Recommendersysteme in der beruflichen Weiterbildung. Grundlagen, Herausforderungen und Handlungsempfehlungen. Ein Dossier im Rahmen des INVITE-Wettbewerbs

Das vorliegende Dossier erläutert zunächst, was Recommendersysteme sind und wie sie technisch umgesetzt werden. Nachfolgend wird aufgezeigt, zu welchem Zweck Recommendersysteme beim technologiegestützten Lernen eingesetzt werden – sowohl im Bildungsbereich allgemein als auch speziell in der beruflichen Weiterbildung. Der größere Teil dieses Dossiers widmet sich anschließend spezifischen Herausforderungen der Entwicklung und Implementierung konkreter Recommendersysteme auf digitalen Weiterbildungsplattformen. Dabei werden basierend auf der bestehenden Literatur und Aussagen von Expert_innen Handlungsempfehlungen aufgeführt. Insgesamt soll das vorliegende Dossier damit den Einsatz von Recommendersystemen in der beruflichen Aus- und Weiterbildung sowohl aus technischer als auch didaktischer Perspektive beleuchten. (DIPF/Orig.

Characterizing Algorithmic Performance in Machine Learning for Education

The integration of artificial intelligence (AI) in educational systems has revolutionized the field of education, offering numerous benefits such as personalized learning, intelligent tutoring, and data-driven insights. However, alongside this progress, concerns have arisen about potential algorithmic disparities and performance issues in AI applications for education. This doctoral thesis addresses these concerns and aims to foster the development of AI in educational contexts that emphasize performance analysis. The thesis begins by investigating the challenges and needs of the educational community in integrating responsible practices into AI-based educational systems. Through surveys and interviews with experts in the field, real-world needs and common areas for developing more responsible AI in education are identified. According to our findings, further research delves into the analysis of student behavior in both synchronous and asynchronous learning environments. By examining patterns of student engagement and predicting student success, the thesis uncovers potential performance issues (e.g., unknown unknowns: the model is really confident of its predictions but actually wrong), emphasizing the need for nuanced approaches that consider hidden factors impacting students’ learning outcomes. By providing an integrated view of the performance analyses conducted in different learning environments, the thesis offers a comprehensive understanding of the challenges and opportunities in developing responsible AI applications for education. Ultimately, this doctoral thesis contributes to the advancement of responsible AI in education, offering insights into the complexities of algorithmic disparities and their implications. The research work presented herein serves as a guiding framework for designing and deploying AI enabled educational systems that prioritize responsibility, and improved learning experiences