Why Artificial Intelligence Classroom Activity Is Gaining Ground

Why Artificial Intelligence Classroom Activity Is Gaining Ground
Summary: Traditional LMS have popularized since their first introduction in the late 90’s. In this article, we discuss how new subfields of computer science align with the upgrading of administration, documentation, tracking, reporting, and delivery of educational courses and training programs.

Now, Class, Artificial Intelligence Is Going To Take The Register

According to UNESCO, "Information and communication technology (ICT) can complement, enrich, and transform education for the better." Likewise, the attainment of their sustainable development goals depends on making progress towards increasing access to education at all levels.

Nonetheless, education systems and training programs have not always considered technology as a main route to educational diffusion. For centuries education models have been founded upon decree with the primary purpose of training citizens to perform the most productive activities to the national interests. Either for economic expansion or doctrinal mastery, governments have applied the administration of territorial instruction in a somewhat similar approach, and for rather equivalent objectives. Perhaps, the global predefinition and predetermination of institutionalized instruction are due to the same foundation; nonetheless, they are not planned for the same constraints.

In any case, the administration, documentation, tracking, reporting, and delivery of the valuable process of imparting knowledge has improved because of technology. Furthermore, the eras of exponential technological advancements signify the reexamination of the known teaching methods and techniques. Correspondingly, since the invention of the personal computer, we have entered another one of the major shifts in learning/teaching methods, systems, and models. Moreover, the Learning Management System—up to date—an advanced application for managing learning material could fall prey to some of the subsets of computer science.

Even more, as stated by Peter Drucker, "Since we live in an age of innovation, a practical education must prepare a man for work that does not yet exist and cannot yet be clearly defined." Then, data science will ‘abruptly trigger’ curricula design; therefore enhance the capabilities of the current LMS.

As a matter of fact, in order to visualize the possible implementation of technology so that we prepare humankind for an uncertain future, these same LMS could be redesigned. Withal, as stated by Bernard Bull, "When it comes to the design of effective learning experiences, one provocative question is worth a hundred proclamations." Besides, the best road to change is innovation. Therefore, below we present every component of a traditional Learning Management System and its possible upgrade/functionalities.


Although not new, AI is a hot topic. In fact, it has served to classify technologies that are far from ‘autonomous and adaptable’. Nonetheless, some of the core components of this technology can be easily applied to the administration of educational content. For instance, upgraded LMS could:

  • Provide training and support to faculty and students by using past experiences to inform future decisions.
  • Research and resolve LMS functionality issues I real-time to collaborate with peers at other institutions to determine and facilitate best practices, design and maintain official, accurate, and up-to-date web and internet presence.
  • Use the automation of predictive analytics to maintain and operate various technologies used in the delivery of instructional and/or interactive programs and course.

Documentation, Tracking, And Reporting

With the manufacturing of high-level performance computers, better data repositories are enabled to perform at a higher operational rate; thus handle very large databases or do a great amount of computation, therefore, facilitating the documentation, tracking, and reporting of instructional material. After all, "Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves." – Arthur W. Chickering and Stephen C. Ehrmann Why not have them do it in a more accurate, fast, and effective way?


Ultimately, it is evident that breakthrough technologies will continue to shape human interactions (which certainly includes the way we educate/train our kind). But above all, "The ability to perform tasks in complex environments without constant guidance by a user." as well as, "The ability to improve performance by learning from experience." (University of Helsinki, 2018) will certainly update our current education systems. However, the rate in which we apply these abilities to our LMS is certainly up to us. Investing your time to learn more about new technologies and sharing your findings with your colleagues is a clever move. Moreover, allowing the improvement of our systems from an informed human perspective will ensure better software applications to deliver our learning/teaching courses or programmes; feel free to explore new technologies, a future generation will thank you.