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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: 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.


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