Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. 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 Lessons learned Teachers/ trainers and researchers both play essential roles by offering valuable insights and contributing to the collaborative design of AI tools as developed by EdTech companies, aiming to enhance their user-friendliness and utility. Furthermore, when teachers/trainers, researchers and software providers collaborate, it enhances the validity of their findings, especially when innovations are evaluated by teachers/trainers within the authentic context of a classroom. This in vivo approach allows for a deeper understanding of the impact of AI tools on teaching and learning, considering the rich and complex dynamics of the classroom environment. Additionally, government-led initiatives can provide essential support to provide guidelines and professionalisation opportunities with regard to design, development and implementation. In sum, the collaboration between educational stakeholders holds significant value and is highly regarded: by sharing knowledge, designing interventions together, and engaging in ongoing dialogue, more evidence-based AI-tools can
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