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

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

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

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