Tell me and I forget. Show me and I remember. Involve me and I understand. – Chinese proverb about education
The website of the AAAI (Association for the Advancement of Artificial Intelligence) describes itself as a “scientific society devoted to advancing the scientific understanding of the mechanisms underlying thought and intelligent behavior and their embodiment in machines.” One of the primary research areas identified by the AAAI is intelligent Learning Systems (sometimes referred to as Intelligent Tutoring Systems), no other area more fundamentally highlights the cognitive interaction of man and machine than this research area.
There is widespread recognition worldwide that adaptive learning systems will play an increasing role in education and training, both within the education sector, and also in the corporate world. Economic difficulties around the globe are having an effect on the future of education. Costs (financial, time and return on investment) associated with traditional classroom based education techniques, and poorly integrated educational technology, is now a topic of debate not only for government, but also involving educationalists, employers and even students and parents. Many countries are now evaluating how technology might better serve the learning process and help to develop a knowledge based economy.
Spare a thought for teachers. They are rapidly being superseded by machines, “Irish Independent, April 22nd 2009”.
This was the lead for an article which examined how technology has changed the face of education. Not long ago the teacher was seen as the all knowing oracle; today if you or I need an “oracle” we are more likely to turn to Google or Wikipedia. Students are no different – when presented with a question they are just as likely, if not more likely, to turn to a computer for help as to ask a person. To some this might seem like something out of an Arthur C. Clark science fiction novel,
Educational assessment is the process whereby knowledge, skills or progress can be measured through some form of evidence based decision making. One of the by-products of the assessment process is grading. It is important to note that assessment is a lot more than just grading, and typically happens on a far more frequent basis than grading (which is typically only a periodical – usually annual – event). That assessment drives the learning process is a belief to which many students and teacher will attest, and this is also supported by research [1, 2]. But exactly how this assessment is implemented is equally important, and this is unfortunately commonly misunderstood. As we move away from curriculum descriptions, and embrace learning outcomes (c.f. Bologna Process – Berlin Communiqué [3]) the need for more adaptable assessment tools is ever increasing.
