TY - JOUR
T1 - Laws of Edu-Automation? Three Different Approaches to Deal with Processes of Automation and Artificial Intelligence in the Field of Education
AU - Decuypere, Mathias
AU - Alirezabeigi, Samira
AU - Grimaldi, Emiliano
AU - Hartong, Sigrid
AU - Kiesewetter, Svea
AU - Landri, Paolo
AU - Masschelein, Jan
AU - Piattoeva, Nelli
AU - Ratner, Helene
AU - Simons, Maarten
AU - Vanermen, Lanze
AU - Broeck, Pieter Vanden
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
PY - 2023/1
Y1 - 2023/1
N2 - This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published NewLawsofRobotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.
AB - This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published NewLawsofRobotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.
UR - http://www.scopus.com/inward/record.url?scp=85142228657&partnerID=8YFLogxK
U2 - 10.1007/s42438-022-00360-x
DO - 10.1007/s42438-022-00360-x
M3 - Article
AN - SCOPUS:85142228657
SN - 2524-485X
VL - 5
SP - 44
EP - 55
JO - Postdigital Science and Education
JF - Postdigital Science and Education
IS - 1
ER -