The first volume of the series "Education and Artificial Intelligence" aims to explore the different points of view that emerged during the first three annual meetings promoted between 2018 and 2020 by the Department of Education Sciences at the University of Roma Tre. The contributions presented intend to critically explore the multiple scientific perspectives that can be assumed by considering the different declinations of artificial intelligence in the fields of pedagogy, teaching approaches, sociology, philosophy, information engineering, computer science and other mathematical, social and humanistic disciplines that conduct theoretical and empirical studies aimed at the observation and examination of innovative technologies (such as artificial intelligence, data mining, neural networks, expert systems, etc.) and their educational and social implications. The intent is to highlight the developments concerning ethical issues, educational choices, psychological, political, economic, and cultural influences, thus also considering the perspectives proposed by media studies, gender studies, learning analytics studies and digital humanities. Therefore, the volume presented contributions from a number of influential and representative academics both in the ethical, philosophical and pedagogical fields and in the mathematical, engineering and artistic fields, who took turns in the interdisciplinary discussion that arose in the Education-Artificial Intelligence meetings. The volume "Education and Artificial Intelligence. Contaminations" intends to highlight the reflection on the issues and perspectives that link Artificial Intelligence to Education and provides a particularly significant inter- and multidisciplinary approach, apt to highlight the contaminations between the two worlds, opportunities, and risks.
Il primo volume della collana “Educazione e Intelligenza Artificiale” intende esplorare i diversi punti di vista emersi in occasione dei primi tre incontri annuali promossi dal 2018 al 2020 dal Dipartimento di Scienze della Formazione dell’Università degli studi Roma Tre. I contributi presentati intendono esplorare criticamente le molteplici prospettive scientifiche che è possibile assumere considerando le diverse declinazioni dell’Intelligenza Artificiale nell’ambito della pedagogia, della didattica, della sociologia, della filosofia, dell’ingegneria dell’informazione, dell’informatica e delle altre discipline matematiche, sociali e umanistiche che conducono studi teorici ed empirici finalizzati all’osservazione e alla disamina delle tecnologie innovative (quali intelligenza artificiale, data mining, reti neurali, sistemi esperti ecc.) e le loro implicazioni educative e sociali. L’intento è di porre in rilievo le evoluzioni in merito alle questioni etiche, alle scelte educative, alle influenze psicologiche, politiche, economiche e culturali, considerando, quindi, anche le prospettive proposte dai media studies, gender studies, learning analytics studies e dalle digital humanities. Nel volume sono pertanto presentati i contributi di alcuni autorevoli e rappresentativi accademici sia nell’ambito etico, filosofico e pedagogico, sia nell’ambito matematico, ingegneristico e artistico, che si sono avvicendati nella discussione interdisciplinare scaturita negli incontri di Educazione – Intelligenza Artificiale. Il volume “Educazione e Intelligenza Artificiale. Contaminazioni” intende porre in risalto la riflessione sui temi e sulle prospettive che legano l’Intelligenza Artificiale all’Educazione e fornisce un approccio inter e multidisciplinare particolarmente significativo, atto ad evidenziare le contaminazioni tra i due mondi, opportunità e rischi.
Agrusti, F. (a cura di). (2023). Educazione e Intelligenza Artificiale. Volume 01. Roma : Roma TrE-press [10.13134/979-12-5977-257-2].
Educazione e Intelligenza Artificiale. Volume 01
Francesco Agrusti
2023-01-01
Abstract
The first volume of the series "Education and Artificial Intelligence" aims to explore the different points of view that emerged during the first three annual meetings promoted between 2018 and 2020 by the Department of Education Sciences at the University of Roma Tre. The contributions presented intend to critically explore the multiple scientific perspectives that can be assumed by considering the different declinations of artificial intelligence in the fields of pedagogy, teaching approaches, sociology, philosophy, information engineering, computer science and other mathematical, social and humanistic disciplines that conduct theoretical and empirical studies aimed at the observation and examination of innovative technologies (such as artificial intelligence, data mining, neural networks, expert systems, etc.) and their educational and social implications. The intent is to highlight the developments concerning ethical issues, educational choices, psychological, political, economic, and cultural influences, thus also considering the perspectives proposed by media studies, gender studies, learning analytics studies and digital humanities. Therefore, the volume presented contributions from a number of influential and representative academics both in the ethical, philosophical and pedagogical fields and in the mathematical, engineering and artistic fields, who took turns in the interdisciplinary discussion that arose in the Education-Artificial Intelligence meetings. The volume "Education and Artificial Intelligence. Contaminations" intends to highlight the reflection on the issues and perspectives that link Artificial Intelligence to Education and provides a particularly significant inter- and multidisciplinary approach, apt to highlight the contaminations between the two worlds, opportunities, and risks.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.