Technological progress reshapes the tools and methods used by teachers and learners, modifying the way in which individuals acquire new knowledge, skills and behaviors.
The potential of AI and Foundation models to revolutionize learning environments and accelerate education measures such as quantification, personalization and optimization is tempered by increasing concerns concerning negative impacts on learners and learning communities.
On May 8, the Northwestern Center for Computer Science and Learning Sciences Convened 160 educators, researchers and industry professionals to explore the current and future role of AI in education through the interdisciplinary objective of learning sciences.
“The progress of AI, especially in the past three years, have led to the rapid development of applications and educational activities which are intended to advance students' learning in a way that was not possible before”, ” MIRIAM Gamoran SherinThe associated provost of the Northwestern University for undergraduate education, said during the opening remarks of the event. “But such progress did not always take into account how students learn or what students should learn and how AI could support this effort.”
Science learning focuses on “how”. Based on disciplines such as cognitive sciences, IT, linguistics and psychology, the field survey the nuances, complexities and qualitative elements of learning and the design of learning environments in socio -cultural, political and economic contexts.
“Most of the conversations we see around AI and education at the moment are focused on quantification, personalization and optimization of learning for efficiency,” said Eleanor O'RourkeAssociate teacher of computer science in Northwestern Engineering and Associate Professor of Apprenticeship Sciences in Northwestern School of education and social policy. “We wanted to underline a different perspective founded in the idea that learning is fundamentally social, difficult to measure and located in complex socio -cultural contexts.”
O'Rourke was president of the conference organizing committee. Additional members included Michael HornIT teacher and learning sciences; Chris RiesbeckAssociate Professor of Computer Science; Bruce Sherin, professor of learning sciences, and Uri WilenskyLorraine H. Morton teacher of learning and computer science.
The event was co -pacarrained by Northwestern ProvostThe McCormick School of Engineering, the School of Education and Social Policy, the Search officeand the Cognitive Sciences Program at the Weinberg College of Arts and Sciences.
You will find below the main points to remember from some of the conference sessions.
At Learnopoly, Finn has championed a mission to deliver unbiased, in-depth reviews of online courses that empower learners to make well-informed decisions. With over a decade of experience in financial services, he has honed his expertise in strategic partnerships and business development, cultivating both a sharp analytical perspective and a collaborative spirit. A lifelong learner, Finn’s commitment to creating a trusted guide for online education was ignited by a frustrating encounter with biased course reviews.
