by The education in our country it has Multiple challenges for the future. The model of the virtuality that we premiered in the pandemic and the emergence of artificial intelligence (AI) They put questions on the table for the pedagogy of today and tomorrow. Rose Luckin is a professor at University College London and an expert in AI, and was named as one of the 20 most influential people in education in the Seldon list, which is made in the United Kingdom to highlight specialists with the ability to positively impact schools and universities.
Luckin talks to Clarion about how to use AI in the classrooms and also problematizes how the hybrid classes that the Omnibus bill being debated by Congress proposed to include in Argentina impact on students.
The British woman is one of the people who learn more about the world of artificial intelligence in education. He has a particular interest in its use to open what he considers to be the “black box” of learning, to show teachers and students the detail of its intellectual, emotional and social progress. The “Student-Centered Design” professor has research that involves the design and evaluation of educational technology using science theories and AI learning techniques.
Rose was one of the speakers at the “IFE Conference” at the Tecnológico Monterrey, which takes place this week in that city of Mexico and was created by the Institute for the Future of Education of that academic institution to provide each year an international event of educational innovation and perspectives from the future.
The specialist states that “as humans we have to honor our own human intelligence and we have to think in educating people about artificial intelligence. “We all need to have a basic understanding of what it can do, what it can’t do, and how we should relate to it.”
–What would the appropriate use of artificial intelligence in classrooms be like?
–I believe that artificial intelligence can be used better as if it were a classroom assistant. For example, you can use an AI tool to write content that can help you teach. But for that the teacher has to be an expert in the subject to know if what the AI is writing is good to be used.
But if you know how to use the tool, it can help the teacher save a lot of time. When you’re happy with the information the AI created for you, you can ask it for different versions of that information so you have a wide variety of data. Or the teacher could also create a chat box where students can post their questions when the teacher is not there.
–In Argentina, students use the GPT chat, but they do not notify the teacher that they are using it. In this sense, if AI must be taken as an assistant and we ourselves are the ones who give meaning to that tool, how can we evaluate the use of this in students?
–It’s a very good question. I think we need to think of a way in which we can reassign tasks, so that it is something that the artificial intelligence itself cannot do on its own.
Artificial intelligence does not understand what it is producing for the student. He does it and that’s it. On the other hand, the student’s objective, to pass the subject, is to understand the procedures he did to reach that result. For that reason, we need to think carefully about how we assign tasks.
So, we could educate the students so that they openly tell us the way in which GPT chat was used, what was the information that they gave to the GPT chat to give them that series of answers, so that we could implement it within of the tasks and in an open way, where it is known that it is used so that it is not a secret. We have to rethink the way we assign tasks, how they are thought out.
–In Argentina there is a new president and he has just brought a series of modifications to Congress. Regarding education, he spoke about “hybrid distance studies as an alternative to face-to-face education starting in the second cycle of primary level.” Is this recommended?
–There is a lot of evidence that says that a mix of human interaction and technological intelligence is the best way to produce knowledge. Because that human interaction is very important and we should not let technology do everything. It has to be balanced.
However, there have been many recent studies about the pandemic in which children grew up disadvantaged in facing the world because they did not have enough human interaction. They had a worse experience in the pandemic than students who were more likely to do well.
–What is the main challenge of artificial intelligence?
–I think that now the biggest challenge that artificial intelligence has is how educators have access, have the necessary information, to know that they are using artificial intelligence well so that it can also be used well for students.
Monterrey. special envoy
