AI in Education:Change at the Speed of Learning（Ⅲ）

译题 《教育中的人工智能：学习速度的变化》（三）

Product by UNESCO IITE （The UNESCO Institute for Information Technologies in Education）联合国教科文组织教育信息技术研究所

该报告为UNESCO IITE新推出的“教育的数字化转型”（Digital Transformation of Education）系列出版物的第一期。据悉，“教育的数字化转型”系列将包括政策简报、分析报告和反思论文，以探讨由于技术的使用及其对教育和人類生活其他领域的影响，教育领域正在发生和正在出现的根本性变化。

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.

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3. 人工智能的积极作用

3.1 学生

人工智能的应用为所有不同年龄、成就水平和社会经济背景的学生提供了一系列显著的好处，带来更好的学习体验和更优质的学习成果。

3.1.1 个性化学习

人工智能不仅能够接收和查询大量数据，而且能够在不同的数据源之间建立连接，这有助于确定哪些领域可能需要实时干预或额外援助。有了人工智能的推断，为每个学生设计定制的或个性化的学习路径成为可能。

3.1.2 提升社会情感技能

研究表明，人工智能和多模态社会计算有助于提高认知、社会情感技能。高级分析和机器学习长期以来一直被用于私营部门，以提供商业见解，如今它们在教育领域也应用得越来越多。高级分析和机器学习在发展社会情感学习的技能方面具有巨大潜力，因为它们允许教育者个性化教学，并分析定性和定量数据以评估学生表现，帮助学生掌握这些技能。

3.1.3 21世纪技能

尽管指定的21世纪技能清单可能有所不同，但所有权威机构都同意某些技能处于核心地位，包括创造力、协作、批判性思维、毅力、解决问题、自我指导、全球意识和数字素养。帮助学生发展21世纪的广泛技能需要收集和分析大量数据，如果要获得有用的见解，需要人工智能帮助他们在这一过程中发挥作用。

3.1.4 可访问性

人工智能正在为残疾学生打开大门，这将深刻地改变他们的教育机会和参与程度。在人工智能推动的最新进展中，应用程序可以通过手机观察、分析和描述视力受损者周围的世界，能够识别学生的朋友和熟人，甚至能够依据面部表情和姿势等因素描述他们的情绪。

3.1.5 幸福感

人工智能可以帮助学校规划和分配资源，支持对需要帮助、面临辍学危险或经历心理健康、学术或个人生活危机的学生进行早期干预。在这种情况下，人工智能能夠实时识别需要紧急援助的学生，并利用从机器学习中获得的指标和见解预测未来其他人何时可能面临幸福危机，实际上人工智能起到了救命稻草的作用。

3.2 教育者

人工智能、数据分析以及机器学习等技术的有效使用，可以帮助教育者提供引人入胜的沉浸式教育体验，并利用从使用中获得的增强智能和洞察力为每个学生构建个性化的学习路径。

3.2.1 高效省时

人工智能还可以通过生成丰富的学生报告来为教育工作者节省时间，这些报告可以提供给学校、家长或监护人以及学生本人。此类报告可在需要时提供给所有利益相关者，并且比传统报告更准确、更具有时代特色。

3.2.2 参与和享受

当教育者可以将更多的时间用于备课和学习，而不是用于评估和撰写报告时，无论是教室还是会议室的学生都能感受到好处。当学生发现他们的个人需求被教育者“看到”并加以考虑时，他们会觉得得到支持和重视，更有可能积极参与课程学习。

3.2.3 协作

人工智能可以帮助系主任和教员确定教育工作者群体的优势和劣势，并构建协作方法，最大限度地发挥团队的集体效能。选出改善学习成果的最佳实践并分享，通过随时获取定量和定性数据加强导师关系和同伴辅导关系。

3.2.4 专业发展和自我反思

有效利用人工智能等技术可以为教育工作者提供随时随地学习的机会。人工智能还可以辅助在职教育、非正式教育或独立的专业发展。有了客观数据的支持，教育工作者可以在自我反思和技能发展过程中得到帮助。