Potential Abstract: Social learning objects have the potential to empower learners by fostering collaboration, critical thinking, and meaningful connections within educational environments. This paper explores the intersection of social learning objects, artificial intelligence, and feminist pedagogy to create a supportive and inclusive learning milieu that promotes educational equity. By leveraging the capabilities of artificial intelligence, we aim to design and implement innovative educational technologies that not only enhance learning outcomes but also address systemic inequalities in education. Drawing on principles of feminist pedagogy, our approach centers on the principles of empowerment, agency, and social justice, aiming to create a learning environment that values diversity, inclusivity, and student voice.
Through a critical analysis of existing literature and case studies, this article examines how the integration of artificial intelligence into social learning objects can support personalized and collaborative learning experiences, while also challenging traditional power dynamics in education. By foregrounding the voices and perspectives of marginalized groups, we seek to amplify underrepresented voices and promote a more equitable and just educational system.
Potential References:
- Agencies in technology design: Feminist reconfigurations
- A feminist critique of artificial intelligence
- Feminist STS and the Sciences of the Artificial
- Beyond the command: feminist STS research and critical issues for the design of social machines
- A Feminist Approach to the Study of Intelligent Machines
