LEARNING TRANSFORMATION: TEACHERS AND THE DYNAMICS OF ARTIFICIAL INTELLIGENCE (AI)

The aim of this research is to reveal and analyze aboutthe future of teachers with Artificial Intelligence (AI), harmony between teachers and Artificial Intelligence (AI) and teacher competence in dealing with Artificial Intelligence (AI). This research method is qualitative research with a library research approach. The data source in this article is research results in the form of journal articles. The research results show that the presence of artificial intelligence (AI) in education brings challenges and opportunities for the future of teachers. Even though AI can replace some routine tasks in learning, the teacher's role remains crucial in guiding, motivating and developing students holistically. Teachers in the future must be able to build an atmosphere that meets the psychological needs of students, including the need for competence, autonomy and involvement in groups. The introduction of artificial intelligence brings about a significant change in the educational paradigm, where personalization of learning becomes more possible and efficient. Even though there is a paradigm shift from a one-size-fits-all model to responsive adaptation, the teacher's role remains central in designing targeted learning strategies. The success of teachers in the future depends not only on mastery of technology, but also on the ability to guide, motivate and shape students' character. Teachers are also faced with the task of facing the Industry 4.0 revolution, requiring a deep understanding of new concepts such as artificial intelligence, IoT and big data. Efforts to increase teacher competency must involve selective recruitment, bottom-up competency improvement, and the application of technology in learning, such as blended learning. Even though technology plays an important role, teachers cannot be replaced because their role as character builders and facilitators of social interaction remains irreplaceable. Therefore, continuing to develop teacher competence is the key to overcoming educational challenges in the era of artificial intelligence

The impact of ChatGPT on blended learning: Current trends and future research directions

Designing sustainable and scalable educational systems is a challenge. Artificial Intelligence (AI) offers promising solutions to enhance the effectiveness and sustainability of blended learning systems. This research paper focuses on the integration of the Chat Generative Pre-trained Transformer (ChatGPT), with a blended learning system. The objectives of this study are to investigate the potential of AI techniques in enhancing the sustainability of educational systems, explore the use of ChatGPT to personalize the learning experience and improve engagement, and propose a model for sustainable learning that incorporates AI. The study aims to contribute to the body of knowledge on AI applications for sustainable education, identify best practices for integrating AI in education, and provide insights for policymakers and educators on the benefits of AI in education delivery. The study emphasizes the significance of AI in sustainable education by addressing personalized learning and educational accessibility. By automating administrative tasks and optimizing content delivery, AI can enhance educational accessibility and promote inclusive and equitable education. The study’s findings highlight the potential benefits of integrating AI chatbots like ChatGPT into education. Such benefits include promoting student engagement, motivation, and self-directed learning through immediate feedback and assistance. The research provides valuable guidance for educators, policymakers, and instructional designers who seek to effectively leverage AI technology in education. In conclusion, the study recommends directions for future research in order to maximize the benefits of integrating ChatGPT into learning systems. Positive results have been observed, including improved learning outcomes, enhanced student engagement, and personalized learning experiences. Through advancing the utilization of AI tools like ChatGPT, blended learning systems can be made more sustainable, efficient, and accessible for learners worldwide

New Trends in e-Learning

Guidance work is needed to learn about the current state of e-learning and to guide future research. In recent studies, e-learning environments appear to be under different headings in recent years. These new topics are mainly aimed at providing an up-to-date explanation on e-learning in this section. New trends in e-learning will be covered under artificial intelligence (AI), micro credentials, big data, virtual and empowered reality, blended learning, cloud e-learning, gamification, mobile learning, Internet of things, and online video. With this study, it is aimed to shed light on the concept of e-learning. In addition, e-learning environments focus on new possibilities for learners. Everyday, e-learning environments bring out new antagonistic concepts. As these new concepts rapidly entered our lives, they began to become indispensable materials in the field of education. New e-learning environments are being used as platforms that are related to each other. They essentially support the concept of e-learning

Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'

Target subject is a module called ‘AI Technology’, which applied the ideas of blended learning. Firstly, lecture-style teaching was conducted with presentation slides in order to explain the contents of a textbook. Secondly, students were required to do exercises and quizzes. By using the last eight weeks, they were asked to create presentation slides outside a class to introduce the up-to-date topics on artificial intelligence. These slides were mutually evaluated among them so that they developed their own slides based on the feedback before the tenth week of the course for the second round of mutual evaluations. Questionnaires concerning students’ understanding technical terms of the field and consciousness-raising towards competence were also conducted before and after the programs. The learning effects of a module in ‘AI Technology’ are compared with my previous research outcome of the module, ‘Artificial Intelligence’. The reasons of difference between both modules are discussed. This paper reports their results

Implementation of Competency Enhancement Program for Science Teachers Assisted by Artificial Intelligence in Designing HOTS-based Integrated Science Learning

Education currently supported by technological developments such as artificial intelligence (AI) and robotics. Science learning based on higher-order thinking skills (HOTS) is needed as the main goal in learning. AI in teacher professional developments are the new way to be implemented. The purpose of this research was to describe the competency enhancement program for science teacher that assisted by AI in designing HOTS-based integrated science learning. 29 science teachers in West Java participated in this program. Descriptive analysis was used to analyze the data from all participants. The results revealed that the program held in blended learning with face-to-face sessions about higher order thinking skills in science learning, use of multiple representations in science learning, construct of science learnings’ theme, integrated science learning, and continued by online learning by web based-AI. Science teachers perceived helpfulness to integrate various science content, followed courses, held discussion, answer the tests, and validating lesson plan products. Teachers has new experiences for the implementation program.</p

Artificial intelligence education for radiographers, an evaluation of a UK postgraduate educational intervention using participatory action research: a pilot study.

Artificial intelligence (AI)-enabled applications are increasingly being used in providing healthcare services, such as medical imaging support. Sufficient and appropriate education for medical imaging professionals is required for successful AI adoption. Although, currently, there are AI training programmes for radiologists, formal AI education for radiographers is lacking. Therefore, this study aimed to evaluate and discuss a postgraduate-level module on AI developed in the UK for radiographers. A participatory action research methodology was applied, with participants recruited from the first cohort of students enrolled in this module and faculty members. Data were collected using online, semi-structured, individual interviews and focus group discussions. Textual data were processed using data-driven thematic analysis. Seven students and six faculty members participated in this evaluation. Results can be summarised in the following four themes: a. participants' professional and educational backgrounds influenced their experiences, b. participants found the learning experience meaningful concerning module design, organisation, and pedagogical approaches, c. some module design and delivery aspects were identified as barriers to learning, and d. participants suggested how the ideal AI course could look like based on their experiences. The findings of our work show that an AI module can assist educators/academics in developing similar AI education provisions for radiographers and other medical imaging and radiation sciences professionals. A blended learning delivery format, combined with customisable and contextualised content, using an interprofessional faculty approach is recommended for future similar courses. [Abstract copyright: © 2023. The Author(s).

AI-Driven Dynamics: ChatGPT Transforming ELT Teacher-Student Interactions

In the rapidly evolving educational domain, where artificial intelligence (AI) is pivotal, English Language Teaching (ELT) witnesses profound transformations. This study, focusing on integrating ChatGPT, an AI-driven language model, illuminates its substantial impact on the dynamics between teachers and students within ELT. Pertinent to this research is the inquiry into how ChatGPT reshapes teacher roles, responsibilities, and pedagogical practices, an area previously overlooked in the realm of AI in education. Employing a theoretical lens, the study scrutinises active learning models, technology integration theories, and paradigms of teacher professional development. Such analysis is crucial in comprehending teachers' shift from traditional methodologies to more facilitative and supportive roles, emphasising the urgency of this investigation for active learning's progression. Utilising diverse analytical approaches, ChatGPT propels pedagogies encouraging active learning, notably blended, collaborative, and project-based learning, while accentuating the necessity of professional development and institutional support for teachers' successful transition to these novel roles. These findings offer pivotal insights for the higher education sector, underlining the imperative of embracing AI's transformative potential, particularly tools like ChatGPT. By delving into ChatGPT's influence on teacher-student interaction and pedagogical methods, the study carves a significant path for future exploration and application in technology-enhanced ELT

The Virtual University and Avatar Technology: E-learning Through Future Technology

E-learning gains increasingly importance in academic education. Beyond present distance learning technologies a new opportunity emerges by the use of advanced avatar technology. Virtual robots acting in an environment of a virtual campus offer opportunities of advanced learning experiences. Human Machine Interaction (HMI) and Artificial Intelligence (AI) can bridge time zones and ease professional constraints of mature students. Undergraduate students may use such technology to build up topics of their studies beyond taught lectures. Objectives of the paper are to research the options, extent and limitations of avatar technology for academic studies in under- and postgraduate courses and to discuss students' potential acceptance or rejection of interaction with AI. The research method is a case study based on Sir Tony Dyson's avatar technology iBot2000. Sir Tony is a worldwide acknowledged robot specialist, creator of Star Wars' R2D2, who developed in recent years the iBot2000 technology, intelligent avatars adaptable to different environments with the availability to speak up to eight different languages and capable to provide logic answers to questions asked. This technology underwent many prototypes with the latest specific goal to offer blended E-learning entering the field of the virtual 3-D university extending Web2.0 to Web3.0 (Dyson. 2009). Sir Tony included his vast experiences gained in his personal (teaching) work with children for which he received his knighthood. The data was mainly collected through interviews with Sir Tony Dyson, which helps discover the inventor’s view on why such technology is of advantage for academic studies. Based on interviews with Sir Tony, this research critically analyses the options, richness and restrictions, which avatar (iBot2000) technology may add to academic studies. The conclusion will discuss the opportunities, which avatar technology may be able to bring to learning and teaching activities, and the foreseeable limitations – the amount of resources required and the complexity to build a fully integrated virtual 3-D campus. Key Words: virtual learning, avatar technology, iBot2000, virtual universit

Opening education through emerging technology: what are the prospects? Public perceptions of artificial intelligence and virtual reality in the classroom

Education technology (Edtech) is a booming industry based on its potential to transform education and learning outcomes. With concern over remote learning, there is renewed excitement about the visual component of Edtech, namely VR, along with artificial intelligence (AI), resulting in more significant investments and innovations. Despite industrial-scale investment in Edtech's diffusion, less is known about the public's view. The public's reception of these technologies, though, maybe necessary in determining the contours of their eventual utilization. Therefore, we conducted a mixed-methods analysis based on a survey of a representative sample of the US population (N=2,254) that explores perceptions of Edtech in two instantiations: AI and VR in education. Respondents were more accepting of VR as a teaching tool than AI taking on educational roles. Assistive AI was born over AI with decision-making responsibilities. Personality and experiential traits had an influence on respondents' openness to education technologies. The results suggest support for a blended model of AI and VR use in the classroom.http://opuseteducatio.hu/index.php/opusHU/article/view/41

Detecting Treasures in Museums with Artificial Intelligence

Museums around the world possess hundreds of thousands of priceless objects, which have stories to tell about human history. While students and scholars study them, even the general public is interested in these stories. If there is a way to automate the information delivery system about these objects it will be of immense value, e.g. it will support students to study these objects and speed up research. Adaptive blended learning options are conceivable, which can perfectly merge digital analysis and onsite viewing. Thus, the preparation and post-processing of studied objects is just as conceivable as the adequate acquisition of information for on-site studies. Examples of such solutions would be mobile apps and computer software that can be used for history and archaeology education as well. However, it is important to identify these objects correctly in order to build such solutions. Computer vision technologies in artificial intelligence (AI) can be used for this. Therefore, this paper will show how AI-algorithms can be used for digital humanities in novel ways, such as for detecting museum treasures