The emergence of powerful technologies for education, such as Learning Analytics and Generative Artificial Intelligence, has also raised concerns regarding potential threats to students and teachers. An increasing amount of literature has reported theoretical and empirical studies regarding Fairness, Accountability, Transparency and
Ethics.
This talk discusses the above ethical tensions and threats to the agency of the involved educational stakeholders, such as the lack of transparency and explainability of the underlying models, especially the Large Language Models. Also, there exist concerns regarding statistical bias and fairness, data privacy, or ethical integrity. Moreover, existing approaches have not yet resolved the issue regarding the optimal balance of autonomy among human and software agents, although several promising proposals opt for Human-Artificial Intelligence Collaboration.
Through the discussion of relevant conceptual models and examples, it argues for human-centered design approaches. The talk focuses especially on socio-technical solutions that may position teachers as designers of effective interventions and orchestration actions. Selected human-centered design principles are discussed and illustrated, and directions for future research and development are formulated to overcome the main obstacles for adoption of human-centered design in the artificial intelligence era.
About the speaker
Dr. Yannis Dimitriadis is Full Professor of Telematics Engineering and ex Dean of the Doctoral School, University of Valladolid, Spain. He is also the coordinator of the GSIC/EMIC research group, an inter-disciplinary group, integrating over 20 researchers and practitioners from the field of Information and Communications Technologies (ICT) and Pedagogy. His most recent research work has focused on human-centered learning analytics and artificial intelligence, ethics in research, alignment of learning design and learning analytics, design for learning, conceptual
and technological support to the orchestration of computer-supported collaborative learning processes. He has participated in more than 50 competitive research projects on technology-enhanced learning, co-authored more than 100 journal papers and 215 conference papers (including several papers at the Learning Analytics and Knowledge conference, the most relevant learning analytics conference).
Dr. Dimitriadis is also a member of the scientific societies related to learning sciences and educational technologies and spent his most recent sabbatical year (2017-2018) at Berkeley, University of Edinburgh, and Ecole Polytechnique de Lausanne. He has recently delivered several keynotes and co-edited the 2024 British Journal of Educational
Technology, special section on Human-Centered Learning Analytics, and he has co-organized the corresponding series of workshops on human-centered approaches at international conferences. He has also recently organized workshops on Teacher Orchestration of Hybrid Learning Spaces, Teacher Orchestration Load, and on Actionable Learning Analytics.
