Smiljana Gartner (Author), Marjan Krašna (Author)

Abstract

Pokovidno obdobje je razvoj in uporabo umetne inteligence (UI) pospešilo v različnih oblikah in na različne načine. Spremembe se ne dogajajo samo v industriji, temveč je vse večja želja ali zahteva, da se vpelje tudi v izobraževanje. Toda digitalna pismenost vseh deležnikov v izobraževanju mora vključevati zraven vedenja in veščin tudi etiko. V članku predstavimo etične kodekse, povezane z umetno inteligenco, nato analiziramo štiri osnovne gradnike področja etike UI v izobraževanju (avtonomnost, zasebnost, zaupanje in odgovornost), saj je razumevanje konceptov pogoj za delovanje v skladu z njimi in za njihovo uporabo UI v izobraževanju.

Keywords

etika;umetna inteligenca;izobraževanje;kodeksi;odnos;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM FF - Faculty of Arts
Publisher: Univerzitetna založba Univerze v Mariboru
UDC: [17:004.89]:37
COBISS: 158599683 Link will open in a new window
ISSN: 1855-4431
Views: 192
Downloads: 55
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Other data

Secondary language: English
Secondary title: Ethics of artificial intelligence in education
Secondary abstract: The post-COVID period drastically accelerated the development and increased use of artificial intelligence. These changes have not been limited to industry but have begun to be introduced into education. The digital literacy of all involved in education must also incorporate ethical considerations related to the application of AI in education. The article presents the ethical codes of AI and analyse the four basic building blocks of an ethical attitude towards AI in education (autonomy, privacy, trust and responsibility). Understanding the concepts of AI and their ethical implications is a condition for acting in accordance with them and for their introduction in education.
Secondary keywords: ethics;artificial inteligence;education;codes;attitude;
Type (COBISS): Scientific work
Pages: str. 221-235
Volume: ǂLetn. ǂ16
Issue: ǂšt. ǂ2
Chronology: jun. 2023
DOI: 10.18690/rei.16.2.2864
ID: 23914076