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

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 & 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 & 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&ED
8.3.1 AI&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
17.5.5 Summary of the Major Costs and Benefits of Different Types of Unilateral Transfers
17.6 Limitations
17.7 Conclusion
Notes
References
Index