Artificial intelligence to support study guidance
Niittymäki, Salla (2020)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020121528202
https://urn.fi/URN:NBN:fi:amk-2020121528202
Tiivistelmä
The objective of this thesis work was to find out how artificial intelligence can be used in study guidance in higher education and to create an action plan for the target organisation, Häme University of Applied Sciences (HAMK), on how to proceed with the implementation of artificial intelligence in the area of study guidance.
Technology is constantly bringing up new possibilities in all fields and all lines of business. Artificial intelligence is enabling for example high quality services responding proactively to individual needs, which makes services more personalised, timelier and easy to access in all times and locations. Utilising these technologies in higher education enables educational organisations, and eventually graduates who enter future job markets, to be able to meet the continuously developing competence requirements of world of work and employers. The importance of lifelong learning is increasing, and this sets development requirements not only for education providers but also to guidance activities.
The need for this research came from the drivers set by technological development and future competence requirements and from HAMK’s strategy, were it is envisioned that over the next couple of years student services are available 24/7 and artificial intelligence is used to support guidance and counselling.
The research was implemented though literature review, observing best practices and empirical research with brainstorming workshops involving HAMK students and staff members. As an outcome, an action plan was created to support the introduction of artificial intelligence in the target organisation, HAMK.
In order to meet the growing needs of guidance, routine activities should be automatized, and artificial intelligence should be used to ensure high quality, accessible and adaptable services. As the competence requirements of future world of work are indicating, lifelong learning and constant self-development play a key role. Therefore, guidance activities should be organised to support expanding education possibilities that are becoming more and more customised, and this requires also individual guidance and counselling. When taking artificial intelligence in to use, it is essential to remember, that it is more than just technology; it is about defining the operations and processes of the organisation, considering ethical perspectives, and eventually, it is about the needs of users and creating better services.
Technology is constantly bringing up new possibilities in all fields and all lines of business. Artificial intelligence is enabling for example high quality services responding proactively to individual needs, which makes services more personalised, timelier and easy to access in all times and locations. Utilising these technologies in higher education enables educational organisations, and eventually graduates who enter future job markets, to be able to meet the continuously developing competence requirements of world of work and employers. The importance of lifelong learning is increasing, and this sets development requirements not only for education providers but also to guidance activities.
The need for this research came from the drivers set by technological development and future competence requirements and from HAMK’s strategy, were it is envisioned that over the next couple of years student services are available 24/7 and artificial intelligence is used to support guidance and counselling.
The research was implemented though literature review, observing best practices and empirical research with brainstorming workshops involving HAMK students and staff members. As an outcome, an action plan was created to support the introduction of artificial intelligence in the target organisation, HAMK.
In order to meet the growing needs of guidance, routine activities should be automatized, and artificial intelligence should be used to ensure high quality, accessible and adaptable services. As the competence requirements of future world of work are indicating, lifelong learning and constant self-development play a key role. Therefore, guidance activities should be organised to support expanding education possibilities that are becoming more and more customised, and this requires also individual guidance and counselling. When taking artificial intelligence in to use, it is essential to remember, that it is more than just technology; it is about defining the operations and processes of the organisation, considering ethical perspectives, and eventually, it is about the needs of users and creating better services.