Tasks include:
- The creation of syllabus
- Identifying stuggling students with educational tasks
- Creating new alternatives to use available teaching material for better education, etc.
Dear Dr. Platas,
this is an interesting question. Identifying struggling students can be done with adaptive testing (and the Rasch model as the theoretical underpinning), e.g.
http://www.tandfonline.com/doi/abs/10.1080/13803611.2011.630549?needAccess=true&journalCode=nere20
or
http://www.tandfonline.com/doi/full/10.1080/13803611.2011.630528?src=recsys
There is also a periodical on AIED, where upcoming articles on this issue might be represented: http://www.springer.com/computer/ai/journal/40593
A summary on the topic in general can be found on:
https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/
Maybe the following 2 articles are also of interest:
Liu, O. L., Brew, C., Blackmore, J., Gerard, L., Madhok, J., & Linn, M. C. (2014). Automated scoring of constructed-response science items: prospects and obstacles. Educational Measurement: Issues and Practice, 33(2), 19–28.
Liu, L., Rios, J., Heilman, M., Gerard, L., & Linn, M. (2016). Validation of automated scoring of science assessments. Journal of Research in Science Teaching, 53(2), 215–233.
Yours sincerely,
Rainer
For clarity, can you give the full name for AIED?
Many thanks,
Debra
AIED is short for Artificial Intelligence in Education, thanks for the interest.
Dear Dr. Platas,
this is an interesting question. Identifying struggling students can be done with adaptive testing (and the Rasch model as the theoretical underpinning), e.g.
http://www.tandfonline.com/doi/abs/10.1080/13803611.2011.630549?needAccess=true&journalCode=nere20
or
http://www.tandfonline.com/doi/full/10.1080/13803611.2011.630528?src=recsys
There is also a periodical on AIED, where upcoming articles on this issue might be represented: http://www.springer.com/computer/ai/journal/40593
A summary on the topic in general can be found on:
https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/
Maybe the following 2 articles are also of interest:
Liu, O. L., Brew, C., Blackmore, J., Gerard, L., Madhok, J., & Linn, M. C. (2014). Automated scoring of constructed-response science items: prospects and obstacles. Educational Measurement: Issues and Practice, 33(2), 19–28.
Liu, L., Rios, J., Heilman, M., Gerard, L., & Linn, M. (2016). Validation of automated scoring of science assessments. Journal of Research in Science Teaching, 53(2), 215–233.
Yours sincerely,
Rainer
Thank you very much for your contributions, I'll be sure to use them in my project.
Dear Platas,
AIED might be a blessing or a curse. That depends on a number of factors: - How efficient computer users are;
- How they perceive AIED; that is, an aid or replacement;
- Who they use programs with (students, other teachers, administration, parents);
Answering these questions will certainly help in answering the following questions.
- The creation of syllabus: AIED does not help in creating syllabi; the maximum that can be done is saving a template that can be used to unify the syllabi format
- Identifying struggling students with educational tasks: The teacher can rely on classroom observation, grade analysis, reading miscue analysis, and probably many other tools; AIED does not generate specific ideas for teachers unless they give some input.
- Creating new alternatives to use available teaching material for better education, etc.: If you have access to teaching methodology content (from publishers whose books you adopt), yes AIED helps. You can also add your material and make sure that it be accessible when you need it. In general, AIED should assist practitioners at all levels; it does not create solutions; it just keeps them and makes the more exchangeable. Sill users should have practical knowledge about how to use AIED to the maximum.
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