Philosophical and Socio‐Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning

Abstract

This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being-there and being-aware (Da-sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become ifpsychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just teacher training).

A Review of Artificial Intelligence (AI) in Education from 2010 to 2020

“…Firstly, with regard to research questions, previous research has found three basic models of AI in knowledge processing: knowledge representation, knowledge obtaining, and knowledge derivation [3]. Building on that foundation, the 2 Complexity [43] Investigating decentralized theory of artificial intelligence Exploring creative thinking Vattam et al [24] REA Visualization Science education 157 middle school student QE OTH+ Jonassen [45] Introducing an ask system: interactive learning system Magnisalis et al [21] Review of adaptive and intelligent systems for collaborative learning support: adaptive and intelligent systems Albin-Clark et al [56] ROL GAM Graphic simulation Construction 4 early childhood lectures and many students EXP, SUR PER+ Wong and Looi [59] Exploring swarm intelligence Seni [60] Investigating the relationship between neurosciences and organizational cognition Lin et al [ [65] Book review in terms of importance and limitation of AI in education Williamson et al [33] Discussing the importance of neuroscience in education Munawar et al…”

“…is prompted educators to provide adaptive scaffolds for diversified learning environments with various types of learners. Different from the feedback system that offers stock responses, the adaptive educational system is a formative and corrective automated system that can adjust itself (target of intervention) to suit individual learners' characteristics, needs, and preferences (pedagogical objective) [43]. Although only three empirical studies were identified in this review, some researchers were very positive to the future promotion of adaptive system in teaching and learning.…”

“…Some theoretical studies were at the forefront. For example, in 2011 and 2012, qualitative research on decentralized theory [43] and swarm intelligence [59] appeared, and then the real artificial intelligence research began. AI algorithms were not very mature at the beginning while advanced intelligent algorithms are usually based on big data technology, and they could constantly learn and improve in the massive data.…”

A (theory and pedagogy) essay on the (history) essay

“…Heidegger and Gadamer attempted to put the history and philosophy back together with method and science: conceding we can indeed know the world rigorously through techne, but we also have to know that we only know that in our world, and that our knowing issues from realms of practice we have chosen to concern ourselves with (Gadamer, 1960(Gadamer, /2004xxxii, names this as 'experience' or 'wirkungsgeschichtliches Bewußtsein historically-effected consciousness ': xv, xxx, xxxii;Gadamer, 1963Gadamer, / 1979 names it 'une manie`re d'affine': 159). Gadamer and Heidegger's theoretical work undermined smug presumptions of the inherent educational worth of the academic-as-Doctor's discipline-based arch-expertise (Gadamer, 1967(Gadamer, /1989(Gadamer, /1992Jones, 2011a).…”

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

“…And arguably it is from this perspective that newer approaches like EBL have emerged that move away from the more traditional instructionist approaches. Jones (2011) describes the latter as 'catch and toss' models so called because the teacher pitches, the learner catches and in return tosses something back in the way of an assignment or exam paper.…”