Page 22 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Črtomir Podlipnik in Mojca Podlipnik

suvunakool, K., Bates, R., Žídek, A., Potapenko, A., Bridgland, A., Meyer, C.,
Kohl,S.A.A., Ballard,A.J., Cowie, A.,Romera-Paredes, B.,Nikolov, S., Jain, R.,
Adler, J., ... Hassabis, D. (2021). Highly accurate protein structure prediction
with AlphaFold. Nature, 596(7873), 583–589.
Khalil, M., Shakya, R., in Liu, Q. (2025). Towards privacy-preserving data-driven
education: The potential of federated learning. V 2025 International Confe-
rence on New Trends in Computing Sciences (ICTCS) (str. 113–118). IEEE.
Kim, J., Detrick, R., Yu, S., Song, Y., Bol, L., in Li, N. (2025). Socially shared regula-
tion of learning and artificial intelligence: Opportunities to support soci-
ally shared regulation. Education and Information Technologies, 30, 11483–
11521.
Koga,N., Tatsumi-Koga, R., Liu, G.,Xiao, R.,Acton, T.B., Montelione, G.T., in Ba-
ker, D. (2012). Principles for designing ideal protein structures. Nature, 491,
222–227.
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory
into Practice, 41(4), 212–218.
Lodge, J. M., Howard, S., in Bearman. (2023). Assessment reform for the age of
artificial intelligence. Tertiary Education Quality and Standards Agency.
https://www.teqsa.gov.au/sites/default/files/2023-09/assessment-reform
-age-artificial-intelligence-discussion-paper.pdf
Miao,F., Holmes,W., Huang, R.,inZhang, H.(2021). AI and education: Guidance
for policy-makers. UNESCO Publishing.
Mishra, P., in Koehler, M. J. (2006). Technological pedagogical content knowl-
edge: A framework for teacher knowledge. Teachers College Record, 108(6),
1017–1054.
Molek,N.(2023).Umetnainteligencavizobraževanjuinraziskovanju:izzivi,etična
vprašanja in smernice. Fakulteta za organizacijske študije v Novem mestu.
OECD. (2023). Opportunities, guidelines and guardrails for effective and equitable
use of AI in education. OECD Publishing.
Sabzalieva, E., in Valentini, A. (2023). ChatGPT and artificial intelligence in hi-
gher education: Quick start guide. UNESCO International Institute for Hi-
gher Education in Latin America and the Caribbean.
Selwyn, N. (2022). The future of AI and education: Some cautionary notes. Eu-
ropean Journal of Education, 57(4), 620–631.
Senica, S. (2022, 30. januar). Umetna inteligenca je samo orodje, kot kladivo.
Delo. https://www.delo.si/novice/znanoteh/umetna-inteligenca-je-samo-
orodje-kot-kladivo
Tan, S. C., Lee, A. V. Y., in Lee, M. (2021). A systematic review of artificial intel-
ligence techniques for collaborative learning over the past two decades.
Computers and Education: Artificial Intelligence, 3, 100097.
Trust, T., Whalen, J., in Mouza, C. (2023). Editorial: ChatGPT; Challenges, oppor-
tunities, and implications for teacher education. ContemporaryIssuesinTe-

22