A topological exploration of convergence/divergence of human-mediated and algorithmically mediated pedagogy

Abstract

We explore a topological model that situates teachers' agency as a constituent element within the convergent and divergent dynamics at the intersection of human-mediated and algorithmically mediated pedagogies. Ubiquitous AI in education is designed to simulate, emulate and automate human processes and behaviours through datafication. Platformised AI and other applications like intelligent tutors use algorithmic mediation to connect patterns of un/desirable learning responses with optimised teaching pathways. But algorithmic emulations of pedagogic decision-making lack the rich perceptive and contextual data of human-mediated pedagogical interactions. Similarly, generative AI technologies imitate the outputs of social and cognitive processes of communication and meaning-making but are generated algorithmically via the statistical probabilities that drive large language models. While there are opportunities to exploit AI technologies to support pedagogical decision- or meaning-making, emulative processes, we argue, are not merely one way. There is a risk, conversely, of producing pedagogical atrophy as human pedagogic processes emulate and become increasingly dependent on AI. The original model we propose in this paper, examines how the convergence and divergence of algorithmic and human-mediated processes in education could provide a critical lens for developing teachers' agency.

Practitioner notes

What is already known about this topic

• There is rapid growth in applications of Artificial Intelligence in Education (AIED) to imitate and rival human-mediated pedagogy.
• There is growing concern about the potential algorithmic replacement of humanly mediated pedagogies.
• Teacher (human) agency is vital for effective and ethical mediation of AIED.

What this paper adds

• A critical mapping of the mediating influences of AIED.
• A lens for critically evaluating the balance between algorithmically and human-mediated pedagogy.
• Consideration of how important qualities of human-mediated pedagogy could be at risk of deterioration and loss.
• An indepth analysis of current literature to advance thinking about the dilemma presented by the need to meld algorithmically and human-mediated pedagogies.

Implications for practice and/or policy

• The preparation of teachers should involve learning about the limitations and risks of AIED, as well as the potential.
• Strategies for developing teacher agency should include a critical understanding of the distinctive qualities of both human-mediated and algorithmically mediated pedagogy.
• Teacher education curricula and policy that develop understanding of a broad pedagogical repertoire is required for teachers to sustain a critical and professional stance in the context of AIED.