Abstract
At AIED 2022 (Durham), a panel discussion took place in response to a provocation that acknowledged that the work of the AIED community is increasingly being commercialised and that, partly as a consequence, AIED is increasingly being criticised (e.g., for perpetuating poor pedagogic practices, datafication, and introducing classroom surveillance). The provocation went on to ask whether the AIED community should carry on regardless, continuing with its traditional focus, or whether it should seek a new role. As the panel discussion raised many important issues, the panellists were subsequently invited to publish their thoughts in opinion pieces in the IJAIED. To extend the discussion, several leading researchers from outside the community were also invited to contribute. The result was a Special Issue of the IJAIED (“AIED. Coming of age?”, 2023). However, now that some of AIED’s leading community members and some leading researchers from outside the community had had their say, there remained an important gap. What were the thoughts and opinions of the wider membership of the AIED community? This is particularly timely given the recent explosion of AIED tools, particularly due to the now widely available tools based on Large Language Models. This half-day workshop was dedicated to opening up the conversation, so that everyone in the community could have their say, and could contribute to the future of AIED.
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Appendix I.
Appendix I.
IJAIED Special Issue “AIED. Coming of Age?” (2023) opinion piece authors.
Ben du Boulay | Pedagogy, Cognition, Human Rights, and Social Justice |
Peter Brusilovsky | AI in Education, Learner Control, and Human-AI Collaboration |
Rebecca Eynon | The future trajectory of the AIED community: defining the ‘knowledge tradition’ in critical times |
Art Graesser, Xiangen Hu, | Where is Ethics in the Evolution of |
John Sabatini, and Colin Carmon | AIED’s Future? |
Rene Kizilcec | To Advance AI Use in Education, Focus on Understanding Educators |
Ken Koedinger | Ken Koedinger (in conversation with Wayne Holmes) |
Danielle McNamara | AIED: Coming of Age. Opinion Piece by Danielle S. McNamara |
Caroline Pelletier | Against personalised learning |
Jen Persson | Artificial Intelligence and Education: Research, the Redistribution of Authority, and Rights |
Kaśka Porayska-Pomsta | Towards a manifesto for the pro-active role of the AIED Community in agenda setting for human-centred AI and educational innovation |
Maria Mercedes T. Rodrigo | Is the AIED Conundrum a First-World Problem? |
Neil Selwyn | Constructive criticism? Working with (rather than against) the AIED back-lash |
Ilkka Tuomi | Beyond mastery: Toward a broader understanding of AI in education |
Ben Williamson | The social life of AI in education |
Li Yuan | Where does AI-driven education in the Chinese context and beyond go next? |
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Holmes, W., Kay, J. (2023). AI in Education. Coming of Age? The Community Voice. In: Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., Santos, O.C. (eds) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky. AIED 2023. Communications in Computer and Information Science, vol 1831. Springer, Cham. https://doi.org/10.1007/978-3-031-36336-8_13
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DOI: https://doi.org/10.1007/978-3-031-36336-8_13
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