AI and Society 35 (2):297-308 (2020)

Authors
Wulf Loh
University Tübingen
Abstract
While recent studies suggest that augmented learning employing smart glasses increases overall learning performance, in this paper we are more interested in the question which repercussions ALSG will have on the type of knowledge that is acquired. Drawing from the theoretical discussion within epistemology about the differences between Knowledge-How and Knowledge-That, we will argue that ALSG furthers understanding as a series of epistemic and non-epistemic Knowing-Hows. Focusing on academic knowledge acquisition, especially with respect to early curriculum experiments in various STEM disciplines as investigated by the BmBF “Be-Greifen” project, we take the Be-Greifen holo.lab setup as an example for showing that ALSG shifts the learning focus from propositional knowledge to epistemic competencies, which can be differentiated as “grasping”, “wielding”, and “transferring”.
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DOI 10.1007/s00146-019-00881-3
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References found in this work BETA

The Ecological Approach to Visual Perception.Marc H. Bornstein - 1980 - Journal of Aesthetics and Art Criticism 39 (2):203-206.
Knowing How.Jason Stanley & Timothy Willlamson - 2001 - Journal of Philosophy 98 (8):411-444.
After Virtue: A Study in Moral Theory.Samuel Scheffler - 1983 - Philosophical Review 92 (3):443.
No Understanding Without Explanation.Michael Strevens - 2013 - Studies in History and Philosophy of Science Part A 44 (3):510-515.

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