《教育中的人工智能：學(xué)習(xí)速度的變化》（一）

Product by UNESCO IITE （The UNESCO Institute for Information Technologies in Education）聯(lián)合國(guó)教科文組織教育信息技術(shù)研究所

該報(bào)告為UNESCO IITE新推出的“教育的數(shù)字化轉(zhuǎn)型”（Digital Transformation of Education）系列出版物的第一期。據(jù)悉，“教育的數(shù)字化轉(zhuǎn)型”系列將包括政策簡(jiǎn)報(bào)、分析報(bào)告和反思論文，以探討由于技術(shù)的使用及其對(duì)教育和人類(lèi)生活其他領(lǐng)域的影響，教育領(lǐng)域正在發(fā)生和正在出現(xiàn)的根本性變化。

Executive Summary

AI will play a pivotal role in helping to realize the promise of personalized learning —the ability to tailor the delivery， the content and the pace of learning to the specific needs of each individual student. The ability to ingest data from multiple data sources， interrogate that data and to derive insights — using tools such as predictive analytics and machine learning — is what makes AI such an exciting advancement in education technology.

For students， AIs ability to make connections between disparate data sources will help to identify areas where real-time interventions or additional assistance may be required. As a result， AI makes it possible to devise a tailored or individualized learning pathway for each student which is specific to them and designed to accommodate their strengths， weaknesses， talents and challenges. Advanced analytics and machine learning also hold significant potential for the development of social and emotional learning skills as they allow educators to personalize instruction and to analyse both qualitative and quantitative data to assist with a students mastery of these skills. By enabling students to learn at any time， in any place， technology is also helping to democratize education and offers learners currently unable to attend a physical school the opportunity to achieve their full potential.

The effective use of AI， Data & Analytics and Machine Learning can enable educators to deliver engaging， immersive educational experiences. The promise of AI for teachers lies in its ability to increase the effectiveness of their teaching and to assist them in providing the ideal conditions in which their students can learn and grow. By analysing all of the available data sources and generating insights to guide in the creation of personalized learning pathways， AI can save educators significant amounts of time that would otherwise have to be spent studying and collating such data. Data and Analytics can also support effective teamwork across a school. Subject teachers， department heads， counselling and welfare services and school leadership can coordinate efforts and collaborate in the building and delivery of individualized support programs based on a shared set of learnings and indicators.

Despite the promise of AI， significant challenges remain， particularly in regard to equity of opportunity. 43% of the worlds population still do not have access to the internet， and an estimated 40% of people have never once been online. 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.

If all learners are to reap the rewards of AI in education， regulation and ethical frameworks will be required. How can we ensure that gender， racial， socioeconomic 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？ Given the power and influence such technologies will come to have in shaping the education — and by extension the opportunities and potentially the values of learners — transparency and oversight will be required to ensure that AI-enabled technologies conform to and strengthen fundamental human rights. AI technologies are continually evolving — emergent technologies such as Cognitive Services， Virtual， Mixed and Augmented Reality and the Internet of Things are reshaping our world and providing all stakeholders in education with opportunities to advance teaching and learning， and ethical challenges which will need to be addressed.

AI will play an important part in tackling the next great challenge being offered to education technologists： how to support personalized assessment. Current forms of assessment are seldom aligned to the skills that will be demanded of students when they enter the world of work. Multiple-choice， long- and short-form examinations can serve to evaluate 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.

AI will form part of the foundation for the educational experiences and opportunities students will enjoy in the coming decade. AI in education is already delivering real benefits and will prove a powerful catalyst for change.

譯文

摘要

有效的個(gè)性化學(xué)習(xí)將成為現(xiàn)實(shí)，人工智能發(fā)揮了核心作用——讓系統(tǒng)能根據(jù)每個(gè)學(xué)生的特定需求定制學(xué)習(xí)的傳輸方式、內(nèi)容和速度。能從多個(gè)數(shù)據(jù)源獲取數(shù)據(jù)、查詢(xún)數(shù)據(jù)并得出見(jiàn)解（使用預(yù)測(cè)分析和機(jī)器學(xué)習(xí)等工具），是人工智能在教育技術(shù)領(lǐng)域取得如此驚人進(jìn)步的原因。

對(duì)學(xué)生來(lái)說(shuō)，人工智能在不同數(shù)據(jù)源之間建立聯(lián)系的能力，將有助于確定那些可能需要實(shí)時(shí)干預(yù)或額外援助的領(lǐng)域。因此，人工智能可以為每個(gè)學(xué)生設(shè)計(jì)一個(gè)量身定制的或個(gè)性化的學(xué)習(xí)路徑，該路徑面向?qū)W習(xí)者設(shè)計(jì)，旨在適應(yīng)他們的優(yōu)勢(shì)、劣勢(shì)、才能和困擾。先進(jìn)的分析技術(shù)和機(jī)器學(xué)習(xí)對(duì)社會(huì)情感學(xué)習(xí)技能的發(fā)展也具有巨大潛力，因?yàn)樗鼈冊(cè)试S教育者個(gè)性化教學(xué)，并分析定性和定量數(shù)據(jù)，以幫助學(xué)生掌握這些技能。通過(guò)讓學(xué)生隨時(shí)隨地學(xué)習(xí)，科技助力于教育民主化，并為目前無(wú)法上體育學(xué)校的學(xué)生提供充分發(fā)揮潛力的機(jī)會(huì)。

有效使用人工智能、數(shù)據(jù)分析以及機(jī)器學(xué)習(xí)，可以讓教育者營(yíng)造引人入勝的沉浸式教育體驗(yàn)。人工智能對(duì)教師的好處在于它能夠提高教師的教學(xué)效率，幫助教師為學(xué)生提供學(xué)習(xí)和成長(zhǎng)的理想條件。通過(guò)分析所有可用的數(shù)據(jù)源并產(chǎn)生見(jiàn)解，指導(dǎo)創(chuàng)建個(gè)性化學(xué)習(xí)路徑，人工智能可以為教育工作者節(jié)省大量的時(shí)間，否則他們將不得不花費(fèi)時(shí)間研究和整理這些數(shù)據(jù)。數(shù)據(jù)分析還可以支持整個(gè)學(xué)校團(tuán)隊(duì)的有效合作。學(xué)科教師、部門(mén)負(fù)責(zé)人、咨詢(xún)和福利服務(wù)機(jī)構(gòu)及學(xué)校領(lǐng)導(dǎo)可根據(jù)一些共享的經(jīng)驗(yàn)和指標(biāo)，在建立和提供個(gè)性化支持項(xiàng)目方面進(jìn)行協(xié)調(diào)和協(xié)作。

盡管人工智能前景廣闊，但仍然存在重大挑戰(zhàn)，特別是在機(jī)會(huì)公平方面。世界上43%的人口仍然無(wú)法訪問(wèn)互聯(lián)網(wǎng)，大概有40%的人從未上過(guò)網(wǎng)。學(xué)習(xí)者無(wú)法獲得幫助他們學(xué)習(xí)所需的信息以及生成和共享電子數(shù)據(jù)的能力，在建立個(gè)性化學(xué)習(xí)路徑以此來(lái)充分識(shí)別和滿足個(gè)人需求時(shí)，他們可能處于不利地位。

如果想讓所有學(xué)習(xí)者都能在教育中享有人工智能帶來(lái)的益處，監(jiān)管和道德框架必不可少。我們?nèi)绾未_保在編程層面不會(huì)引入性別、種族、社會(huì)經(jīng)濟(jì)和能力等偏見(jiàn)？我們?nèi)绾未_保社會(huì)和文化中老一套的觀念不被傳播？我們?nèi)绾未_保所有學(xué)習(xí)者，無(wú)論身處何地，都有同等機(jī)會(huì)去獲得人工智能將帶來(lái)的好處？考慮到此類(lèi)技術(shù)在塑造教育方面的力量和影響力，以及學(xué)習(xí)者的機(jī)會(huì)和潛在價(jià)值，未來(lái)將需要透明度和大力監(jiān)督，以確保人工智能技術(shù)符合并加強(qiáng)基本人權(quán)。人工智能技術(shù)在不斷發(fā)展——認(rèn)知服務(wù)，虛擬、混合和增強(qiáng)現(xiàn)實(shí)以及物聯(lián)網(wǎng)等新興技術(shù)正在重塑我們的世界，并為教育領(lǐng)域的所有利益相關(guān)者提供推進(jìn)教學(xué)的機(jī)會(huì)，需要應(yīng)對(duì)解決一些倫理挑戰(zhàn)。

人工智能將在解決教育技術(shù)人員面臨的下一個(gè)重大挑戰(zhàn)上發(fā)揮重要作用：如何開(kāi)展個(gè)性化評(píng)估。當(dāng)前的評(píng)估形式很少與學(xué)生進(jìn)入社會(huì)工作時(shí)所需的技能保持一致。多項(xiàng)選擇題、長(zhǎng)式和短式考試可用于評(píng)估21世紀(jì)環(huán)境中所需的一些高級(jí)思維技能——回憶、比較、分析和推理，但軟技能、“人際交往能力”、道德品質(zhì)、團(tuán)隊(duì)合作、協(xié)作，以及其他團(tuán)隊(duì)部分有效工作所需要的能力，很難使用這些傳統(tǒng)形式進(jìn)行評(píng)估。

人工智能將成為學(xué)生在未來(lái)十年享受的教育體驗(yàn)和機(jī)會(huì)的基礎(chǔ)。教育中的人工智能已經(jīng)帶來(lái)了真正的好處，并將成為推動(dòng)變革的強(qiáng)大催化劑。