Exploring the Impact of Artificial Intelligence and Robots on Higher Education through Literature-Based Design Fictions

Autor/in	Cox, A. M.
Titel	Exploring the Impact of Artificial Intelligence and Robots on Higher Education through Literature-Based Design Fictions
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 3 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, A. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-020-00237-8
Schlagwörter	Artificial Intelligence; Robotics; Higher Education; Futures (of Society); Teaching Methods; Instructional Design; Educational Administration; Research Methodology; Thinking Skills; Teacher Role; Educational Change; Personal Autonomy; Data Analysis + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Robotertechnik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsverwaltung; Schuladministration; Schulverwaltung; Research method; Forschungsmethode; Denkfähigkeit; Lehrerrolle; Bildungsreform; Individuelle Autonomie; Auswertung
Abstract	Artificial Intelligence (AI) and robotics are likely to have a significant long-term impact on higher education (HE). The scope of this impact is hard to grasp partly because the literature is siloed, as well as the changing meaning of the concepts themselves. But developments are surrounded by controversies in terms of what is technically possible, what is practical to implement and what is desirable, pedagogically or for the good of society. Design fictions that vividly imagine future scenarios of AI or robotics in use offer a means both to explain and query the technological possibilities. The paper describes the use of a wide-ranging narrative literature review to develop eight such design fictions that capture the range of potential use of AI and robots in learning, administration and research. They prompt wider discussion by instantiating such issues as how they might enable teaching of high order skills or change staff roles, as well as exploring the impact on human agency and the nature of datafication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01