The Book of Abstracts

Editors: Jessica Koczwara, Dominika Kamińska

 

The Book of Abstracts

Challenges and Opportunities in Education
of the XXI
st 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. http://odpowiedzialnybiznes.pl/wp-content/uploads/2017/04/Raport2016-PDGL-popr.pdf (accessed: 11 November 2018).
2. Camilleri, M. A. (2016). Corporate sustainability and responsibility toward education. Journal of Global Responsibility, 7(1), 56 – 71.
3. Camilleri, M. A. (2016). Reconceiving corporate social responsibility for business and educational outcomes. Cogent Business & Management, 3, 1-14.
 CSR Consulting. Dobre praktyki. https://kampania17celow.pl/baza-wiedzy/ (accessed: 19 November 2018).
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 Budowlane. https://www.grupapsb.com.pl/grupa-psb/raporty-roczne (accessed: 20 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 Publishing.
5. Ackoff, R. L., & Rovin, S. (2003). Redesigning Society. Stanford, California: Stanford University Press.
6. Banasiak, B. (2009). Kulturowy topos księgi (przyczynek do interpretacji). Humanistyka i przyrodoznawstwo, 15(1), 14-‒15.
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.
15.
Jabłecka, J. (2000). Misja 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: October 1.10., 2017.
18. Jaeger, W. (1964). Paideia, (transltłum. M. Plezia). Warszawa: Instytut Wydawniczy PAX.
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: Accessed October 1.10., 2017.
22. Leja, K. (2015). Trzy misje uczelni, trzy ścieżki kariery. Forum Akademickie, (1). Online 1.10.2017.
23. Menge, H., Kopia, H. (1974). Słownik łacińsko-polski. Warszawa: PWN.
24. Kronman, A. T. (1983).
Max Weber. Stanford, California: Stanford University Press.
25. Mintzberg, H. (1982). A note on that dirty word “efficiency”. Interfaces, 12(5), 101–105.
26. Morawski, K. (1852-‒1925). (1900). Historya Uniwersytetu Jagiellońskiego: Średnie Wieki i Odrodzenie. Z wstępem o Uniwersytecie Kazimierza Wielkiego. Tom 2. Kraków: Druk. Uniwersytetu Jagiellońskiego.
27. Nadler, G. (1969). On an Idealized University.
Management Science, 15(12), B–592 – B–593.
28. Newell, T. (2014). Five Paradigms for Education: Foundational Views and Key Issues. New York: Springer.
29. Newman, J. H. (1854). The Idea of University.
Online: <https://sourcebooks.fordham.edu/mod/newman/newman-univ

 

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 DataSecondary 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)

 

 

 

References

 

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Moore. C.James (2018)Artificial Intelligence :What Everyone Needs to Know today about Future

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Shaun.Scott(2006)Computers and mankind encyclopedia of Anthropology. Sage Publication  v. 2, p541-552.

 

Dreyfus. Hubert L.(1965) .Alchemy and Artificial Intelligence: Santa Monica, CA: RAND Corporation,  retrived from  https://www.rand.org/pubs/papers/P3244.

 

   M. C. Elish & danah boyd (2018) Situating methods in the magic of Big Data and AI, Communication Monographs, 85:1, 57-80, DOI: 10.1080/03637751.2017.1375130

 

Lasserouhianen.com/7-questions-artificial –IntelligenceBetterworks.com

 

Insidebigdata.com/27/11/15/15-Innovative ways-improve-human-resources-artificial intelligence

 

Yourstory.com/2016/12/boots-artificial –intelligence-hr/

 

www.comparehris.com/blog/whats-next-ai-human-resources-2017/

 

fedena.com/blog/2018/03/artificial-intelligence-in-education-how-it-improves-the-leaning-experience.html

 

www.thetechedvocate.org/7-roles-for-artificial-intelligence-in-education/

 

https://www.thetechedvocate.org/5-examples-artificial-intelligence-classroom/

 

https://bigdata-madesimple.com/9-ways-to-use-artificial-intelligence-in-education/

 

 

 

 

                                                                

 

 


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