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In this article, the augmentation perspective and the concept of hybrid intelligence are introduced to frame our thinking about AI in education. The involvement of quadruple helix stakeholders (i.e., researchers, education professionals, entrepreneurs, and policymakers) is necessary to understand the opportunities and challenges of different educational use cases from an integrated point of view. To facilitate a meaningful dialogue, a common language about AI in education is needed. This article outlines elements of such a common language. The detect‐diagnose‐act framework is used to describe the core functions of AI in education. The six levels of automation model is introduced to develop our thinking about the roles of AI, learners, and teachers in educational arrangements. In this model, the transition of control between teacher and technology is articulated at different levels and related to the augmentation perspective. 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Towards hybrid <scp>human‐AI</scp> learning technologies 论文

Towards hybrid <scp>human‐AI</scp> learning technologies · 作者