Artifical Intelligence Culture And Language On Education And Work

This book springs from a conference held in Stockholm in May June 1988 on Culture, Language and Artificial Intelligence. It assembled more than 300 researchers and practitioners in the fields of technology, philosophy, history of ideas, literature, lin guistics, social science, etc. It was an initiative from the Swedish Center for Working Life, based on the project AI-Based Systems and the Future of Language, Knowledge and Responsibility in Professions within the COST 13 programme of the European Commission. Participants in the conference, or in some cases researchers related to its aims, were chosen to contribute to this book. It was preceded by Knowledge, Skill and Artificial Intelligence (ed. B. G6ranzon and 1. Josefson, Springer-Verlag, London, 1988) and will be followed by Dialogue and Technology (ed. M. Florin and B. Goranzon, Springer-Verlag, London, 1990). The contributors' thinking in this field varies greatly; so do their styles of writing. For example: contributors have varied in their choice of 'he' or 'he/she' for the third person. No distinction is intended but chapters have been left with the original usage to avoid extensive changes. Similarly, individual contributor's preferences as to notes or references lists have been followed. We want to thank our researcher Satinder P. Gill for excellent work with summaries and indexes, and Sandi Irvine of Springer Verlag for eminent editorial work.

This book springs from a conference held in Stockholm in May June 1988 on Culture, Language and Artificial Intelligence. It assembled more than 300 researchers and practitioners in the fields of technology, philosophy, history of ideas, literature, lin guistics, social science, etc. It was an initiative from the Swedish Center for Working Life, based on the project AI-Based Systems and the Future of Language, Knowledge and Responsibility in Professions within the COST 13 programme of the European Commission. Participants in the conference, or in some cases researchers related to its aims, were chosen to contribute to this book. It was preceded by Knowledge, Skill and Artificial Intelligence (ed. B. G6ranzon and 1. Josefson, Springer-Verlag, London, 1988) and will be followed by Dialogue and Technology (ed. M. Florin and B. Goranzon, Springer-Verlag, London, 1990). The contributors' thinking in this field varies greatly; so do their styles of writing. For example: contributors have varied in their choice of 'he' or 'he/she' for the third person. No distinction is intended but chapters have been left with the original usage to avoid extensive changes. Similarly, individual contributor's preferences as to notes or references lists have been followed. We want to thank our researcher Satinder P. Gill for excellent work with summaries and indexes, and Sandi Irvine of Springer Verlag for eminent editorial work.

The introduction of Artificial Intelligence (AI) has ignited a fervent academic discourse. AI's role is as both a powerful ally and a potential adversary in education. For instance, ChatGPT is a generative AI which mimics human conversation with impressive precision. Its capabilities span the educational spectrum, from answering questions and generating essays to composing music and coding. Yet, as with any innovation, its advent has sparked a spirited academic dialogue. AI in Language Teaching, Learning, and Assessment seeks to address these concerns with rigor and thoughtfulness. It explores the undeniable drawbacks of AI in language education and offers strategic insights into their prevention. It scrutinizes the resources and safeguards required to ensure the ethical and secure integration of AI in academic settings. This book lays out the multifaceted benefits of incorporating AI into language teaching, learning, and assessment. Its chapters dissect the transformative impact of AI on pedagogy, teaching materials, assessment methodologies, applied linguistics, and the broader landscape of language education development. This book is a valuable resource for language learners, educators, researchers, and scholars alike. It beckons to those who are keen on exploring and implementing AI in education, as well as AI developers and experts seeking to bridge the chasm between technology and language education.

Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed]

This book has an important starting point in the conference held in Stockholm in May-June 1988 on Culture, Language and Artifidal Intelligence. It assembled more than 300 researchers and practitioners in the fields of technology, philosophy, history of ideas, literature, linguistics, sodal science etc. The conference was an initiative from the Swedish Center for Working Life, based on the project AI-Based Systems and the Future of Language, Knowledge and Responsibility in Professions within the COST 13 programme of the European Commission. Partidpants in the conference and researchers related to its aims were chosen to contribute to this book. It is preceded by Knowledge, Skill and Artificial Intelligence (ed. B. Göranzon and I. Josefson, Springer-Verlag, 1988), Artifidal Intelligence, Culture and Language (ed. B. Göranzon and M. Florin, Springer-Verlag, 1990) and Dialogue and Technology: Art and Knowledge (ed. B. Göranzon and M. Florin, Springer-Verlag, 1991). The two latter books have the same conference connection as this one, and their aim is to present the contours of a research field with a multitude of issues that demands thorough investigation. The contributors' thinking in this field varies greatly; so do their styles of writing. For example: contributors have varied in their choice of "he" or "helshe" for the third person. No distinc tion is intended, but chapters have been left with the original usage to avoid extensive changes. Similarly, individual contribu tor's preference as to notes or reference lists have been followed.

This edited volume remedies existing deficiencies in the literature on artificial intelligence and education in the context of work. The topics addressed by this book are: • Supporting formal and informal learning through AI• Human-machine collaboration for learning at the workplace, including the potential of human-AI interaction in professional and vocational education contexts, design, use, and evaluation of human-AI hybrid systems for learning• Intelligent and Interactive Technologies for Learning, including natural language processing and speech technologies; data mining and machine learning; knowledge representation and reasoning; semantic web technologies, chat bot-mediated learning, and conversational learning, • AI-enabled applications for skills management and personalized learning, such as AI-enabled coaching, personalized skill management, and intelligent tutoring systems. • Case studies for the implementation and use of AI-enabled learning and performance solutions, such as personal learning experience platforms, and automated performance feedback.

How AI Revolutionizes Regional Language Education

This book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards automation, standardisation and efficiency. The contributions in this edited volume appeal to scholars and students with an interest in forming a critical understanding of the development of A.I. for education, as well as an interest in how the processes of inclusive education might be shaped by future technologies. Grounded in theoretical engagement, establishing key challenges for future practice, and outlining the latest research, this book offers a comprehensive overview of the complex issues arising from the convergence of A.I. technologies and the necessity of developing inclusive teaching and learning. To date, there has been little in the way of direct association between research and practice in these domains: A.I. has been a predominantly technical field of research and development, and while intelligent computer systems and ‘smart’ software are being increasingly applied in many areas of industry, economics, social life, and education itself, a specific engagement with the agenda of inclusion appears lacking. Although such technology offers exciting possibilities for education, including software that is designed to ‘personalise’ learning or adapt to learner behaviours, these developments are accompanied by growing concerns about the in-built biases involved in machine learning techniques driven by ‘big data’.

The quest for building an artificial brain developed in the fields of computer science and psychology. Artificial intelligence (AI), sometimes called machine intelligence, refers to intelligence demonstrated by machines, while the natural intelligence is the intelligence displayed by humans and animals. Typically, AI systems demonstrate at least some of the following human behaviors: planning, learning, reasoning, problem solving, knowledge representation, perception, speech recognition, decision-making, language translation, motion, manipulation, intelligence, and creativity. Artificial intelligence is an emerging technology which the educational sector can benefit from. In this book, we consider the applications of AI in key areas of education. Artificial intelligence in education (AIED) refers to the application of AI technologies in educational settings to facilitate teaching, learning, or decision making. AI will impact the education field in the areas of administration, instruction, and personalized, and individualized learning applications. In this book, AI is specifically applied in the following key educational sectors: education, natural sciences, social sciences, computer science, engineering, business, and medicine.