<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej Šorgo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE TEACHER’S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">intelligent systems</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive tools</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1581269250.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher’s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE TRANSFORMATION OF &quot;ARTIFICIAL&quot; SCIENCE INTO ARTIFICIAL INTELLIGENCE: 50 YEARS LATER</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">general artificial intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">intelligent systems</style></keyword><keyword><style  face="normal" font="default" size="100%">machine morality</style></keyword><keyword><style  face="normal" font="default" size="100%">robotic laws</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1591087387.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">For years, experts have warned against the unanticipated effects of general artificial intelligence (AI) on society. Ray Kurzweil (1998, 2005) predicts that by 2029 intelligent machines will be able to outsmart human beings. Stephen Hawking argues that “once humans develop full AI; it will take off on its own and redesign itself at an ever-increasing rate”. Elon Musk warns that AI may constitute a “fundamental risk to the existence of human civilization”. If the problems of incorporating AI in manufacture and service operations, i.e. using smart machines, are smaller, as the ‘faults’ can be recognized relatively quickly and they do not have a drastic effect on society, then the incorporation of AI in society and especially in the educational process is an extremely risky business that requires a thorough consideration. The consequences of mistakes in this endeavour could be catastrophic and long-term, as the results can be seen only after many years.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">340-343</style></section></record></records></xml>