Education, automation and AI: a genealogy of alternative futures

Rahm, Lina

doi:10.1080/17439884.2021.1977948

Cited by 28 publications

(16 citation statements)

References 36 publications

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“…While different, these examples have in common the interest in shaping and influencing current educational imaginaries (Rahm 2021) to provoke change. These methods aim to produce actionable knowledge in education; instead of only representing knowledge about a fixed, external educational world.…”

Section: Understanding Different Types Of Future(s)-oriented Methodsmentioning

confidence: 99%

Automation Is Coming! Exploring Future(s)-Oriented Methods in Education

Pargman

Lindberg²,

Buch³

2022

Postdigit Sci Educ

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Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do researchers explore sociotechnical practices that are in the making? Guided by these questions, we investigate the increasing adoption of ADM in teachers’ assessment practices. This constitutes a case in point for reflecting on the research methods applied to address the future of assessment in education. In this context, we distinguish between representational methods oriented to recounting past experiences and future(s) methods oriented to making futures. Studying the literature on speculative methods in digital education, we illustrate four categories of future(s)-oriented methods and reflect on their characteristics through a backcasting workshop conducted with teachers. We conclude by discussing the need to reconsider the methodological choices made for studying emerging technologies in critical assessment practices and generate new knowledge on methods able to contribute to alternative imaginaries of automation in education.

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Section: Understanding Different Types Of Future(s)-oriented Methodsmentioning

confidence: 99%

Automation Is Coming! Exploring Future(s)-Oriented Methods in Education

Pargman

Lindberg²,

Buch³

2022

Postdigit Sci Educ

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“…The conversation that it necessitates a response in the form of digital transformation has been prevalent in the literature especially in the context of different sections of the economy including education. The forms of the digital age have evolved to embrace the compelling technologies of Artificial Intelligence (AI), data analytics and the metaverse (Hsu et al, 2022;Rahm, 2021;Shum and Luckin, 2019;Tlili et al, 2022). The rapidly changing landscape reminds us to be cognizant of the latest technology advances which will shape the nature of living, work, play and everyday life in the impending future.…”

Section: A Comprehensive Perspective To Learning 31mentioning

confidence: 99%

“…The forms of the digital age have evolved to embrace the compelling technologies of Artificial Intelligence (AI), data analytics and the metaverse (Hsu et al. , 2022; Rahm, 2021; Shum and Luckin, 2019; Tlili et al. , 2022).…”

Section: What Is the Changing Landscape In The Digital Age?mentioning

confidence: 99%

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

Looi

2022

IJILT

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PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.

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“…Kids and youthful understudies track it entertaining and drawing in because they go ahead and communicate straightforwardly with both electrical and mechanical cycles and methods (Romero et al, 2020). Rahm, (2021) stated that the connection between specialized improvement and schooling is complimentary, where training generally remains comparable to abilities, capabilities, and strategies that are expected as fundamental in a mechanical future. Simultaneously, abilities and skills are essential to driving advancement and technological improvement for the dynamic production of advantageous fates.…”

Section: Robotization In Educationmentioning

confidence: 99%

The Benefits of ICT Application on the Successful Implementation of Formal Education

Putrajaya

Latif²,

Nofirman

et al. 2022

edu

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This study discussed the problem of the advantages of ICT applications for the successful application of formal learning. We have carefully reviewed some kinds of literature involving a chronological approach, which includes analyzing data, testing data, evaluating and interpreting it until we get some crucial points, which include we get several technological applications, including argumentative reality, adaptive learning, artificial intelligence, robotic and automation, utilization of 5G advances in learning, and learning analytics. It is hoped that these findings will be helpful for further studies.

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Education, automation and AI: a genealogy of alternative futures

Cited by 28 publications

References 36 publications

Automation Is Coming! Exploring Future(s)-Oriented Methods in Education

Automation Is Coming! Exploring Future(s)-Oriented Methods in Education

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

The Benefits of ICT Application on the Successful Implementation of Formal Education

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