Prof Mary Kalantzis | Generative AI: Implications and Applications for Education 生成式人工智能：教育领域的深远影响与创新应用

About the Session

Abstract: 

For some decades, we have been working in the areas of literacy, digital literacies, and more recently AI-supported digital learning. Frankly, we have been taken aback by the rapidity of developments in the past several years since the emergence and widespread use of Generative AI. The implications for education are enormous, and not all good. In this presentation we will begin with our own linguistic-semantic perspective on Generative AI, arguing that it is a paradigm shift beyond symbolic and data-driven AI paradigms. Challenging questions arise for educators. What is the future of the written assignment, until now a crucial site for the demonstration of capacities we might call “complex epistemic performance”? What is the future role of the teacher when AI can offer more finely calibrated interaction and feedback than the teacher in the 1-n classroom? We will describe our attempts to address these questions in K-12 and higher ed applications of Generative AI since the beginning of 2023, including most recently the Cyber-Scholar workspace. We will be conclude by questioning the very notion of AI, that it is an artificial replicant of human intelligence. Instead, we propose a paradigm where entirely different and complementary forms of intelligence interact, “cyber-social intelligence.” Upon this, we can build a paradigm of “cyber-social learning.” Generative AI will not displace teachers, but it will radically change the nature of teacher’s work.

Biography

Prof Mary Kalantzis

Mary Kalantzis is Professor in the Department of Education, Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. She is a world leader in the ‘new literacy studies’, focusing on multimodality and diversity in contemporary communications.

In recent years she worked to conceptualize the nature of communication and learning in the digital age, focusing on the policy, practice and pedagogical design implications of new technologies in education, from early childhood to higher education.

With Bill Cope, she is co-author or editor of: Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, 2000; New Learning: Elements of a Science of Education, Cambridge University Press, 2008/2nd edition 2012; Ubiquitous Learning, University of Illinois Press, 2009; and Literacies, Cambridge University Press, 2012.

In recent years, her work research and development work has focused on developing and testing a web application supporting teachers in the pedagogical design process (the Learning by Design Project - http://newlearningonline.com/learning-by-design/ ), and Scholar, an online, multimodal student work space, supporting intensive peer-to-peer feedback and multifaceted formative assessment - http://learning.cgscholar.com/.

关于演讲

摘要：

几十年来，我们一直致力于提升基础读写能力、培养数字素养，以及近年来推动人工智能辅助的数字化学习。坦率地说，自从生成式人工智能问世并得到广泛应用以来，其在过去数年中的迅猛发展令我们大为震惊，而这一变革对教育的影响既深远又充满挑战。

在本次演讲中，我们将从语言与语义的视角出发，探讨生成式人工智能，并论证其标志着一种超越传统符号及数据驱动模式的范式转变。由此，教育者面临诸多严峻问题：曾被视为展示“复杂认知表现”能力的重要载体——书面作业，其未来何去何从？当人工智能能够提供比一对多课堂中教师更为精准的互动与反馈时，教师的未来角色又将如何定位？

我们将分享自2023年初以来，在K-12教育及高等教育领域中应用生成式人工智能以应对这些问题的探索实践，其中最新成果即为 Cyber-Scholar 工作平台。最后，我们还将重新审视“人工智能”这一概念，质疑其作为人类智慧人工复制品的传统观念；我们主张构建一种全新的范式——在这种范式下，不同且互补的智慧形式相互交融，形成“网络社会智慧”，并在此基础上构建“网络社会学习”的模式。生成式人工智能不会取代教师，但必将从根本上改变教师的工作性质。

简历

玛丽·科利斯教授

玛丽·科利斯（Mary Kalantzis）是伊利诺伊大学厄巴纳-香槟分校（University of Illinois, Urbana-Champaign）教育政策、组织与领导学系的教授。她是“新识读研究” 领域的全球领军人物，专注于当代传播中的多模态性与多样性。

近年来，她致力于探讨数字时代的沟通与学习本质，重点研究新技术在教育领域（从幼儿教育到高等教育）的政策、实践及教学设计影响。

她与比尔·科普（Bill Cope）共同合著或编辑了多部重要学术著作，包括：《多素养：识读学习与社会未来的设计》，劳特利奇出版社，2000年；《新学习：教育科学的要素》，剑桥大学出版社，2008年（第二版，2012年）；《无处不在的学习》，伊利诺伊大学出版社，2009年；以及《识读能力》，剑桥大学出版社，2012年。

近年来，她的研究与开发工作主要集中于构建和测试支持教师教学设计的网络应用程序，包括“学习设计项目” http://newlearningonline.com/learning-by-design/ ， 以及“Scholar”在线多模态学生工作空间， http://learning.cgscholar.com/ ， 该平台支持学生间的深度互动反馈和多维度的形成性评估。