Browsing 05. Conference Proceedings & Working Papers by Subject "Artificial Intelligence (AI)"
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- ItemOpen AccessArtificial Intelligence (AI) Driven Interventions in Technical and Vocational Education and Training(2022-09) Onyango, Evans; Kelonye, CatherinePCF10 Sub-theme: Inspiring Innovations // In the last decade the world has witnessed major advancement in science and technology, an industrial revolution of some sort, a truly massive shift that has birthed industry 4.0. This gigantic shift has given rise to a demand for uniquely transformative technical skills, a demand that can only be quenched by a properly developed and correctly implemented quality, industry focused, demand-driven Competency Based Technical and Vocational Training (CBET) program. To ensure immediate and sustainable employability of these Technical and Vocational Education and Training (TVET) graduates, the training curricula must take cognizance of the latest trends in science and technology, such as Artificial Intelligence (AI) that are responsible for the prominent shifts in the labour market and the requisite skill demanded. In education AI has been used to improve administration and to augment teaching and learning. The objective of this study was to identify, analyze and categorize Artificial intelligence (AI) driven interventions currently used in TVET institutions and to determine their effectiveness. The research was conducted using scoping review methodology, selected since it enabled the researchers to address the broad research question, assess the extent of the available evidence, define eligibility criteria, search the literature, organize it into groups, screen the results and select evidence for inclusion. The JBI manual for evidence synthesis was used in the data extraction and synthesis. And a descriptive summary of the evidence created (charting). A literature search was conducted on the Web of Science for English language peer-reviewed articles related to AI application to TVET institutions. Out of the 320 eligible studies retrieved only 75 were considered based on the inclusion criteria. The result identified the most commonly employed AI-driven interventions and gave recommendations necessary to realize the full potential AI in TVET. // Paper ID1996
- ItemMetadata onlyArtificial Intelligence and Future of Learning(2022-09) Mishra, SanjayaPCF10 Sub-theme: Inspiring Innovations // UNESCO global report Reimagining our futures together: A new social contract for education, highlights the challenge of creating decent human-centred work in the age of Artificial Intelligence (AI). It advocates for more people and communities to recognise the value of care work and the multiple ways that economic security needs to be provisioned. // UNESCO is engaged in the frontiers of making the best use of artificial intelligence in education by developing policy guidelines and capacities of member states. The 41st session of UNESCO General Conference adopted the Recommendation on the Ethics of Artificial Intelligence. The Beijing Consensus on AI in education has led the foundation of discourses on how best to leverage the power of AI to benefit students and teachers. The “AI and Education: Guidance for Policy-makers” published by UNESCO in 2021 provided intellectual guidance for the fostering of AI-ready policy-makers. And a guiding framework has been developed for the development AI competencies for K-12, and a report on the mapping of government-endorsed K-12 AI curricula was released in February 2022. // This panel is designed for policy makers of education ministries, practitioners and professionals interested in the crossroad of education policy-making and AI. Speakers will address the issues on the futures of education, AI-enabled futures of learning, AI curriculum development and best practices for preparing students for human-AI collaboration. // Paper ID 1739
- ItemOpen AccessAutomated Essay Scoring (AES) Systems: Opportunities and Challenges for Open and Distance Education(2022-09) Bai, John Y H; Zawacki-Richter, Olaf; Bozkurt, Aras; Lee, Kyungmee; Fanguy, Mik; Cefa Sari, Berrin; Marin, Victoria IPCF10 Sub-theme: Inspiring Innovations // This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their implementation, and the associated ethical issues are still unanswered. The findings of this research provide a solid foundation for this discussion. // Paper ID 8339
- ItemOpen AccessCognification in Education: Emerging Trends(2022-09) Kumar, Vivekanandan; Ally, Mohamed; Tsinakos, Avgoustos; Norman, HelmiPCF10 Sub-theme: Inspiring Innovations // Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This paper highlights how emerging trends in cognification could disrupt online education. // Paper ID 5611
- ItemOpen AccessEducational Development in Africa: Bridging disability Gap with Distance Learning for the Visually Impaired(2022-09) Egenti, Grace; Ikeokwu, Justin; Fadayomi, BayonlePCF10 Sub-theme: Promoting Equity and Inclusion // It is a known fact that the era of the Covid19 pandemic has further exposed the concept and technology of distance learning as more and more people are now interested in higher education through the distance learning mode. Distance learning courses are possibly an appropriate tool for mainstream students with impairments in education since they rely significantly on digital material and are technology-mediated. However, in the drive to move forward, most structures/systems are typically created without taking into cognizance the unique interface issues those students with disabilities are confronted with while using technology, especially the blind and the visually impaired. Hence, this paper is aimed at creating an enabling examination platform where this vulnerable group would be supported by providing a voice supported application, ODL Visually Impaired Assessment Bot for the blind and the visually impaired to write their examinations. This will further ensure equality and inclusive education in acquiring life-long learning through distance learning. Artificial intelligence technologies were used to develop a Robot that was used for the implementation of the Application. The Robot reads out the examination questions to the blind and visually impaired student and also listens to the student speak and thereafter captures and types out the answers of the student. It is against this backdrop that this paper is written to proffer a solution to the blind and the visually impaired students in Africa, especially, the National Open University of Nigeria. The significance of this ODL Visually Impaired Assessment Bot is aimed at building a sustainable educational system through the use of technology, thus eradicating limiting ideologies in Africa, like ‘those with disabilities cannot be educated and the rich only deserve quality education’. This application will create a level ground for all to access life-long quality education, through the open and distance mode. The visually impaired if given proper education cannot constitute any form of liability but an asset to themselves, their families and the society at large. // Paper ID 3346
- ItemOpen AccessEnhancing Online Courses With Artificial Intelligence Powered Experiential Learning(2022-09) Farrelly, Glen; Clapperton, Robert; Dixon, Richard JPCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // For instructors of online, paced and self-paced courses, it can be a challenge to find ways to enliven the course material. Techniques used for in-person courses, such as hands-on labs, role-playing, and practice exercises, may be difficult or impossible to replicate in online courses where students progress at their own pace and schedule. In addition, with challenges brought by the recent COVID-19 pandemic and cutbacks to post-secondary education funding, it is important for educators to offer effective learning opportunities that scale well and are resilient to restrictions imposed on account of pandemic conditions. // Over the past three years, Athabasca University’s Faculty of Business has partnered with Ametros Learning to address these challenges through developing courses that use artificial intelligence (AI) to power educational simulations that deliver experiential learning opportunities for students (Kolb, 2014). The AI-powered simulation platform requires students to assume roles in realistic and relevant scenarios and perform a series of interactive exercises (such as engaging in Socratic questioning and drafting responses and critiques) to address challenges related to the simulation narrative and key course concepts. // This approach enables teaching hard and soft skills through embedded educational material followed by students applying key skills and receiving timely, iterative and individualized assessment by both humans and AI agents. Through analysis of quantitative student feedback data and individual observational analysis, we have found that this experiential learning approach leads to deeper cognitive and affective learning than more static approaches to course content delivery. // Post-secondary institutions have been using AI for several years for purposes such as fielding common, basic student questions and providing learning analytics. However, the use of AI to deliver full-scale, holistic student learning opportunities is in its infancy. This panel discussion will address the challenges and benefits of implementing AI-powered course approaches by hearing from three instructors who implemented such an innovative approach in their courses and an educational software executive who has pioneered AI approaches to online education. // Reference: Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education. // Paper ID 4368
- ItemOpen AccessiNOUN Chatbot: Providing Support and Microlearning with a Web Based Conversational Smart Assistant(2022-09) Adesina, AdewalaPCF10 Sub-theme: Promoting Equity and Inclusion // Innovative solutions based on Artificial Intelligence (AI) are transforming modern society. The goal of AI is to create computers or machines that imitate human abilities as closely as possible. Conversational interfaces, or chatbots, are considered a revolutionary step towards the next generation of digital experiences. Few studies, however, have examined how these tools can be used to increase access to education and content-driven support. This study describes and demonstrates an intelligent support personal bot that responds to simple questions on information on the university website. Furthermore, the chatbot can provide learners with small chunks of learning material via voice and text input. The iNOUN chatbot uses Drupal's content management system to serve content, Google's Dialog flow NLU tools to process text and voice input, and a chatbot interface to interact with users. The web-based system powered by Artificial Intelligence will offer personalized support to learners as well as serve as a teaching assistant capable of presenting small chunks of content to learners. As a result, equity, inclusion, and lifelong learning are likely to be promoted. // Paper ID 8217
- ItemOpen AccessKeynote Address: Fostering Lifelong Learning(2022-09-15) Zawacki-Richter, Olaf"The Contribution of Open, Distance and Digital Education to Lifelong Learning" keynote address delivered by Professor Olaf Zawacki-Richter, University of Oldenburg, at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10) in Calgary, Canada on 15 September 2022.
- ItemOpen AccessPreparing Indian Youth for Fourth Industrial Revolution(2022-09) Balachandran, RadhikaPCF10 Sub-theme: Fostering Lifelong Learning // In the 21st century, technological innovations that took decades to occur are being replaced in years, in some cases just months. These revolutionary technological breakthroughs present a unique opportunity for India to industrialize. With the right policy framework, India could use the democratic nature of technology to reindustrialize itself. This democratic nature of technology has allowed firms to overcome their country's legacy issues and become global leaders in various fields. This potential harnessed properly could help India industrialize and create global leaders from its soil. However, skilling, reskilling and upskilling are necessary conditions for actively allowing the participation of Indian youth in the sectors dominating the fourth industrial revolution. This paper analyses the Fourth Industrial Revolution, through crucial policy decisions taken by the Government of India, related to the skilling of youth. // Paper ID 3948
- ItemOpen AccessPreparing Lifelong Learners for a Diversifying Economy Through Micro-Credentials and Laddering at Athabasca University(2022-09) Butts Scott, Jessica; Ingram, Katrina; Munyikwa, Ken; Macleod, Douglas; Kumar, Vive; George, Stella; Reckseidler-Zenteno, Shauna; MacFarlane, Rae; Mulligan, KristinPCF10 Sub-theme: Building Resilience // Learners need relevant and transformative skills to adapt to a world of increasing change and complexity. It is important to provide diverse opportunities to support lifelong learning. In response to the Alberta 2030: Building Skills for Jobs report and Alberta’s Recovery Plan to the Covid-19 pandemic, PowerED™ by Athabasca University, Ethically Aligned AI, and Athabasca University’s Faculty of Science and Technology developed three online, on-demand micro-credentials. The three micro-credentials, Ethics and Artificial Intelligence, Innovative and Diversified Energy Resources, and Energy Efficiency in Architecture Engineering (AEC) and Construction Industry, were funded by the Government of Alberta to provide job-ready skills in priority areas. Athabasca University’s PowerED unit is designing and developing these three micro-credentials in partnership with Athabasca University faculty and subject matter experts. PowerED™ is Athabasca University’s award-winning continuing education unit that provides an on-demand approach to the online learning experience which includes a mix of multi-media (videos, podcasts) interactive tools, case studies, gamification, competency assessment, downloadable materials, and AI simulations for immediate assessment. The micro-credentials are being designed to be flexible and can be accessed from any device that connects to the internet. Each micro-credential is made up of a set of modules and learners can combine different micro-credentials to develop specific competencies to focus on specific skill development requirements. Modules are being designed so that in the future, individual modules can be re-packaged into unique micro-credential offerings. In completing these micro-credentials, learners will be able to obtain relevant skills in key areas of employment. These micro-credentials will ladder into the BSc programs at Athabasca University, creating additional opportunities to continue learning in a flexible and accessible way. To facilitate this, we are developing a micro-credential framework at the institutional level that will also align with future frameworks in Alberta and Canada. // Paper ID 7264