Scope
Currently, Artificial intelligence (AI) emerges simultaneously as an opportunity and a challenge to established traditions of learning and instruction. New sophisticated applications, which recently existed only in laboratories, are now on the market and widely used. This development raises important and challenging questions for learning and instruction, as well as for research in these areas. One interesting element of this development is the role of such resources in supporting learning and instruction in formal and informal settings. Other interesting issues concern what consequences these resources will have for the assessment of knowledge and skills, for evaluating what authorship in scholarly (and other) settings implies and for the upgrading of skills of people in a life-long perspective.
Even if the most recent debate concerns chat-bots and large language models, the field of AI in learning and instruction is broader and includes, among others, areas such as deep learning, machine learning and learning analytics. AI has the potential to automate administrative, instructional and learning tasks and, by that, unlock time available for complex analyses and discussions of human experiences and understandings of the world. At the same time, there are obvious limits to machine learning that need to be articulated in comparison to human learning. Another critical strand of AI research that needs further attention concerns the democratic and ethical challenges of such resources.
In the EARLI E-CER AI in Learning and Instruction? Challenges, Opportunities, Transformations (AILI), and the consequences of these developments will be analysed by following the international research in areas of AI applications in learning and instruction. The members of AILI will contribute with their own research and analyses and will participate and present their results in EARLI activities during the E-CER period.
Members
