#ISYDE2024 #dianalaurillard #unipv #digitallearning
Diana Laurillard (University College London) è stata ospite al Simposio sulla Digital Education ISYDE 2024. Sviluppatrice del concetto-strumento del Conversational Framework, ovvero la nozione che il processo di insegnamento e apprendimento siano un costante scambio, una costruzione sociale e collaborativa, la professoressa Laurillard è intervenuta al convegno con un paper incentrato sull’SDG n. 4 (Lifelong Learning e educazione di qualità) e sulle sfide che i professionisti incontrano ogni giorno nella progettazione di percorsi formativi.
Secondo lei, i metodi digitali, compresa l’AI, dovrebbero fornire un valido supporto, in particolare al fondamentale aspetto collaborativo dell’apprendimento, ma anche aiutare le università ad ampliare la loro platea: "And at the same time, universities are experiencing some pressure on funding. So we are looking both to be able to expand the number of students that we have coming, because that will help our business model, and we look to digital education to help us with that."
Diana Laurillard esprime poi cautela riguardo alle aspettative che l’AI sta generando nell’ambito della formazione: senza una solida consapevolezza pedagogica l’intelligenza artificiale non può, da sola, risolvere i problemi degli studenti.
Sta all’esperienza consolidata dei docenti e dei formatori costruire un ponte realmente efficace tra le tecnologie digitali e l’apprendimento: "So we as teachers have to have other ways of enabling students to understand and learn."
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Diane Laurillard (University College London) was a guest at the ISYDE 2024 Symposium on Digital Education. Developer of the concept-tool of the Conversational Framework - the notion that the teaching and learning process is a constant exchange, a social and collaborative construction - Professor Laurillard presented a paper focused on SDG no. 4 (Lifelong Learning and Quality Education) and the challenges professionals face daily in designing educational paths.
According to her, digital methods, including AI, should provide valuable support, particularly to the central collaborative aspect of learning, but also help universities expand their audience: "And at the same time, universities are experiencing some pressure on funding. So we are looking both to be able to expand the number of students that we have coming, because that will help our business model, and we look to digital education to help us with that."
Diane Laurillard then suggests caution regarding the expectations that AI is generating in the field of education: without a solid pedagogical understanding, artificial intelligence alone cannot solve students' problems: "The difficulty with the AI is that it holds a lot of promise for education, but it doesn't really understand pedagogy, and neither do the people who use AI and are now promoting it very hard." It is up to the renowned expertise of teachers and educators to build a truly effective bridge between digital technologies and learning: "So we as teachers have to have other ways of enabling students to understand and learn. The AI can't do quite that, and I think we have to be very careful about that. So I think in the end the most important thing for us as educators is that we should be in control of what we're doing with digital learning.
We have to trust the teachers, the lecturers, the people who are actually doing the teaching to learn and understand, collaborate and share their ideas on how best to deal with this really quite challenging pressure that we have now.