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Auflistung Künstliche Intelligenz 35(2) - Juni 2021 nach Erscheinungsdatum
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- ZeitschriftenartikelNews(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021)
- ZeitschriftenartikelWhy, What and How to Help Each Citizen to Understand Artificial Intelligence?(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Alexandre, Frédéric; Becker, Jade; Comte, Marie-Hélène; Lagarrigue, Aurélie; Liblau, Romain; Romero, Margarida; Viéville, ThierryA critical understanding of digital technologies is an empowering competence for citizens of all ages. In this paper we introduce an open educational approach of artificial intelligence (AI) for everyone. Through a hybrid and participative MOOC we aim to develop a critical and creative perspective about the way AI is integrated in the different domains of our lives. We have built and now operate a MOOC in AI for all the citizens from 15 years old. The MOOC aims to help understanding AI foundations and applications, intended for a large public beyond the school domain, with more than 20,000 participants engaged in the MOOC after nine months. This study addresses the pedagogical methods for designing and evaluating the MOOC in AI. Through this study we raise four questions regarding citizen education in AI: Why (i.e., to which aim) sharing such citizen formation? What is the disciplinary knowledge to be shared? What are the competencies to develop? How can it be shared and evaluated? We finally share learning analytics, quantitative and qualitative evaluations and explain to which extent educational science research helps enlighten such large scale initiatives. The analysis of the MOOC in AI helps to identify that the main feedback related to AI is “fear”, because AI is unknown and mysterious to the participants. After developing playful AI simulations, the AI mechanisms become familiar for the MOOC participants and they can overcome their misconception on AI to develop a more critical point of view. This contribution describes a K-12 AI educational project or initiatives of a considerable impact, via the formation of teachers and other educators.
- ZeitschriftenartikelAI K–12 Education Service(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Kandlhofer, Martin; Steinbauer, GeraldThis article provides an overview of relevant scientific venues, journals, projects and resources in the context of AI K-12 education.
- ZeitschriftenartikelNeural Network Construction Practices in Elementary School(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Shamir, Gilad; Levin, IlyaThis paper describes an artificial intelligence (AI) educational project conducted with a small number of 12-year-old students. It is a preliminary step to add AI learning in a city-wide program consisting of elementary school students who learn computational thinking and digital literacy. Today children grow up in an age of AI which significantly affects how we live, work, and solve problems therefore AI should be taught in schools. Children usually employ AI models as black boxes without understanding the computational concepts, underlying assumptions, nor limitations of AI models. The hypothesis of this study is that to understand how machines learn, students should actively construct a neural network. To address this issue a dedicated curriculum and appropriate scaffolds were created for this study. It includes a programmable learning environment for elementary school students to construct AI agents. Findings show high engagement during the constructionist learning and that the novel learning environment helped make machine learning understandable.
- ZeitschriftenartikelContextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Eguchi, Amy; Okada, Hiroyuki; Muto, YumikoAI has become ubiquitous in our society, accelerated by the speed of the development of machine learning algorithms and voice and facial recognition technologies used in our everyday lives. Furthermore, AI-enhanced technologies and tools are no strangers in the field of education. It is more evident that it is important to prepare K-12 population of students for their future professions as well as citizens capable of understanding and utilizing AI-enhanced technologies in the future. In response to such needs, the authors started a collaborative project aiming to provide a K-12 AI curriculum for Japanese students. However, the authors soon realized that it is important to contextualize the learning experience for the targeted K-12 students. The paper aims at introducing the idea of contextualizing AI education and learning experience of K-12 students with examples and tips using the work-in-progress version of the contextualized curriculum using culturally responsive approaches to promote the awareness and understanding of AI ethics among middle school students.
- ZeitschriftenartikelCooperative Human Artificial Intelligence(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Ragni, Marco
- ZeitschriftenartikelEducation in Artificial Intelligence K-12(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Steinbauer, Gerald; Kandlhofer, Martin; Chklovski, Tara; Heintz, Fredrik; Koenig, Sven
- ZeitschriftenartikelNews(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021)
- ZeitschriftenartikelComparing 2 Years of Empowering Families to Solve Real-World Problems with AI(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Chklovski, Tara; Jung, Richard; Anderson, Rebecca; Young, KathrynOver the course of 2 years a global technology education nonprofit engaged ~ 20,000 under-resourced 3rd-8th grade students, parents and educators from 13 countries in a multi-week AI competition. Families worked together with the help of educators to identify meaningful problems in their communities and developed AI-prototypes to address them. Key findings included: (1) Identifying a high level of interest in underserved communities to develop and apply AI-literacy skills; (2) Determining curricular and program implementation elements that enable families to apply AI knowledge and skills to real problems; (3) Identifying effective methods of engaging industry mentors to support participants; (4) Measuring and identifying changes in self-efficacy and ability to apply AI-based tools to real-world problems; (5) Determining effective curricula around value-sensitive design and ethical innovation.
- ZeitschriftenartikelTeaching Artificial Intelligence to K-12 Through a Role-Playing Game Questioning the Intelligence Concept(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Henry, Julie; Hernalesteen, Alyson; Collard, Anne-SophieAlthough artificial intelligence (AI) is becoming increasingly important in the media environment (search engines, chatbots, home assistants, recommendation systems, etc.), the general audiences’ knowledge of it remains limited, which biases their representations. To compensate for this, some governments show an interest in teaching it from an early age. It appears that educational resources related to AI literacy in schools are most often focused on technical skills. However, the challenges of such education are also ethical and societal, requiring an interdisciplinary and critical approach. This research aims at developing a 10–14 years old curriculum questioning the concept of intelligence in AI systems, and crossing computer science education and media literacy education. Through a role-playing game, the children discover the basic concepts of machine learning. Beyond their initial representations, which they become aware that they are largely fueled by the media, they can realize that an AI system is the result of design choices and that it only works within the framework that has been defined for it. Moreover, the possibility for teachers to teach the curriculum themselves in their classes is also evaluated. To this end, the curriculum was taught to 60 future trainee teachers, 70 middle school pupils, and 12 elementary pupils. Interviews were conducted also with 5 teachers who had either observed the curriculum taught by a researcher or attempted to teach it themselves. The results show that the children’s representations have evolved towards representations that are more technically correct (although incomplete), but not very oriented towards aspects that open up critical questioning. The difficulties revealed in the implementation of the critical part are due in particular to the complexity of the IT concepts to be addressed, but also to the lack of teacher training. However, the data collected seems to confirm the interest and feasibility of crossing different disciplinary approaches to address certain aspects of AI. In conclusion, in addition to the curriculum, this paper describes a theoretical model of critical citizenship education in technology that integrates approaches to computer science education and media literacy education, and gives avenues for other designers and researchers to create AI critical educational experiences for K-12 learners.