Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work

Description

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change. Cover Endorsement Page Half Title Title Page Copyright Page Table of Contents Foreword List of Contributors Introduction Augmenting Work and Education Part I: Augmented Work in the Global Age Part II: Augmented Learning in the Global Age Part III: Policy and Planning for an Augmented Future Part I: Augmented Work in the Global Age Chapter 1: Augmenting Human Intellect: A Conceptual Framework 1.1 Introduction 1.1.1 General 1.1.2 Objective of the Study 1.2 Conceptual Framework 1.2.1 General 1.2.2 The Basic Perspective 1.2.3 Detailed Discussion of the H-LAM/T System 1.2.3.1 The Source of Intelligence 1.2.3.2 Intelligence Amplification 1.2.3.3 Two-Domain System Acknowledgement Notes References Chapter 2: Reimagining Education and Workforce Preparation in Support of the UN’s Sustainable Development Goals Introduction A New Paradigm for Higher Education Fit for Purpose Accessible Inclusive Relevant/Responsive Five Challenges to be Addressed Quality Education: A Global Target Adhering to the 2030 Agenda to Ensure Quality Education The Intertwined Matrix of SDGs and the Relationship with Education (SDG4) Social Sphere Environmental Sphere Infrastructure Sphere Conclusions References Chapter 3: The Bio Revolution: Innovations Transforming Economies, Societies, and Our Lives 3.1 Introduction 3.1.1 Bio Innovation is Occurring in Four Key Arenas 3.1.2 New Biological Capabilities Could Bring About Transformational Change in Economies, Societies, and Our Lives 3.2 A Visible Pipeline of Applications Can Deliver Profound Impact across a Wide Range of Domains in the Next Two Decades 3.3 The Total Economic Impact Will Likely Be Larger Than the Direct Impact of the Use Cases We Have Identified and Assessed 3.4 Bio Innovation Carries Profound and Unique Risks and Issues 3.5 Science is the Starting Point—Applications Need to be Commercialized and Diffused Responsibly to Deliver Beneficial Impact at Scale 3.6 The Pace and Extent of Adoption of Bio Innovations Vary Significantly Depending on the Application 3.6.1 Innovators, Businesses, Governments, and Individuals Need to Strike a Balance that Enables Potential to be Captured While Managing Risks 3.7 Civil Society, Governments, and Policy Makers Need to Inform Themselves about Biological Advances and to Provide Thoughtful Guidance Notes References Chapter 4: Help Wanted in Space: The Impact of Artificial Intelligence on Employment in the Cosmos Economy 4.1 Background 4.1.1 The Problem 4.2 A Global Endeavor 4.2.1 A Wide Range of Commercial Activities 4.3 Career Opportunities 4.3.1 Finding Talent 4.4 AI and Robotics as Enablers 4.4.1 AI 4.4.2 Robotics 4.4.2.1 Humans vs. Machines 4.5 Summary and Conclusion References Chapter 5: The 21st-Century Imperative for Universities: Redesigning Higher Education for the Climate Problem 5.1 Introduction 5.2 The Climate Problem 5.2.1 Climate as a Societal Problem 5.2.2 The Role of Universities in Addressing the Climate Problem 5.2.3 New Technologies to Address the Climate Problem 5.2.4 Professional Fields to Address the Climate Problem 5.2.5 Redesigning Higher Education for the Climate Problem 5.3 Conclusion References Chapter 6: The Turing Trap: The Promise & Peril of Human-Like Artificial Intelligence Author’s Note Notes References Part II: Augmented Learning in the Global Age Chapter 7: AI and Education: Will the Promise be Fulfilled? 7.1 Artificial Intelligence (AI) 7.1.1 Terminology 7.1.2 AI Advances 7.1.3 IT & AI in Education 7.2 Frameworks for AI in Education 7.3 Teaching and Learning: Embracing the Shift to Hybrid 7.4 Connected Campus and Student Success: Modernize Experiences 7.5 Academic Research: Cloud-Powered Academic Research 7.6 Challenges and Controversies 7.7 Capability Maturity and Data Management 7.8 Governance and Ethics 7.9 Future Opportunities and Challenges 7.9.1 Delivering System Impact 7.9.2 Technology 7.10 Final Thoughts References Chapter 8: Proceed with Caution: The Pitfalls and Potential of AI and Education 8.1 Introduction 8.2 Implementing AI in Education 8.2.1 Learning with AI 8.2.1.1 System-Supporting AI 8.2.1.2 Student-Supporting AI 8.2.1.3 Educator-Supporting AI 8.2.2 Learning about AI 8.2.3 Preparing for AI 8.3 Ethics of AI&ED 8.3.1 AI&ED and Human Rights 8.3.2 The Effectiveness of AI in Education 8.3.3 Personalized Learning 8.3.4 Data Ownership 8.3.5 Proprietary Content and Transparency 8.4 Ethics by Design 8.4.1 Don’t Ignore “Preparing for AI” 8.4.2 Innovate Around Data Privacy 8.4.3 Facilitate Robust Research 8.4.4 Create AI Programs That Support Innovative Pedagogies 8.5 Concluding Comments Notes References Chapter 9: Extending Biological Intelligence: The Imperative of Thinking Outside Our Brains in a World of Artificial Intelligence The Extended Mind The Limited Biological Brain The Intelligent Body How to Extend the Brain Principles of Brain Extension Principle 1: Offloading Principle Two: Making It Real Principle Three: Altering Our Mental State Principle Four: Re-embody Principle Five: Re-Spatialize Principle Six: Re-socialize Principle Seven: Generate Cognitive Loops Principle Eight: Create Cognitively Congenial Situations Principle Nine: Embedding Extensions A Future Curriculum? References Chapter 10: Education for a Post-Work Society: AI, the Liberal Arts and the Future of Leisure Introduction I Artificial Intelligence and Technological Unemployment II How to Be Free in Your Free Time A. What Is a Liberal Arts Education? B. Freedom from Big Tech B.1 Freed by AI, and then Subjugated by It? B.2 The Liberal Arts and Freedom from Big Tech C. Freedom for A-Telic Activities C.2 A-Telic Activities and the “Chief Good” for Humans C.2 The Liberal Arts and A-Telic Activities III Conclusion Notes References Chapter 11: The Most Valuable Intelligence Is Not Artificial: Great Books, Free Minds, and St. John’s College Heading in the Wrong Direction? Back to the Future The Program in Practice Life After College Getting with the Program Who Wants the Program? Thinking Ahead Bibliography Chapter 12: Chinese Globalization: BRI and the Future of Higher Education China Rising Chinese Globalization China as a Global Technology Leader AI and Chinese Human Capital Development China and Global Higher Education Interpreting Chinese Globalization Conclusion Notes References Part III: Policy and Planning for the Augmented Future Chapter 13: A New Generation Artificial Intelligence Development Plan 13.1 The Strategic Situation 13.2 The Overall Requirements 13.2.1 Guiding Ideology 13.2.2 The Basic Principles 13.2.3 Strategic Objectives 13.2.4 Overall Deployment 13.3 Focus Tasks 13.3.1 Build Open and Coordinated AI Science and Technology Innovation Systems 13.4 Establish Basic Theory Systems for a New Generation of AI 13.5 Build a Next-Generation AI Key General Technology System 13.6 Coordinate the Layout of AI Innovation Platforms 13.7 Accelerate the Training and Gathering of High-End AI Talent Acknowledgment Chapter 14: US National Security Commission on Artificial Intelligence Introduction Why Does AI Matter? The Talent Competition The Promise and Limits of Expanding STEM Notes References Chapter 15: Training the “Workforce of the Future”: The Integration of New Technologies in Work-Based Higher Education Programs in Germany and the United States 15.1 Work-based Higher Education in Germany and the United States 15.1.1 Germany 15.1.2 The United States 15.2 Cooperation between HEIs and Companies in Work-Based Higher Education 15.2.1 Student Recruitment and Admission 15.2.2 Curriculum Design and Renewal 15.2.3 Instruction and Training 15.2.4 Assessment and Examination 15.3 On the Potential of WBHE to Train the “Work of the Future” Notes References Chapter 16: How India Is Building Learning Technologies at Scale Arriving at This Moment An Existing Crisis Made Worse The New Digital Learning Giants Byju’s Unacademy Eruditus upGrad Vedantu LEAD School Post-Lockdown Realities Lessons for the Future of Education References Chapter 17: AI ≠ UBI: Income Portfolio Adjustment to Technological Transformation 17.1 Introduction 17.2 Artificial Intelligence Today 17.2.1 Working together with AI 17.2.2 Future Artificial Intelligence 17.3 Long-Term Employment Trends 17.4 Cost–Benefit Analysis of IPA 17.4.1 Subsistence 17.4.2 Proprietorship 17.4.3 Financial investment 17.4.4 Employment 17.4.5 Unilateral Transfers 17.4.6 Tabular Summary of the Major Costs and Benefits of the Five Sources of Income 17.5 Cost–Benefit Analysis of UBI and Other Unilateral Transfer Policies 17.5.1 Private Charity 17.5.2 Government Vouchers 17.5.3 Government Cash 17.5.4 Government Provision 17.5.5 Summary of the Major Costs and Benefits of Different Types of Unilateral Transfers 17.6 Limitations 17.7 Conclusion Notes References Index