Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. Lessons learned Virtual training conversations allow for efficient hands-on experience without the need for the physical presence of a real client. This saves time and costs compared to traditional training involving live actors or real patients. Virtual training is also available anywhere, anytime, allowing students to improve their conversational skills whenever best suits them. This increases accessibility to training, especially for those who are geographically limited or have busy schedules. Training with a virtual client also provides a safe environment in which students can experiment, make mistakes and learn without risk to real patients. We expect that this will contribute to the students’ self-assurance and improve their performance in real clinical situations. Programs can also be tailored to individual needs and skill levels, allowing for more focused and effective training as students can focus on specific aspects of their conversational skills. Implications for practice N/A Μελέτη περίπτωσης 29: Μάθηση, διδασκαλία και κατάρτιση στην εποχή της ΤΝ: Προκλήσεις και ευκαιρίες για εκπαιδευτική έρευνα. General information Reference/Source: Itec (2024). Learning, teaching & training in the era of Artificial Intelligence: Challenges and opportunities for evidence-based educational research. [Positioning paper: coordinated by Rani Van Schoors and Ann Fastré]. Kortrijk: itec, an imec research group at KU Leuven. https://itec.kuleuven-kulak.be/wpcontent/uploads/2024/03/Positioning-paper-itec.pdf Itec is an interdisciplinary research group of KU Leuven and imec. KU Leuven is an autonomous, research-intensive and internationally oriented university that carries out both fundamental and applied research. Imec is a nano- and digital technology innovation hub. Itec’s research focus lies in the design, development and evaluation of personalised and adaptive digital solutions. Itec’s primary application domains include education, training and health. Itec published a position paper to provide a comprehensive insight into how AI in education is researched in their organisation: https://itec.kuleuven-kulak.be/wpcontent/uploads/2024/03/Positioning-paper-itec.pdf Description of case The report provides insight into how AI in education is being researched at itec, an imec research group at KU Leuven, thereby contributing to the accelerating research domain of Artificial Intelligence in Education (AIED). This report is referred to as a ‘positioning paper’. Its purpose is to illuminate the perspectives and efforts of the Itec research group regarding the main subject of AI in education and training. In part one, the report begins with an overview of the status, challenges and perspectives of AI in learning, teaching and training. summarising findings and conclusions from the already wide-ranging field of AIED. In part two, the different research expertise within itec are outlined to describe our cur- rent AI related research projects as well as the concrete use cases we are working on. The implications, recommendations and challenges for the future are brought together in an overall conclusion that can inspire future research and design efforts. The contents of this first report of 2024 are not static, but can – and will – be dynamically updated over time, in tandem with the rapid revolutions within AI, new initiatives with- in the itec research group and shifts within the broader educational landscape. Updates regarding subsequent reports can be found on the website: www.kuleuven.be/itec
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