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1 – 10 of 248A wave of technological change in the first decades of the twenty-first century is prefiguring a fundamental restructuring of society. Key among the driving forces behind such…
Abstract
A wave of technological change in the first decades of the twenty-first century is prefiguring a fundamental restructuring of society. Key among the driving forces behind such change are powerful technologies with the potential to exert major transformations on a range of human activities and, crucially, to do so without direct human intervention. The technologies collectively referred to as Artificial Intelligence, or AI represent a productive lens through which to investigate two interrelated transformations: the emergence of self-driving cars and the coming shifts in education. This is in particular because AI’s versatility has led it to be directly applied (and increasingly valued) both in new automated driving technologies, and in the development of new forms of instruction. From the educational perspective, this means that the same technologies that are transforming workforce conditions are also reshaping – directly and indirectly – the approaches, objectives, and experiences of students and educational institutions. This chapter lays out how these twin transformations are likely to play out in the case of the automotive industry and the educational pathways of two occupations closely associated with it: automotive engineers and repair technicians. Two key arguments underpin this examination. First, educational programs for these two occupations, (and beyond) should be broadened to develop versatility and adaptability through tools and perspectives that allow people to move vertically within organizations and laterally across industries in the face of rapid technological change. Second, these educational programs must explicitly tackle AI and the coming technological revolution from a variety of dimensions that connect technical skills acquisition with the context on how these technologies are incorporated in society, how they are governed, and what are the various responses to them. This will allow students and professionals to navigate a rapidly changing labor landscape better while endowing them with the vocabulary to actively participate in the debates that shape its construction.
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Anna Pistoni, Lucrezia Songini, Paolo Gaiardelli and Sara Pegorano
Ryan Varghese, Abha Deshpande, Gargi Digholkar and Dileep Kumar
Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has…
Abstract
Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has helped to develop novel teaching and learning solutions that are currently being tested in various contexts. Businesses and governments across the globe have been pouring money into a wide array of implementations, and dozens of EdTech start-ups are being funded to capitalise on this technological force. The penetration of AI in classroom teaching is also a profound matter of discussion. These have garnered massive amounts of student big data and have a significant impact on the life of both students and educators alike.
Purpose: The prime focus of this chapter is to extensively review and analyse the vast literature available on the utilities of AI in health care, learning, and development. The specific objective of thematic exploration of the literature is to explicate the principal facets and recent advances in the development and employment of AI in the latter. This chapter also aims to explore how the EdTech and healthcare–education sectors would witness a paradigm shift with the advent and incorporation of AI.
Design/Methodology/Approach: To provide context and evidence, relevant publications were identified on ScienceDirect, PubMed, and Google Scholar using keywords like AI, education, learning, health care, and development. In addition, the latest articles were also thoroughly reviewed to underscore recent advances in the same field.
Results: The implementation of AI in the learning, development, and healthcare sector is rising steeply, with a projected expansion of about 50% by 2022. These algorithms and user interfaces economically facilitate efficient delivery of the latter.
Conclusions: The EdTech and healthcare sector has great potential for a spectrum of AI-based interventions, providing access to learning opportunities and personalised experiences. These interventions are often economic in the long run compared to conventional modalities. However, several ethical and regulatory concerns should be addressed before the complete adoption of AI in these sectors.
Originality/Value: The value in exploring this topic is to present a view on the potential of employing AI in health care, medical education, and learning and development. It also intends to open a discussion of its potential benefits and a remedy to its shortcomings.
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FR. Oswald A. J. Mascarenhas, S.J.
Artificial intelligence (AI) is intelligence displayed by machines, in contrast with the natural intelligence (NI) displayed by humans and other animals. It is also known as…
Abstract
Executive Summary
Artificial intelligence (AI) is intelligence displayed by machines, in contrast with the natural intelligence (NI) displayed by humans and other animals. It is also known as machine intelligence (MI) and is used because a machine mimics the cognitive functions that humans associate with human ability, such as logical reasoning, learning, and problem-solving. From Facebook’s automatic tagging suggestions to driverless cars, AI is rapidly progressing, and therefore, the ethical and moral question now is not whether AI should exist or not. AI exists and is already helping in improving various aspects of life such as health, safety, convenience, and overall standard of living. AI can replace or substitute routine mechanical, repetitive, boring jobs to free and unleash human creative and innovative talent to big thinking projects and humanizing work and society. AI can provide digital assistance in routine day-to-day tasks, detect cancer, diagnose rare diseases, and even prevent car crashes. AI can replace jobs, however, but not human work. Work as a duty, self-actualization and destiny will always continue, if not on the shop or office floors or boardrooms, at home, gardens, places of prayer and worship, and labs of creativity and innovation, in society and civilizations. While AI may indirectly free human talent for more meaningful and creative work, it can rarely participate in higher purposes such as creating bonding and belonging groups, in creating forgiving and compassionate communities, in drumming up small business, startups and corporations, and in harmonizing and humanizing this planet and cosmos for bliss or happiness. This chapter on AI, while investigating its market turbulence, will go beyond the legal aspects to ethical, moral, and spiritual dimensions and sacred opportunities of AI.