相關主題
商品描述
This book offers a groundbreaking approach to bridging the gap between various disciplines involved in cognitive modeling in education. By drawing on the fields of learning, neuro science, cognitive science, neurobiology, and computer science, it provides a new perspective on how we can integrate these disciplines with education to create more effective learning environments. The main objective of this book is to delve into the ethical, sociological, and technological questions surrounding the introduction of intelligent and smart learning environments in education. By analyzing these issues, this book aims to bridge the gap between the various disciplines involved in cognitive modeling and education, while highlighting the benefits and risks associated with these advancements. With the emergence of AI-based tutors, coaches, and learning environments, students now have access to a new type of self-learning and self-training that was previously unavailable. Distance learning has become increasingly popular in recent years, and the use of computer-assisted learning tools has revolutionized the way we think about education.
The goal of education must be to instill in students a desire to learn for themselves, and this can only be achieved through active, self-directed, and reflective learning. With intelligent tutoring systems, students are empowered to take an active role in their own education, rather than simply being passive recipients of information. This book offers practical strategies for teachers to facilitate this transition, enabling them to act as facilitators and guides rather than one-way communicators. By embracing this new approach to education, we can help students become lifelong learners who are equipped with the skills they need to succeed in the 21st century.
As we cannot predict the future with certainty, the true effects of education may only be revealed in the long run, making it critical to understand the potential consequencesof introducing these new learning tools. By exploring these complex topics, this book offers valuable insights for educators, policymakers, and anyone interested in the future of education.商品描述(中文翻譯)
這本書提供了一種開創性的方式，旨在彌合涉及教育中認知建模的各個學科之間的差距。通過借鑒學習、神經科學、認知科學、神經生物學和計算機科學等領域，它提供了一種新的視角，幫助我們整合這些學科與教育，以創造更有效的學習環境。本書的主要目標是深入探討圍繞智能和智慧學習環境引入教育的倫理、社會學和技術問題。通過分析這些問題，本書旨在彌合涉及認知建模和教育的各個學科之間的差距，同時突顯這些進步所帶來的好處和風險。隨著基於人工智慧的輔導員、教練和學習環境的出現，學生現在可以接觸到一種以前無法獲得的自我學習和自我訓練的新型態。近年來，遠距學習變得越來越受歡迎，而計算機輔助學習工具的使用則徹底改變了我們對教育的思考方式。
教育的目標必須是培養學生自我學習的渴望，而這只能通過主動、自我導向和反思性的學習來實現。借助智能輔導系統，學生能夠在自己的教育中扮演主動角色，而不僅僅是被動接受信息的接收者。本書提供了實用的策略，幫助教師促進這一轉變，使他們能夠作為促進者和指導者，而不是單向的傳遞者。通過接受這種新的教育方法，我們可以幫助學生成為終身學習者，具備在21世紀成功所需的技能。
由於我們無法確定地預測未來，教育的真正影響可能只有在長期內才能顯現，因此理解引入這些新學習工具的潛在後果至關重要。通過探索這些複雜的主題，本書為教育工作者、政策制定者以及任何對教育未來感興趣的人提供了寶貴的見解。
作者簡介
Boris Abersek graduated from the Faculty of Technical Sciences of the University of Maribor. He completed his M.Sc., and Ph.D., at the same faculty. He furthered his studies with a second Ph.D.: A Philosophical Analysis of the Mechanisms of Natural Thinking and Artificial Intelligence, which he obtained from the Faculty of Arts, University of Maribor.
In terms of research, he constantly oscillated between three fields, technology, humanities, and social sciences. He tried to establish an equal relationship between them because we can achieve new qualities only by starting from breadth. In recent years, his research interest has been focused primarily on the field of education and the study of the possibilities and limitations of learning and teaching, especially with the use of intelligent learning environments, the use of cognitive and neuroscience, and modern cognitive models with the use of artificial intelligence in the learning process. His work consistentlyhighlights the need for cooperation, communication, and argumentation based on logical interpretation. A significant performance indicator of the success of scientific research work in both basic research and applied research is reflected in the numerous projects he has led or in which he has participated. This adds up to more than 90 projects, elaborations, and outputs. Over the years, he has developed many skills related to project management, large-scale project management, team management, crisis management, and communication. In terms of his work as an educator (pedagogue), he has developed a range of skills for encouraging critical thinking, promoting different approaches to research work, and motivating and guiding young people in the field of scientific research work. He is the author of numerous publications in various fields.Andrej Flogie holds a Ph.D. in Educational Science. He is an Associate Professor at the Faculty of Natural Sciences and Mathematics ofthe University of Maribor, Slovenia, and Director of Anton Martin Slomsek Institute, Slovenia. He is an expert in the digitalization of education, ICT application in business and educational processes, project management the introduction of innovative teaching skills, development of e-services, and e-content.
He gained his experience by participating in the role of a key expert in a large number of national and European projects, many years of work in educational institutions (teaching, teacher training, e-learning, and use of ICT in education...), design and development of complex IT solutions, the development of Slovenian and EU information society policy in the role of director for the information society in the Ministry of Higher Education, Science, and Technology, as minister adviser for the digitalization and EU funds and as a member of numerous professional institutions and working groups that promote innovative learning approaches.
He is the author of numerous publications in various fields, with most of his research in recent years focused on teaching and learning processes, cognitive science, and creating and developing intelligent learning environments.Igor Pesek holds a PhD in computer science and information technology. He is the Head of the Digitisation of Education Service at the Ministry of Education and an Assistant Professor of Digital Education at the Faculty of Natural Sciences and Mathematics, University of Maribor. His research interests include computer science pedagogy, digital education and artificial intelligence in education.
He has led major national projects in the field of E-textbooks for science subjects and pedagogical ICT at universities. He is actively involved in many other projects in Slovenia and Europe and is active in various international working groups in the area of digital education.He is the author of numerous papers in scientific journals and conferences. He has also co-authored chapters in scientific monographs in the field of digital education.
作者簡介(中文翻譯)
Boris Abersek 畢業於馬里博爾大學技術科學學院。他在同一學院完成了碩士和博士學位。他進一步攻讀第二個博士學位：自然思維與人工智慧機制的哲學分析，該學位來自馬里博爾大學人文學院。
在研究方面，他不斷在技術、人文和社會科學三個領域之間搖擺。他試圖在這三者之間建立平等的關係，因為只有從廣度出發，我們才能實現新的品質。近年來，他的研究興趣主要集中在教育領域，研究學習和教學的可能性與限制，特別是使用智能學習環境、認知科學和神經科學，以及在學習過程中使用人工智慧的現代認知模型。他的工作始終強調基於邏輯解釋的合作、溝通和論證的必要性。科學研究工作在基礎研究和應用研究中的成功表現指標，體現在他所主導或參與的眾多項目中，這些項目總數超過90個，包括計畫、報告和成果。多年來，他發展了許多與項目管理、大型項目管理、團隊管理、危機管理和溝通相關的技能。在作為教育工作者（教育學者）的工作中，他發展了一系列鼓勵批判性思維、促進不同研究工作方法、以及激勵和指導年輕人在科學研究領域的技能。他在各個領域發表了大量出版物。
Andrej Flogie 擁有教育科學博士學位。他是斯洛維尼亞馬里博爾大學自然科學與數學學院的副教授，並擔任斯洛維尼亞安東·馬丁·斯洛梅克研究所的所長。他是教育數位化、資訊與通訊技術在商業和教育過程中的應用、項目管理、創新教學技能的引入、電子服務和電子內容開發的專家。
他通過參與大量國家和歐洲項目，擔任關鍵專家的角色，獲得了經驗，並在教育機構工作多年（教學、教師培訓、電子學習和資訊與通訊技術在教育中的應用等），設計和開發複雜的IT解決方案，擔任高等教育、科學和技術部資訊社會主任，發展斯洛維尼亞和歐盟資訊社會政策，作為數位化和歐盟資金的部長顧問，以及作為促進創新學習方法的眾多專業機構和工作組的成員。
他在各個領域發表了大量出版物，最近幾年的研究主要集中在教學和學習過程、認知科學以及創建和發展智能學習環境上。
Igor Pesek 擁有計算機科學和資訊技術的博士學位。他是教育部數位化教育服務的負責人，並擔任馬里博爾大學自然科學與數學學院的數位教育助理教授。他的研究興趣包括計算機科學教育學、數位教育和教育中的人工智慧。
他主導了科學科目電子教科書和大學教學資訊與通訊技術的重大國家項目。他積極參與斯洛維尼亞和歐洲的許多其他項目，並在數位教育領域的各種國際工作組中活躍。
他在科學期刊和會議上發表了大量論文，並共同撰寫了數位教育領域科學專著中的章節。
