Future of Education and Skills 2030: Conceptual Learning Framework（Ⅱ）

譯題 2030年教育與技能的未來：概念性學習框架（二）

Product by OECD（Organization for Economic Co-operation and Development）

經(jīng)濟合作與發(fā)展組織

Tackling Educational Challenges using Artificial Intelligence

Students：

Helping everyone to know

AI systems can readily acquire and process knowledge. They can rapidly build up vast representations of bodies of knowledge and these can be harnessed to help us to develop our knowledge and to learn facts. This is easiest in well-defined subject areas， such as science and maths but can also be harnessed in other disciplines which require knowledge of non-contextualised facts.

The bodies of knowledge embedded in AI systems can then be used to help students. They can be presented to students in a variety of modes for example as text augmented with pictures or audio or video. The AI system can time the presentation of the knowledge and therefore pace the learners experience as well as vary the order that the resources are presented to learners in order to maximise learning or meet some other criteria which is embedded in the design of the system.

Individualised feedback

AI systems store information about learners and can give feedback to learners about how they are doing both in terms of whether they have got something correct or not.

Repetition， drill and practice

Learning often requires repetition in order to consolidate knowledge or skills. AI systems can readily supply endless examples （without losing patience?。?and therefore be used to consolidate knowledge and skills both for learners who are struggling and have not yet consolidated their knowledge or mastered a skill and for those who wish to practice.

Supporting Collaboration

When students work collaboratively， Ai systems can be used to monitor some indicators of collaboration and can therefore be used to both monitor and manage collaborative working and learning.

Teachers：

Changing the nature of what is taught by teachers

As AI systems are developed that store wider bodies of knowledge and enable students to practice a range of skills， teachers time can be freed up to work with learners on other aspects of their development to enable them to become active and engaged citizens. Teachers will be able to work with learners to develop the six other types of inter related intelligences， secure in the knowledge that AI will ensure that all their students have the academic knowledge and skills that they need.

Assessing and monitoring student progress

AI systems store information about what students know and can do and what information and resources have been presented to students as well as the skills they have practiced and mastered. Teachers can readily have access to this information which can be presented for individuals， particular groups and the whole cohort. It can be used for a variety of purposes which can save time if used effectively.

Teachers need to know what their students know and can do. It is important for teachers to monitor their students progress in order to ensure that their teaching is effective. The information can be used for reporting purposes – to parents and school leaders， as the basis for conversations with learners to motivate them and engage them in their learning as well as developing their confidence in their own knowledge and skills.

Planning future teaching and interventions

On the basis of the information that teachers have about individuals and groups of learners， teachers can plan their future teaching， for example， to address gaps in knowledge or skills for an entire cohort of students or to plan interventions for individual children. They can also plan their teaching so as to move onto different areas when their students are ready.

譯文

利用人工智能解決教育挑戰(zhàn)

學生方面

幫助每個人知道

人工智能系統(tǒng)可以輕松地獲取和處理知識。它們可以迅速地建立起大量的知識體系，這些知識體系可以用來幫助我們發(fā)展知識和認知現(xiàn)實。這在定義明確的學科領(lǐng)域是最簡單的，如科學和數(shù)學，但也可以用于其他沒有現(xiàn)實背景知識的學科。

嵌入在人工智能系統(tǒng)中的知識體系可以用來幫助學生。它們可以各種形式呈現(xiàn)給學生，例如添加有圖片、音頻或視頻的文本。人工智能系統(tǒng)可以及時呈現(xiàn)知識，從而加快學習者的體驗，以及改變資源呈現(xiàn)給學習者的順序，以最大限度地提高學生學習或滿足系統(tǒng)設(shè)計中嵌入的一些其他標準。

個性化反饋

人工智能系統(tǒng)存儲關(guān)于學習者的信息，并可以向?qū)W習者反饋他們是如何做的，即他們是否得到了正確的東西。

重復、演練和實踐

學習通常需要重復，以便鞏固知識或技能。人工智能系統(tǒng)可以很輕松地提供無窮無盡的例子，而且不會失去耐心！因此，被用來給那些還在掙扎沒有掌握知識和希望多多實踐的學習者鞏固知識和技能的希望。

支持協(xié)作

當學生協(xié)作工作時，人工智能系統(tǒng)可以用來監(jiān)控協(xié)作的一些指標，因此可以用于監(jiān)控和管理需要協(xié)作的工作和學習。

教師方面

改變教師教導的本質(zhì)

隨著人工智能系統(tǒng)的開發(fā)，學生能夠存儲更廣泛的知識體系，掌握一系列技能，教師也可以騰出時間與學習者在其發(fā)展的其他方面進行合作，使他們能夠成為積極參與的公民。教師將能夠與學習者合作，開發(fā)其他六種類型的相關(guān)知識，確保人工智能讓所有的學生擁有他們所需要的學術(shù)知識和實踐技能。

評估和監(jiān)控學生的學習進度

人工智能系統(tǒng)存儲了學生已知的和能做什么的信息，以及他們已經(jīng)練習和掌握的技能資源。教師可以很容易地獲得這些信息，這些信息可以提供給個人、特定的群體和整個團隊。它可以用于多種目的，如果有效地使用，就可以節(jié)省時間。

教師需要知道他們的學生知道什么和能做什么

教師監(jiān)督學生的進步以確保教學的有效性是很重要的。這些信息可用于向家長和學校領(lǐng)導報告以及作為與學習者對話的基礎(chǔ)，以此激勵他們，讓他們參與學習，并提高他們學習知識和技能的信心。

規(guī)劃未來的教學和干預措施

根據(jù)教師掌握的關(guān)于個人和群體的信息，教師可以規(guī)劃他們未來的教學內(nèi)容。例如，解決學生在知識或技能方面的差距，或為個別兒童計劃干預措施，也可以計劃他們正在進行的教學，以便當他們的學生準備好時轉(zhuǎn)移到不同的領(lǐng)域。