Augmented Education in the Global Age : : Artificial Intelligence and the Future of Learning and Work.

• Author: Araya, Daniel.
• TeilnehmendeR: Marber, Peter.
• Place / Publishing House: Milton : : Taylor & Francis Group,, 2023.; ©2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (327 pages)

Table of Contents

Cover -- Endorsement Page -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- List of Contributors -- Introduction -- Augmenting Work and Education -- Part I: Augmented Work in the Global Age -- Part II: Augmented Learning in the Global Age -- Part III: Policy and Planning for an Augmented Future -- Part I: Augmented Work in the Global Age -- Chapter 1: Augmenting Human Intellect: A Conceptual Framework -- 1.1 Introduction -- 1.1.1 General -- 1.1.2 Objective of the Study -- 1.2 Conceptual Framework -- 1.2.1 General -- 1.2.2 The Basic Perspective -- 1.2.3 Detailed Discussion of the H-LAM/T System -- 1.2.3.1 The Source of Intelligence -- 1.2.3.2 Intelligence Amplification -- 1.2.3.3 Two-Domain System -- Acknowledgement -- Notes -- References -- Chapter 2: Reimagining Education and Workforce Preparation in Support of the UN's Sustainable Development Goals -- Introduction -- A New Paradigm for Higher Education -- Fit for Purpose -- Accessible -- Inclusive -- Relevant/Responsive -- Five Challenges to be Addressed -- Quality Education: A Global Target -- Adhering to the 2030 Agenda to Ensure Quality Education -- The Intertwined Matrix of SDGs and the Relationship with Education (SDG4) -- Social Sphere -- Environmental Sphere -- Infrastructure Sphere -- Conclusions -- References -- Chapter 3: The Bio Revolution: Innovations Transforming Economies, Societies, and Our Lives -- 3.1 Introduction -- 3.1.1 Bio Innovation is Occurring in Four Key Arenas -- 3.1.2 New Biological Capabilities Could Bring About Transformational Change in Economies, Societies, and Our Lives -- 3.2 A Visible Pipeline of Applications Can Deliver Profound Impact across a Wide Range of Domains in the Next Two Decades -- 3.3 The Total Economic Impact Will Likely Be Larger Than the Direct Impact of the Use Cases We Have Identified and Assessed.

3.4 Bio Innovation Carries Profound and Unique Risks and Issues -- 3.5 Science is the Starting Point-Applications Need to be Commercialized and Diffused Responsibly to Deliver Beneficial Impact at Scale -- 3.6 The Pace and Extent of Adoption of Bio Innovations Vary Significantly Depending on the Application -- 3.6.1 Innovators, Businesses, Governments, and Individuals Need to Strike a Balance that Enables Potential to be Captured While Managing Risks -- 3.7 Civil Society, Governments, and Policy Makers Need to Inform Themselves about Biological Advances and to Provide Thoughtful Guidance -- Notes -- References -- Chapter 4: Help Wanted in Space: The Impact of Artificial Intelligence on Employment in the Cosmos Economy -- 4.1 Background -- 4.1.1 The Problem -- 4.2 A Global Endeavor -- 4.2.1 A Wide Range of Commercial Activities -- 4.3 Career Opportunities -- 4.3.1 Finding Talent -- 4.4 AI and Robotics as Enablers -- 4.4.1 AI -- 4.4.2 Robotics -- 4.4.2.1 Humans vs. Machines -- 4.5 Summary and Conclusion -- References -- Chapter 5: The 21st-Century Imperative for Universities: Redesigning Higher Education for the Climate Problem -- 5.1 Introduction -- 5.2 The Climate Problem -- 5.2.1 Climate as a Societal Problem -- 5.2.2 The Role of Universities in Addressing the Climate Problem -- 5.2.3 New Technologies to Address the Climate Problem -- 5.2.4 Professional Fields to Address the Climate Problem -- 5.2.5 Redesigning Higher Education for the Climate Problem -- 5.3 Conclusion -- References -- Chapter 6: The Turing Trap: The Promise &amp -- Peril of Human-Like Artificial Intelligence -- Author's Note -- Notes -- References -- Part II: Augmented Learning in the Global Age -- Chapter 7: AI and Education: Will the Promise be Fulfilled? -- 7.1 Artificial Intelligence (AI) -- 7.1.1 Terminology -- 7.1.2 AI Advances -- 7.1.3 IT &amp -- AI in Education.

7.2 Frameworks for AI in Education -- 7.3 Teaching and Learning: Embracing the Shift to Hybrid -- 7.4 Connected Campus and Student Success: Modernize Experiences -- 7.5 Academic Research: Cloud-Powered Academic Research -- 7.6 Challenges and Controversies -- 7.7 Capability Maturity and Data Management -- 7.8 Governance and Ethics -- 7.9 Future Opportunities and Challenges -- 7.9.1 Delivering System Impact -- 7.9.2 Technology -- 7.10 Final Thoughts -- References -- Chapter 8: Proceed with Caution: The Pitfalls and Potential of AI and Education -- 8.1 Introduction -- 8.2 Implementing AI in Education -- 8.2.1 Learning with AI -- 8.2.1.1 System-Supporting AI -- 8.2.1.2 Student-Supporting AI -- 8.2.1.3 Educator-Supporting AI -- 8.2.2 Learning about AI -- 8.2.3 Preparing for AI -- 8.3 Ethics of AI&amp -- ED -- 8.3.1 AI&amp -- ED and Human Rights -- 8.3.2 The Effectiveness of AI in Education -- 8.3.3 Personalized Learning -- 8.3.4 Data Ownership -- 8.3.5 Proprietary Content and Transparency -- 8.4 Ethics by Design -- 8.4.1 Don't Ignore "Preparing for AI" -- 8.4.2 Innovate Around Data Privacy -- 8.4.3 Facilitate Robust Research -- 8.4.4 Create AI Programs That Support Innovative Pedagogies -- 8.5 Concluding Comments -- Notes -- References -- Chapter 9: Extending Biological Intelligence: The Imperative of Thinking Outside Our Brains in a World of Artificial Intelligence -- The Extended Mind -- The Limited Biological Brain -- The Intelligent Body -- How to Extend the Brain -- Principles of Brain Extension -- Principle 1: Offloading -- Principle Two: Making It Real -- Principle Three: Altering Our Mental State -- Principle Four: Re-embody -- Principle Five: Re-Spatialize -- Principle Six: Re-socialize -- Principle Seven: Generate Cognitive Loops -- Principle Eight: Create Cognitively Congenial Situations -- Principle Nine: Embedding Extensions.

A Future Curriculum? -- References -- Chapter 10: Education for a Post-Work Society: AI, the Liberal Arts and the Future of Leisure -- Introduction -- I Artificial Intelligence and Technological Unemployment -- II How to Be Free in Your Free Time -- A. What Is a Liberal Arts Education? -- B. Freedom from Big Tech -- B.1 Freed by AI, and then Subjugated by It? -- B.2 The Liberal Arts and Freedom from Big Tech -- C. Freedom for A-Telic Activities -- C.2 A-Telic Activities and the "Chief Good" for Humans -- C.2 The Liberal Arts and A-Telic Activities -- III Conclusion -- Notes -- References -- Chapter 11: The Most Valuable Intelligence Is Not Artificial: Great Books, Free Minds, and St. John's College -- Heading in the Wrong Direction? -- Back to the Future -- The Program in Practice -- Life After College -- Getting with the Program -- Who Wants the Program? -- Thinking Ahead -- Bibliography -- Chapter 12: Chinese Globalization: BRI and the Future of Higher Education -- China Rising -- Chinese Globalization -- China as a Global Technology Leader -- AI and Chinese Human Capital Development -- China and Global Higher Education -- Interpreting Chinese Globalization -- Conclusion -- Notes -- References -- Part III: Policy and Planning for the Augmented Future -- Chapter 13: A New Generation Artificial Intelligence Development Plan -- 13.1 The Strategic Situation -- 13.2 The Overall Requirements -- 13.2.1 Guiding Ideology -- 13.2.2 The Basic Principles -- 13.2.3 Strategic Objectives -- 13.2.4 Overall Deployment -- 13.3 Focus Tasks -- 13.3.1 Build Open and Coordinated AI Science and Technology Innovation Systems -- 13.4 Establish Basic Theory Systems for a New Generation of AI -- 13.5 Build a Next-Generation AI Key General Technology System -- 13.6 Coordinate the Layout of AI Innovation Platforms.

13.7 Accelerate the Training and Gathering of High-End AI Talent -- Acknowledgment -- Chapter 14: US National Security Commission on Artificial Intelligence -- Introduction -- Why Does AI Matter? -- The Talent Competition -- The Promise and Limits of Expanding STEM -- Notes -- References -- Chapter 15: Training the "Workforce of the Future": The Integration of New Technologies in Work-Based Higher Education Programs in Germany and the United States -- 15.1 Work-based Higher Education in Germany and the United States -- 15.1.1 Germany -- 15.1.2 The United States -- 15.2 Cooperation between HEIs and Companies in Work-Based Higher Education -- 15.2.1 Student Recruitment and Admission -- 15.2.2 Curriculum Design and Renewal -- 15.2.3 Instruction and Training -- 15.2.4 Assessment and Examination -- 15.3 On the Potential of WBHE to Train the "Work of the Future" -- Notes -- References -- Chapter 16: How India Is Building Learning Technologies at Scale -- Arriving at This Moment -- An Existing Crisis Made Worse -- The New Digital Learning Giants -- Byju's -- Unacademy -- Eruditus -- upGrad -- Vedantu -- LEAD School -- Post-Lockdown Realities -- Lessons for the Future of Education -- References -- Chapter 17: AI ≠ UBI: Income Portfolio Adjustment to Technological Transformation -- 17.1 Introduction -- 17.2 Artificial Intelligence Today -- 17.2.1 Working together with AI -- 17.2.2 Future Artificial Intelligence -- 17.3 Long-Term Employment Trends -- 17.4 Cost-Benefit Analysis of IPA -- 17.4.1 Subsistence -- 17.4.2 Proprietorship -- 17.4.3 Financial investment -- 17.4.4 Employment -- 17.4.5 Unilateral Transfers -- 17.4.6 Tabular Summary of the Major Costs and Benefits of the Five Sources of Income -- 17.5 Cost-Benefit Analysis of UBI and Other Unilateral Transfer Policies -- 17.5.1 Private Charity -- 17.5.2 Government Vouchers -- 17.5.3 Government Cash.

17.5.4 Government Provision.