Cognification in Learning, Teaching, and Training

Vivekanandan Kumar; Mohamed Ally; Avgoustos Tsinakos; Helmi Norman

doi:10.21432/cjlt28261

Authors

Vivekanandan Kumar Athabasca University, Canada https://orcid.org/0000-0003-3394-7789
Mohamed Ally Athabasca University, Canada
Avgoustos Tsinakos International Hellenic University, Greece https://orcid.org/0000-0001-5043-0226
Helmi Norman Universiti Kebangsaan Malaysia

DOI:

https://doi.org/10.21432/cjlt28261

Keywords:

Cognification, AI in Education, Fourth Industrial Revolution, Educational Technology

Abstract

Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This article highlights how emerging trends in cognification could disrupt online education.

Author Biographies

Vivekanandan Kumar, Athabasca University, Canada

Vivekanandan Kumar is Professor and Associate Dean of Research and Innovation in the Faculty of Science and Technology at Athabasca University in Canada. His research interests include artificial intelligence in education, cognification, fourth industrial revolution, and learning analytics.

Mohamed Ally, Athabasca University, Canada

Mohamed Ally is Professor in the Faculty of Humanities and Social Sciences at Athabasca University in Canada. His current areas of research include mobile learning and use of emerging learning technologies in education and training.

Avgoustos Tsinakos, International Hellenic University, Greece

Avgoustos Tsinakos is Professor in the Department of Computer Science of International Hellenic University in Greece. His research interests include mobile learning, technology-enhanced learning, intelligent tutoring systems and internet applications of AI.

Helmi Norman, Universiti Kebangsaan Malaysia

Helmi Norman is Associate Professor of the Faculty of Education, Universiti Kebangsaan Malaysia (UKM) or the National University of Malaysia. He is also the Deputy Director of Instructional Technologies of the Center for Teaching and Curriculum Development, UKM. He currently drives the e-learning transformation in the university. His research interests are in the field of digital and futuristic education.

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