譯題 《教育中的人工智能：學(xué)習(xí)速度的變化》（三）

Product by UNESCO IITE （The UNESCO Institute for Information Technologies in Education）聯(lián)合國教科文組織教育信息技術(shù)研究所

該報(bào)告為UNESCO IITE新推出的“教育的數(shù)字化轉(zhuǎn)型”（Digital Transformation of Education）系列出版物的第一期。據(jù)悉，“教育的數(shù)字化轉(zhuǎn)型”系列將包括政策簡報(bào)、分析報(bào)告和反思論文，以探討由于技術(shù)的使用及其對(duì)教育和人類生活其他領(lǐng)域的影響，教育領(lǐng)域正在發(fā)生和正在出現(xiàn)的根本性變化。

3. The Promise of AI

3.1 Students

The application of Artificial Intelligence offers students of all ages， achievement levels and differing socio-economic backgrounds a number of significant benefits， each of which can result in enhanced learning experiences and improved learning outcomes.

3.1.1 Personalization

AIs ability not only to ingest and interrogate vast amounts of data， but to make connections between disparate data sources， can help to identify areas where real-time interventions or additional assistance may be required. Extrapolating from this AI makes it possible to devise a tailored or individualized learning pathway for each student.

3.1.2 Social and Emotional Growth

Research has shown that AI and multimodal social computing can help to improve cognitive， social and emotional skills. Advanced analytics and machine learning have long been employed in the private sector to deliver business insights， and increasingly these applications are entering education. Advanced analytics and machine learning hold significant potential for the development of social and emotional learning skills because they allow educators to personalize instruction， and to analyse both qualitative and quantitative data to assess and assist with a students mastery of these skills.

3.1.3 21st Century Skills

Although lists of designated 21st century skills can vary， all authorities agree that certain skills lie at the core， including： Creativity， Collaboration， Critical Thinking， Perseverance， Problem-Solving， Self-Direction， Global Awareness and Digital Literacy Skills. Assisting students in the development of the broad range of 21st century skills requires the collection and analyses of vast amounts of data and AI is required if useful insights are to be exposed， which assist them in that journey.

3.1.4 Accessibility

AI is opening doors for students with disabilities， which will profoundly alter their educational opportunities and levels of engagement. Among recent advancements driven by the use of AI have been Apps which can observe， analyse and describe the world around a visually impaired person through their mobile phone， with the ability to recognize the students friends and acquaintances， and even to describe their emotions based on such factors as facial expression and posture.

3.1.5 Well-being

AI can help the institution plan and allocate resources to support early interventions for students in need of assistance， in danger of dropping out， or undergoing a mental health， academic or personal life crisis. In this context， AIs ability to identify students in need of urgent assistance in real-time， and to predict when others may be in danger of experiencing a well-being crisis in the future using indicators and insights derived from machine learning， can literally prove a life-saver.

3.2 Educators

The effective use of AI， Data & Analytics and Machine Learning can enable educators to deliver engaging， immersive educational experiences and to build personalized learning pathways for each student utilising the augmented intelligence and insights derived from their use.

3.2.1 Effectiveness and Timesaving

AI can also save time for educators at the ‘other end of the process， by producing rich student reports which can be made available to the institution， to parents or guardians， and to the students themselves. Such reports can be made available to all stakeholders as and when required and will be both more accurate and up-to-date than traditional reports.

3.2.2 Engagement and Enjoyment

When educators can devote more of their time to class preparation and learning delivery， and less on assessments and the writing of reports， the benefits are felt by students in their classrooms and lecture halls. When students feel that their individual needs are ‘seen and considered by the educator， they feel supported and valued and are more likely to engage with their course of study.

3.2.3 Collaboration

AI can help department and faculty heads to identify the range of strengths and weaknesses across their educator cohort， and to structure collaborative approaches which maximise the collective skills of the team. Best practices which improve learning outcomes can be identified and shared， and mentorships and peer coaching relationships enhanced by ready and ongoing access to quantitative and qualitative data.

3.2.4 Professional Development and Self-Reflection

The effective use of technologies such as AI can provide educators with the same access to anytime， any place learning. AI can also assist with on-the-job and informal or independent professional development. Educators are assisted in the processes of self-reflection and skills development when supported by objective data.

譯文

3. 人工智能的積極作用

3.1 學(xué)生

人工智能的應(yīng)用為所有不同年齡、成就水平和社會(huì)經(jīng)濟(jì)背景的學(xué)生提供了一系列顯著的好處，帶來更好的學(xué)習(xí)體驗(yàn)和更優(yōu)質(zhì)的學(xué)習(xí)成果。

3.1.1 個(gè)性化學(xué)習(xí)

人工智能不僅能夠接收和查詢大量數(shù)據(jù)，而且能夠在不同的數(shù)據(jù)源之間建立連接，這有助于確定哪些領(lǐng)域可能需要實(shí)時(shí)干預(yù)或額外援助。有了人工智能的推斷，為每個(gè)學(xué)生設(shè)計(jì)定制的或個(gè)性化的學(xué)習(xí)路徑成為可能。

3.1.2 提升社會(huì)情感技能

研究表明，人工智能和多模態(tài)社會(huì)計(jì)算有助于提高認(rèn)知、社會(huì)情感技能。高級(jí)分析和機(jī)器學(xué)習(xí)長期以來一直被用于私營部門，以提供商業(yè)見解，如今它們?cè)诮逃I(lǐng)域也應(yīng)用得越來越多。高級(jí)分析和機(jī)器學(xué)習(xí)在發(fā)展社會(huì)情感學(xué)習(xí)的技能方面具有巨大潛力，因?yàn)樗鼈冊(cè)试S教育者個(gè)性化教學(xué)，并分析定性和定量數(shù)據(jù)以評(píng)估學(xué)生表現(xiàn)，幫助學(xué)生掌握這些技能。

3.1.3 21世紀(jì)技能

盡管指定的21世紀(jì)技能清單可能有所不同，但所有權(quán)威機(jī)構(gòu)都同意某些技能處于核心地位，包括創(chuàng)造力、協(xié)作、批判性思維、毅力、解決問題、自我指導(dǎo)、全球意識(shí)和數(shù)字素養(yǎng)。幫助學(xué)生發(fā)展21世紀(jì)的廣泛技能需要收集和分析大量數(shù)據(jù)，如果要獲得有用的見解，需要人工智能幫助他們?cè)谶@一過程中發(fā)揮作用。

3.1.4 可訪問性

人工智能正在為殘疾學(xué)生打開大門，這將深刻地改變他們的教育機(jī)會(huì)和參與程度。在人工智能推動(dòng)的最新進(jìn)展中，應(yīng)用程序可以通過手機(jī)觀察、分析和描述視力受損者周圍的世界，能夠識(shí)別學(xué)生的朋友和熟人，甚至能夠依據(jù)面部表情和姿勢(shì)等因素描述他們的情緒。

3.1.5 幸福感

人工智能可以幫助學(xué)校規(guī)劃和分配資源，支持對(duì)需要幫助、面臨輟學(xué)危險(xiǎn)或經(jīng)歷心理健康、學(xué)術(shù)或個(gè)人生活危機(jī)的學(xué)生進(jìn)行早期干預(yù)。在這種情況下，人工智能能夠?qū)崟r(shí)識(shí)別需要緊急援助的學(xué)生，并利用從機(jī)器學(xué)習(xí)中獲得的指標(biāo)和見解預(yù)測(cè)未來其他人何時(shí)可能面臨幸福危機(jī)，實(shí)際上人工智能起到了救命稻草的作用。

3.2 教育者

人工智能、數(shù)據(jù)分析以及機(jī)器學(xué)習(xí)等技術(shù)的有效使用，可以幫助教育者提供引人入勝的沉浸式教育體驗(yàn)，并利用從使用中獲得的增強(qiáng)智能和洞察力為每個(gè)學(xué)生構(gòu)建個(gè)性化的學(xué)習(xí)路徑。

3.2.1 高效省時(shí)

人工智能還可以通過生成豐富的學(xué)生報(bào)告來為教育工作者節(jié)省時(shí)間，這些報(bào)告可以提供給學(xué)校、家長或監(jiān)護(hù)人以及學(xué)生本人。此類報(bào)告可在需要時(shí)提供給所有利益相關(guān)者，并且比傳統(tǒng)報(bào)告更準(zhǔn)確、更具有時(shí)代特色。

3.2.2 參與和享受

當(dāng)教育者可以將更多的時(shí)間用于備課和學(xué)習(xí)，而不是用于評(píng)估和撰寫報(bào)告時(shí)，無論是教室還是會(huì)議室的學(xué)生都能感受到好處。當(dāng)學(xué)生發(fā)現(xiàn)他們的個(gè)人需求被教育者“看到”并加以考慮時(shí)，他們會(huì)覺得得到支持和重視，更有可能積極參與課程學(xué)習(xí)。

3.2.3 協(xié)作

人工智能可以幫助系主任和教員確定教育工作者群體的優(yōu)勢(shì)和劣勢(shì)，并構(gòu)建協(xié)作方法，最大限度地發(fā)揮團(tuán)隊(duì)的集體效能。選出改善學(xué)習(xí)成果的最佳實(shí)踐并分享，通過隨時(shí)獲取定量和定性數(shù)據(jù)加強(qiáng)導(dǎo)師關(guān)系和同伴輔導(dǎo)關(guān)系。

3.2.4 專業(yè)發(fā)展和自我反思

有效利用人工智能等技術(shù)可以為教育工作者提供隨時(shí)隨地學(xué)習(xí)的機(jī)會(huì)。人工智能還可以輔助在職教育、非正式教育或獨(dú)立的專業(yè)發(fā)展。有了客觀數(shù)據(jù)的支持，教育工作者可以在自我反思和技能發(fā)展過程中得到幫助。