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(C) Mariuisz Kakolewicz
Media, information technology and artificial intelligence in learning processes. Cognitive approach.
(C) Mariusz Kakolewicz, PhD
Media, information technology and artificial intelligence in learning processes. Cognitive approach. Pub. eMPi2 Poznan, 2019,
(photo above: Polish edition - 316 pages) (English Edition - Available Soon)
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Table of Contents
Introduction
1. Types and forms of media messages
1.1. Types of media messages
1.1.1. “Direct” and media communication
1.1.2. A brief history of media development and their educational potential
1.2. The role and functions of media in education
1.2.1. The role of educational media
1.2.2. Functions of media messages
1.3. Forms of media messages
1.3.1. Categorization of types of forms of media messages
1.3.2. The concept of the form of a work of art and a media message
1.3.3. Elements of the form of individual types of media messages
1.3.3.1. Introduction
1.3.3.2. Oral forms
1.3.3.3. Text forms
1.3.3.4. Visual forms: graphic and photographic
1.3.3.5. Auditory forms – musical
1.3.3.6. Audio-visual forms – film
1.3.3.7. Forms of film animation
1.3.3.8. Multimedia and immersive forms
1.3.4. Digital media technologies and their resolution and its impact on the evolution of media message forms
1.4. Creating media messages as a form of cognitive activity of the learner
1.4.1. Educational benefits of text notes and hypertext
1.4.3. Educational benefits of photographic notes
1.4.4. Educational benefits of film notes
1.4.5. Educational benefits of audio notes
2. Cognitive conditions of learning as knowledge construction
2.1. Theories of mind
2.1.1. Mind and models of mind
2.1.2. Information model of mind
2.1.3. Mind as brain
2.1.4. Bruner's culturalism and mind as rhizome
2.2. Consciousness
2.2.1. Consciousness – Attempts at Specification
2.2.2. Consciousness and Cognitive Processes
2.2.3. Types of Consciousness and Memory Systems
2.3. Qualia
2.3.1. Introduction – Features of Things and Features of Mental Representations
2.3.2. Defining Qualia
2.3.3. Laws of Qualia
2.3.4. Qualia and Knowledge
2.3.5. Qualia and Emotions
2.3.6. Qualia and Language
2.4. Knowledge
2.4.1. Knowledge as the Goal of Learning
2.4.2. Subjective Knowledge and Objective Knowledge
2.4.3. Foreknowledge
2.4.4. Declarative Knowledge and Procedural Knowledge
2.4.5. Ignorance and Antiknowledge
2.4.6. Explicit Knowledge and Tacit Knowledge
2.4.7. Metaknowledge
2.4.8. Organization of Knowledge as a Hierarchical Structure
2.4.9. Cognitive Schemas and Structures as a Model of Knowledge in the Mind
2.4.10. Knowledge Outside the Mind
2.4.11. Knowledge in Artificial Intelligence Systems
3. The Theory of Qualia in Education
3.1. The Importance of Qualia
3.1.1. Introduction
3.1.2. Knowledge, Consciousness, and Qualia
3.2. Categorization of Qualia
3.2.1. Direct Qualia, Sensory Cognition, and Formation of Ideas
3.2.2. Memorized or Secondary Qualia
3.2.3. Media Qualia
3.2.4. Media Qualia and Faux Knowledge
3.2.5. Qualia and Complementary Knowledge
3.2.6. Qualia and Perception and Initiating Learning
3.2.7. The Importance and Levels of Initiating Reflection – the Reflection Spheres Model
3.2.8. Qualia and Cognitive Schemas
3.2.9. Qualia and Verbal Messages
3.2.10. Qualia and Emotions and Building Motivation
3.3. Cognitive Styles
3.3.1. Introduction
3.3.2. Dimensions of Cognitive Styles
3.3.2.1. Field Dependence – Independence
3.3.2.2. Fragmentation versus Holism
3.3.2.3. Breadth/Scope of Conceptualization (Categorization)
3.3.2.4. Scope of Equivalence/Dimension of Conceptual Differentiation
3.3.2.5. Expressing Concepts and Conceptual Structures
3.3.2.6. Tolerance for Unrealistic Experiences – Organization and Cognitive Control
3.3.2.7. Sharpening – Smoothing
3.3.3. Conclusion
3.4. Media Message as Metaphor
3.4.1. Introduction
3.4.2. Cognitive Linguistics and Media Communication
3.4.3. Metaphors and Elements of Message Form and Qualia
3.5. Conclusions of the Theory of Qualia in Education
3.5.1. The Theory of Qualia in Education – A Reminder of Assumptions
3.5.2. Hypotheses of the Theory of Qualia in Education
3.5.3. Summary
4. Artificial Intelligence and Education
4.1. Introduction
4.2. What is Artificial Intelligence
4.2.1. How to Understand the Concept of “Intelligence”?
4.2.2. The Beginnings of Artificial Intelligence
4.2.3. What is Artificial Intelligence: AI and AGI
4.2.4. Learning Artificial Intelligence
4.2.5. Spectacular Achievements of AI and Deep Learning
4.2.6. AI, Deep Learning and “Intelligent” Robots
4.3. AI and Deep Learning and Media and Education
4.3.1. Introduction
4.3.2. Natural Language Processing
4.3.3. Image Recognition
4.3.4. AI in Learning and Media Communication
4.4. AI and Virtual Reality Applications – VR, AR and MR
4.5. Is School Compatible with AI?
4.6. Conclusion
Mariusz Kakolewicz
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