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391.
392.
Lina Rahm Jörgen Rahm-Skågeby 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1147-1159
This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
Practitioner notes
What is already known about this topic
- Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’.
- This means that such ‘solutions’ must also frame certain aspects as ‘problems’.
- Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education.
What this paper adds
- An exposition of problematisations in educational settings.
- An exposition of educational imaginaries.
- A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’.
Implications for practice and/or policy
- The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported.
- This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined).
- It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
393.
Daniel Paech Kerstin Klopries Ralph Nawrotzki Heinz-Peter Schlemmer Frederik L. Giesel Joachim Kirsch Jobst-Hendrik Schultz Thomas Kuner Sara Doll 《Anatomical sciences education》2022,15(1):143-154
Cadaver-specific postmortem computed tomography (PMCT) has become an integral part in anatomy teaching at several universities. Recently, the feasibility of contrast-enhanced (CE)-PMCT has been demonstrated. The purpose of this study was to identify particular strengths and weaknesses of both non-enhanced and contrast-enhanced PMCT compared to conventional cadaver dissection. First, the students’ perception of the learning effectiveness of the three different modalities have been assessed using a 34-item survey (five-point Likert scale) covering all anatomy course modules. Results were compared using the nonparametric Friedman Test. Second, the most frequent artifacts in cadaver CT scans, were systematically analyzed in 122 PMCT and 31 CE-PMCT data sets to quantify method-related limitations and characteristics. Perfusion quality was assessed in 57 vascular segments (38 arterial and 19 venous). The survey was answered by n = 257/320 (80.3%) students. Increased learning benefits of PMCT/ CE-PMCT compared to cadaver dissection were found in osteology (2/3 categories, P < 0.001), head and neck (2/5 categories, P < 0.01), and brain anatomy (3/3 categories, P < 0.01). Contrast-enhanced-PMCT was perceived particularly useful in learning vascular anatomy (10/10 categories, P < 0.01). Cadaver dissection received significantly higher scores compared to PMCT and CE-PMCT in all categories of the abdomen and thorax (7/7 categories, P < 0.001), as well as the majority of muscular anatomy (5/6 categories, P < 0.001). Frequent postmortem artifacts (total n = 28, native-phase n = 21, contrast injection-related n = 7) were identified and assessed. The results of this work contribute to the understanding of the value of integrating cadaver-specific PMCT in anatomy teaching. 相似文献
394.
Journal of Educational Change - International policy trends point to an increased focus on student achievement, teaching quality, and school outcomes. Attention to Swedish students’ poor... 相似文献
395.