Developing New Educational Frontiers through Breakthroughs in Cognitive Computation and New Dimensions in Pedagogical Technology (original) (raw)

Cognitive Computing in Education

Journal of e-learning and knowledge society, 2016

Cognitive computing is the new wave of Artificial Intelligence (AI), relying on traditional techniques based on expert systems and also exploiting statistics and mathematical model. In particular, cognitive computing systems can be regarded as a "more human" artificial intelligence. In fact, they mimic human reasoning methodologies, showing special capabilities in dealing with uncertainties and in solving problems that typically entail computation consuming processes. Moreover, they can evolve, exploiting the accumulated experience to learn from the past, both from errors and from successful findings. From a theoretical point of view, cognitive computing could replace existing calculators in many fields of application but hardware requirements are still high, even if the cloud infrastructure, which is expected to uphold its rapid growth in the very next future, can support their diffusion and ease the penetration of such a novel variety of systems, fostering new services a...

Online Teaching and Learning in Higher Education

Cognition and exploratory learning in the digital age, 2020

This book series focuses on the implications of digital technologies for educators and educational decision makers. Taking an interdisciplinary and visionary perspective on cognition and exploratory learning in the digital age, the series examines how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment. It includes the newest technical advances and applications, and explicitly addresses digital technologies and educational innovations. The series incorporates volumes stemming from the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. Since 2004 the CELDA conference has focused on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centred learning and lifelong learning. In line with and in addition to these CELDA conference volumes, this series publishes monographs and edited volumes covering the following subject areas:

Future Trends in Computing Technology in Education J.UCS Special Issue

Education has traditionally been a field of continuous evolution since the beginning of times. As part of this evolution, technology has recently taken up a significant place in education. However, while technology today seems to refer to computers, limiting ourselves to them may not be adequate. Computer use in education serves to obtain information, analyze student reactions and analytics, potentiate student learning and help develop their autonomous abilities. Technology in general also serves to achieve better assessments [García Laborda et al., 10], facilitate content delivery and maximize the potential of all the different educational stakeholders. Technology alone, however, does not lead to better opportunities for learning if it does not evolve in the way we understand both learning and technology and their common interaction. Nobody can foresee how technology will re-conceptualize future students and teachers. Still, in the future computers will have to serve to engage in meaningful and experiential learning and eventually become invisible as blackboards, pens or books have done over time [Giménez López, 09]. Computers will also have to help to effectively assess and facilitate learning [Inan et al.

Cognition and learning in the digital age: Promising research and practice

2008

This paper is primarily conceptual in nature and explores issues pertaining to the interdisciplinary nature of research and practice in learning and instruction with particular emphasis on 21st technology-facilitated means and methods (e.g., modeling tools and online discussions). Examples of new concept mapping tools used to support and assess learning in complex domains are provided. A context for designing instruction that integrates new approaches and tools (model-facilitated learning) is presented, and research findings from a particular concept-mapping assessment methodology are presented. Research methods and perspectives to assist in understanding learning that is associated with online discussions are also suggested. The implications for competency development in educational technology are discussed, and suggestions for further research are provided.

Editorial: Digital systems supporting cognition and exploratory learning in 21st century

Knowledge Management & E-Learning: An International Journal

Digital systems and digital technologies are globally investigated for their potential to transform learning and teaching towards offering unique learning experiences to the 21st century learners. This Special Issue on Digital Systems supporting Cognition and Exploratory Learning in 21st Century aims to contribute to the dialogue between the educational technology and educational psychology research community and the educational practitioners on current issues towards large scale take-up of educational technology.

Ed Tech in Reverse: Information technologies and the cognitive revolution

Educational Philosophy and Theory, 2007

As we rapidly approach the 50th year of the much-celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm.