Trust and Inclusion in Ai-Mediated Education: Where Human Learning Meets Learning Machines

《信任與包容在人工智慧媒介教育中的應用：人類學習與學習機器的交匯》是一本針對研究者和實務工作者的資源，該領域因人工智慧技術的主流化及其日益增強的欺騙能力而產生了混淆與恐懼。識別在教學中使用及訓練可信且具包容性的人工智慧技術的理論框架和實踐，為學習機器及其與人類學習的交集帶來了新的挑戰與機會。本書探討了人工智慧技術和演算法的發展歷史，提供了最佳實踐、詮釋和評估的理論模型，特別考量當代學習者的需求及其在網路社會環境中的高級素養。本書深入分析了最新及正在進行的尖端人工智慧技術在學習環境和教室評估中的應用，最後以對喬治·里茲（George Ritzer）關於麥當勞化與人工智慧的訪談作結。

Dora Kourkoulou has a PhD in Educational Policy, Organization and Leadership from the University of Illinois at Urbana-Champaign. She works as an Illini Science Policy Scholar with the Illinois Department of Commerce and Economic Opportunity on digital equity initiatives and outreach, and is developing a module on AI literacies for Illinois Extension. She holds an MA in Classical Literature from the University of Athens, Greece and an EdM in Human Resource Education from the University of Illinois. She has conducted ethnographic and interpretive research in and about the design of virtual worlds. Her dissertation, Cyber-Ludic Pedagogies: An Interpretive Framework on Playful Conflict in Video Games and Learning, examined narratives of resistance in and defection from video games, and their public pedagogical implications. Her interests lie in critical code and technology studies, and the intersections between AI computing, playfulness, and inclusive epistemologies in online spaces of action. She has edited a Special Issue for the Journal on Communications and Linguistics Studies titled 'Data, Media, Knowledge'.

Anastasia-Olga (Olnancy) Tzirides holds a Ph.D. in the Learning Design and Leadership Program from the University of Illinois, Urbana-Champaign (UIUC). Her research interests include advanced digital technologies, artificial intelligence, user experience research, learning design, online education, as well as language and culture learning. Her dissertation research project is focused on exploring the potential of advanced digital technologies and artificial intelligence for collaborative language learning utilizing translanguaging and multimodal communication approaches. In the past, she has worked as a teaching assistant and learning designer for online graduate courses in the Learning Design and Leadership Program and the International Studies Program at the College of Education, UIUC. She was also an instructor at the Modern Greek Studies program at the University of Illinois Urbana-Champaign and designed the elementary and intermediate level courses in an online format. Anastasia-Olga also holds a joint Master's degree in Multilingual and Multicultural Education from the Aristotle University of Thessaloniki, Greece and Université du Maine, France, and a Bachelor's degree in Elementary Education from the Aristotle University of Thessaloniki, Greece.

Bill Cope is a Professor in the Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign. His research interests include theories and practices of pedagogy, cultural and linguistic diversity, and new technologies of representation and communication. His recent research has focused on the development of digital writing and assessment technologies, with the support of a number of major grants from the US Department of Education, the Bill and Melinda Gates Foundation, and the National Science Foundation. The result has been the CGScholar multimodal writing and assessment environment. With Mary Kalantzis, he has co-authored or co-edited: New Learning: Elements of a Science of Education (2008/2012); Ubiquitous Learning (2009), Towards a Semantic Web: Connecting Knowledge in Academic Research (2009); Literacies (2012/2016); A Pedagogy of Multiliteracies (2016); E-Learning Ecologies (2017); and the two volume grammar of multimodal meaning, Making Sense and Adding Sense (2020).

Mary Kalantzis was from 2006 to 2016 Dean of the College of Education at the University of Illinois, Urbana-Champaign. Before this, she was Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia, and President of the Australian Council of Deans of Education. With Bill Cope, she has co-authored or co-edited: New Learning: Elements of a Science of Education (2008/2012); Ubiquitous Learning (2009), Towards a Semantic Web: Connecting Knowledge in Academic Research (2009); Literacies (2012/2016); A Pedagogy of Multiliteracies (2016); E-Learning Ecologies (2017); and the two volume grammar of multimodal meaning, Making Sense and Adding Sense (2020).

Dora Kourkoulou 擁有伊利諾伊大學香檳分校的教育政策、組織與領導博士學位。她在伊利諾伊州商務與經濟機會部擔任 Illini 科學政策學者，專注於數位公平倡議和外展工作，並正在為伊利諾伊擴展計畫開發一個有關人工智慧素養的模組。她擁有希臘雅典大學的古典文學碩士學位，以及伊利諾伊大學的教育碩士學位。她曾進行有關虛擬世界設計的民族誌和詮釋性研究。她的論文《網路遊戲與學習中的遊戲衝突詮釋框架：Cyber-Ludic Pedagogies》探討了在遊戲中抵抗和背叛的敘事及其公共教育意涵。她的研究興趣包括批判性程式碼與技術研究，以及人工智慧計算、遊戲性和包容性認識論在行動的線上空間中的交集。她曾編輯過《通訊與語言學研究期刊》的特刊，題為《數據、媒體、知識》。

Anastasia-Olga (Olnancy) Tzirides 擁有伊利諾伊大學香檳分校的學習設計與領導計畫博士學位。她的研究興趣包括先進數位技術、人工智慧、使用者體驗研究、學習設計、線上教育，以及語言和文化學習。她的論文研究專案專注於探索先進數位技術和人工智慧在協作語言學習中的潛力，利用跨語言和多模態溝通方法。過去，她曾擔任學習設計與領導計畫及國際研究計畫的線上研究生課程的教學助理和學習設計師。她也曾在伊利諾伊大學香檳分校的現代希臘研究計畫擔任講師，並設計了線上格式的初級和中級課程。Anastasia-Olga 也擁有希臘塞薩洛尼基亞里士多德大學和法國梅因大學的多語言與多文化教育聯合碩士學位，以及希臘塞薩洛尼基亞里士多德大學的初等教育學士學位。

Bill Cope 是伊利諾伊大學香檳分校教育政策、組織與領導系的教授。他的研究興趣包括教學法的理論與實踐、文化和語言多樣性，以及新的表現和溝通技術。他最近的研究專注於數位寫作和評估技術的發展，並獲得了美國教育部、比爾和梅琳達·蓋茨基金會以及國家科學基金會的多項重大資助。其成果是 CGScholar 多模態寫作和評估環境。與 Mary Kalantzis 合著或共同編輯的作品包括：《新學習：教育科學的要素》（2008/2012）；《無所不在的學習》（2009）；《邁向語義網：連結學術研究中的知識》（2009）；《素養》（2012/2016）；《多素養的教學法》（2016）；《電子學習生態》（2017）；以及兩卷的多模態意義語法《理解與增添意義》（2020）。

Mary Kalantzis 在 2006 年至 2016 年期間擔任伊利諾伊大學香檳分校教育學院院長。在此之前，她曾擔任澳大利亞 RMIT 大學教育、語言與社區服務學院院長，以及澳大利亞教育院長協會會長。與 Bill Cope 合著或共同編輯的作品包括：《新學習：教育科學的要素》（2008/2012）；《無所不在的學習》（2009）；《邁向語義網：連結學術研究中的知識》（2009）；《素養》（2012/2016）；《一個...