Literaturnachweis - Detailanzeige
Autor/inn/en | Bearman, Margaret; Ajjawi, Rola |
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Titel | Learning to Work with the Black Box: Pedagogy for a World with Artificial Intelligence |
Quelle | In: British Journal of Educational Technology, 54 (2023) 5, S.1160-1173 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Bearman, Margaret) ORCID (Ajjawi, Rola) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-1013 |
DOI | 10.1111/bjet.13337 |
Schlagwörter | Higher Education; Artificial Intelligence; Educational Strategies; College Students; Standards; Interaction; Concept Formation; Context Effect; Ambiguity (Context) |
Abstract | Artificial intelligence (AI) is increasingly integrating into our society. University education needs to maintain its relevance in an AI-mediated world, but the higher education sector is only beginning to engage deeply with the implications of AI within society. We define AI according to a relational epistemology, where, in the context of a particular interaction, a computational artefact provides a judgement about an optimal course of action and that this judgement cannot be traced. Therefore, by definition, AI must always act as a 'black box'. Rather than seeking to explain 'black boxes', we argue that a pedagogy for an AI-mediated world involves learning to work with opaque, partial and ambiguous situations, which reflect the entangled relationships between people and technologies. Such a pedagogy asks learners locate AI as socially bounded, where AI is always understood within the contexts of its use. We outline two particular approaches to achieve this: (a) orienting students to quality standards that surround AIs, what might be called the tacit and explicit 'rules of the game'; and (b) providing meaningful interactions with AI systems. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |