Artificial intelligence and personalized learning: Scaffolding technology

Author:

Mindigulova A. A.1,Vikhman V. V.1,Romm M. V.1

Affiliation:

1. Novosibirsk State Technical University

Abstract

Introduction. The purpose of the study is to try to answer this question: what are the conditions and strategies for the implementation of AI technologies to solve the strategic task of the transition from mass educational technologies inherent in Industry 4.0 to individualized educational technologies of the upcoming Industry 5.0 using the example of scaffolding subtechnology (derived from the English word «scaffolding» meaning «staging»). The latter in educational discourse is understood as providing support to a student, solely as necessary, with a gradual decrease in the amount of such support as the student»s competencies increase.Purpose setting. The paper solves the problem of determining the conditions and strategies for the implementation of AI technologies to solve the strategic task of the transition from mass educational technologies inherent in Industry 4.0 to individualized educational technologies of the upcoming Industry 5.0 using the example of the scaffolding subtechnology.Methodology and methods of the study. The analysis of Russian and foreign sources is used as a research methodology.Results. The analysis carried out showed that, on the one hand, the scaffolding subtechnology is able to effectively solve the problems of individualization of the educational process as a response to the challenge of modern education, on the other hand, the potential of using the above-mentioned subtechnology is functionally limited by the influence of external socio-economic factors.Conclusion. Firstly, modern education is in the conditions of total digitalization. At the same time, the demands of society require individualization, humanization and an increase in the scale of the «human touch» from education. The subtechnology of scaffolding can become a link between artificial intelligence, as part of digital technologies, and education. The main reason for the insufficient use of the scaffolding subtechnology at the moment is its insufficient knowledge. Speaking about the possibilities of using subtechnology in Russia, it is worth mentioning that research on the impact of the latter on the learning process has practically not been conducted, which makes it impossible both to fully use and evaluate the possibilities of scaffolding in modern education.

Publisher

State Public Scientific Technological Library SB RAS

Reference27 articles.

1. Ashilova M. S., Begalinova K. K. Features of education in the 21st century. Bol'shaya Evraziya: razvitie, bezopasnost', sotrudnichestvo: ezhegodnik. Moscow, 2018, iss. 1, pt. 2, pp. 379–381. (In Russ.).

2. Serova N. S., Davlatmurodov Sh. Sh. Individualization of the human in the era of globalization. Исторические, философские, политические и юридические науки, культурология и искусствоведение. Вопросы теории и практики, 2017, no. 12, pt. 2, pp. 175–177. (In Russ.).

3. Fomicheva I. G. Philosophy of education: some approaches to the problem. Novosibirsk, Izd-vo SO RAN, 2004, 242 p. (In Russ.).

4. Castaneda L., Selvin N. More than tools? Making sense of the ongoing digitization of higher education. International Journal of Educational Technology in Higher Education, 2018, vol. 15, art. 22. DOI: 10.1186/s41239-018-0109-y.

5. Cureton D., Jones J., Hughes J. The postdigital university: do we still need just a little of that human touch? Postdigital Science and Education, 2021, vol. 3, no. 1, pp. 223–241. https://doi.org/10.1007/s42438-020-00204-6.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3