TY - GEN
T1 - Discourse Analysis on Learning Theories and AI
AU - Papa, Rosemary
AU - Jackson, Karen Moran
AU - Brown, Ric
AU - Jackson, David
N1 - Publisher Copyright:
© 2020, Springer Nature Switzerland AG.
PY - 2020
Y1 - 2020
N2 - The intent of the study was to identify the dialogue and discourse on how AI development includes and/or excludes pedagogical educational learning theories focused on the learner. Through identifying areas of intersection between AI development and learning theories, educational leaders can interface with developers and content experts to establish optimal teaching skills and strategies for the ethical ‘good’ of the learner. The review of the discourse in the literature revealed surprisingly limited intersections between AI and learning theories, with a tool-centric literature, coupled with efficiency evaluations and developmental narratives. The following three conceptual questions to engage in dialogue between AI developers and educational leaders surrounding AI and learning theories were proposed: (1) Who ultimately controls the curriculum? (2) Are cognitive theories primarily utilized in constructing AI algorithms? (3) What is encapsulated in AI’s hidden curriculum and how is bias/discrimination accounted for? The opportunity for educational leaders and theorists of learning to engage with AI developers and super-intelligence is necessary for the ‘good’ of what is developed artificially. If teachers are viewed as only content experts without acknowledgement of the multiple strategies they use to inspire and encourage students, then AI development may get teaching very wrong.
AB - The intent of the study was to identify the dialogue and discourse on how AI development includes and/or excludes pedagogical educational learning theories focused on the learner. Through identifying areas of intersection between AI development and learning theories, educational leaders can interface with developers and content experts to establish optimal teaching skills and strategies for the ethical ‘good’ of the learner. The review of the discourse in the literature revealed surprisingly limited intersections between AI and learning theories, with a tool-centric literature, coupled with efficiency evaluations and developmental narratives. The following three conceptual questions to engage in dialogue between AI developers and educational leaders surrounding AI and learning theories were proposed: (1) Who ultimately controls the curriculum? (2) Are cognitive theories primarily utilized in constructing AI algorithms? (3) What is encapsulated in AI’s hidden curriculum and how is bias/discrimination accounted for? The opportunity for educational leaders and theorists of learning to engage with AI developers and super-intelligence is necessary for the ‘good’ of what is developed artificially. If teachers are viewed as only content experts without acknowledgement of the multiple strategies they use to inspire and encourage students, then AI development may get teaching very wrong.
KW - Artificial intelligence
KW - Discourse analysis
KW - Educational leadership
KW - Learning theories
UR - http://www.scopus.com/inward/record.url?scp=85088528806&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85088528806&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-52243-8_50
DO - 10.1007/978-3-030-52243-8_50
M3 - Conference contribution
AN - SCOPUS:85088528806
SN - 9783030522421
T3 - Advances in Intelligent Systems and Computing
SP - 665
EP - 672
BT - Intelligent Computing - Proceedings of the 2020 Computing Conference
A2 - Arai, Kohei
A2 - Kapoor, Supriya
A2 - Bhatia, Rahul
PB - Springer
T2 - Science and Information Conference, SAI 2020
Y2 - 16 July 2020 through 17 July 2020
ER -