Carmel Kent - AI for Learners (AI for Everything)

AI for Learning

Artificial intelligence (AI) is all around us. From driverless cars to game winning computers to fraud protection, AI is already involved in many aspects of life, and its impact will only continue to grow in future. Many of the worlds most valuable companies are investing heavily in AI research and development, and not a day goes by without news of cutting-edge breakthroughs in AI and robotics.
The AI for Everything series will explore the role of AI in contemporary life, from cars and aircraft to medicine, education, fashion and beyond. Concise and accessible, each book is written by an expert in the field and will bring the study and reality of AI to a broad readership including interested professionals, students, researchers and lay readers.

AI for Immunology
Louis J. Catania

AI for Cars
Josep Aulinas & Hanky Sjafrie

AI for Digital Warfare
Niklas Hageback & Daniel Hedblom

AI for Art
Niklas Hageback & Daniel Hedblom

AI for Creativity
Niklas Hageback

AI for Death and Dying
Maggi Savin-Baden

AI for Radiology
Oge Marques

AI for Games
Ian Millington

AI for School Teachers
Rose Luckin, Karine George & Mutlu Cukurova

AI for Learning
Carmel Kent & Benedict du Boulay

AI for Social Justice
Alan Dix and Clara Crivellaro

For more information about this series please visit:
https://www.routledge.com/AI-for-Everything/book-series/AIFE

AI for Learning

Carmel Kent
Benedict du Boulay

First Edition published 2022
by CRC Press
6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742

and by CRC Press
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CRC Press is an imprint of Taylor & Francis Group, LLC

2022 Carmel Kent, Benedict du Boulay

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Library of Congress Cataloging-in-Publication Data

Names: Kent, Carmel, author. | Du Boulay, Ben, author.
Title: AI for learners / Carmel Kent, Benedict du Boulay.
Other titles: Artificial intelligence for learners
Description: First edition. | Boca Raton : CRC Press, 2022. |
Series: AI for everything | Includes bibliographical references and index.
Identifiers: LCCN 2021042773 | ISBN 9781032047553 (hardback) | ISBN
9781032039213 (paperback) | ISBN 9781003194545 (ebook)
Subjects: LCSH: Artificial intelligence--Educational applications.
Classification: LCC LB1028.43 .K46 2022 | DDC 371.33/4--dc23
LC record available at https://lccn.loc.gov/2021042773

ISBN: 978-1-032-04755-3 (hbk)
ISBN: 978-1-032-03921-3 (pbk)
ISBN: 978-1-003-19454-5 (ebk)

DOI: 10.1201/9781003194545

Typeset in Joanna
by Deanta Global Publishing Services, Chennai, India

by Rose Luckin

Rose Luckin, Professor of Learner Centred Design at the UCL Knowledge Lab in London

I remember the moment when I first came across the term artificial intelligence or AI. I was sitting on the sofa, pondering over the University of Sussex (Brighton, UK) course prospectus for undergraduate students. I had recently turned 30 but had not gone to university when I left school. I had gone straight into work, as was expected by my family. Id worked in the financial services sector and had also taught in Further Education (FE) and secondary school. I had professional qualifications in finance and economics that I had achieved by day release from my full-time job, to study part time at the local FE college. But, as a mother of two young children, having taken a career break to be a stay-at-home mum, I had now decided that perhaps it was a moment for a career change and a degree seemed like a great first step towards that new career.

I thought that I should apply to study for a degree in a similar territory to my professional qualifications, in order for my application to be successful. I had very few choices of universities that were in easy travelling distance from where I was living and enabled me to study while living at home. So I had settled on the University of Sussex as the most suitable institution for me. As I sat on the sofa, looking through the various course options available at Sussex, my mind wandered into thoughts about what being a student again would be like and the prospectus fell from my lap. When I picked it up again, the page it had rested on was describing a course in Computer Science and Artificial Intelligence.

This was the first time that I had come across the term artificial intelligence. I read the course description. It was fascinating. Applicants did not need to have any prior experience with computers, and my existing A levels would be sufficient for admission to this course, provided I was fortunate enough to be selected from all the students who would be applying, of course.

I went out and bought one of the recommended textbooks, which was called Gdel, Escher, Bach: An Eternal Golden Braid, by Douglas Hofstadter. I read the textbook, it blew my mind and I loved it. However, I confess, I certainly did not understand it all. The book had hooked me in, and I added the Computer Science and Artificial Intelligence degree course to my UCAS application form, along with all those that had a strong economics or finance theme. I was rejected from all the courses in economics but invited for an interview to study Computer Science and Artificial Intelligence. This was the start of a fascinating journey with AI and the way that it impacts teaching and learning.

From the moment I started my degree course, I absolutely adored it. I looked at everything through the lens of an educator, because that is what I had become. Not only had I taught face to face, but I had also enrolled as a tutor with the Rapid Results College: an early version of what might now be an online course provider, in order to add extra income to the family purse. I marked students scripts, and I wrote course textbooks for the courses that I had once studied when working in finance. I therefore saw education as something that did not always have to be done on a face-to-face basis and I could see great possibilities for AI.