I argue
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.
I argue: Structured interactions are vital in research-practice partnerships
In ELM’s "I argue" series, Finnish post-doctoral researcher Hanna Reinius states that research-practice partnerships are pivotal for bridging the gap between empirical inquiry and practical development work. However, to be successful, they require careful planning of interactions between practitioners and researchers.
I argue: Visuals play a crucial role in digital learning
In ELM’s "I argue" series, Professor Mie Buhl asserts that visuals are highly influential in digital learning environments, profoundly impacting cognitive development and social capacity within learning practices. The new series of columns, "I argue," features texts written by researchers, each presenting a well-argued statement on a topic of their research.
