Requirements and challenges for hybrid intelligence: A case-study in education
The potential for Artificial Intelligence is widely proclaimed. Yet, in everyday educational settings the use of this technology is limited. Particularly, if we consider smart systems that actually interact with learners in a knowledgeable way and as such support the learning process. It illustrates...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-08-01
|
| Series: | Frontiers in Artificial Intelligence |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/frai.2022.891630/full |
| _version_ | 1811314518220865536 |
|---|---|
| author | Bert Bredeweg Bert Bredeweg Marco Kragten |
| author_facet | Bert Bredeweg Bert Bredeweg Marco Kragten |
| author_sort | Bert Bredeweg |
| collection | DOAJ |
| description | The potential for Artificial Intelligence is widely proclaimed. Yet, in everyday educational settings the use of this technology is limited. Particularly, if we consider smart systems that actually interact with learners in a knowledgeable way and as such support the learning process. It illustrates the fact that teaching professionally is a complex challenge that is beyond the capabilities of current autonomous robots. On the other hand, dedicated forms of Artificial Intelligence can be very good at certain things. For example, computers are excellent chess players and automated route planners easily outperform humans. To deploy this potential, experts argue for a hybrid approach in which humans and smart systems collaboratively accomplish goals. How to realize this for education? What does it entail in practice? In this contribution, we investigate the idea of a hybrid approach in secondary education. As a case-study, we focus on learners acquiring systems thinking skills and our recently for this purpose developed pedagogical approach. Particularly, we discuss the kind of Artificial Intelligence that is needed in this situation, as well as which tasks the software can perform well and which tasks are better, or necessarily, left with the teacher. |
| first_indexed | 2024-04-13T11:14:08Z |
| format | Article |
| id | doaj.art-2f236fbc1add4e718f8f8351ed2e1a23 |
| institution | Directory Open Access Journal |
| issn | 2624-8212 |
| language | English |
| last_indexed | 2024-04-13T11:14:08Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Artificial Intelligence |
| spelling | doaj.art-2f236fbc1add4e718f8f8351ed2e1a232022-12-22T02:49:02ZengFrontiers Media S.A.Frontiers in Artificial Intelligence2624-82122022-08-01510.3389/frai.2022.891630891630Requirements and challenges for hybrid intelligence: A case-study in educationBert Bredeweg0Bert Bredeweg1Marco Kragten2Faculty of Education, Amsterdam University of Applied Sciences, Amsterdam, NetherlandsInformatics Institute, Faculty of Science, University of Amsterdam, Amsterdam, NetherlandsFaculty of Education, Amsterdam University of Applied Sciences, Amsterdam, NetherlandsThe potential for Artificial Intelligence is widely proclaimed. Yet, in everyday educational settings the use of this technology is limited. Particularly, if we consider smart systems that actually interact with learners in a knowledgeable way and as such support the learning process. It illustrates the fact that teaching professionally is a complex challenge that is beyond the capabilities of current autonomous robots. On the other hand, dedicated forms of Artificial Intelligence can be very good at certain things. For example, computers are excellent chess players and automated route planners easily outperform humans. To deploy this potential, experts argue for a hybrid approach in which humans and smart systems collaboratively accomplish goals. How to realize this for education? What does it entail in practice? In this contribution, we investigate the idea of a hybrid approach in secondary education. As a case-study, we focus on learners acquiring systems thinking skills and our recently for this purpose developed pedagogical approach. Particularly, we discuss the kind of Artificial Intelligence that is needed in this situation, as well as which tasks the software can perform well and which tasks are better, or necessarily, left with the teacher.https://www.frontiersin.org/articles/10.3389/frai.2022.891630/fullQualitative Reasoningscience educationsystems thinking with qualitative representationsreal-world application problemshybrid human-AI systems |
| spellingShingle | Bert Bredeweg Bert Bredeweg Marco Kragten Requirements and challenges for hybrid intelligence: A case-study in education Frontiers in Artificial Intelligence Qualitative Reasoning science education systems thinking with qualitative representations real-world application problems hybrid human-AI systems |
| title | Requirements and challenges for hybrid intelligence: A case-study in education |
| title_full | Requirements and challenges for hybrid intelligence: A case-study in education |
| title_fullStr | Requirements and challenges for hybrid intelligence: A case-study in education |
| title_full_unstemmed | Requirements and challenges for hybrid intelligence: A case-study in education |
| title_short | Requirements and challenges for hybrid intelligence: A case-study in education |
| title_sort | requirements and challenges for hybrid intelligence a case study in education |
| topic | Qualitative Reasoning science education systems thinking with qualitative representations real-world application problems hybrid human-AI systems |
| url | https://www.frontiersin.org/articles/10.3389/frai.2022.891630/full |
| work_keys_str_mv | AT bertbredeweg requirementsandchallengesforhybridintelligenceacasestudyineducation AT bertbredeweg requirementsandchallengesforhybridintelligenceacasestudyineducation AT marcokragten requirementsandchallengesforhybridintelligenceacasestudyineducation |