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The rise of AI systems like ChatGPT among students is prompting significant changes in education. Schools face challenges in determining relevant subjects and fair assessment methods. Since the launch of ChatGPT-3 in November 2022, over 80% of 16–18-year-olds now use these technologies for schoolwork, highlighting the need for updated educational practices.
For professional education, it is necessary to bridge theory and practice through active student involvement. The use of simulations in training are promising in respect. Technological advancement in recent years have expanded the opportunities to train in a realistic and risk-free environment before entering a workplace where mistakes can be the difference between life and death. To successfully adopt such methods, we need an in-depth understanding of the relationships between professional contexts and simulation used in education. That is, are there systematic differences across these professions with respect to whether simulation-based methods are considered suitable, and how they get applied in practice?
Swedish schools are introducing AI systems at an increasing rate. Many see them as tools to make teaching more equitable and fair, but the technology is not always as unbiased as we think and can even contribute to injustices if it is not adapted to the context in which it is used.
Digital data flows are of increasing global relevance, with data privacy a fundamental human right. But data’s role in sharpening and/or mitigating inequality and fostering global justice is still understudied. How is schooling being reconfigured through new educational technologies in different regions of the world? In what ways are these changes exacerbating, reproducing or creating new forms of inequality and/or promoting equality?
The project is an interdisciplinary collaboration between researchers from education, medicine and communication. The overall purpose is to investigate systematic practices used for teaching and assessing manual skills in cadaver-based surgical training programs. More specifically, the project aims to: a) determine the affordances and trade-offs of human cadavers for surgical training; b) specify the organization of instruction in relation to cadaver-based training and explore the impact of a specific instructional model; and c) validate reliable methods for assessing surgical skills using video recordings of surgical performance. The project contributes with general knowledge about the teaching and assessment of manual skills, and specific knowledge about the use of donated human bodies and defined instructional models for such training.
By accounting for the needs, knowledge gaps and challenges faced by today’s maritime education and training sector, the i-MASTER project has been developed to integrate emerging technologies in maritime education and training to develop an innovative Intelligent Learning System (ILS) with learning analytics and adaptive learning functions to facilitate both remote and on-site maritime simulator-based education and training. The i-MASTER solution will enhance the effectiveness and accessibility of simulator-based education and further improve safety of maritime operations in the future.
To scale-up and scale-out education in AI, and related transformative technologies, it is necessary to broaden and deepen the knowledge in these topics among our university teachers and staff. This creates conditions for teachers to teach about these topics in their own courses. WASP-ED WA6 works to increase competence on AI and teaching about AI among teachers and staff at universities.
This study shifts the focus of programming expertise from individual knowledge to social dimensions, emphasizing how expertise develops within collaborative networks. Using Stack Overflow as a case, it investigates how programming knowledge is shared, recognized, and advanced in an online community. Key research questions explore the nature of knowledge exchange, recognition of expertise, and the role of networks in fostering expertise. By analyzing interactions, surveys, and interviews, this research provides insights into lifelong learning in programming and offers practical implications for using online communities to support expertise sharing and development.
School digitization changes teachers’ work. This project aims to identify possibilities and constraints of teachers’ digital work by focusing on instances where there are pronounced differences between demands and support. This project focuses on the Swedish context, but will be conducted in collaboration with an existing Australian study.
Together with young adult cancer survivors (15-35 years), the goal of this project is to develop digital tools for emotional peer-to-peer support. The aim is to increase opportunities for approaching topics that are hard to address or talk about, such as sex, relations, fear of relapse, death and dying. Reports have shown that this group often lacks sufficient support tailored to their needs and terms. In order to better assist their situation, a person-centred approach is needed, including both professional and social support. The project is carried out in close cooperation with the organization Ung Cancer, and is part of the innovation project myCode. Partners from both healthcare and business collaborate in aiming for a holistic approach to the life situation of young adults affected by cancer, both in health care and in society.
Centre for Responsible Educational Technology
Centre for Responsible Educational Technology
Department of Applied Information Technology
University of Gothenburg
Sweden
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