Artificial Intelligence and learning, epistemological perspectives

Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integra...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Schmidt, C. T. A. [verfasserIn]

Format:	Artikel
Sprache:	Englisch

Erschienen:	2007

Schlagwörter:	Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence

Anmerkung:	© Springer-Verlag London Limited 2007

Übergeordnetes Werk:	Enthalten in: AI & society - Springer-Verlag, 1987, 21(2007), 4 vom: 02. März, Seite 537-547
Übergeordnetes Werk:	volume:21 ; year:2007 ; number:4 ; day:02 ; month:03 ; pages:537-547

Links:	Volltext

DOI / URN:	10.1007/s00146-007-0083-8

Katalog-ID:	OLC2063886156

Internformat


LEADER	01000caa a22002652 4500
001	OLC2063886156
003	DE-627
005	20230401063737.0
007	tu
008	200820s2007 xx \|\|\|\|\| 00\| \|\|eng c
024	7		\|a 10.1007/s00146-007-0083-8 \|2 doi
035			\|a (DE-627)OLC2063886156
035			\|a (DE-He213)s00146-007-0083-8-p
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
082	0	4	\|a 004 \|a 300 \|q VZ
082	0	4	\|a 400 \|a 004 \|a 300 \|q VZ
084			\|a 7,11 \|2 ssgn
084			\|a LING \|q DE-30 \|2 fid
084			\|a 54.00 \|2 bkl
100	1		\|a Schmidt, C. T. A. \|e verfasserin \|4 aut
245	1	0	\|a Artificial Intelligence and learning, epistemological perspectives
264		1	\|c 2007
336			\|a Text \|b txt \|2 rdacontent
337			\|a ohne Hilfsmittel zu benutzen \|b n \|2 rdamedia
338			\|a Band \|b nc \|2 rdacarrier
500			\|a © Springer-Verlag London Limited 2007
520			\|a Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education.
650		4	\|a Intelligent Tutorial System
650		4	\|a Intellectual History
650		4	\|a Unexpected Connection
650		4	\|a Artificial Intelligence Community
650		4	\|a Strong Artificial Intelligence
773	0	8	\|i Enthalten in \|t AI & society \|d Springer-Verlag, 1987 \|g 21(2007), 4 vom: 02. März, Seite 537-547 \|w (DE-627)129932841 \|w (DE-600)383872-9 \|w (DE-576)015486966 \|x 0951-5666 \|7 nnns
773	1	8	\|g volume:21 \|g year:2007 \|g number:4 \|g day:02 \|g month:03 \|g pages:537-547
856	4	1	\|u https://doi.org/10.1007/s00146-007-0083-8 \|z lizenzpflichtig \|3 Volltext
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_OLC
912			\|a FID-LING
912			\|a SSG-OLC-MAT
912			\|a GBV_ILN_11
912			\|a GBV_ILN_21
912			\|a GBV_ILN_22
912			\|a GBV_ILN_40
912			\|a GBV_ILN_62
912			\|a GBV_ILN_70
912			\|a GBV_ILN_110
912			\|a GBV_ILN_2005
912			\|a GBV_ILN_2018
912			\|a GBV_ILN_2121
912			\|a GBV_ILN_4036
912			\|a GBV_ILN_4082
912			\|a GBV_ILN_4277
912			\|a GBV_ILN_4311
912			\|a GBV_ILN_4318
912			\|a GBV_ILN_4319
936	b	k	\|a 54.00 \|q VZ
951			\|a AR
952			\|d 21 \|j 2007 \|e 4 \|b 02 \|c 03 \|h 537-547

Indexfelder

author_variant	c t a s cta ctas
matchkey_str	article:09515666:2007----::riiilnelgnenlanneitmlg
hierarchy_sort_str	2007
bklnumber	54.00
publishDate	2007
allfields	10.1007/s00146-007-0083-8 doi (DE-627)OLC2063886156 (DE-He213)s00146-007-0083-8-p DE-627 ger DE-627 rakwb eng 004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl Schmidt, C. T. A. verfasserin aut Artificial Intelligence and learning, epistemological perspectives 2007 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer-Verlag London Limited 2007 Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence Enthalten in AI & society Springer-Verlag, 1987 21(2007), 4 vom: 02. März, Seite 537-547 (DE-627)129932841 (DE-600)383872-9 (DE-576)015486966 0951-5666 nnns volume:21 year:2007 number:4 day:02 month:03 pages:537-547 https://doi.org/10.1007/s00146-007-0083-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-MAT GBV_ILN_11 GBV_ILN_21 GBV_ILN_22 GBV_ILN_40 GBV_ILN_62 GBV_ILN_70 GBV_ILN_110 GBV_ILN_2005 GBV_ILN_2018 GBV_ILN_2121 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4277 GBV_ILN_4311 GBV_ILN_4318 GBV_ILN_4319 54.00 VZ AR 21 2007 4 02 03 537-547
spelling	10.1007/s00146-007-0083-8 doi (DE-627)OLC2063886156 (DE-He213)s00146-007-0083-8-p DE-627 ger DE-627 rakwb eng 004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl Schmidt, C. T. A. verfasserin aut Artificial Intelligence and learning, epistemological perspectives 2007 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer-Verlag London Limited 2007 Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence Enthalten in AI & society Springer-Verlag, 1987 21(2007), 4 vom: 02. März, Seite 537-547 (DE-627)129932841 (DE-600)383872-9 (DE-576)015486966 0951-5666 nnns volume:21 year:2007 number:4 day:02 month:03 pages:537-547 https://doi.org/10.1007/s00146-007-0083-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-MAT GBV_ILN_11 GBV_ILN_21 GBV_ILN_22 GBV_ILN_40 GBV_ILN_62 GBV_ILN_70 GBV_ILN_110 GBV_ILN_2005 GBV_ILN_2018 GBV_ILN_2121 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4277 GBV_ILN_4311 GBV_ILN_4318 GBV_ILN_4319 54.00 VZ AR 21 2007 4 02 03 537-547
allfields_unstemmed	10.1007/s00146-007-0083-8 doi (DE-627)OLC2063886156 (DE-He213)s00146-007-0083-8-p DE-627 ger DE-627 rakwb eng 004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl Schmidt, C. T. A. verfasserin aut Artificial Intelligence and learning, epistemological perspectives 2007 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer-Verlag London Limited 2007 Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence Enthalten in AI & society Springer-Verlag, 1987 21(2007), 4 vom: 02. März, Seite 537-547 (DE-627)129932841 (DE-600)383872-9 (DE-576)015486966 0951-5666 nnns volume:21 year:2007 number:4 day:02 month:03 pages:537-547 https://doi.org/10.1007/s00146-007-0083-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-MAT GBV_ILN_11 GBV_ILN_21 GBV_ILN_22 GBV_ILN_40 GBV_ILN_62 GBV_ILN_70 GBV_ILN_110 GBV_ILN_2005 GBV_ILN_2018 GBV_ILN_2121 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4277 GBV_ILN_4311 GBV_ILN_4318 GBV_ILN_4319 54.00 VZ AR 21 2007 4 02 03 537-547
allfieldsGer	10.1007/s00146-007-0083-8 doi (DE-627)OLC2063886156 (DE-He213)s00146-007-0083-8-p DE-627 ger DE-627 rakwb eng 004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl Schmidt, C. T. A. verfasserin aut Artificial Intelligence and learning, epistemological perspectives 2007 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer-Verlag London Limited 2007 Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence Enthalten in AI & society Springer-Verlag, 1987 21(2007), 4 vom: 02. März, Seite 537-547 (DE-627)129932841 (DE-600)383872-9 (DE-576)015486966 0951-5666 nnns volume:21 year:2007 number:4 day:02 month:03 pages:537-547 https://doi.org/10.1007/s00146-007-0083-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-MAT GBV_ILN_11 GBV_ILN_21 GBV_ILN_22 GBV_ILN_40 GBV_ILN_62 GBV_ILN_70 GBV_ILN_110 GBV_ILN_2005 GBV_ILN_2018 GBV_ILN_2121 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4277 GBV_ILN_4311 GBV_ILN_4318 GBV_ILN_4319 54.00 VZ AR 21 2007 4 02 03 537-547
allfieldsSound	10.1007/s00146-007-0083-8 doi (DE-627)OLC2063886156 (DE-He213)s00146-007-0083-8-p DE-627 ger DE-627 rakwb eng 004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl Schmidt, C. T. A. verfasserin aut Artificial Intelligence and learning, epistemological perspectives 2007 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer-Verlag London Limited 2007 Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence Enthalten in AI & society Springer-Verlag, 1987 21(2007), 4 vom: 02. März, Seite 537-547 (DE-627)129932841 (DE-600)383872-9 (DE-576)015486966 0951-5666 nnns volume:21 year:2007 number:4 day:02 month:03 pages:537-547 https://doi.org/10.1007/s00146-007-0083-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-MAT GBV_ILN_11 GBV_ILN_21 GBV_ILN_22 GBV_ILN_40 GBV_ILN_62 GBV_ILN_70 GBV_ILN_110 GBV_ILN_2005 GBV_ILN_2018 GBV_ILN_2121 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4277 GBV_ILN_4311 GBV_ILN_4318 GBV_ILN_4319 54.00 VZ AR 21 2007 4 02 03 537-547
language	English
source	Enthalten in AI & society 21(2007), 4 vom: 02. März, Seite 537-547 volume:21 year:2007 number:4 day:02 month:03 pages:537-547
sourceStr	Enthalten in AI & society 21(2007), 4 vom: 02. März, Seite 537-547 volume:21 year:2007 number:4 day:02 month:03 pages:537-547
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence
dewey-raw	004
isfreeaccess_bool	false
container_title	AI & society
authorswithroles_txt_mv	Schmidt, C. T. A. @@aut@@
publishDateDaySort_date	2007-03-02T00:00:00Z
hierarchy_top_id	129932841
dewey-sort	14
id	OLC2063886156
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2063886156</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230401063737.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200820s2007 xx \|\|\|\|\| 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s00146-007-0083-8</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2063886156</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s00146-007-0083-8-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">004</subfield><subfield code="a">300</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">400</subfield><subfield code="a">004</subfield><subfield code="a">300</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">7,11</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">LING</subfield><subfield code="q">DE-30</subfield><subfield code="2">fid</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">54.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Schmidt, C. T. A.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Artificial Intelligence and learning, epistemological perspectives</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2007</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer-Verlag London Limited 2007</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Intelligent Tutorial System</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Intellectual History</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Unexpected Connection</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Artificial Intelligence Community</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Strong Artificial Intelligence</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">AI & society</subfield><subfield code="d">Springer-Verlag, 1987</subfield><subfield code="g">21(2007), 4 vom: 02. März, Seite 537-547</subfield><subfield code="w">(DE-627)129932841</subfield><subfield code="w">(DE-600)383872-9</subfield><subfield code="w">(DE-576)015486966</subfield><subfield code="x">0951-5666</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:21</subfield><subfield code="g">year:2007</subfield><subfield code="g">number:4</subfield><subfield code="g">day:02</subfield><subfield code="g">month:03</subfield><subfield code="g">pages:537-547</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s00146-007-0083-8</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">FID-LING</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_21</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2018</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2121</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4036</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4082</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4277</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4311</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4318</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4319</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">54.00</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">21</subfield><subfield code="j">2007</subfield><subfield code="e">4</subfield><subfield code="b">02</subfield><subfield code="c">03</subfield><subfield code="h">537-547</subfield></datafield></record></collection>
author	Schmidt, C. T. A.
spellingShingle	Schmidt, C. T. A. ddc 004 ddc 400 ssgn 7,11 fid LING bkl 54.00 misc Intelligent Tutorial System misc Intellectual History misc Unexpected Connection misc Artificial Intelligence Community misc Strong Artificial Intelligence Artificial Intelligence and learning, epistemological perspectives
authorStr	Schmidt, C. T. A.
ppnlink_with_tag_str_mv	@@773@@(DE-627)129932841
format	Article
dewey-ones	004 - Data processing & computer science 300 - Social sciences 400 - Language
delete_txt_mv	keep
author_role	aut
collection	OLC
remote_str	false
illustrated	Not Illustrated
issn	0951-5666
topic_title	004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl Artificial Intelligence and learning, epistemological perspectives Intelligent Tutorial System Intellectual History Unexpected Connection Artificial Intelligence Community Strong Artificial Intelligence
topic	ddc 004 ddc 400 ssgn 7,11 fid LING bkl 54.00 misc Intelligent Tutorial System misc Intellectual History misc Unexpected Connection misc Artificial Intelligence Community misc Strong Artificial Intelligence
topic_unstemmed	ddc 004 ddc 400 ssgn 7,11 fid LING bkl 54.00 misc Intelligent Tutorial System misc Intellectual History misc Unexpected Connection misc Artificial Intelligence Community misc Strong Artificial Intelligence
topic_browse	ddc 004 ddc 400 ssgn 7,11 fid LING bkl 54.00 misc Intelligent Tutorial System misc Intellectual History misc Unexpected Connection misc Artificial Intelligence Community misc Strong Artificial Intelligence
format_facet	Aufsätze Gedruckte Aufsätze
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	nc
hierarchy_parent_title	AI & society
hierarchy_parent_id	129932841
dewey-tens	000 - Computer science, knowledge & systems 300 - Social sciences, sociology & anthropology 400 - Language
hierarchy_top_title	AI & society
isfreeaccess_txt	false
familylinks_str_mv	(DE-627)129932841 (DE-600)383872-9 (DE-576)015486966
title	Artificial Intelligence and learning, epistemological perspectives
ctrlnum	(DE-627)OLC2063886156 (DE-He213)s00146-007-0083-8-p
title_full	Artificial Intelligence and learning, epistemological perspectives
author_sort	Schmidt, C. T. A.
journal	AI & society
journalStr	AI & society
lang_code	eng
isOA_bool	false
dewey-hundreds	000 - Computer science, information & general works 300 - Social sciences 400 - Language
recordtype	marc
publishDateSort	2007
contenttype_str_mv	txt
container_start_page	537
author_browse	Schmidt, C. T. A.
container_volume	21
class	004 300 VZ 400 004 300 VZ 7,11 ssgn LING DE-30 fid 54.00 bkl
format_se	Aufsätze
author-letter	Schmidt, C. T. A.
doi_str_mv	10.1007/s00146-007-0083-8
dewey-full	004 300 400
title_sort	artificial intelligence and learning, epistemological perspectives
title_auth	Artificial Intelligence and learning, epistemological perspectives
abstract	Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. © Springer-Verlag London Limited 2007
abstractGer	Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. © Springer-Verlag London Limited 2007
abstract_unstemmed	Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education. © Springer-Verlag London Limited 2007
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-MAT GBV_ILN_11 GBV_ILN_21 GBV_ILN_22 GBV_ILN_40 GBV_ILN_62 GBV_ILN_70 GBV_ILN_110 GBV_ILN_2005 GBV_ILN_2018 GBV_ILN_2121 GBV_ILN_4036 GBV_ILN_4082 GBV_ILN_4277 GBV_ILN_4311 GBV_ILN_4318 GBV_ILN_4319
container_issue	4
title_short	Artificial Intelligence and learning, epistemological perspectives
url	https://doi.org/10.1007/s00146-007-0083-8
remote_bool	false
ppnlink	129932841
mediatype_str_mv	n
isOA_txt	false
hochschulschrift_bool	false
doi_str	10.1007/s00146-007-0083-8
up_date	2024-07-03T20:39:56.667Z
_version_	1803591820686393344
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2063886156</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230401063737.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200820s2007 xx \|\|\|\|\| 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s00146-007-0083-8</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2063886156</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s00146-007-0083-8-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">004</subfield><subfield code="a">300</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">400</subfield><subfield code="a">004</subfield><subfield code="a">300</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">7,11</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">LING</subfield><subfield code="q">DE-30</subfield><subfield code="2">fid</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">54.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Schmidt, C. T. A.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Artificial Intelligence and learning, epistemological perspectives</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2007</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer-Verlag London Limited 2007</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Intelligent Tutorial System</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Intellectual History</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Unexpected Connection</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Artificial Intelligence Community</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Strong Artificial Intelligence</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">AI & society</subfield><subfield code="d">Springer-Verlag, 1987</subfield><subfield code="g">21(2007), 4 vom: 02. März, Seite 537-547</subfield><subfield code="w">(DE-627)129932841</subfield><subfield code="w">(DE-600)383872-9</subfield><subfield code="w">(DE-576)015486966</subfield><subfield code="x">0951-5666</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:21</subfield><subfield code="g">year:2007</subfield><subfield code="g">number:4</subfield><subfield code="g">day:02</subfield><subfield code="g">month:03</subfield><subfield code="g">pages:537-547</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s00146-007-0083-8</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">FID-LING</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_21</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2018</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2121</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4036</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4082</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4277</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4311</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4318</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4319</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">54.00</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">21</subfield><subfield code="j">2007</subfield><subfield code="e">4</subfield><subfield code="b">02</subfield><subfield code="c">03</subfield><subfield code="h">537-547</subfield></datafield></record></collection>
score	7.39946

Nicht das Richtige dabei?

Schreiben Sie uns!

Artificial Intelligence and learning, epistemological perspectives

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?