Educating for the Future? : Mapping the Emerging Lines of Precision Education Governance

Managing the future has become one of the major focuses of global governance in education. In its current mode, education seems unable to answer the needs and interests of the market and future megatrends, such as globalisation and digitalisation. Calls for precision education to introduce the usage of digital platforms, artificial intelligence in education, and knowledge from the behavioural and life sciences are getting a foothold in widening powerful networks of strengthening global governance and EdTech business. By bringing together some of the emerging changes in education governance, in this article we argue for a new constitution of governance, precision education governance. Precision education governance combines three overlapping and strengthening lines of governance: (i) global governance of education, (ii) marketisation, privatisation and digitalisation, and (iii) behavioural and life sciences as the basis for managing the future education. In the article, we highlight the importance in bringing these so far separately studied lines together to understand how they shape the aims and outcomes of education, knowledge and understanding of human subjectivity more thoroughly than before.Peer reviewe

Toward Precision Education: Educational Data Mining and Learning Analytics for Identifying Students’ Learning Patterns with Ebook Systems

Precision education is now recognized as a new challenge of applying artificial intelligence, machine learning, and learning analytics to improve both learning performance and teaching quality. To promote precision education, digital learning platforms have been widely used to collect educational records of students’ behavior, performance, and other types of interaction. On the other hand, the increasing volume of students’ learning behavioral data in virtual learning environments provides opportunities for mining data on these students’ learning patterns. Accordingly, identifying students’ online learning patterns on various digital learning platforms has drawn the interest of the learning analytics and educational data mining research communities. In this study, the authors applied data analytics methods to examine the learning patterns of students using an ebook system for one semester in an undergraduate course. The authors used a clustering approach to identify subgroups of students with different learning patterns. Several subgroups were identified, and the students’ learning patterns in each subgroup were determined accordingly. In addition, the association between these students’ learning patterns and their learning outcomes from the course was investigated. The findings of this study provide educators opportunities to predict students’ learning outcomes by analyzing their online learning behaviors and providing timely intervention for improving their learning experience, which achieves one of the goals of learning analytics as part of precision education

From Human Grading to Machine Grading: Automatic Diagnosis of e-Book Text Marking Skills in Precision Education

Precision education is a new challenge in leveraging artificial intelligence, machine learning, and learning analytics to enhance teaching quality and learning performance. To facilitate precision education, text marking skills can be used to determine students’ learning process. Text marking is an essential learning skill in reading. In this study, we proposed a model that leverages the state-of-the-art text summarization technique, Bidirectional Encoder Representations from Transformers (BERT), to calculate the marking score for 130 graduate students enrolled in an accounting course. Then, we applied learning analytics to analyze the correlation between their marking scores and learning performance. We measured students’ self-regulated learning (SRL) and clustered them into four groups based on their marking scores and marking frequencies to examine whether differences in reading skills and text marking influence students’ learning performance and awareness of self-regulation. Consistent with past research, our results did not indicate a strong relationship between marking scores and learning performance. However, high-skill readers who use more marking strategies perform better in learning performance, task strategies, and time management than high-skill readers who use fewer marking strategies. Furthermore, high-skill readers who actively employ marking strategies also achieve superior scores of environment structure, and task strategies in SRL than low-skill readers who are inactive in marking. The findings of this research provide evidence supporting the importance of monitoring and training students’ text marking skill and facilitating precision education

Exploring the path of Implementing Precision education in College Student Affairs under Data Empowerment

Along with the development of information technology, the era of big data is a new wave and a new environment for college student affairs that cannot be avoided. The new era requires college student affairs to implement accurate cultivation programs, improve student cultivation quality and enhance school management effectiveness. The development and progress of big data provides technical support and guarantee for accurate cultivation of students. The lack of data collection, analysis and application capabilities is the basic status of student affairs in Chinese universities using big data to serve students. To this end, this paper proposes the following paths to promote the implementation of accurate cultivation of students in college student affairs: promoting the construction of informatization of college student affairs, enriching and improving the content and methods of college student affairs, strengthening the construction of data-based capacity of student affairs teams, and building a mechanism for the safety protection of student affairs data

A knowledge perspective

Costa-Mendes, R., Cruz-Jesus, F., Oliveira, T., & Castelli, M. (2021). Machine learning bias in predicting high school grades: A knowledge perspective. Emerging Science Journal, 5(5), 576-597. https://doi.org/10.28991/esj-2021-01298This study focuses on the machine learning bias when predicting teacher grades. The experimental phase consists of predicting the student grades of 11th and 12thgrade Portuguese high school grades and computing the bias and variance decomposition. In the base implementation, only the academic achievement critical factors are considered. In the second implementation, the preceding year’s grade is appended as an input variable. The machine learning algorithms in use are random forest, support vector machine, and extreme boosting machine. The reasons behind the poor performance of the machine learning algorithms are either the input space poor preciseness or the lack of a sound record of student performance. We introduce the new concept of knowledge bias and a new predictive model classification. Precision education would reduce bias by providing low-bias intensive-knowledge models. To avoid bias, it is not necessary to add knowledge to the input space. Low-bias extensive-knowledge models are achievable simply by appending the student’s earlier performance record to the model. The low-bias intensive-knowledge learning models promoted by precision education are suited to designing new policies and actions toward academic attainments. If the aim is solely prediction, deciding for a low bias knowledge-extensive model can be appropriate and correct.publishersversionpublishe

Human-centered artificial intelligence in education: Seeing the invisible through the visible

The inevitable rise and development of artificial intelligence (AI) was not a sudden occurrence. The greater the effect that AI has on humans, the more pressing the need is for us to understand it. This paper addresses research on the use of AI to evaluate new design methods and tools that can be leveraged to advance AI research, education, policy, and practice to improve the human condition. AI has the potential to educate, train, and improve the performance of humans, making them better at their tasks and activities. The use of AI can enhance human welfare in numerous respects, such as through improving the productivity of food, health, water, education, and energy services. However, the misuse of AI due to algorithm bias and a lack of governance could inhibit human rights and result in employment, gender, and racial inequality. We envision that AI can evolve into human-centered AI (HAI), which refers to approaching AI from a human perspective by considering human conditions and contexts. Most current discussions on AI technology focus on how AI can enable human performance. However, we explore AI can also inhibit the human condition and advocate for an in-depth dialog between technology- and humanity-based researchers to improve understanding of HAI from various perspectives

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.</p

Comparing Machine Learning and Human Judge in SATU Indonesia Awarding Processes

For more than ten years, SATU Indonesia Awards, with PT. Astra International Tbk's support is given to inspiring young Indonesians. Every year, more than 10,000 nominations must be short-listed to 90 nominations within one week with five (5) assessment parameters. The research contributions are (1) creating a machine learning mechanism for the awarding process from ten years of the SATU Indonesia Awards nomination archive, (2) creating two (2) models of training data for the five (5) assessed parameters, namely motivation, obstacle, outcome, outreach, and sustainability, and (3) compare machine learning prediction with 2021 judge's assessment. TEMPO Data and Analysis Center (PDAT) extracts the corpus training data from ten years' SATU Indonesia Awards data in six months. The corpus training data contains nomination texts with Judges' scores on motivation, obstacle, outcome, outreach, and sustainability. Two (2) corpus training data and two models were generated with, namely, (1) the average Judges' parameter value per instance and (2) the Judges' smallest value and stored in two (2) corpus of 1220 instances each. The classification model was generated by Random Forest, which has the slightest error among the classification algorithms tested. The first model aims to predict the nomination assessment parameters. The second model is to detect the outlier in the incoming nominees for extraordinary nominees. The machine learning predictions were compared and found to be similar to the 2021 judge's assessment in the awarding processes at SATU Indonesia Awards. The average Judges' pre-final 2021 nominees' scores are compared to the Random Forest's predictions and found to be reasonably similar, with a small RMSE error around 1.1 to 1.6 for all assessment parameters. The smallest RMSE was obtained in the Sustainability parameter. The Obstacle parameter was found to have the largest RMSE