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2021_07_01 «AI Education in Times of Crisis»

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2021_07_01 «AI Education in Times of Crisis»

  1. 1. AI Education in Times of Crisis The 11th eMarid Network Workshop Thursday, July 1, 2021 Prof. Irwin King Chair and Professor Department of Computer Science and Engineering Principal Investigator, KEEP & VeriGuide The Chinese University of Hong Kong
  2. 2. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 2 Agenda ○ Introduction ○ AI Education in times of Crisis ■ Content Creation ■ Knowledge Delivery ■ Outcome Assessment ○ Conclusion
  3. 3. Source: http://learnersdestination.com/crisis-management/ Introduction Definition of Crisis: (Source: Pearson & Mitroff, 1993) ● A jeopardy which causes widespread devastation ○ Loss of human lives ○ Impacts to organizations ■ Inadequate resources ■ Infrastructure and environment damages © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 3 Education in Times of Crisis
  4. 4. Introduction Crisis Management in Education © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 4 King, I., Saxena, C., Pak, C., Lam, C. M., & Cai, H. (2021). Rethinking Engineering Education: Policy, Pedagogy, and Assessment During Crises. IEEE Signal Processing Magazine, 38(3), 174-184.
  5. 5. Introduction © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 5 AI is a Response to Crises for Education King, I., Saxena, C., Pak, C., Lam, C. M., & Cai, H. (2021). Rethinking Engineering Education: Policy, Pedagogy, and Assessment During Crises. IEEE Signal Processing Magazine, 38(3), 174-184. Based on the “3Fs” ... ● Feasibility ○ AI technologies and its products are tangible, and override distance and time restrictions ● Fairness ○ AI provides equality in education, especially when institutions evaluate learners’ performance ● Flexibility ○ Educators can customize the best-fit functions with the use of AI for education
  6. 6. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 6 Introduction What Can We Do with AI in Times of Crisis? King, I., Saxena, C., Pak, C., Lam, C. M., & Cai, H. (2021). Rethinking Engineering Education: Policy, Pedagogy, and Assessment During Crises. IEEE Signal Processing Magazine, 38(3), 174-184.
  7. 7. Content Creation © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 7
  8. 8. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 8 Users with similar interests Studied by both users Studied by him Recommended to her Similar materials Content Creation Systems that recommend educational content based on users’ preferences ● Provide personalized education timely ● Replace advisors and cater to learners’ abilities and interests ● Sustain and Increase students’ learning motivations ● Improve learning outcomes Recommender Systems
  9. 9. 9 • Sort through Learning Object Repositories • Recommend a list of Learning Objects following a simple keyword-based query Learning Objects about a specific topic are recommended for course creation De Medio, C., Limongelli, C., Sciarrone, F., & Temperini, M. (2020). MoodleREC: A recommendation system for creating courses using the moodle e-learning platform. Computers in Human Behavior, 104, 106-168. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 9 Content Creation Recommender System for Course Creation
  10. 10. 10 Q5 Do you use all the web repositories? Q8 Do you think the course building mechanism, is a good method to build new courses? Users feel positively towards using the system for course creation 10 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 10 Content Creation Recommender System for Course Creation De Medio, C., Limongelli, C., Sciarrone, F., & Temperini, M. (2020). MoodleREC: A recommendation system for creating courses using the moodle e-learning platform. Computers in Human Behavior, 104, 106-168.
  11. 11. 11 Achieve better learning outcomes Studied by both users Dlab, M. H. (2017). Experiences in using educational recommender system ELARS to support e-learning. In 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 672-677). IEEE. (1 - Strongly Disagree, 5 - Strongly Agree) Increase learning motivations and engagement About 50% increase! Holenko Dlab, M., Đurović, G., Hoić-Božić, N., & Botički, I. Support for knowledge assessment in STEM education using ELARS recommender system. In Proceedings of the 10th International Conference on e-Learning (p. 55). 11 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 11 Content Creation Recommender System for eLearning Activities
  12. 12. ● Collect data on students’ preferences and performances ● Recommend personalized e-activities and learning tools ● Encourage continuous participation in e-activities Dlab, M. H. (2017). Experiences in using educational recommender system ELARS to support e-learning. In 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 672-677). IEEE. 12 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 12 Content Creation Recommender System for eLearning Activities
  13. 13. Knowledge Delivery © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 13
  14. 14. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 14 Knowledge Delivery Crisis Resilience Pedagogy The use of AI helps achieve five attributes in Education during crises. King, I., Saxena, C., Pak, C., Lam, C. M., & Cai, H. (2021). Rethinking Engineering Education: Policy, Pedagogy, and Assessment During Crises. IEEE Signal Processing Magazine, 38(3), 174-184.
  15. 15. ● Create innovative approaches to continue courses, especially practical sessions ● Provide immersive and flexible learning experiences when physical visits are unavailable Full immersion in simulated environment Augmented Reality (AR) Virtual Reality (VR) Mixed Reality (MR) Extended Reality (XR) Enhancement of the real world with virtual objects Interactions between the real and digital worlds 15 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 15 Knowledge Delivery Learning environments that combine the real and virtual world Extended Reality
  16. 16. https://www.classvr.com/classvr-for-universities/ “[It was] an engaging and exciting opportunity, which provided a memorable and enhanced understanding of the atmosphere, political culture and ordinary life experience of Ancient Rome.” ● VR experience of Ancient Rome ● Used by the University of Oxford to supplement Ancient History teaching Knowledge Delivery 16 16 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 16 VR for Immersive Experience
  17. 17. ● Move sand to modify landscape ● Projector changes graphics to show new topography ● Visualization helps learners understand geosciences https://www.youtube.com/watch?v=22e7_zAgGFM UC Davis' Augmented Reality Sandbox Teaches Topography, Watersheds, Big Data https://arsandbox.ucdavis.edu/ 17 17 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 17 Knowledge Delivery AR Reality Sandbox
  18. 18. ● Medication simulation tool for medical students ● HoloLens for visualization ● Allow students to practice before handling real patients https://www.youtube.com/watch?v=JGiVVObY0Ew MediSIM demo: HoloLens with world's first abdominal simulator http://www.etc.cmu.edu/blog/projects/medisim/ Knowledge Delivery 18 18 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 18 MR for Experiential Education
  19. 19. Chatbot ● Provide timely personalized assistance ● Connect teachers and students ● Cater to the needs of different learners ● Encourage students to learn anywhere and anytime ● Save time and human resources Systems that provide immediate instructions and feedback to students Knowledge Delivery 19 19 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 19 Intelligent Tutoring Systems
  20. 20. https://www.aivo.co/customers/siglo-21 ● Aivo’s AgentBot ● Provide personalized support to students • Available 24/7 • Automate more than 170 thousand conversations • Average time: 46s • Retention rate: 96% Knowledge Delivery 20 20 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 20 AI-Powered Conversational Engine
  21. 21. ● A virtual teaching assistant developed by the Georgia Tech ● Online 24/7 to answer students’ enquiries Key milestones of Jill Watson  2016 Taking about 1500 hours, the first Jill Watson TA was developed and used in one online course 2019 It takes less than 24 hours to build a virtual TA and it was used in four courses. 2020 Teachers can build a virtual TA within five hours by answering questions about their courses. It is available for any courses Goel, A. K., & Polepeddi, L. (2016). Jill Watson: A virtual teaching assistant for online education. Georgia Institute of Technology. Much shorter time to build a virtual TA! Knowledge Delivery 21 21 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 21 Virtual Teaching Assistant
  22. 22. Outcome Assessment 22 22 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 22
  23. 23. 23 23 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 23 Outcome Assessment Rationales for Outcome Assessment during Crises King, I., Saxena, C., Pak, C., Lam, C. M., & Cai, H. (2021). Rethinking Engineering Education: Policy, Pedagogy, and Assessment During Crises. IEEE Signal Processing Magazine, 38(3), 174-184.
  24. 24. https://view.highspot.com/viewer/5f4c818a659e9332efeb5369 ● Provide analysis of student behavior ● Identify students who face academic or financial obstacles Took a couple of months to make predictions in the past Only a few hours now! 24 24 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 24 Outcome Assessment DataRobot for Predictive Analysis
  25. 25. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 25 Outcome Assessment ● Ensure equality of assessments when manual invigilation is unfeasible ● Integrate with different technologies easily ● Support different types of assessments An online invigilation that manage the process of assessment. Online Proctoring System
  26. 26. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 26 Outcome Assessment ● Utilize different technologies (biological and behavioral) to timely invigilate the assessment process ● Ensure a fair environment for exams Voice Recognition Face Recognition Online Proctoring System King, I., Saxena, C., Pak, C., Lam, C. M., & Cai, H. (2021). Rethinking Engineering Education: Policy, Pedagogy, and Assessment During Crises. IEEE Signal Processing Magazine, 38(3), 174-184.
  27. 27. ● Provide plagiarism detection services to educators ● Assist educators to assess students’ writing ability over time with readability features ● Allow teachers to study students’ performance Outcome Assessment 27 27 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 27 Automated Grading
  28. 28. ● Utilize Natural Language Processing (NLP) technique ● Analyze texts to provide statistics and feedback Outcome Assessment 28 28 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 28 ● Measure the lexical diversity and readability of texts ● Provide objective indicators of the quality of texts Automated Grading
  29. 29. ● Provide context analysis of texts and correct grammatical errors ● Improve the quality of writings Outcome Assessment 29 29 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 29 Automated Grading
  30. 30. Outcome Assessment 30 30 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 30 ● Keep track the accreditation process plan, track, and improvement ● Assess the curriculum attainment in the future Accreditation Management Software
  31. 31. Conclusion 31 31 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 31 ● AI will keep sustaining education in times of crisis ● More AI-related technologies will be promoted in education during the “new normal” ● Technologies will replace the classroom / lecture theatre for learning ● Personalized learning will be popular under a “new normal” Education in “New Normal”
  32. 32. Conclusion 32 32 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 32 AI Challenges in Education during Crises https://www.mckinsey.com/featured-insights/artificial-intelligence/the-promise-and-challenge-of-the-age-of-artificial-intelligence# ● Data privacy becomes a concern when AI absorbs more personal particulars ● There are a lack of trainings for resolving AI-related problems ● AI does not offer 100% accurate result and may lead to bias and wrong result
  33. 33. Conclusion 33 33 © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 33 AI Challenges in Education during Crises ● Mitigation: ○ More robust procedures and policies for assuring the behaviour and safety of AI systems ● Maintenance: ○ System checking time by time ● Immediateness: ○ Building public trust through independent oversight
  34. 34. © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 34 Great challenges present great opportunities that can have great outcomes! Conclusion
  35. 35. Questions and Answers Conclusion © KING. 2021 | The 11th eMadrid Network Workshop | AI Education In Times of Crisis 35

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