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      New digital laboratories of experimental knowledge production: Artificial intelligence and education research

      London Review of Education

      UCL Press

      artificial intelligence (AI), algorithms, data, experts, infrastructure

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Education data scientists, learning engineers and precision education specialists are new experts in knowledge production in educational research. By bringing together data science methodologies and advanced artificial intelligence (AI) systems with disciplinary expertise from the psychological, biological and brain sciences, they are building a new field of AI-based learning science. This article presents an examination of how education research is being remade as an experimental data-intensive science. AI is combining with learning science in new ‘digital laboratories’ where ownership over data, and power and authority over educational knowledge production, are being redistributed to research assemblages of computational machines and scientific expertise.

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          Most cited references 19

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          ‘Data politics’

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            ‘Genetics and education: Recent developments in the context of an ugly history and an uncertain future’

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              ‘Learning engineers inch toward the spotlight’

               M. Lieberman, (2018)
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                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                21 July 2020
                : 18
                : 2
                : 209-220
                Affiliations
                University of Edinburgh, UK
                Author notes
                Corresponding author: Email: ben.williamson@ 123456ed.ac.uk
                Article
                10.14324/LRE.18.2.05
                Copyright © 2020 Williamson

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 31, Pages: 13
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                London Review of Education
                Volume 18, Issue 2

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