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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2024年05期

页码:

13-24

栏目:

人工智能与教育

出版日期:

2024-10-20

文章信息/Info

Title:

The Transformative Impact of Artificial Intelligence on Higher Education: A Critical Reflection on Current Trends and Futures Directions

作者:

让-克洛德·鲁阿诺-博巴兰

欧洲教育与社会政策研究所

Author(s):

Jean-Claude Ruano-Borbalan

European Institute of Education and Social Policy

关键词:

高等教育; 人工智能; 学习; 科学与研究; 技术-数字

Keywords:

higher-education;  artificial intelligence;  learning;  science &research;  techno-digital

分类号:

G649.1

文献标志码:

A

摘要:

许多分析及评论人士指出,人工智能在高等教育领域似有巨大潜力。同众多其他技术一样,人工智能常被视为大规模变革的支柱,它能够提供个性化的学习体验,并促进学生更深入的参与。诚然,若在以人类学习为中心的大学教育环境中运用人工智能工具,可以针对每个学生量身定制练习、提供反馈并激励批判性思维,帮助学生反思其学习或研究的伦理和思想维度。然而,这也引发了一个问题:人工智能的影响是否仅体现了技术融入教育的历史模式,这些模式虽然重要,但通常是适度的,并受制于教育或研究的多重“功能”;或者,如某些观点所认为的,此次科技突破标志着更深层次的变革,影响着高等教育运作的各个方面。针对这些问题,本文探讨人工智能在教育应用中的复杂性,对宣传性叙事与现实情况加以区分。本文审视了人工智能在重塑知识和学习方面的作用,同时提出不应忽视批判性方法的警告。尽管人工智能具有潜力,但其变革性的承诺目前看来仍较为遥远,实际应用往往加剧了现有的不平等,且未能实现完全的个性化。人工智能对创新教学、外语学习以及研究密集型学科的显著影响使得情况更为复杂。人工智能在模糊正规教育与非正规教育界限,以及在学习和知识的广泛“分配”(与其他数字技术一道)方面迈出了重要一步。总体而言,人工智能的影响力正在增强,但在教育方面的全部潜力尚未实现,且无法确保将达到技术预言家所期望的水平,这常常与人工智能公司或该领域的竞争性公共政策相关。

Abstract:

For many analysts and commentators, artificial intelligence(AI) seems to offer considerable potential in higher education. Like many other technologies it is often thought to be the pillar of massive transformation, offering personalized learning experiences and fostering deeper engagement on the part of students. Certainly, AI tools, if used in the context of university pedagogies centered on human learning, can tailor exercises to everyone, provide feedback and encourage critical thinking, helping students to reflect on the ethical and intellectual dimensions of their learning or research. However, raises the question of whether the impact of AI reflects historical patterns of technology integration in education, which important as they may be, are mostly modest and determined by the multiple “functions” of education or research, or whether, as some believe, the techno-scientific breakthrough-this time-is the sign of a deeper transformation, affecting all aspects of how higher education works. To address these issues, this article explores the complexities of AI in education, separating promotional narratives from reality. It examines the role of AI in reshaping knowledge and learning, while warning against the loss of critical approaches. Despite its potential, AI’s transformative promises remain relatively remote to date, and current applications, which often reinforce existing inequalities, fail to deliver complete personalization. However, the picture is complicated, as AI’s impact on creative teaching, foreign language learning and research-intensive disciplines is notable. AI represents a significant step towards blurring the boundaries between formal and informal education, and the wide “distribution” of both learning and knowledge(in symbiosis with other digital technologies). Overall, AI’s influence is growing, but its full potential in education has yet to be realized, and there’s no guarantee that it will be realized to the extent of techno prophetic hopes, often linked to AI production firms or competitive public policies in the sector.

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更新日期/Last Update: 2024-10-20