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The potential for Artificial Intelligence is widely proclaimed. Yet, in everyday educational settings the use of this technology is limited. Particularly, if we consider smart systems that actually interact with learners in a knowledgeable way and as such support the learning process. It illustrates the fact that teaching professionally is a complex challenge that is beyond the capabilities of current autonomous robots. On the other hand, dedicated forms of Artificial Intelligence can be very good at certain things. For example, computers are excellent chess players and automated route planners easily outperform humans. To deploy this potential, experts argue for a hybrid approach in which humans and smart systems collaboratively accomplish goals. How to realize this for education? What does it entail in practice? In this contribution, we investigate the idea of a hybrid approach in secondary education. As a case-study, we focus on learners acquiring systems thinking skills and our recently for this purpose developed pedagogical approach. Particularly, we discuss the kind of Artificial Intelligence that is needed in this situation, as well as which tasks the software can perform well and which tasks are better, or necessarily, left with the teacher.
This paper describes a concept where products are equipped with agents that will assist in recycling and repairing the product. These so-called product agents represent the product in cyberspace and are capable to negotiate with other products in case of recycling or repair. Some product agents of broken products will offer spare parts, other agents will look for spare parts to repair a broken product. On the average this will enlarge the lifetime of a product and in some cases prevent wasting resources. Apart from reuse of spare parts these agents will also help to locate rare elements in a device, so these elements can be recycled more easily.
