AI in ED_ الذكاء الاصطناعي في التعليم_ DrNIsmail.pdf
1. Dr.Nashwa Ismail (nashwa.ismail@liverpool.ac.uk)
Lecturer in Education Technology – Liverpool University- UK
MSc-PhD-FHEA
التعليم في االصطناعي الذكاء
Artificial Intelligence:
Opportunities and Challenges in low-cost education
25. •
معلومات . AI systems process and draw insight from data (including personal data),
which has privacy implications.
•
الحكم . AI systems tend to make judgements based on extrapolations from past
events to future ones. This can bake in and/or exacerbate previous biases, and can,
to some extent, lock-in future outcomes, thereby compromising individual
autonomy. Uses of data to manipulate users/citizens
• اتمته. By performing tasks autonomously, AI systems can disrupt accountability
structures and undermine human agency and control. These issues can be
amplified by the fact that AI systems are often unable to explain how particular
outcomes are reached.
•
تقليد
. Because they often emulate humans in certain ways (assuming a gender,
personality, position of authority), people may be encouraged to treat AI systems
like humans. This can lead to placing too much trust/mistreat in them, to the
undermining of human-human interactions
األخالقية؟ القضايا االصطناعي الذكاء يثير لماذا
27. •AI-Enhanced Content (AI-powered tools to gather,
organize, and present content in more engaging and
personalized ways)
•AI-Enhanced Pedagogical Knowledge: ( tailoring
content and pacing based on individual student
progress)
•AI-Enhanced Technological Knowledge: (automate
administrative tasks or provide real-time feedback to
students)
TPACK model
بك الخاصة التدريس استراتيجيات إلبالغ الطالب بيانات تحليل االصطناعي الذكاء كيفية في فكر
،
بك الخاصة التدريس طرق على تحسينات واقتراح ، الطالب وفهم
!
• Implementation
• Reflection
• CPD
Shulman, L. S. (1986( كKoehler, M. J., & Mishra, P. (2005)
28. AI Divide
Economy level Education level AI capacity
Low-Income
Economies:
These are countries with the lowest GNI
per capita. They often face challenges in
providing quality education due to limited
resources
These countries might face
more immediate challenges
related to basic education
access and quality before being
able to focus on AI
implementation.
Lower-Middle-
Income Economies
They may have more resources available
for education and training,
with external support or
partnerships, might be focused
on leveraging AI for specific
educational purposes, such as
improving access to
educational content or teacher
training.
Upper-Middle-
Income Economies
better access to educational resources
and infrastructure, resulting in better
educational opportunities for their
citizens.
to invest in AI applications for
education, but the extent of
implementation could depend
on national policies,
infrastructure, and educational
priorities
High-Income
Economies:
well-developed educational systems,
extensive access to advanced learning
facilities
personalized learning
experiences, intelligent tutoring
systems, data analysis for
educational planning, and even
administrative tasks.
واالقتصاد االصطناعي الذكاء
(Education GPS- OECD, 2022)
29. • Chan, C. K. Y., & Tsi, L. H. (2023). The AI Revolution in Education:
Will AI Replace or Assist Teachers in Higher Education?. arXiv
preprint arXiv:2305.01185.
• Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial
intelligence in education: Challenges and opportunities for
sustainable development.
• Vincent-Lancrin, S., & Van der Vlies, R. (2020). Trustworthy artificial
intelligence (AI) in education: Promises and challenges.
Twitter
Mike Sharples (@sharplm) / X (twitter.com)
Resources
32. Dr. Nashwa ÷ Ismail
Lecturer in Education Technology - UK
MSc-PhD-FHEA
التعليم في االصطناعي الذكاء
Artificial Intelligence:
Opportunities and Challenges in Low-Cost Education