Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and accelerate progress towards SDG 4. However, rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. UNESCO is committed to supporting Member States to harness the potential of AI technologies for achieving the Education 2030 Agenda, while ensuring that its application in educational contexts is guided by the core principles of inclusion and equity. UNESCO’s mandate calls inherently for a human-centred approach to AI. It aims to shift the conversation to include AI’s role in addressing current inequalities regarding access to knowledge, research and the diversity of cultural expressions and to ensure AI does not widen the technological divides within and between countries. The promise of “AI for all” must be that everyone can take advantage of the technological revolution under way and access its fruits, notably in terms of innovation and knowledge.
source: Artificial intelligence in education | UNESCO
Artificial intelligence can increase the IQ of natural intelligence by thousands and millions of times, just as an excavator increases the natural physical capabilities of a person to dig a hole by thousands and millions of times. But this is just a tool that still needs to be taught how to use. Those who have acquired such skills have a higher level of education quality than those who use only their natural intelligence, not armed with this tool.
One promising application of AI in education is helping students with learning disabilities by providing consistent feedback to their teachers. This can be of great importance in identifying areas where teaching is not effective.
Rather than ban generative AI, universities must learn from the past
It is perhaps understandable that a number of schools, colleges and universities across the world have moved quickly to place blanket bans on the use of generative artificial intelligence (AI) technology. The widely publicised advent of OpenAI’s ChatGPT application, which generates coherent and relevant textual content with only the briefest prompt from the user, has left educators reeling in panic about its potential for plagiarism and the damage it might do to academic integrity standards...
It is possible to muse endlessly on the potential for generative AI technologies to shape the way universities teach and assess students in the future, and there is not the space to outline all of the possible approaches here. The one fundamental truth, however, is that banning these technologies is neither the solution nor even a possibility...
https://www.universityworldnews.com/post.php?story=20230221075136410
AI has the potential to revolutionize education and pedagogy by providing personalized learning experiences, adaptive assessments, intelligent tutoring systems, learning analytics, and automated grading. It is crucial that the use of AI in education is done responsibly and ethically, to ensure that learners receive the best quality of education. By leveraging the power of AI, we can create a more efficient, effective, and equitable education system that meets the needs of all learners.
Those of us in the education sector ought to be concerned if we simply see ChatGPT as something to fear and suppress; but if we think creatively, we might just be able to turn this to our advantage. Unmanaged, ChatGPT presents real risks to academic integrity and to student well-being, staff workloads and a school or university’s reputation...
https://www.universityworldnews.com/post.php?story=20230222112438466
AI and Education. A View Through the Lens of Human Rights, Democracy and the Rule of Law. Legal and Organizational Requirements
How can we develop and implement legal and organisational requirements for ethical AI introduction and usage? How can we safeguard and maybe even strengthen human rights, democracy, digital equity and rules of law through AI-supported education and learning opportunities? And how can we involve all educational levels (micro, meso, macro) and stakeholders to guarantee a trustworthy and ethical AI usage?
Chapter AI and Education. A View Through the Lens of Human Rights, D...
The Horizon report published in 2023 discusses AI advancements in detail, highlighting the potential for new predictive and personalized learning applications. AI-enabled applications promise to transition from “one size fits all” technology to scalable personalized learning experiences, allowing students to leverage these tools even when faculty and staff are unavailable (EDUCAUSE, 2023). The same report also stresses that AI applications offload time-consuming teaching tasks, giving faculty more time to engage directly with students on challenging pedagogical endeavors like synthesizing information and fostering new knowledge... (9) (PDF) Transforming education with artificial intelligence: Shaping the path forward. Available from: https://www.researchgate.net/publication/373923524_Transforming_education_with_artificial_intelligence_Shaping_the_path_forward [accessed Oct 26 2023].
Can we use AI to develop teaching methods that optimise learning and maximise student potential? Or at least help us to get to that point faster? The answer, as far as I am concerned, is a resonant yes. AI can help. At the very least, it can help us to identify those students who could benefit from a different approach, possibly long before the individual tutor or teacher is able to make that call...
https://www.universityworldnews.com/post.php?story=20231002151702515
Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models (LLMs) into trustworthy, accurate ‘thought partners’ for learning. For example, educational psychologist Ronald Beghetto has designed chatbots based on the same breakthrough technology as that behind ChatGPT that focus on encouraging creativity — by deliberately challenging someone’s assumptions, for example. “One-on-one tutoring is the single most effective intervention for teaching, but it’s very expensive and not scalable,” says Theodore Gray, co-founder of Wolfram Research, which created the natural-language computational search engine WolframAlpha. “There’s now a real possibility that one could make educational software that works.”
https://www.nature.com/articles/d41586-023-03507-3
Article Unleashing the potential of generative AI, conversational ag...
In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction...
Key components of developing AI literacy at your institution
"In an era where information is abundantly generated and disseminated, the rise of Artificial Intelligence (AI) has significantly transformed the way we access and interact with information. However, as the dependency on AI-generated content grows, the critical issue of user trust in the authenticity and credibility of AI-generated information emerges as a pressing concern. AI-generated content often presents users with a complex web of information that can be challenging to navigate.
Additionally, the opacity of AI algorithms and the lack of transparency in the decision-making processes can create skepticism and doubt among users. How reliable is the information produced by AI? What are the frameworks evaluating the credibility of AI technologies?
In this context, librarians, renowned for their expertise in information curation, verification, and dissemination, are uniquely positioned to bridge the gap between users and AI-generated information...
AI literacy concepts can be taught in many of the traditional literacy avenues, such as information literacy, media literacy, and digital literacy. Remember, you don’t need to be a computer expert to create or attend AI literacy workshops. The crux of AI literacy lies not in technical expertise but in fostering critical thinking..."
https://www.elsevier.com/connect/key-components-of-developing-ai-literacy-at-your-institution?dgcid=RN_AG_Program_400006509&utm_campaign=RN_AG_Program_400006509&utm_medium=email&utm_dgroup=LB_LBT_RT_20240207_DL_100005297&utm_acid=144380065&utm_source=AC&utm_in=DM447906
"Will AI be multi-cultural? That one question just sent my mind spinning into possibilities. How do AI’s developed in different countries reflect their culture? Could we learn about other cultures not only by being there and interacting with people, but also through their AI’s? Would that open multi-cultural awareness to more people in the world?
I keep going to approaching AI with “enthusiasm going hand in hand with thoughtfulness.” Yes, the risks are real.
The risks of running ahead blindly and not thinking about what we’re doing as well as the risk of shutting down because we don’t know the future and are worried about what it might hold..."
https://scholarlykitchen.sspnet.org/2023/12/20/fortune-brainstorm-ai/?informz=1&nbd=6f03e560-5431-4744-8998-e00223ee7a82&nbd_source=informz
https://fortune.com/conferences/fortune-brainstorm-a-i-2023
Teaching and learning – a new era "It has been astonishing how many facets of higher education are being transformed by generative AI. As the months unfolded, so did the ideas and explorations of how ChatGPT and subsequent AI tools will affect teaching, learning, and how universities are managed..."
https://www.universityworldnews.com/post.php?story=20240412172351855
AI helps to measure how well their faculty research contributes to positive societal impact.
"Using AI to Make the World a Better Place:
- The Haub School of Business at Saint Joseph’s University has teamed with Cabells Scholarly Analytics to create ChatSDG.
- The tool rates how well both scholarly journals and individual articles provide content that aligns with the Sustainable Development Goals.
- Schools can use reports generated by ChatSDG in their accreditation materials to demonstrate the impact created by their faculty research...
Working with Cabells Scholarly Analytics, the Haub School has developed ChatSDG, a large language model AI tool that provides a framework and metrics for measuring the impact of research on business and society. It not only is built upon the ethical standards embedded in the SDGs, but also satisfies AACSB’s accreditation requirement to show evidence of societal impact..."
https://www.aacsb.edu/insights/articles/2024/03/using-ai-to-make-the-world-a-better-place
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