Computational Learning Theories: Models for Artificial Intelligence Promoting Learning Processes
Gibson, David C., Ifenthaler, Dirk
商品描述
This book shows how artificial intelligence grounded in learning theories can promote individual learning, team productivity and multidisciplinary knowledge-building. It advances the learning sciences by integrating learning theory with computational biology and complexity, offering an updated mechanism of learning, which integrates previous theories, provides a basis for scaling from individuals to societies, and unifies models of psychology, sociology and cultural studies.
The book provides a road map for the development of AI that addresses the central problems of learning theory in the age of artificial intelligence including:
- optimizing human-machine collaboration
- promoting individual learning
- balancing personalization with privacy
- dealing with biases and promoting fairness
- explaining decisions and recommendations to build trust and accountability
- continuously balancing and adapting to individual, team and organizational goals
- generating and generalizing knowledge across fields and domains
The book will be of interest to educational professionals, researchers, and developers of educational technology that utilize artificial intelligence.
作者簡介
Professor David Gibson, is the UNESCO Chair on Data Science in Higher Education Learning and Teaching at Curtin University in Perth Australia. He received his doctorate in Leadership and Policy Studies from the University of Vermont in 1999 based on a study of complex systems modeling of educational change. His study demonstrated the feasibility of bridging from qualitative information to quantifiable dynamic relationships in complex models that verify trajectories of organizational change. He provides thought leadership as a researcher, professor, learning scientist and innovator.
He is creator of simSchool, a classroom flight simulator for preparing educators and provides vision and sponsorship for Curtin University's Challenge, a mobile, game-based learning platform. His research has extended from learning analytics, complex systems analysis and modeling of education to application of complexity via games and simulations in teacher education, web applications and the future of learning. Dr. Gibson has also advanced the use of technology to personalize education via cognitive modeling, design and implementation.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair on Data Science in Higher Education Learning and Teaching at Curtin University, Australia. Dirk's research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. He is the Editor-in-Chief of the Technology, Knowledge and Learning and Editor-in-Chief of Educational Technology & Society.
作者簡介(中文翻譯)
大衛·吉布森教授是澳洲珀斯的科廷大學（Curtin University）擔任聯合國教科文組織（UNESCO）高等教育學習與教學數據科學講座的教授。他於1999年在佛蒙特大學（University of Vermont）獲得領導與政策研究的博士學位，研究主題為教育變革的複雜系統建模。他的研究顯示了從定性資訊到可量化的動態關係在複雜模型中驗證組織變革軌跡的可行性。他作為研究者、教授、學習科學家和創新者提供思想領導。
他是 simSchool 的創建者，這是一個為教育工作者準備的課堂飛行模擬器，並為科廷大學的挑戰（Challenge）提供願景和贊助，這是一個基於移動的遊戲學習平台。他的研究範圍從學習分析、複雜系統分析和教育建模擴展到通過遊戲和模擬在教師教育、網頁應用和未來學習中的複雜性應用。吉布森博士還推進了利用技術通過認知建模、設計和實施來個性化教育的應用。
迪克·伊芬塔勒（Dirk Ifenthaler）是德國曼海姆大學（University of Mannheim）學習、設計與技術的教授及主任，並擔任科廷大學的聯合國教科文組織高等教育學習與教學數據科學副主席。迪克的研究專注於認知心理學、教育技術、數據分析和組織學習的交集。他是《技術、知識與學習》（Technology, Knowledge and Learning）的主編，以及《教育技術與社會》（Educational Technology & Society）的主編。
