The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education?

This paper explores the potential of artificial intelligence (AI) in higher education, specifically its capacity to replace or assist human teachers. By reviewing relevant literature and analysing survey data from students and teachers, the study provides a comprehensive perspective on the future role of educators in the face of advancing AI technologies. Findings suggest that although some believe AI may eventually replace teachers, the majority of participants argue that human teachers possess unique qualities, such as critical thinking, creativity, and emotions, which make them irreplaceable. The study also emphasizes the importance of social-emotional competencies developed through human interactions, which AI technologies cannot currently replicate. The research proposes that teachers can effectively integrate AI to enhance teaching and learning without viewing it as a replacement. To do so, teachers need to understand how AI can work well with teachers and students while avoiding potential pitfalls, develop AI literacy, and address practical issues such as data protection, ethics, and privacy. The study reveals that students value and respect human teachers, even as AI becomes more prevalent in education. The study also introduces a roadmap for students, teachers, and universities. This roadmap serves as a valuable guide for refining teaching skills, fostering personal connections, and designing curriculums that effectively balance the strengths of human educators with AI technologies. The future of education lies in the synergy between human teachers and AI. By understanding and refining their unique qualities, teachers, students, and universities can effectively navigate the integration of AI, ensuring a well-rounded and impactful learning experience

Emerging technology and pedagogical application in Design Education

This research paper investigates the emerging technologies and pedagogical applications in design education. The rapid development of technology has opened up new possibilities for design education, and it is important to explore how these emerging technologies can be used to enhance pedagogical practices. This paper aims to provide a comprehensive understanding of the potential of emerging technologies in design education and their impact on pedagogical practices. The study employs a qualitative research methodology and draws on a range of literature sources, including academic articles, books, and reports. The research explores the use of emerging technologies such as virtual reality, augmented reality, and gamification in design education. It examines how these technologies can be used to enhance creativity, collaboration, and critical thinking skills among design students. Furthermore, the paper discusses the challenges and opportunities associated with the integration of these technologies into design pedagogy. The findings suggest that emerging technologies have the potential to transform design education and improve pedagogical practices. The use of virtual reality, for example, can provide students with an immersive learning experience and enhance their understanding of complex design concepts. Gamification can be used to motivate students and promote collaboration among them. Augmented reality can be used to enhance the learning experience by overlaying digital information on physical objects

Next Steps for Human-Centered Generative AI: A Technical Perspective

Through iterative, cross-disciplinary discussions, we define and propose next-steps for Human-centered Generative AI (HGAI) from a technical perspective. We contribute a roadmap that lays out future directions of Generative AI spanning three levels: Aligning with human values; Accommodating humans' expression of intents; and Augmenting humans' abilities in a collaborative workflow. This roadmap intends to draw interdisciplinary research teams to a comprehensive list of emergent ideas in HGAI, identifying their interested topics while maintaining a coherent big picture of the future work landscape

Integrating Artificial Intelligence into Creativity Education: Developing a Creative Problem-Solving Course for Higher Education

This project aims to develop an introductory college course that integrates Artificial Intelligence (AI) to enhance the Creative Problem Solving (CPS) process. Drawing on best practices for teaching CPS and the latest research of AI, the project outcomes are prototypes of a Master Course Development Document, Student Syllabus, and Lesson Plan with accompanying PowerPoint slides. The course will equip students with the knowledge and skills to apply AI techniques to the CPS process. This project aims to begin to bridge the gap between AI and CPS education, preparing students for the demands of the modern workforce while fostering interdisciplinary thinking

Designing for experience: Example experience design projects on workspace

Thesis (Master)--Izmir Institute of Technology, Industrial Design, Izmir, 2006Includes bibliographical references (leaves: 94-95)Text in English; Abstract: Turkish and Englishxv, 96 leavesThe great experiences can be deliberate and are based upon principles that have been proven. This thesis study explored the most important of these principles before the practical study. After that, the study focused on making a practical study on the workspace domain in three main phases.In the data collecting phase, experience data was collected for a workspace domain by observing workspace activities. Used methods were photographing, informal interviews, field notes and ethnographic observation. In the data modeling phase, a data model were constructed. Pattern language was used as a base for re-modeling the experience data. The data model is simply a framework that allows the designer to document, collect, communicate and understand all design related information quickly and easily. During the design phase, this framework became the design guideline and was used as a roadmap for every single design idea.Framework also gives the opportunity of defining relations from patterns to patterns and from design ideas to patterns. This flexible opportunity lets the designer visualize experience scenarios with design ideas in a higher level of understanding. Framework has a special data encapsulation format which is inherited from pattern language. According to that format, short pattern names, short essence paragraphs and other sections makes easier to remember, communicate and connect the patterns with new ideas. At the end of the design phase, three different products which are actively related with the experience patterns were designed

Reversing Cyber Loneliness

After more than thirty years we reopen the folder of immersivity in a social dimension enabling creatives to express themselves in open public spaces. Is “immersivity” an interesting and innovative “communicative experience” to be enjoyed together with other citizens, breaking cyber-isolation. This paper describes a interdisciplinary Horizon Europe research project aimed to design and develop a cost effective, hassle-free, easy to install and tune solution to setup a multi-user, multi- site, multi-platform non-invasive immersive and interactive users’ experiences, sorry for the long list of buzzwords identifying the key characteristics. The “users” are subdivided in two families: creative/authors and citizens. The first family is again subdivided by: authors without cyber skills and the couple creatives/programmers. The outcomes of the project includes specific training courses to enable both authors to express their creativity thanks to a simple procedure and already developed components or in case of cyber skilled users to integrate the open source platform with new ad-hoc created components

Advances in Technology Enhanced Learning

‘Advances in Technology Enhanced Learning’ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces. The Open University's Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more

Reversing Cyber Loneliness

After more than thirty years we reopen the folder of immersivity in a social dimension enabling creatives to express themselves in open public spaces. Is “immersivity” an interesting and innovative “communicative experience” to be enjoyed together with other citizens, breaking cyber-isolation. This paper describes a interdisciplinary Horizon Europe research project aimed to design and develop a cost effective, hassle-free, easy to install and tune solution to setup a multi-user, multi- site, multi-platform non-invasive immersive and interactive users’ experiences, sorry for the long list of buzzwords identifying the key characteristics. The “users” are subdivided in two families: creative/authors and citizens. The first family is again subdivided by: authors without cyber skills and the couple creatives/programmers. The outcomes of the project includes specific training courses to enable both authors to express their creativity thanks to a simple procedure and already developed components or in case of cyber skilled users to integrate the open source platform with new ad-hoc created components

Seizing the Moment: Realizing the Promise of Student-Centered Learning

This brief outlines policy recommendations for supporting student-centered learning at the local, state, and federal level