Prof William Cope | 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 William (Bill) Cope

Bill Cope's R&D explores the pedagogical affordances of technology mediated learning environments. From 2010-2013 he was Chair of the Journals Publication Committee of the American Educational Research Association.

Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois. He is Principal Investigator in a series of major projects funded by the Institute of Educational Sciences in the US Department of Education, the Bill and Melinda Gates Foundation and the National Science Foundation, researching and developing educational technologies. He has co-authored or co-edited: New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (2nd edition, 2012); Ubiquitous Learning, University of Illinois Press, 2009; Towards a Semantic Web: Connecting Knowledge in Academic Research, Elsevier, 2009; Literacies, Cambridge University Press 2012 (2nd edition, 2016); A Pedagogy of Multiliteracies, Palgrave, 2016; e-Learning Ecologies, Routledge, 2017; and a two volume grammar of multimodal meaning: Making Sense: Reference, Agency and Structure in a Grammar of Multimodal Meaning, and Adding Sense: Context and Interest in a Grammar of Multimodal Meaning, Cambridge University Press, 2020.

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

比尔·科普教授

比尔·科普（Bill Cope）的研究与开发探索了技术中介学习环境的教学潜力。2010年至2013年，他担任美国教育研究协会期刊出版委员会主席。

比尔·科普是伊利诺伊大学教育政策研究系的教授。他是美国教育部教育科学研究所、比尔及梅琳达·盖茨基金会和美国国家科学基金会资助的一系列重大项目的首席研究员，研究和开发教育技术。他合著或合编了以下作品：《新学习：教育科学的要素》，剑桥大学出版社，2008年（2012年第二版）；《无处不在的学习》，伊利诺伊大学出版社，2009年；《迈向语义网：学术研究中知识的连接》，爱思唯尔出版社，2009年；《读写能力》，剑桥大学出版社，2012年（2016年第二版）；《多读写能力的教育学》，帕尔格雷夫出版社，2016年；《电子学习生态》，劳特利奇出版社，2017年；以及一部两卷本的多模态意义语法著作：《构建意义：多模态意义语法中的参照、主体性和结构》，剑桥大学出版社，2020年；《增添意义：多模态意义语法中的语境和兴趣》，剑桥大学出版社，2020年。