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Artificial Intelligence and learning, epistemological perspectives

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Abstract

In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education.

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Notes

  1. Cf. specifically p. 381–387 (book published in French).

  2. Cf. McCarthy at Standford, Simon, Newell Shaw at Rand/CMU, Minsky and Papert at MIT, Turing at Manchester UK, Schank at Yale, Ableson, Winograd and still yet others study the possibility of reproducing rather large components of human intelligence.

  3. Simon becomes so excited about this area of research that he almost wholly sees to getting the translation into English done by himself (De Groot 1965), cf. Gobet (2002).

  4. His general idea was that through the various combination of the primitives and scripts at hand, in addition to the new ones, the machine could learn working up to the whole of human life. Schank (1975).

  5. Cf. Prensky (2001). Educated at Yale and Harvard, this tough businessman is splashing his theories about corporate strategies for education all over the Internet; but again, this movement is worth looking into.

  6. Cf. Schank (2002). Schank is currently director of the Institute for the Learning Sciences at Yale.

  7. Cf. article on what it was like to work with Simon, Gobet (2002).

  8. cf. Kinelev (2003). Vladimir Kinelev is Director of the UNESCO Institute for Information Technologies in Education.

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  1. LIUM Computer Science Laboratory, Le Mans University, 52, rue des Docteurs Calmette et Guérin, 53020, Laval, France

    C. T. A. Schmidt

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Schmidt, C.T.A. Artificial Intelligence and learning, epistemological perspectives. AI & Soc 21, 537–547 (2007). https://doi.org/10.1007/s00146-007-0083-8

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