《教育中的人工智能：学习速度的变化》（五）

Product by UNESCO IITE （The UNESCO Institute for Information Technologies in Education）聯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类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。

4. Challenges

4.1 Equity， Equality and Access

The term ‘digital divide has been in use since the late 1990s. Although the manual recording of data by educators and institutions can help to address this divide， as electronic data capture becomes the norm， learners who have limited access to the information required to assist them in their studies， and the ability to generate and share electronic data， may be disadvantaged when it comes to the building of personalized learning pathways which adequately identify and address their needs.

4.2 The Ethical Dimension

At present it is private companies who are leading the way in bringing the power of AI to education， giving rise to concerns about the privacy， protection and use of student data. An ethical foundation for AI is required during the development of AI-enabled services and solutions： not just at the deployment stage. How can we ensure that gender， racial， socio-economic and ability biases are not introduced at the programming level？ How can we ensure that social and cultural stereotypes are not promulgated？ How can we ensure that all learners， regardless of where they live， have the same access to the benefits which will accrue？

4.3 Technology Dependence

An increased reliance upon AI will not be entirely to our benefit. We can expect to see an increased number of jobs replaced by automation， in both the developed and developing world. There is also a danger that our ability to delegate tasks and cognitive functions to machines can increase our dependence upon technology whilst eroding our own ability to perform these， in what might be termed a ‘use it or lose it scenario. Do students who rely on a computer keyboard lose the ability to write legibly？ Do those who perform calculations using a spreadsheet or calculator become less skilled at mental arithmetic？ Has a reliance upon GPS affected our ability to navigate？ As these technologies become smarter and more capable， it will also become more important than ever to know where it is we want to go.

4.4 Continuous Professional Development

To derive the benefits of AI in education， it will be necessary to equip educators and administrators with the skills to assess and interpret the results. Effective AI solutions generate easy-to-interpret visualizations and dashboards which allow users to interrogate the data and absorb insights in real time. Custom views and reports， tailored for different roles and functions， can easily be produced. The core focus of CPD in this context involves training educators to leverage the insights generated so as to incorporate them into their teaching practice， and to assist them in creating personalised learning pathways for their students.

5. Whats Next？

5.1 New Ways of Doing

5.1.1 Metacognitive Scaffolding

AI can play a role in metacognitive scaffolding by allowing the students themselves to benefit from the insights generated during the course of their learning pathways. Increasingly， students will become the primary users of AI solutions and services， rather than simply the subjects of the data analyzed by educators， administrators and system owners. A learner who is provided with greater insight into how they learn， and how they think， has greater agency and control over their education， and is equipped with vital knowledge of self to act as a bedrock for lifelong learning.

5.1.2 Personalized Assessment and Credentialing

AI will also play an important part in addressing the next great challenge being offered to education technologists： how to support personalized assessment. We know that current forms of assessment in our schools and colleges are seldom aligned to the skills that will be demanded of students when they enter the world of work. Some of the higher-order thinking skills that will be required in a 21st century environment — recall， comparison， analysis and inference — but soft skills， ‘people skills， moral character， teamwork， collaboration and the ability to work effectively as part of a team are difficult to evaluate using these traditional forms.

Many institutions and an increasing number of school systems are investigating the use of micro-credentials that measure complex and general learning capabilities， including such 21st century skills as critical thinking， creativity， communication skills and entrepreneurship. If these new credentials are to remain relevant after their introduction it will also be essential to conduct a continuous analysis of their efficacy and effectiveness， and to present these findings and insights using real-time dashboards tailored to each stakeholders area of interest or expertise.

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4. 挑战

4.1 平等、公平与机会

“数字鸿沟”一词自20世纪90年代末开始使用。尽管教育工作者和机构手工记录数据有助于弥补信息富有者与信息贫困者之间的差距，但随着电子数据采集成为常态，部分学习者获得帮助其学习所需信息的机会有限，并且无法生成和共享电子数据，在建立个性化学习途径以确定和满足个人的需求时，可能处于不利地位。

4.2 伦理方面

目前，私营公司在将人工智能的力量引入教育领域方面起着带头作用，这引起了人们对学生数据的隐私、保护和使用的担忧。对人工智能的伦理基础的考虑不仅仅是在人工智能服务和解决方案的部署阶段，而是应该贯穿在整个开发过程中。我们如何确保在编制方案时不引入性别、种族、社会经济和能力偏见？我们如何确保社会和文化的陈词滥调不被传播？我们如何确保所有学习者无论身处何处，都能同样享受到人工智能带来的好处？

4.3 技术依赖

增加对人工智能的依赖并不完全有利于我们。我们可以预期，在发达国家和发展中国家，自动化将取代越来越多的工作岗位。还有一种危险，即将某些任务和认知功能委托给机器可能会增加我们对技术的依赖，同时削弱人类执行这些任务的能力，也许这就是“要么使用，要么失去”。依赖电脑键盘的学生会失去清晰书写的能力吗？那些使用电子表格或计算器进行计算的人在心算方面是否变得不那么熟练？对GPS的依赖是否影响了我们的导航能力？随着这些技术变得越来越智能、越来越成熟，了解我们想要去哪里也将变得比以往任何时候都重要。

4.4 持续的专业发展

为了使人工智能有益于教育的发展，有必要让教育者和管理者掌握评估和解释数据结果的技能。

有效的人工智能解决方案产生易于理解的可视化表和仪表盘，让用户可以实时查询数据并吸收见解，可以很容易地生成针对不同角色和功能定制自定义视图和报表。在此背景下，持续的专业发展的核心重点是培训教育者学会将人工智能所产生的见解融入教学实践，并帮助他们为学生创建个性化的学习途径。

5. 未来展望

5.1 做事方式变革

5.1.1 元认知障碍

人工智能可以在元认知“脚手架”中发挥作用，让学生自己从学习过程产生的洞察力中获益。学生将越来越成为人工智能解决方案和服务的主要用户，而不仅仅是教育者、管理员和系统所有者分析数据的对象。学习者对自己的学习方式和思维方式有更深入的了解，就会对自己的教育有更大的能动性和控制力，并且具备重要的自我知识也是终身学习的基石。

5.1.2 个性化评估和认证

人工智能还将在应对教育技术专家面临的下一个重大挑战上发挥重要作用，即如何支持个性化评估和认证。我们知道，目前高校的评估形式很少与学生进入职场时所需的技能相一致。21世纪环境中所需的一些高阶思维技能，如记忆、比较、分析和推理，可以用传统的标准化考试来评估，但软技能、人际交往技能、道德品质、团队合作、协作等很难用这种形式来评估。

越来越多的机构和学校正在研究使用微型证书来衡量复杂和一般的学习能力，包括21世纪技能中的批判性思维、创造力、沟通技能和创业精神等技能。如果这些新证书在引入后仍具有相关性，人工智能可以对其效力和有效性進行持续分析，并针对利益相关者的兴趣或专业领域定制实时仪表盘展示这些发现和见解。