Sabine Seufert
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Prof. Dr.
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Seufert
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Sabine
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sabine.seufert@unisg.ch
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+41 71 224 2632
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Paradigm Shift in Human-Machine Interaction: A New Learning Framework for Required Competencies in the Age of Artificial Intelligence?

2021-01 , Burkhard, Michael , Seufert, Sabine , Guggemos, Josef

Smart machines (e.g., chatbots, social robots) are increasingly able to perform cognitive tasks and become more compatible with us. What are the implications of this new situation for the competency requirements in the 21st century? This paper evaluates the underlying paradigm shift with relation to smart machines in education. It discusses the potentials and current limitations of smart machines in education in order to eliminate prejudices and to contribute to a more comprehensive picture of the technological advances. In light of human augmentation, the paper further proposes a possible learning framework that includes the human-smart machine relationship as a normative orientation for new competency requirements.

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Relative Strengths of Teachers and Smart Machines: Towards an Augmented Task Sharing

2021-01 , Burkhard, Michael , Seufert, Sabine , Guggemos, Josef

In education, smart machines (e.g., chatbots or social robots) have the potential to support teachers in the classroom in order to improve the quality of teaching. From a teacher's point of view, smart machines also pose a challenge because the presence of smart machines in the classroom questions traditional teacher and student roles. This paper presents a theoretical basis for the use of smart machines in education. It describes the relative strengths of teachers and smart machines and presents them in a framework, which makes a proposal for an augmented task sharing. In light of human augmentation, the framework proposes ways in which teachers can position themselves with regard to smart machines in a complementary and mutually reinforcing way. It also has implications for knowledge that is necessary for teachers to play an active role in the digital transformation.

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Digital Literacy in Secondary Education – How to motivate digital natives to become digital learners?

2016 , Seufert, Sabine , Scheffler, Nina , Stanoevska-Slabeva, Katarina , Müller, Severina

Information Literacy (IL), i.e. dealing with information competently, is considered a key competence from an early age for members of the networked information society. Despite its growing importance, IL only sporadically finds its place in education systems at present. One reason is the lack of a scientifically proven model to operationalize, measure and support IL as an integrated part of the curriculum. This paper contributes to filling this gap by providing a framework that enhances the building and measuring of information literacy. The results of a two-year research project showed that most students were able to increase their IL-Skills, but were not prepared to re-evaluate their previous strategies. The question arises as to how students can be motivated to reflect on their existing learning strategies and to apply new ones in order to develop their digital information literacy.

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