This project would involve use of Artificial Intelligence for improving education through the development of the pedagogical model for a University. The AI based education system would be developed and installed in the college and would be used by the students and the faculties associated with the university.
AI technologies can be used for imparting education in students under different scenarios. A system can deliver the lectures designed by tutors to students directly through a transmission based AI system or can build a constructive studio for students to learn on their own with their own pace and style. Another scenario could be a negotiation between the two styles of learning such that both teachers led and activity based lessons are provided to a student. Each of these scenarios can present different ways of knowledge acquisition. In transmission, learning is achieved through drills, practice, lectures, and reading while a studio presents a more collaborative and project based learning to students (Andriessen & Sandberg, 1999)
Intelligent systems are being used for tutoring for a long time now and the paradigm has been dominating the field of Artificial Intelligence such that computer-based learning systems have been formed to be used by tutors in different ways. A large number of AI interests have already been experimented to operationalize the possibilities of rendering education with support from the understanding of the cognitive systems in the field of education. AI has not just helped students in the assimilation of knowledge but also helped in creating a collaborative environment for both students and teachers allowing them to interact and make use of project-based learning systems. A combination of technologies like information databases, network communication, and multimedia systems have helped in rendering educational services in new formats (ziaaddini & Tahmasb, 2014).
However, to be able to build a sound technology that can assist in student learning, it is also essential to understand the cognitive processes, student learning models and tutoring components as they could be used for the development of modules in the AI setting. This research would begin to explore these areas of education to determine the possibilities of developing an AI based tutoring solution which would benefit students of the university in the long run by making education more engaging and fun for them (BLANCHARD, VOLFSON, HONG, & LAJOIE, 2005).
The university management would be the sponsor for this research and thus, would provide the needed funds for its execution that includes research, development of software modules, testing, and installation of the system in the campus. With the new AI system installed for assisting student learning, the college is expected to receive following benefits:
The aim of the current research is to understand how pedagogical systems work in a university and explore the possibilities of development of an AI based tutoring system for the university to enhance its education delivery system.
The study would be answering following research questions:
A research is a scientific method used for inquiring subject in depth so that some major problems related to the domain can be solved or major questions that can add to the knowledgebase can be answered. A research process involves identification of problems, exploration of the literature on the subject, development of arguments, development of hypothesis, collection of data, testing of hypothesis, analysis of data, and drawing conclusions from them.
The current research which is proposed is a system based research which makes use of both the basic methods of inquiry and the applied research processes. A problem solving approach would be utilized in this project for the development of the AI based education system prototype for which a formative research would be utilized so that major education needs can be identified and data would be collected to address the related issues (Numanaker, Chen, & Purdin, 1991).
This project would make use of soft systems development methodology which would involve research on the information system of the university and the development of the new cognitive AI based education module for tutoring. It would involve collection of data on the needs of the university in terms of tutoring through AI. The project can be used a number of available project implementation methodologies such as the following:
As the system would be majorly developed by students, there are chances of several changes to be made in the mid and thus, waterfall methodology would not be suitable. A spiral methodology can be too time consuming while prototyping could be very expensive. A rapid application development needs a high level of expertise which students may not have. Thus, an incremental agile development methodology would be used for the current project development.
The data would be collected majorly from two types of sources including the literature done on the subject available from secondary sources like journals, books, and websites and the primary source of information which would be obtained from the university artefacts that would be explaining the pedagogical models, student learning model, and tutoring components to the researcher. The secondary data would be used for the development of the modules with support from the functionalities decided by the study on the cognitive systems to be used in the university. For the collection of the primary data on the university system and its future requirements for the new AI based system, students and tutors from the college would be interviewed.
There are compliance requirements for the use of AI in education such as:
The data that would be obtained both from the secondary and primary sources would be analyzed using a content analysis and the results would be obtained in the form of the relationships and patterns identified. This would help in the identification of the themes related to the learning model and tutoring components that would be used for planning the development of the modules for tutoring for the university.
The project would involve requirement gathering for understanding of the project requirement, acquisition of the AI technologies needed for the development, coding of the systems, development of the tutoring components as modules, testing of the developed system, and installation of the same in the university for the delivery.
Risks are a part of any project work and so would be the case with the current project which is likely to face certain rusks. Identification and analysis of the potential risks before beginning the project can help a researcher or developer minimize them while remain prepared to deal with those still occurring during the project. The plan should thus be developed considering the possibilities of these risks so that they are avoided or appropriately managed without affecting the project deliverables. The risks that can occur on the current project include:
WBS |
Task Name |
Duration |
Start |
Finish |
Predecessors |
0 |
Research project – Artificial Intelligence |
113 days |
Wed 01/08/18 |
Fri 04/01/19 |
|
1 |
Research Project initiation |
5 days |
Wed 01/08/18 |
Tue 07/08/18 |
|
1.1 |
Developing scope |
3 days |
Wed 01/08/18 |
Fri 03/08/18 |
|
1.2 |
Resource identification |
3 days |
Wed 01/08/18 |
Fri 03/08/18 |
|
1.3 |
Roles and responsibilities |
5 days |
Wed 01/08/18 |
Tue 07/08/18 |
|
2 |
Data Gathering |
38 days |
Wed 08/08/18 |
Fri 28/09/18 |
|
2.1 |
University facts |
8 days |
Wed 08/08/18 |
Fri 17/08/18 |
|
2.1.1 |
Tutoring components |
8 days |
Wed 08/08/18 |
Fri 17/08/18 |
2,3,4 |
2.1.2 |
Student Model |
8 days |
Wed 08/08/18 |
Fri 17/08/18 |
2,3,4 |
2.2 |
Research documents |
8 days |
Mon 20/08/18 |
Wed 29/08/18 |
7,8 |
2.3 |
AI Applications |
10 days |
Thu 30/08/18 |
Wed 12/09/18 |
9 |
2.4 |
University requirements |
12 days |
Thu 13/09/18 |
Fri 28/09/18 |
10 |
3 |
Requirement Identification |
32 days |
Mon 01/10/18 |
Tue 13/11/18 |
|
3.1 |
Modules |
5 days |
Mon 01/10/18 |
Fri 05/10/18 |
11 |
3.2 |
User requirements |
9 days |
Mon 08/10/18 |
Thu 18/10/18 |
13 |
3.3 |
Functional requirements |
9 days |
Fri 19/10/18 |
Wed 31/10/18 |
14 |
3.4 |
Non-Functional requirements |
9 days |
Thu 01/11/18 |
Tue 13/11/18 |
15 |
4 |
Requirement Verification & Validation |
5 days |
Wed 14/11/18 |
Tue 20/11/18 |
|
4.1 |
User requirement verification |
5 days |
Wed 14/11/18 |
Tue 20/11/18 |
16 |
4.2 |
User requirement Validation |
5 days |
Wed 14/11/18 |
Tue 20/11/18 |
16 |
5 |
Development |
33 days |
Wed 21/11/18 |
Fri 04/01/19 |
|
5.1 |
Module development |
10 days |
Wed 21/11/18 |
Tue 04/12/18 |
18,19 |
5.2 |
Module testing |
8 days |
Wed 05/12/18 |
Fri 14/12/18 |
21 |
5.3 |
Integration |
5 days |
Mon 17/12/18 |
Fri 21/12/18 |
22 |
5.4 |
Installation |
10 days |
Mon 24/12/18 |
Fri 04/01/19 |
23 |
References
Andriessen, J., & Sandberg, J. (1999). Where is Education Heading and How About AI? International Journal of Artificial Intelligence in Education, 130-150.
Beck, J., Stern, M., & Haugsjaa, E. (2005). Applications of AI in Education . Cite Seerx.
Becker, B. A. (2017). Artificial Intelligence in Education: What is it, where is it now, where is it going? Brett Becker.
BLANCHARD, E. G., VOLFSON, B., HONG, Y.-J., & LAJOIE, S. P. (2005). Affective Artificial Intelligence in Education: From Detection to Adaptation . ATLAS Laborator.
Burstein, F., & Gregor, S. (1999). The Systems Development or Engineering Approach to Research in Information Systems: An Action Research Perspective. Australia: Monash University .
CMS. (2008). SELECTING A DEVELOPMENT APPROACH . CMS.
Cooper, R. (2004). Risk Analysis and Preventing Information Systems Project Failures. School of Computing and Mathematical Sciences.
Gotterbarn, D., & Rogerson, S. (2005). RESPONSIBLE RISK ANALYSIS FOR SOFTWARE DEVELOPMENT: CREATING THE SOFTWARE DEVELOPMENT IMPACT STATEMENT. Communications of the Association for Information Systems, 730-750.
Numanaker, J. F., Chen, M., & Purdin, T. D. (1991). Systems Development in Information Systems Research. Journal of Management Information Systems, 7(3), 89-106.
ziaaddini, M., & Tahmasb, A. (2014). ARTIFICIAL INTELLIGENCE HANDLING THROUGH TEACHING AND LEARNING PROCESS AND IT’S EFFECT ON SCIENCE-BASED ECONOMY. International Journal on Soft Computing, Artificial Intelligence and Applications (IJSCAI), 1-7.
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