知识的积累还会是人类独有的吗?

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2020-12-23 DOI:10.30557/QW000028

M. Scardamalia, C. Bereiter

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引用次数: 2

摘要

如果人工智能要对教育产生积极的变革作用，就必须通过围绕它出现的社区规范、集体实践和团结来实现。在知识建设中，这意味着更充分地实现诸如思想改进的集体责任、思想多样性和作为一种生活方式的知识建设等原则。人工智能可以通过提供强大的工具来帮助学生自己加强知识建设，并最终使智能机器成为这些努力的积极合作者，从而帮助这种社区的发展。本文描述了知识构建技术的最新进展。虽然人类和机器在知识创造方面的全面合作可能还需要数年时间，但教育可以通过强调学生在各种个人和社会生活中产生的能力，开始为他们在其中的角色做准备。

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Will knowledge building remain uniquely human?

If AI is to have a positive transforming effect on education, it will be through the community norms, collective practices, and solidarity that emerge around it. In Knowledge Building, this means fuller realization of such principles as collective responsibility for idea improvement, idea diversity, and knowledge building as a way of life. AI can aid the development of this kind of community by providing powerful tools students themselves can use to strengthen their knowledgebuilding efforts and eventually by making intelligent machines active collaborators in these efforts. This paper describes advances currently taking place in Knowledge Building technology. Although full collaboration between humans and machines in knowledge creation may be years away, education can start preparing students for their role in it by emphasizing those capabilities that arise from the multifarious personal and social lives they lead.

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.