały się faktem. Przedmiotem zwięzłego opracowania będą rozważania na temat konsekwencji tej zmiany oraz autorskie propozycje z nią związane. Przedmiotem refleksji będą też niektóre trudności związane z nauczaniem zarządzania w wyższej uczelni i kwestie, jak sobie z nimi radzić.
Literatura
1. Jacko J. F., Maciejowska I., Okoń - Horodyńska E. (red., 2017), Edukacja uniwersytecka a oczekiwania społeczne,
Wydawnictwo Uniwersytetu Ekonomicznego w Krakowie
2. Mintzberg H. (2012), Zarządzanie, Wolters Kluwer, Warszawa
3. Oleksyn T. (2018), O tym, co najważniejsze w zarządzaniu, "Prakseologia i zarządzanie" nr 2
7. Simoncelli Adriana
Jagiellonian University, Cracow, Poland
Education as a philosophy of development of humanity according to Rabindranath Tagore
Education is integral component of development and Universities which are
unique kinds of global institutions play an extremely important role in the
process of interdisciplinary and innovative teaching. For a long time, however,
education as a specifically human action, the aim of which is to bring man into
a valuable life in accordance with the patterns and goals of his society, has
been left behind compared to other aspects of development.
Nowadays, people in different regions of the world are sharing more similarities in lifestyle and the international economy is merging together because of the invention of new technologies, the flow of information, increased international cooperation and population shifts that cross national boundaries. However, while people are celebrating these technological achievements, the development of humanity has become secondary.
Balance is
not easy to find; imbalanced development will lead to disaster. A hundred years
ago, our technological development was limited and we strove towards
industrialization. Now, in the 21st century, too rapid industrialization and technological
advancement has negatively impacted both our environment and our society, and
we need to put a halt to this type of development.
Tagore’s philosophy of education reminds us that both education and development
should be responsible and respectful towards our human nature. An essential
goal of education is the shaping of a creative and critical attitude to
reality, recognition of identity and autonomy as well as capacity for dialogue
and co-operation, accurate reading of modern challenges, effective use of
recent information technology and communication and also respect and
understanding of the role of tradition in exploring and changing the
contemporary world. Increasing of the quality of education and didactic
perfection should not only aim to produce graduates who have the academic
preparation necessary for personal success in the world, but who are ready to
exchange their experience, dialogue, and cooperation in the inter-faculty,
inter-university, and international areas, as important factors in educating
new generations.
Social sustainability and human development that respects moral and humanistic development should be put in the center of future education. Education, in this sense, should not focus only on developing more advanced technologies or trying to use machines to solve social issues, such as poverty and inequality. Instead, we should see the whole world as a big developing community; becoming globalized means that there is integration across different cultures, and ideas and products become more readily tangible across nations. Thus, in this regard, we will be able to share resources, exchange developmental ideas and skills, and balance adequate and inadequate facilities within a globally human context.
KEY WORDS: Education, development, university, Rabindranath Tagore.
Literature
1. Eliade M. (1997). Joga. Nieśmiertelność i wolność. Warszawa: Wydawnictwo
Naukowe PWN
2. Gosling D.
L. (2007). Science and the Indian Tradition: When Einstein Met Tagore. Abingdon and New York: Routledge
3. Kieniewicz J. (1983). Historia Indii. Warszawa: Krajowa Agencja Wydawnicza
4. Krawczyk Z. (1990). Rabindranath Tagore – poszukiwanie prawdy i piękna w
teorii i praktyce wychowania. Warszawa: Państwowe Wydawnictwo Naukowe
5. Mukherjee H. B. (2013). Education For Fullness: A Study Of The Educational
Thought And Experiment Of Rabindranath Tagore. New Delhi: Routledge
6. Tagore R. (2011). Poeta Świata. Antologia. Warszawa: Wydawnictwa
Uniwersytetu Warszawskiego
7. Tagore R. (1960). Sadhana. [Przekł. Dynowska W.]. Madras: Biblioteka Polsko-
Indyjska
8. Tagore R. (1993). Sadhana: Urzeczywistnienie życia. [Przekł. Bandrowski J.].
Gdańsk: „Mefis”
9. Tagore R.
(2004). The Religion Of Man. New York: Monkfish Book Publishing Company, George
Braziller, Inc.
8) Terravecchia Gian Paolo
University of Padua, Udine, Italy
The "Romanae Disputationes": old-new ways of teaching philosophy
The presentation focuses on the national competition "Romanae disputationes", which, from 2013 offers to Italian students the opportunity to reflect about the most important philosophical topics, such as reason, justice, technology, beauty, desire. The aim of the presentation is to grasp the changing in the didactic of philosophy offered by such an activity, considered by the MIUR (the Ministry of Italian University and Research) a project of excellence. The presentation tries to answer the question: how is it changing education in these and the next years? What is really changing and what remains (and should remain) still the same?
Literature
1.Terravecchia,
G.P.; Ferrari, M., eds. (2015). «Libertà va cercando, ch’è sì cara». L’esperienza della libertà, Torino:
Loescher.
2.Terravecchia, G.P.; Ferrari, M. eds. (2017),
Logos e techne. Tecnologia e filosofia. Torino: Loescher.
9. Wojcieszek Krzysztof
Pedagogium WSNS , Warsaw, Poland
What
metaphysics is the best as the basis for education in the 21st century?
Ancient or modern?
E. Gilson
rightly claimed that the core of any culture is the dominant metaphysics of a
given era. It is also a fundamental issue for education. Historians of
philosophy recognize that after the era of Antiquity and the Middle Ages,
metaphysics, which radically dominated in Europe, has changed, and with it the
whole orientation of philosophical research. It happened around the fourteenth
/ fifteenth century. Initially, metaphysics was classical (as S. Świeżawski
puts it) which meant cognitive realism in epistemology, an attitude towards the
causal cognition of the world (cosmology) first and God (theodicy) and then the
human being in a realistic anthropology, ethics and pedagogy. At the end of the
Middle Ages, for various reasons, there was a change in the direction of
interest, above all, towards the "I" of cognizing subiect. The images
of reality were creatively constructed rather than "read".
Epistemology and specific anthropology were placed before learning about the
world and God. Within a few hundred years this has led to the implementation of
the postulate of a completely autonomous philosophy, marked by human and
voluntary aspirations. In the opinion of the lecturer, this situation causes
cognitive confusion and a crisis of philosophy focused around the learning
subject, which was most marked in the seventeenth and eighteenth centuries,
during the Enlightenment. The culmination of this approach were
nineteenth-century systems. In our time, the crisis is caused by the change of
the reactive approach (reality acts on me and I humbly recognize it) to be
creative (I perceive reality aspect according to my own axiological
preferences). This apparent freedom leads to the crisis of all dependent
fields, including pedagogy. When we ask the question in what direction and in
what ways to educate, it turns out that the practical answer is to direct
education not to autotelic wisdom, but to pragmatic productivity. We especially
lost the understanding of man as a real being with an objectively defined
structure and purpose of existence. An example of this is the lack of education
in harmony with the actual hierarchy of students' values. Their declared goal
is a happy, enduring family, which would involve in the first place education
for the community building, "wisdom", supporting the acquisition of
virtues (arete, habitus) and ethical prowess. Meanwhile, the issues that make a
man an efficient producer (homo faber), but not an aware consumer, are
prevalent - there is a need to believe in the necessity of growing consumption
and treating life as a game (homo ludens). Nearly absent (or marginalized) are
such traditional cultural themes as, for example, the problem of the decency of
human activities, love (friendship, community), man's eternity, the existence
of God, the purpose of transcendent human life. This happens in the conditions
of the disappearance of traditional forms of communication of classical
metaphysics hidden in the catechesis of many religions. This may result in the
rejection of proposals of modern education as not fitting to the real needs of
educated people and a kind of educational deprivation. Characteristic is the
interest that accompanies all modernly designed subjects based on classical
metaphysics. For example, Nicomachean Ethics" or "Philosophy and
psychology of love". Such subjects were usually chosen by students in my
school as voluntary subjects, at the expense of those more pragmatic.
Conclusion: the main assumptions of modern education should be revised towards
the real cognitive needs of students. At the same time, traditional proposals
should be very modernly composed from the purely didactic perspective and fully
activated, traditional in content, and maximally modern in form.
Literature
1. Andrzejuk A.(2012), Metafizyka
obecności, UKSW: Warszawa.
2. Gogacz M.(2008), Elementarz metafizyki, Navo: Warszawa.
3. Kożuchowski J. (2004), Filozofia klasyczna a kultura współczesna,
Bernardinum : Pelplin.
4.Pobojewska A. (red.)(2012), Filozofia edukacja interaktywna. Metody-
środki-scenariusze, Stentor: Warszawa.
5. Świeżawski S. (2000), Dzieje europejskiej filozofii klasycznej, PWN:
Warszawa .
6. Wojcieszek K. (2005), Na początku była rozpacz, Rubikon: Kraków.
7. Wojcieszek K. (2013), Kim jestem?, s. 12-20 [w:] Teresa Król (red.),
Wędrując ku dorosłości. Wychowanie do życia w rodzinie. Szkoły
ponadgimnazjalne, Rubikon: Kraków.
8. Wojcieszek K. (2016), Św. Albert Wielki jako wzór nauczyciela filozofii,
Przegląd Filozoficzny. Nowa Seria, Rocznik 25, nr 2 (98), s. 45-57.
11. Yadav Archana
Delhi University India, Delhi, India
Role of Artificial Intelligence in Classroom Education
Artificial Intelligence is embedded in our lives today, when we pay online bills, using navigation in travel, chat with friends on Messenger, while we use smart phones, or use smart homes, drive smart car, shopping or banking online, using tools for security and surveillance. No Industry is untouched by Artificial Intelligence Education sector is no exception. This Article attempts to study role of artificial intelligence in education. Artificial Intelligence has much wider impact than perceived. Artificial Intelligence in education is a blessing for disabled people, senior Citizens, single working parent, housewives.AI brings convenience in people lives simplifying the attainment the goal of education. Artificial Intelligence solves multiple problems experienced in the education earlier like it is more customized, crossing barriers of time, crossing barriers of Distance, bringing wider exposure at the same time it has its own limitations like limitations of abstraction, drawing inferences, creativity, human emotions like compassion, motivation .
Purpose: The purpose of this Article is to find out the role of Artificial Intelligence in the education today to answer the key questions like -what changes will it bring to classroom study?
How it is going to impact the process of learning?
What are the Pros and Cons of Artificial Intelligence in the Education sector?
Research Methodology: Research Design used is Descriptive in nature
Sources of Data –Secondary source of information such as Text Books, Audio/E-Books, Articles, Reports.
Findings: Artificial Intelligence is indispensable in Education today. Making education simpler, convenient, it has wider reach, it is customized, problem solving it is a tool of pedagogy not a replacement of human.
(Key words: Artificial Intelligence, Education)
1.0 Introduction
1.1 Artificial Intelligence in Educatio
The introduction of Artificial Intelligence in Education began in 1970s, by early 1980s there was emergence of two schools of thoughts.
First group which proposed ‘learning by doing approach where students learns by direct programming Papert (1980) stood by this school of thought and believed it to be a revolution in education system which will completely transform and replace the existing system referred a LOGO (language) camp.
The second school of thought backed ‘intelligent tutoring’ who believed in learning by instruction where computer acts as a tutor.
The field has many classification and sub classifications most important classifications are (a) game playing (b) problem solving (c) learning (d) speech/language (d) recognition of pattern.
Use of Artificial Intelligence is growing in Education sector for instance University of Deakin Australia is using Chat-Campus ,Georgia Institute of Technology used IBM –AI Watson as teacher Jill Watson to accurately answering students queries .Artificial Intelligence tools can be used to bring solution to current pervasive problems such as inability to attend classes in person online classroom learning is providing solution to such people –people with special needs, senior citizens ,pregnant women, Single parents ,.online classroom education crosses boundaries of distance, saves time .AI tools can facilitates teachers in execution of their work helping them with assignments like Grading Students ,maintaining their records, customizing learning according to individual student.
AI can help students beyond time constraints access. students who may have visual or audio impairment can also make use of global classrooms by help of AI tools like ‘Presentation Translator’ is a free plug in for PowerPoint it creates subtitles for what teacher is saying.
2.0 Review of Literature
History of A.I.
Alam Mathison Turing (Mid-20th Century) –British Computer Pioneer.1935 – He described computing machine having limitless memory and a scanner moving back and forth by memory by symbols. This concept is now known as Turing Machine.
Donald Michie (1945) – Turning colleagues at Bletchley Park. found Department of Machine Intelligence and perception at the University of Edinburgh. He also recalled Turing’s frequent discussions as to how computers can learn from experience and contribute in problem solving through use of guiding, principles – known as heuristic problem solving.
1948 – Turing introduced many prime concepts of AI such as “Intelligent Machinery” his idea was to train a network of artificial neurons to perform specific tasks/goals at Bletchly park he illustrated idea of playing chess on machine intelligence even though he experimented with designing chess program but in absence of computers it remained to theory 1950 – The Turing introduced a test for computer intelligence which today is known as Turing test. Turing test involves three participants a computer, a human interrogator, human foil 50 years later do Turing’s prediction in 1945 of computers playing chess came true when in 1997 International Business Machines Corporation built chess computer called Deep blue and beating Garry Kasparov, reigning world champion in a six game match.
Hugh Loebner( 1991) an American philanthropist began annual Loebner prize competition awarding $ 100,000 to pass Turing’s test to first computer and 00 each to best effort.
The First AI Programs
Christopher Strachey (1951) quote first AI program, later by Strachey’s director of at university of oxford ran program on Ferranti Mark computer at University of Manchester England.
Arthur Samuel.(1952) this program could play game of checkers at good speed by First Information on machine learning was published in 1952 by Anthony Oettinger at the University of Cambridge known as’Shopper’. Arthur Sameul developed a game checkers took over Strachey’s checker program and extended it over the time. In 1955, the enabled the program to learn from experience. Samuel came up with mechanisms for role learning and generalization, his program won game against a checker champion in 1962.Shopper was instructed to purchase out of eight shops simulated. Shopper while purchase would memorize items in each shopping next time when shopper was instructed to shop it would go straight to the right shop.Samules programs continued in evolutionary computing. Evlutioanry computing involves automatic methods of generating and evaluating, till highly proficient solution comes.
John Holland(1959) – Holland proposed a multiprocessor computer that would assign artificial neuron also contributed to evolutionary computing by uniting test for prototype of IBM 701 computer. He designed a neural network experimenting with a virtual rat that could be trained to reach his maze.
Daniel Mills (1985) built the 65,6536 processor Thinking Machines corporation – super computer.
Allen Newell and J. Clifford Shaw( 1955- 56) of the RAND corporation and Herbert Simon of Carnegie Melon university contributed landmark by theorem program. The program was known as the Logic Theorist. They also wrote program called the General Problem Solver or GPS the first version ran in 1957. GPS would solve multiple number of problems/puzzles using trial and error approach Newell, Simon and Shaw developed Information Processing Language (IPL) a computer language which trilored for AI programming.
John McCarthy ( 1960 ) coined the term AI Combined IPL elements and produced LISP (List processor a programming language)
Joseph Weizenbaum (1966 )–of MIT AI Laboratory wrote AI Program called‘Eliza’&Kenneth Golby a Psychiatrist of Stanford university wrote ‘Parry‘developed language programs where psychiatrists were asked if they were in communication with Parry or human were not able to identity. Eliza also was canned on sentencesand programming tricks.
Alain Colmerauer (1973) –at the university of Air-Marseille, France conceived logic programming language. Prolog (Programmation en Lugigue)Prolog can determine whether given statement is logical from other given statements. PROLOG is used widely in Europe and Japan.These languages are based on tense logic which allows statements to be located in the flow of time (Philospher Arthur Prior at the University of Canterbury, Christchurch, New Zealand invented the ‘Tense logic’.
Marvin Minsky& Seymour Papert( 1970s) of MIT AI Laboratory proposed programs related to intelligent behaviour known asmicro words.
Terry wingrad( 1972) of MIT introduced ‘SHRDLU’; SHRDLU responded to commands typed in English.
Bertram Raphael(1968-72 )at Stanford Research Institute came up with another micro word approach ‘Shakey’ a mobile robot.
Bernard Marr “How is AI used in Education July 25, 2018.Artificial intelligence in Education on US will grow by 47.5% from 2017-2021 according to artificial intelligence market in US Education report.
3.0 Why Artificial intelligence is needed in classrooms today?
Artificial Intelligence comes with a package of solution to problems faced in the past in classroom learning, it further provides improvisation, efficiency, accuracy to the current methods of learning used in the education system today.
Personalized learning: currently a teacher dealing with various students in the class finds difficult to adopt a unique approach or say different method for different students, while needs might be different in terms of pace of learning,absorption, answering, different sets of skills, interests and personalities.AI offers solution based on individual needs and offers personalized solutions and suggestions. which can help students like never before.
Automated Grading:AI based program can assess students’performance, proving related feedback and chalking out appropriate training.
Revision Tools : Polishinventor Peter Wozniak (www.wired.com/2008/04/ff-wozniak) introduced an educational tool which tracks the learning and can find out when it about to be forgotten and recommends that now revision is required.
Virtual Facilitators Georgia Institute of Technology: used IBM-AI system Watson to students keeping the identity secret naming Jill Watson as facilitator who answered their questions within no time with accuracy .students were fascinated by their new teacher.
Designing Curriculum: Artificial Intelligence can identify the gaps in the curriculum and whether it is appropriate to the needs of the students and accordingly suggest the required course of action.
Feedback to Students: students sometimes may not be able to clear their doubts or put up questions out of hesitation or fear of criticism among the peers. Artificial Intelligence tools would help such students with required feedback to improve.
Chat Campus: ‘University of Deakin’ ,Australia is developing Chat campus with the help of IBM super computer Watson which will answer all the questions of students related to campus life .for instance finding a particular place on campus ,how to get in touch with particular professor? how to apply for a course ?
Proctoring: with the increase of online education conducting exams online. Proctoring is Artificial Intelligence mechanism to ensure prevention of cheating and maintaining authencity during the test. thus helping in facilitating distance exams with authencity.
Global Classroom: With the help of Artificial Intelligence concept of Global classroom would become a reality. it would be possible for a student to attend class from any part of the world, and even if they missed a class interaction with peers would be possible.
Special needs people learning: Artificial Intelligence tools provide assistance to special needs people with heir specialised tools which includes voice recognition, analysing facial expression, body language, converting information from text to voice.
Diagnosis: AI is gaining popularity in medical field where it is used in Diagnosis of medical conditions, suggesting solutions. IBM’ Watson’ is used in medical field, gained fame when successfully cured incurable cancer of seventy years old lady diagnosing genetic problem.
Management of records by Schools: Schools keep records students, staff, recruitment, payments, attendance .AI applications can offer lot of ease and convenience to such data keeping.
4.0 Artificial Intelligence tools/Application being used currently
Engrade – Bring all of the stakeholders in education together.
Noodle – Online learning just got smarter
Dreambox Learning– Challenging math instruction.
LessonCast – Design educational experiences that inspire teachers and students alike
Enzi – Can help solve educational funding inequality.
littleBits – Opensource database of electronic
Edutopia – Website devoted to proving educators with research-based instructional strategies
Education Elements – A trailblazer in the area of blended learning.
Goalbook – Allows all of the stakeholders in education to collaborate.
Knewton – Assists schools in providing personalized learning experiences for students.
SnappSchool– Make helping your child with their homework a breeze.
Planboard– Lesson planning has never been this easy
Schoology – Comprehensive learning management tool.
BetterLesson– Provides teachers with access to free educational resources
LearnBoost – A free electronic grading system for teachers.
ShowMe– A learning community for learning and teaching anything.
it – A comprehensive lesson planning solution.
ClassDojo– A comprehensive classroom management tool.
symbalooEDU – Provide your students with access to the best that the web has to offer.
The Coursebook– Share, track, and great learning experiences
Rafter– Free course materials for students
Coursekit – Basic, yet powerful learning management system
Glogster – A must have multimedia system for educational stakeholders.
Remind101 – A free text messaging system for teachers.
Teachers Pay Teachers – A marketplace for teaching resources
iversity– A social media network for academics.
Time to Know – Online learning and teaching platform.
Haiku – A simple, yet robust
Celly – An app to tries to perfect school communication.
Certification Map– Becoming a certified educator has never been this easy.
GlobalScholar – A comprehensive teaching, learning, classroom management, and school management app.
OpenStudy– An online tutoring and studying app.
Grantoo– Helps students with financing their education.
Brightstorm – Affordable test prep and free tutoring.
Student of Fortune– Online tutoring and homework help.
Slader – Helps students with their homework.
Acceptly – Helps students navigate the college admission’s process.
EducateNcare – real-time tutoring and homework help.
Spill – A support group comprised of students.
Abroad101 – Reviews for student abroad programs.
Desmos – No cost, online calculator for graphing.
Top Hat Monocle– Homework helper.
Socrative – Engage your classroom with this product.
Brainscape– Mobile learning solution that is based on brain science.
Highlighter– Allows students to organize things that they have read.
Matygo – A solution for flipping your classroom
eSpark– Assists schools in using ipads to boost student achievement.
StudySync – Elearning that inspires scholarship.
Skillshare– Helps people learn anything, anywhere.
ePals – Links classrooms from around the globe.
Udacity – Allows anyone to take a university course
Coursera – Free courses from the world’s best universities.
Udemy– Elearning classes taught by experts.
eLearning Brothers– Helps anyone develop game and courses for online delivery.
TED-Ed– Allows teachers to spread their speeches and ideas across the globe.
Khan Academy – Allows anyone to learn almost anything at no cost.
2tor – Allows you to deliver traditional lessons online.
General Assembly – A campus for techies.
The Concord Consortium – Wants to unlock the potential of edtech.
K12 – Online learning for K-12 learners.
Sclipo – Allows colleges to deliver courses online.
Memrise – Online learning platform.
Mindflash – Online training.
Duolingo – Free access to online language learning.
WizIQ – Elearning resources.
Myngle – Language learning delivered online by private teachers.
Mingoville – Learn English online.
Edmodo – Social learning network for Educators
Inigral – Social media network for higher education.
Sophia – Online learning platform for learning new skills
BlueTeach– Online learning site with 10,000 users
Spongelab– An online learning community for the field of science
eduFire – A learning community that happens to be online.
BenchPrep – Online test prep.
Magoosh – Online test prep in the form of a personal tutor.
WatermelonExpress – Accelerated online test preparation.
Grockit– A fun way to prepare students for college entrance exams.
smsPREP – Imagine test prep and text messaging.
PrepU – Adaptive testing platform that was developed by teachers.
CarrotSticks – Math class made fun.
Motion Math – Develop a fun game for Math class.
BrainNook– A game that helps students learn Math.
MindSnacks – Allows students to acquire new languages.
The Education Arcade– A collection of online learning games.
a4cwsn– Apps that were specifically developed for students with special needs.
Do-Be – A site that inspires creative teaching.
Vittana – Microloans for educational use.
Funding4Learning – Crowdfunding for the area of education.
Source:www.thetechedvocate.org/tech-edvocates-list-88-amazing-edtech-tools-apps-websites/)
5.0 Role of Teacher with AI in Future
Artificial Intelligence applications will become part of pedagogy of disbursing learning, Role of teacher would more focus as a facilitator and motivator.Teachers will always be needed they cannot be replaced .no matter how advanced technology is humans connect to Humans ,Technology cannot provide inspiration ,empathy ,human experiences .integration of human and machine yield amazing results .Bernard Marr (2018) in his article “How is AI used in education” states according to Artificial Intelligence education report in Us “Artificial Intelligence in US will grow by 47.5%from 2017-2021.
6.0 Criticism to Artificial Intelligence
Hubert L.Preyfus(1965)Alchemy and Artificial Intelligence states analysing Intelligent behaviour in digital computer excludes three important elements (a) Fringe Consciousness (b) accident Discrimination (c) Ambiguity Tolerance. Evokes concepts of behaviour such as Moral choice ,Love, Creativity which are beyond powers of machine.
Gary Marcus (2017)in his work Deep learning: a Critical appraisal points out Deep learning lacks Abstraction and has limited capacity to transfer .Deep learning has no natural way to deal with hierarchical structure .he further draws attention to Deep learning’s limitation to drawing Inferences.it is also being mentioned that it is not sufficiently transparent cannot distinguish Causation from Corelation.it is unsupervised learning.
M.C Elish Anthropologists of robots perceives that concept is much hyped and raises concerns about accountability further states Deep learning models currently are not understood and under theorized and that currently Artificial Intelligence Models are poorly constructedproduced by methodologically unsound practices.
7.0 Scope for Future study
This article covers overall role of Artificial Intelligence in education sector in learning ,how the methods of learning by tools of Artificial Intelligence are going to impact the process of learning and Pros and Cons associated with it ,how it is going to impact the role of changes to stake holders in education such a students ,Teachers and Schools .There is a need to specifically study the role of Artificial Intelligence in Primary Education and Higher Education separately .future can can be conducted on psychological and emotional changes which may occur in future due to inclusion of AI.
8.0 Conclusion
Human beings are irreplaceable. Artificial Intelligence tools can be used as a learning pedagogy for effective ,convenient ,accurate and for bringing solutions to problems faced in the past such as distance ,time ,human limitations .at the same time these tools cannot replace humans they are lots of functions they cannot perform such as abstraction , cannot feel emotions like compassion ,empathy ,motivate, practice moral choice ,human creativity ,they are programmed .inability to draw inferences .Thus these applications /tools need supervision and supposed to be applied as need identified.
Human and machine always get a better answer than human alone or machine alone.
Ginni Rometty (CEO IBM)
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