Napovedovanje učnih težav otrok  / Predicting children’s learning difficulties 

Med projekti napredne uporabe informacijsko-komunikacijske tehnologije v izobraževanju je bil na javnem razpisu za leti 2014–2015 izbran in sofinanciran tudi »inteligentni sistem za napovedovanje učnih težav – Metis«. Sistem so razvili na Insitutu Jožef Stefan, z njim je, po navedbah avtorjev, »Slovenija postala vodilna na svetu po uporabi sistemov za napovedovanje učnih težav«. Ključna ideja Metisa je bila z umetno inteligenco pomagati (pre)obremenjenim učiteljem, šolskim psihologom in socialnim delavcem zaznati (potencialne) učence s težavami v zelo zgodnji fazi, čim prej pred koncem šolskega obdobja in pravočasno ukrepati. Metis je bil testno preizkušen na treh šolah. Kako sistem deluje in kdo odloča, kako se določa učenca s težavami? Kakšno je stanje in strategija države na področju vpeljave (delno)avtomatiziranih sistemov odkrivanja učnih/vedenjskih težav otrok in mladostnikov v izobraževalnem sistemu in kaj se na tem polju dogaja v tujini? Je učitelj/človek še vedno centralni element pedagoškega procesa?

Among the projects for the advanced use of information and communication technology in education, the 2014-2015 public tender co-financed “Intelligent Learning Difficulties Prediction System – Metis.” The system was developed at Jozef Stefan Institute and, according to its creators, “Slovenia has become the world leader in the use of systems for predicting learning difficulties”. Metis’s key idea was to use artificial intelligence in helping (over)burdened teachers, school psychologists and social workers identify (potential) students with learning difficulties at a very early stage. Metis has been tested in three schools. How does it work and who decides how the students with difficulties are identified? What is the strategy of the state regarding the introduction of (semi)automated systems for detecting learning / behavioral problems of children and adolescents in the education system? What is the situation in other countries? Is a human teacher still the central figure of the teaching process?

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