Open peer commentary on the article “Constructionism and Deconstructionism” by Pavel Boytchev. Upshot: Boytchev identifies “deconstruction” as a neglected but essential stage in the constructivist learning process. Drawing on two studies, one in a university and one in a secondary school, for which software was designed to facilitate constructionist student learning, the author argues that the first phase of learning is the decomposition of knowledge into smaller yet meaningful and reusable entities, which are used as building blocks to construct both (...) personal and new knowledge. (shrink)

The Ethics of Artificial Intelligence in Education identifies and confronts key ethical issues generated over years of AI research, development, and deployment in learning contexts. Adaptive, automated, and data-driven education systems are increasingly being implemented in universities, schools, and corporate training worldwide, but the ethical consequences of engaging with these technologies remain unexplored. Featuring expert perspectives from inside and outside the AIED scholarly community, this book provides AI researchers, learning scientists, educational technologists, and others with questions, frameworks, guidelines, policies, and (...) regulations to ensure the positive impact of artificial intelligence in learning. (shrink)