Books  |  , ,   |  February 28, 2019

Artificial Intelligence in Education: Promises and Implications for Teaching and Learning

Book by by Charles Fadel, Wayne Holmes and Maya Bialik.
Published by Center for Curriculum Redesign.
242 pages.

“The landscape for education has been rapidly changing in the last years: demographic changes affecting the makeup of families, multiple school options available to children, wealth disparities, the global economy demanding new skills from workers, and continued breakthroughs in technology are some of the factors impacting education. Given these changes, how can schools continue to prepare students for the future? In a world where information is readily available online, how can schools continue to be relevant? The emergence of Artificial Intelligence has exacerbated the need to have these conversations. Its impact on education and the multiple possibilities that it offers are putting pressure on educational leaders to reformulate the school curriculum and the channels to deliver it.

The book “Artificial Intelligence in Education, Promises and Implications for Teaching and Learning” by the Center for Curriculum Redesign immerses the reader in a discussion on what to teach students in the era of AI and examines how AI is already demanding much needed updates to the school curriculum, including modernizing its content, focusing on core concepts, and embedding interdisciplinary themes and competencies with the end goal of making learning more enjoyable and useful in students’ lives. The second part of the book dives into the history of AI in education, its techniques and applications –including the way AI can help teachers be more effective, and finishes on a reflection about the social aspects of AI. This book is a must-read for educators and policy-makers who want to prepare schools to face the uncertainties of the future and keep them relevant.”

— Amada Torres, VP, Studies, Insights, and Research, National Association of Independent Schools

Table of Contents

Introduction: The Context

  • The What
  • The How
  • The Role of Assessments
  • Lastly

Part One: What Should Students Learn? The Impact of AI on Curriculum

  • The Purposes of Education
  • Foundational Knowledge: What Do Students Need to Learn?
  • Overview of Core Concepts
  • Overview of Essential Content
  • Making Meaning and the Impact of Algorithms
  • Core Concepts
  • Essential Content
  • What Content Should be Added
  • What Content Should be Removed
  • Practical Considerations
  • Conclusion

Part Two: The How: Promises and Implications of AI for Teaching and Learning

  • AI in Education
  • The Background of AI
  • AI Techniques and Terminology
  • How AI Works in Education
  • Applications of AI in Education
  • Intelligent Tutoring Systems
  • Dialogue-Based Tutoring Systems
  • Exploratory Learning Environments
  • Automatic Writing Evaluation
  • What Other AIED is Out There?
  • What Else is Possible?
  • AI in Education—A Tentative Summary
  • The Social Consequences of AI in Education

Appendix 1

  • Connections Between Topics and Concepts
  • Evolution of Content
  • Cross-Cutting Themes

Appendix 2

  • What is AI?
  • AI Today
  • AI Techniques
  • AI Techniques and Terminology

About CCR

  • Redesigning Education Standards

About the Authors

  • Maya Bialik is the research manager at CCR, and co-author of Four-Dimensional Education. She is passionate about appropriate interpretation and application of science at the personal and the policy levels. Maya holds a Master’s degree in Mind, Brain & Education from Harvard, and her background includes research and writing in complex systems, education, environmental science, psychology, neuroscience, and linguistics.
  • Charles Fadel is a global education thought leader and author, futurist and inventor; founder and chairman of Center for Curriculum Redesign; visiting scholar Harvard GSE; member President’s Council at Olin College of Engineering; chair education committee at BIAC/OECD; co- author of “Four-Dimensional Education” (framework in 18 languages) and best-selling “21 st Century Skills”; founder and president Fondation Helvetica Educatio (Geneva, Switzerland); senior fellow The Conference Board. Has worked with education systems and institutions in more than 30 countries. Having spent 25 years in technology, including his A.I. early startup Neurodyne, he was formerly Global Education Lead at Cisco Systems, visiting scholar at MIT ESG and Wharton/Penn CLO, angel investor with Beacon Angels. BSEE, MBA, seven patents.
  • Wayne Holmes is an Assistant Professor in Learning Sciences and Innovation, at the Institute of Educational TechnologyThe Open University (UK). He is also a Visiting Associate Professor at both the Universidade de São Paulo and the Universidade Federal de Alagoas (Brazil), a Visiting Research Fellow at the Advanced Innovation Center for Future EducationBeijing Normal University (China), a member of the All Party Parliamentary Group for Artificial Intelligence (UK), and a consultant researcher at CCR. He holds a PhD in Learning and Technology, from the University of Oxford, an MSc in Education (Oxford), and an MA in Philosophy. He is also the co-author of two reports about Artificial Intelligence in Education (Intelligence Unleashed: An Argument for Artificial Intelligence in Education and Technology-enhanced Personalised Learning: Untangling the Evidence), and he led the first-ever AIED ethics workshop, Ethics in AIED: Who Cares?, at the international AIED conference 2018.