Publication
Künstliche Intelligenz und forschendes Lernen - ein ideales Paar im Hochschulstudium!?
Silke E. Wrede; Christina Gloerfeld; Claudia de Witt; Xia Wang
In: Tobias Schmohl; Alice Watanabe; Kathrin Schelling (Hrsg.). Hochschulbildung: Lehre und Forschung, Vol. 4: Künstliche Intelligenz in der Hochschulbildung, Pages 195-212, transcript Verlag, Bielefeld, 2023.
Abstract
Abstract: University teaching is subject to social and political, but especially
technological developments such as artificial intelligence (AI), which formulates new
requirements for the design of teaching. In the future, students will also face
challenges due to AI, which must be met with the so-called 21st century skills (Bellanca
& Brandt, 2010). Research-based learning offers adequate scope for developing
these skills. The goals of research-based learning are the construction of knowledge,
the active experience of connections in research situations and critical reflection
within social contexts (cf. Dewey 1916/2011; Bogdanow & Kauffeld, 2019). The
subject of this article is considerations about how AI can support the process of
research-based learning and the AI.EDU Research Lab of the research focus on
digitalization, diversity and lifelong learning (D2L²)¹ at the FernUniversität in Hagen
as a concrete case study. Here, the didactic concept of research-based learning
according to Wildt (2009) is used in combination with AI in such a way that it combines
a typical research cycle with Kolb's learning cycle (Wildt, 2009) and transfers it
to the course of a semester. With the use of an automatic assessment tool based on
machine learning, students can determine their level of knowledge at the beginning
of the semester (Wang et al. 2020) and a support or recommender system based
on a knowledge-based system accompanies them in their various tasks Research
or learning phases. For future-oriented university teaching, it is important to find
out to what extent methods and applications of AI support the process of research-
based learning and can be used to promote self-determined learning.