AI adaptive tools, real-time feedback, intelligent textbooks, improved assessment, personalised learning, language apps and differentiated instructions – the waypoints on the journey to transform learning through Artificial Intelligence (AI) is inspiring. Yet, the education field in the United Kingdom (UK) is ambivalent on how it should feel about the advent of Artificial Intelligence (AI) into the hallowed ground of centuries-old methods of learning.
The Hype Economy spoke to Tom Cassidy – Global Head of Education, SaySomethingin(SSi) and Chief Learning Officer, Znotes – to hear his views on how the United Kingdom is faring in using Artificial Intelligence (AI) to conquer the economic divide in education. Cassidy spoke about the Universal Learner’s Income concept as well.
Q: Is the UK’s education sector apprehensive about AI?
A: “Imagine this: UK’s education sector at the brink of a massive shift, a seismic wave of transformation powered by artificial intelligence (AI). The prospect may be daunting, or even feel alien, but it’s on the horizon. The static image that UK’s education system paints belies the undercurrents of change churning beneath. From schools to universities, a struggle is underway to understand and integrate AI into our learning ethos. But it’s more than mere incorporation; it’s a question of grasping AI’s broader implications.
Are we ready to reinvent education in the era of AI? Can we transition from a uniform, inflexible teaching approach to an agile, personalised one that’s tightly woven into the fabric of daily life? While it may seem like the UK is taking baby steps compared to the tech-centric approach of other nations, it’s crucial to see this not as a sprint but a marathon. The aim isn’t just to win but to lead the way and redefine education itself.
Rich in educational tradition and a thriving tech sector, the UK is uniquely positioned in this AI revolution. Yet, to lead this wave, we must sculpt it, direct it, ensuring it benefits the learners on a broad scale. The UK education sector’s entry into AI might not be swift, but its impact could be monumental and enduring.”
Q: Your thoughts on the intriguing possibilities for AI in education.
A: “It’s essential not to box our imagination, but to dream bigger, envisioning an education system revolutionised from its core.
Differentiated instruction and personalised learning through AI is inspiring. But why stop at personalisation? Imagine an AI learning companion that adjusts to the learner’s pace, nurturing their curiosity and imagination, leading them on a journey of lifelong learning.
Intelligent textbooks might be appealing, but what if we can create a living, learning, adapting knowledge reservoir? What if we had digital mentors who blend historical wisdom with modern insights? What about aristocratic tutoring? Formerly the preserve of only the very richest kings and nobility, AI brings expert 1:1 tuition from the greatest minds that ever lived to anyone with an internet connection.
While the potential of AI to revolutionise assessment is evident, why limit its use to merely making tests smarter? Let’s explore AI’s potential to redefine what we value in education, understanding its complex, multifaceted nature.
The future of learning extends beyond classroom walls, textbook pages, and traditional curricula. AI promises to centre learners, empowering them with tools for exploration, creation, and meaningful growth. The AI revolution in education is just beginning”.
Q: Is AI truly accessible for all?
A: “The matter of accessibility isn’t black and white. AI’s accessibility might appear as simple as using an app or browser, but there’s more than meets the eye. Is AI truly universally available?
AI, in its current form, is valuable but out of reach for many. Accessibility goes beyond physical reach to encompass the ability to use AI effectively. When we talk about accessibility, we must address the inequalities that AI might unintentionally reinforce.
AI isn’t a panacea; it mirrors society, reflecting and reinforcing our biases and divisions. How useful is an AI-powered educational app to a learner who cannot connect due to poor internet access or feels alienated because the curriculum doesn’t resonate with their culture?
And what about data privacy? With AI systems requiring extensive personal data, are we inadvertently sidelining those hesitant to share their information?
So, is AI as accessible as it seems? Yes, and no. AI has indeed become more accessible and affordable. Yet, significant barriers exist, from cultural to infrastructural, preventing AI from reaching all. It’s a challenge that pushes us beyond the obvious, but it promises an education system that offers truly inclusive and accessible opportunities”.
Q: What can we do to bridge the gap?
A: “Picture a utopia where AI enables access to quality education for every child, regardless of location, economic status, or abilities. It may seem far-fetched, but as we embark on the AI revolution in education, it might be closer than we think.
First, we must acknowledge and address the digital divide. Internet access should no longer be a luxury; it’s an essential right. We’ve sent rockets to Mars; surely, we can ensure reliable internet access for all.
Next, we need to shift our focus from teaching coding to fostering digital fluency. Fluency doesn’t mean knowing the mechanics; it involves critical thinking, problem-solving, creativity, and ethical awareness.
Additionally, we need to focus on AI transparency. AI needs to be user-friendly and foster trust.
Lastly, inclusivity is crucial. True progress leaves no one behind. We need an AI that values diversity, respects individuality, and seeks equity.
Bridging the AI accessibility gap may be daunting, but as the saying goes, you eat an elephant one bite at a time. We must shape, mould, and reimagine the future of education – the time to act is now!”
Q: Tell us about Universal Leaners Income (ULI)?
A: “Imagine a world reshaped by AI, where education and learning are as integral to our existence as breathing, making us lifelong students in a classroom with no boundaries. In this bold, new world, we find a paradigm shift – the introduction of a Universal Learner’s Income (ULI), a financial recognition of each individual’s pursuit of knowledge and continuous learning.
At first, the proposal of a ULI may seem radical, even utopian. But ponder on this: providing a universal income for learning could stimulate increased output, catalyse innovation, and significantly improve mental well-being.
Let’s start by examining the economics of it all. Traditionally, we measure productivity in terms of hours worked, output produced. But what if we shifted our perspective? What if we looked at productivity in terms of knowledge gained, creativity unleashed, and ideas germinated? With a ULI, people would be incentivised to learn, innovate, and create. In turn, this could lead to exponential gains in productivity and output, easily offsetting the initial costs of the ULI.
Renowned futurist and inventor Buckminster Fuller once said, “We should do away with the absolutely specious notion that everybody has to earn a living.” He argued that technological advancement has rendered such conventional thinking obsolete. A ULI falls perfectly in line with his vision, redirecting our focus from mere survival to lifelong learning and creativity.
Moreover, consider the societal and individual benefits. A ULI could lead to a significant reduction in mental health issues such as anxiety and depression. The pressure to make ends meet, to land that job, to climb that corporate ladder could be replaced by the joy of learning, of exploring new realms of knowledge, of cultivating intellectual curiosity. The societal benefits would be enormous, with potential reductions in healthcare costs and increased overall well-being.
Furthermore, imagine the savings on the costs of formal education and its infrastructure. The current system requires substantial resources – physical classrooms, teaching materials, administrative bureaucracy, and more. A shift towards a ULI could encourage more self-driven, digital learning, significantly reducing these overheads.
Lastly, let’s consider the potential for human breakthroughs. Even if just one in every thousand individuals using the ULI comes up with a groundbreaking idea or innovation, the net benefit to humanity could be extraordinary. These breakthroughs could drive economic growth, societal progress, and even address pressing global issues.
So, let’s dare to reimagine our world, inspired by AI’s limitless possibilities and the wisdom of visionaries like Fuller. A world where we champion lifelong learning, cultivate human potential, and reward individuals with a Universal Learner’s Income. Because, in the end, the potential return on investing in human minds is beyond any conceivable measure.”
(Apsara Kapukotuwa)