artificial intelligence
I argue: Learner-centred pedagogies about AI can be intellectually oppressive
In ELM’s “I argue” series, Hugo-Henrik Hachem from Linköping University questions the emphasis on promoting critical thinking through learner-centred approaches to artificial intelligence (AI) literacy. He argues for an AI-centred pedagogy that shifts the pedagogical focus from students’ levels of thinking about AI (critical or naïve) to their attention and motivation to study AI.
I argue: We need robot literacy
In ELM’s “I argue“ series, Päivi Rasi-Heikkinen, Professor of Education at the University of Lapland, emphasises the need for robot literacy. “We need to enhance our skills in robot literacy as physical robots become increasingly integrated into our everyday lives,” she asserts.
How does the new EU AI Act affect the adult education sector?
Aiming at protecting fundamental rights and democracy in digital education, that’s for sure. What about the duties and obligations? What are they? All Digital’s Policy Officer Norman Röhner answers three quick questions about the new EU AI Act, which is expected to come into force by June 2024.
Joshua Wilhelm: “We shouldn’t ban GenAI, but teach a critical way of using it”
Tools that utilise generative artificial intelligence have spread like wildfire. Joshua Wilhelm, in his column, expresses concern about the increasing, uncritical use of these tools among students. Drawing from personal experience, he proposes a solution: teaching comprehensive AI literacy. How should we do it?
