Dear colleagues,
Could you share with us your contributions of applying artificial intelligence on learning?
Best regards
The use of intelligent tutors or intelligent systems for students to learn a certain topic is related to the didactics used in the presentation of the thematic. However, the given application has been more in the evaluations, considering that the student could refrain from sending it at the last minute, then, the next time it enters, it follows on the same subject with other questions, this leads to that it really learns, already That it will not be able to continue in trial and error continuously; In addition, the system, when you send the evaluation, immediately "explains" what errors it made; Therefore, the teacher takes the note easily. You Can Help the teacher more in time and the student as soon as You know what failure.
The ultimate goal of 21st century educators is not to train use of artificial intelligence (AI), but how to continue training the mind with ever-present AI to develop students' memory and use it for survival and innovation. Dictating using voice recognition and auto-correcting while composing a document are common examples of AI that replace memory to spell a word. Phones and computers saving phone numbers, addresses, and etc. have also replaced everyday memories. Written documents, along with memory are being replaced by digital clouds. A regular test: Can students write, calculate, and innovate without clouds?
Without individual memory, culture is lost and innovation is impossible. As I state in the first 21 words of my recent book Culture and the mysterious agent changing it, "Culture is survival. Memory is culture. Society is losing all three. Survival is in jeopardy when memory, books, and clouds disappear." More details are provided in my last book, Learning as it influences the 21st century, "Traditional learning relies on memory. The computer literate do not. World transition to electronic artificial memory may be the biggest setback in human history." See https://www.relatingtoancients.com/new-books.
Karima, here is a reflection: "La inteligencia del mañana", and others who are related, such as "construcción de bases de conocimiento".
Thank you Luis Carlos Torres Soler . Do you have these works in english?
You can have Subtopics and notions in "Artificial intelligence in education" research here https://www.researchgate.net/project/Research-topic-map/update/5caae3b6cfe4a7df4ae6a5f3
Be happy.
Dear colleagues,
Could you share with us your contributions of applying artificial intelligence on learning?
Artificial intelligence (AI) relies on its memory system which is replacing personal memory. The moral of artificial intelligence may be for scholars in the future to teach using memory rather than rely on artificial memory tools. Memory is a needed skill when survival is at stake.
AI is changing mind body functions. I contend electronic artificial memory and computations are replacing human memory, allowing a higher percentage of consumed energy (calories) for physical movement. With electronic technology and automated transportation, humans have less physical movement. Result: The anecdotal trend could indicate as a percent of the body, brains are likely to shrink. Proportionally, human minds are shrinking while height and waists are growing. Under the current path of automation and artificial memory, I fully expect the human brain to continue to use less energy as a percent of body weight. Result? Innovation will slow matching body function.
AI decreases personal memory. In and out of class, young adults spend inordinate amounts of time on automated gadgets mentally feeding on snippets with memory spasmodic. It is synthetic thinking.
World transition to electronic artificial memory may be the biggest setback in human history. A brain operating a smartphone may someday remind people to pee. Laying hidden are novel ideas never exposed or used. Integrated thoughts produce innovation. Given more leisure time, demand for satisfaction will increase. A body’s self-satisfaction historically meant survival, but now in developed societies it feeds off artificial gadgets.
AI is changing how people are educated and where they will work. A new education model will evolve and be gender neutral. Why? Most jobs will be home-based. Throughout recorded history, nearly all jobs were home-based, except for the past few generations. AI is reversing the twentieth century trend.
A new education model will use, but not be dependent on, the school system or artificial memory. For human survival, innovation must continue. Innovation does not come from formal schooling or AI. To function, AI forces standardization. Forced standardization replaces innovation. School systems using AI will not produce individual entrepreneurs or innovators; rather, students are trained as teams to perform in schools uniformly grouped by age and class which was a twentieth-century model when manufactures and industry needed standardized (often labor-union compliant) employees. AI is moving industry and individuals into the twenty-first century.
AI replaces individual reasoning. With electronic access to artificial memory, our school system is developing an educational system that lessens student ability to calculate and conceptualize.
A counterargument may be that computers can calculate and remember much more accurately and quicker than a human. In most cases that is true. However, without a refined ability to calculate and remember, there is no brain activity exercised to develop truly novel thought. The purpose of my book, Learning as it influences the 21st century, is to reveal that the ability to learn, memorize, think, theorize, conceptualize, and calculate are crucial to societal development. Artificial memory is likely hampering all—including personal interaction. No matter how efficient, gadgets do not understand personal struggles.
What if AI is widely available and standardized? Once a system is in place, it is difficult to change. Once someone gets used to gadgets or slaves, it is hard to get by without them. As artificial memory is used to replace thinking, people allow their brains to get lazy. It reminds me of a sign. Inventor of electronic artificial memory, Thomas Edison (1847–1931), had a sign hanging in his office quoting famed British artist Sir Joshua Reynolds (1723–1792): “There is no expedient to which a man will not resort to avoid the real labor of thinking.”
Unfortunately, those relying on artificial memory assume nothing existed, or is worthwhile, that is not available through World Wide Web search engines. Internet is constantly being restricted. Companies and countries owning, operating, or directing electronic information searches are doing so first to satisfy the company’s financial, or country’s political desires.
A company, country, and school system are as susceptible to defeat as ancient, supposedly invincible Carthage, if artificial memory is used to assume progress and sustenance with a standardized system.
Artificial intelligence is old—as old as artificial memory. Writing is artificial memory. Electronic artificial memory is like computer data storage, thought to be a recent innovation. It is not. Writing created the first artificial memory. Edison enhanced it with electricity. Artificial intelligence is using Edison-era innovatitons.
In 1877, Thomas Edison (a hearing-impaired guy) invented a machine to record and replay sounds. Edison developed his technology from a recording system developed by Leon Scott in 1857. One invention leads to many (often more successful) uses like the motion picture camera Edison developed. Smartphone users likely do not know who developed motion pictures so they can take videos with their phone.
The inventor or electronic artificial memory did not rely on it for innovation. Thomas Edison, who had no formal schooling, held more than 1000 patents. Edison used written science, curiosity, and long-term thought to develop some of mankind’s greatest electrical systems—artificial light, artificial sound, and artificial memory. Unbeknownst to Edison, employment options are still developing.
AI shortens thinking patterns. A few snippets of broadcast news, a line or two exchanged on a computer or cell phone using artificial memory are training young minds to block long-term thought.
Systems change slowly. Employing a novel concept takes decades to explore its ramifications. It is much easier to accept the old system and not change. It takes innovative minds and long-term thought to use and develop historic facts, like automated functions of AI using Edison’s electronic artificial memory.
The world does not survive on the smart girls or guys, or those who spent the most time in school. It survives and changes when people act, work, think, are responsible, and take risks.
AI drives individualism. Using a term I coined, an AI “Faceless” generation is emerging. Times have changed. It is easy to see the strong faith city dwellers have in AI. They only live in hope that the Faceless learned how to produce their food. How to process, package, and deliver it. They have total faith that the Faceless will provide pure water when the faucet is opened, sewer treatment with the toilet is flushed, light when the switch is flipped, and doctors when eyes, teeth, and health fail. Traffic lights operate automatically. It is not a stretch to have a vehicle automatically arriving and delivering you, your family, or your production.
City dwellers have come to expect that the Faceless have learned how to maintain phones and Internet, protect them from fire, crime, and foreign terror. Ancients knew their support system. The Faceless are today’s support system. Faceless, they do not know, cannot be afraid of business, technology, or learning new ways beyond synthetic minds and using, not relying on, artificial memory.
Through the ages, seniors remember troubles of the past and must have faith the Faceless younger generation will continue to support them and their family.
After more than a century of mandatory good schools and good books, the Faceless again have opportunity to “. . . learn to think for themselves” (as Edward Eggleston wrote in 1889).
Throughout history, family and businesses trained youth. Young minds initiated schemes, gained experience, and advocated change. Businesses with access to transportation, communications, and young ideas built societies when they had freedom to change.
Fortunately, freedom to learn continues to exist outside restrained AI or school systems. Many parents give responsibilities to their youth who fortunately are more likely to lead society. Questions remain as how will it change and who will do it.
More details can be found at https://www.RelatingtoAncients.com/new-books.
Google's Word Coach is one example of AI that tailors the contents according to the learner's level and interaction.
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