内容来源：https://news.microsoft.com/source/emea/features/missed-a-lecture-this-ai-agent-at-bar-ilan-university-helps-students-catch-up/

内容总结：

以色列巴伊兰大学近日试点推出一款人工智能学习助手，帮助本科生更高效地检索和复习课程材料。该工具基于微软Azure AI服务，由毕马威和OpenApp利用Copilot Studio开发，于今年2月在该校Moodle学习平台上线。目前试点覆盖71门课程、约2400名学生，支持希伯来语、阿拉伯语和英语三种语言，计划在2026/27学年第一学期扩展至另外100门课程。该AI助手以一只蓝色机器猫头鹰为形象，仅基于教师上传的课程材料运行，包括录播讲座、文字记录、演示文稿和文章等。学生可通过自然语言提问，快速定位讲座中的特定主题、生成摘要，并利用内置测验功能进行自测。

该校犯罪学与心理学专业本科生亚尔登·沙伊表示，此前因缺课需要借同学笔记补进度，同时还要跟上每天六到八小时的新课程，压力巨大。如今，AI助手将全部课程资料集中整理，她不再需要花费大量时间向同学借笔记，还可以让AI以选择题和开放式问题测试自己，并得到对错反馈和解释。她每天的课后学习时间已从原来的五到六小时缩短至约三小时，学习自主感和整体体验均有提升。她还将AI辅助整理的笔记分享给同学，感到很有成就感。

自2017年起在该校任教的执业律师兼讲师埃利亚胡·比顿参与了该AI助手的上线前测试。他表示，要让AI助手真正充当教学助理，必须重新编写和更新课程材料，为视频讲座提供文字记录，并用研究论文和推荐阅读扩充幻灯片内容，再反复测试其回答的准确性，直至满意为止。引入该工具后，他收到的例行和行政性问题减少，学生对考试也不再那么紧张——他让学生用AI生成模拟试题自行练习。今年8月期末考试中，他约50名学生的平均分比往年高出三个百分点，不过他承认这也可能部分归因于该届学生整体水平较高。

比顿仍坚持每年与学生进行四到六次90分钟的深度讨论课。他指出，随着AI让课程信息的获取变得更容易，他的角色正从纯粹教学转向导师，“知识不再是问题”，AI能快速检索信息，但导师能更好地引导学生学会学习、应对现实世界的挑战。沙伊也强调，AI助手是对教师的补充而非替代，“它是用来打基础的，帮助你更好地理解课程，是配合讲师，而不是取代讲师。”

中文翻译：

去年，亚登·沙伊在巴伊兰大学第一学期缺了几节课后，费了很大劲才跟上进度。那些讲座讲的是法律责任，只是她犯罪学与心理学本科学位第一年22个模块中的一个。

她回忆说，一边靠借来的笔记填补知识缺口，一边还要跟上每天六到八小时的新讲座，简直是一种折磨。

“这就像一道随着时间不断扩大的裂缝，”沙伊说。

“所以，你已经在落后了，同时还在接收无法建立联系的新信息，因为你没有之前的知识基础。压力无处不在。”如今，这种压力对她来说已经不是什么大问题了。

亚登·沙伊，巴伊兰大学本科生，正在攻读犯罪学与心理学学位。照片由亚登·列夫为微软拍摄。

今年二月，巴伊兰大学在其Moodle学习平台上试点了一款AI智能体，帮助学生通过自然语言查询来搜索和总结课程材料，将这些庞大的资源转化为学习支持。该智能体由Azure AI服务提供技术支持，由毕马威和OpenApp使用微软Copilot Studio开发，完全基于巴伊兰大学教师上传的课程材料运行，包括录制的讲座、文字记录、演示文稿和文章。学生可以要求智能体聚焦讲座中提到的某个主题、生成摘要，甚至通过测验功能进行自我测试。

此次试点覆盖了巴伊兰大学的71门课程和约2400名学生。巴伊兰大学是以色列顶尖的公立研究型大学之一，位于特拉维夫附近的拉马特甘，拥有超过两万名学生。该智能体支持希伯来语、阿拉伯语和英语，将在2026/27学年第一学期（已于十月开学）推广到另外100门课程。

该智能体在大学安全的微软Azure环境中运行。

用AI进行主动学习

对沙伊来说，所有信息都被整理并上传到一个地方，意味着她不再需要花几个小时找同学要缺失的笔记。但这款AI智能体——以一只蓝色机器猫头鹰的形象呈现——不仅仅是补课的工具。她现在把它当作学习辅助来使用。

“这个AI工具会记录一切，包括讲座内容。我更喜欢读笔记，因为我在讲座中没法提问，而这样我觉得自己的大脑在运转，”她说。“我需要主动学习，这正是AI工具在做的事。因为它给了你需要知道的一切，还提供了一种检验自己所学内容的方式。”

照片由罗恩·拉哈米姆为微软拍摄。

沙伊让学习智能体测试她，既用选择题形式，也用开放式问题。它会告诉她答案对错以及原因。她现在每天课后花大约三小时学习，而以前要花五到六个小时。

她说，有AI工具作为学习伙伴，让她感到更加自立，也改善了她的学习体验。而且她现在可以分享自己在AI智能体帮助下整理的笔记。

“有几个同学找我要摘要，能帮到他们让我感觉特别好，现在我可以帮他们了，”她说。

AI是助教，不是替代品

埃利亚胡·比通是一名执业律师，自2017年起在巴伊兰大学担任讲师，他在AI智能体上线前参与了测试。他说，他的首要任务是让智能体的表现足够好，能充当他的助教。这意味着他需要全面修改和更新每年为医学影像专业学生开设的在线医疗法律与伦理课程的材料。

巴伊兰大学讲师埃利亚胡·比通（左）和学生亚登·沙伊。照片由罗恩·拉哈米姆为微软拍摄。

“如果你想让机器人基于课程材料来回答，你就需要解释清楚，因为你想让它教你想教的内容，”他说。“所以我需要重新表述课程材料，为它准备详细的文档。如果我想让它当我的助手，我就需要教它。所以我教机器人学什么、怎么回答学生。”

对课程材料的监督至关重要，以确保学生可以将其作为学习辅助工具来信赖。这包括向AI智能体输入他所有视频讲座的文字记录，并用研究论文和推荐阅读材料来扩充幻灯片上的要点。然后他一丝不苟地测试智能体的回答，直到对其准确性感到满意。

到目前为止，自AI学习工具引入以来，他观察到了学生的积极变化。他说，例行和行政性的问题少了，学生对考试也不那么紧张了。

“他们现在对考试放松多了，”他说。“以前，我只会上传旧的考试题让他们复习。现在我让他们要求机器人给他们生成一套试卷。所以他们来考试时更放松，因为他们可以生成更多题目，自己做模拟考试。”

在八月的期末考试中，他大约50名学生的平均分比往年高了三个百分点——他承认这也可能是因为这届学生整体水平高于平均。

作为课程的一部分，比通每年仍然与学生进行四到六次90分钟的面对面课程，从课程中选一个主题进行深入讨论。不过他指出，随着学习智能体让查找课程信息变得更加容易，他的角色正在从纯粹的教学转变为导师。

“知识不再是问题，”他说，指的是AI检索信息的速度之快。“但聊天机器人做不到而我能做得更好的，是指导、引导学生如何学习，以及如何应对现实世界中的挑战。”

对沙伊来说，AI智能体是补充，而不是教师的替代品。

“它是你在其上构建的东西，然后你能更好地理解课程，”她说。“所以它是和讲师一起存在的，而不是取代讲师。”

题图：巴伊兰大学是以色列顶尖的公立研究型大学之一。该校在71门课程中引入了学习智能体，并计划再推广到100门课程。照片由罗恩·拉哈米姆为微软拍摄。

英文来源：

When Yarden Shay missed some classes in her first semester at Bar-Ilan University (BIU) last year, she struggled to get up to speed. The lectures were on legal responsibility, just one of 22 modules in the first year of her undergraduate degree in criminology and psychology.
Plugging that knowledge gap with borrowed notes while staying on top of six to eight hours of fresh lectures daily was an ordeal, she recalls.
“It’s like a gap that is growing through time,” says Shay.
“So, you’re already falling behind, and you’re getting new information that isn’t connecting, because you don’t have the previous information. The stress is everywhere.” That stress is less an issue for her today.
Yarden Shay, an undergraduate at Bar-Ilan University (BIU) who is studying for a degree in criminology and psychology. Photo by Yarden Lev for Microsoft.
In February, BIU piloted an AI agent on its Moodle learning platform that helps students search and summarize course materials using natural language queries, turning these vast resources into learning support. Powered by Azure AI Services and developed by KPMG and OpenApp using Microsoft Copilot Studio, the agent is grounded exclusively in course materials uploaded by BIU’s teaching staff, including recorded lectures, transcripts, presentations and articles. Students can ask the agent to zero in on a topic mentioned in a lecture, create summaries and even test them using the quiz feature.
The pilot covered 71 courses and about 2,400 students at BIU, one of Israel’s leading public research universities with over 20,000 students in Ramat Gan, near Tel Aviv. Available in Hebrew, Arabic and English, the agent will be rolled out to another 100 courses in the first semester of the 2026/27 academic year, which began in October.
The agent operates in the university’s secure Microsoft Azure environment.
Using AI for active study
For Shay, having all that information organized and uploaded in one place means she no longer spends hours tracking down her course mates for missing notes. But the AI agent — represented by a blue robotic owl — is not just a means of catching up. She now uses it as a study aid.
“The AI tool takes notes of everything, including the lectures. And I prefer reading the notes because I can’t ask questions during the lecture, and this way I feel like my brain is working,” she says. “I need active study, and that’s what the AI tool is doing. Because it gives you everything you need to know and a way of testing yourself about what you’ve learned.”
Photo by Ron Rahamim for Microsoft.
Shay gets the learning agent to test her, using both the multiple-choice format as well as open-ended questions. It tells her when she’s got an answer right or wrong and why. She now spends about three hours a day studying after lectures, compared with five to six hours previously.
Having the AI tool as her study companion, she says, has made her feel more self-reliant and improved her student experience. And she can now share her own notes, created with the AI agent’s help.
“A few students asked me for my summaries, and it felt so good that they had helped me, and I can now help them,” she says.
AI as teacher’s assistant, not replacement
Eliyahu Biton, a practicing lawyer and lecturer at BIU since 2017, helped test the AI agent before it went live. His priority, he says, was getting the agent to perform well enough to be his teaching assistant. This meant overhauling and updating materials for the online healthcare law and ethics courses he runs for medical imaging students every year.
Eliyahu Biton, a lecturer at BIU, left, and student Yarden Shay. Photo by Ron Rahamim for Microsoft.
“If you want the bot to be grounded in the material, you need to explain it because you want it to teach what you want to teach,” he says. “So, I needed to rephrase the course materials and get detailed papers for it. If I want it to be my assistant, I need to teach it. So, I teach the bot what to learn, what to answer the students.”
Oversight of the course materials is essential to ensure they can be relied on by the students as learning aids. This included feeding the AI agent transcripts of all his video lectures and expanding the bullet points on his slides with research papers and recommended reading. Then he painstakingly tested the agent’s responses until he was satisfied with their accuracy.
So far, he has observed positive changes in his students since the AI learning tool was introduced. He says he fields fewer routine and administrative questions, and students are less nervous about examinations.
“They are more relaxed about exams now,” he says. “Before, I would just upload old exam questions for them to revise. Now I ask them to ask the bot to generate an exam for them. So, they come to the exam more relaxed because they can generate more questions and do their own exams.”
At the finals in August, the average score among his 50 or so students was three percentage points higher than in previous years — an outcome he concedes could also be due to a better-than-average cohort.
As part of the course, Biton continues to hold 90-minute sessions with his students four to six times a year, where he picks a topic from the course for a deeper discussion. He notes, however, that his role is transforming from pure teaching to mentoring now that the learning agent makes it easier to find course information.
“Knowledge is no longer the problem,” he says, referring to how quickly AI can retrieve that information. “But what I can do better than a chatbot is to mentor, to guide the student on how to learn and how to approach challenges in the real world.”
For Shay, the AI agent is an add-on, not a replacement for her teachers.
“It’s something that you build on, and then you get a better understanding of the course,” she says. “So it’s something that goes with the lecturer, not instead of the lecturer.”
Top Image: BIU is one of Israel’s leading public research universities. It introduced the learning agent in 71 courses and plans to expand it to another 100 courses. Photo by Ron Rahamim for Microsoft.