Helsingin yliopisto
AI in Learning – Tekoäly oppimisessa etsii uusia työkaluja ja käytäntöjä, joiden avulla tekoäly voi edistää oppimisen tasa-arvoa ja laatua paikallisesti ja kansainvälisesti. Lisäksi hankkeessa tarkastellaan, kuinka tekoälyä hyödyntävät verkkoympäristöt tukevat elinikäistä oppimista kouluissa ja työelämässä. Projektin keskeisenä tavoitteena on luoda uutta tietoa ihmisen ja koneen välisestä vuorovaikutuksesta sekä kehittää uusia tekoälyyn liittyviä työkaluja.
Hankkeen jäsenten kirjoittamia projektin aiheeseen liittyviä julkaisuja:
Kousa, P. & Niemi, H. (2020). AI ethics and learning – educational technology companies’ challenges and solutions. Technology, Pedagogy and Education. (Submitted)
Kousa, P. & Niemi, H. (2020). Ethical issues of AI in learning in school context. Paper presentation. TEPE (Teacher Education Policy in Europe) Annual Conference 14.5.2020. https://www.helsinki.fi/sites/default/files/atoms/files/tepe_2020_virtual_conference_may13-15_final.pdf
Niemi, H. (2020). Artificial intelligence for the common good. In Humanist Futures: Perspectives from UNESCO Chairs and UNITWIN Networks on the futures of education. (pp. 148-152). Paris: Ediciones UNESCO. Humanistic futures of learning: Perspectives from UNESCO Chairs and UNITWIN Networks. Les futurs humanistes de l’apprentissage : Perspectives des chaires UNESCO et des réseaux UNITWIN
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352-369. https://ijtes.net/index.php/ijtes/article/view/167
Niemi, H. & Kousa, P. (2020). Overcoming global learning crises – a Finnish Case of policies and tools for sustainable education with equity and quality. Paper presentation. TEPE (Teacher Education Policy in Europe) Annual Conference 14.5.2020 https://www.helsinki.fi/sites/default/files/atoms/files/tepe_2020_virtual_conference_may13-15_final.pdf
Salmela-Aro, K. (2020). The role of motivation and academic wellbeing – the transition from secondary to further education in STEM in Finland. European Review, 1-14.
Salmela-Aro, K. & Upadyaya, K. (2020). School engagement and school burnout profiles during high school – the role of socio-emotional skills. European Journal of Developmental Psychology.
Salmela-Aro, K., Upadyaya, k., Cumsille, P., Lavonen, J., Avalos, B., Eccles, J. (2020) Momentary task-expectancies, values, and costs predict engagement in science among Finnish and Chilean secondary school students. International Journal of Psychology.
Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of youth and adolescence, 48(5), 850-863. https://doi.org/10.1007/s10964-019-00998-0
Tang, X., Upadyaya, K., & Salmela-Aro, K. (2020). Long-term Passion and Perseverance Protect Adolescents from Burnout: Resilient Role of Grit in Well-Being. Conditionally accepted by Journal of Adolescence. DOI: 10.13140/RG.2.2.13749.22242
Toth-Kiraly, I., Morin, A. & Salmela-Aro, K (in press). A Longitudinal perspective on the associations between work engagement and workaholism. Work & Stress.
Upadyaya, K. & Salmela-Aro, K. (2020). Social demands and resources predict job burnout and engagement profiles among Finnish employees. Anxiety, Stress, & Coping, 1-13.