How will the future of education be shaped by AI?
Hi Rovincer, my blog post is on Canva this week as I don’t feel I can be as creative using blogs.ed.ac.uk. I hope this is ok.
Hi Rovincer, my blog post is on Canva this week as I don’t feel I can be as creative using blogs.ed.ac.uk. I hope this is ok.
Hello Nishel,
Very compelling work, with the Canva and embedded video of the meterverse. This is in fact a super artefact that I would like to make reference to in our programme. I like the concept of polarisation that you use to introduce the multiplicity of converging and diverging opinions on the future and impact/ways in which AI will shape Education. Your argument is well made, clearly supported by the research, and ultimately convincing.
Indeed, multiple actors are defining and contributing to the discourses and policy for shaping the future of AIED (Edtech investors, hardware suppliers, software developers, cloud service providers, and traditional economic and institutional (public) entities, etc. The critical stance you take in highlighting the 10 trends for the future of AIED is compelling too. Is the adoption of metervese and AI across population generations (for example Millennials and Gen Z) likely to cause a digital divide across generations regardless of country contexts? The example you have provided in this Korea case metaverse already alludes to this in some way.
I like the way you have linked this back again to the purposes of education in terms of critical frameworks such as Biesta’s socialisation, qualification and subjectification. It is important also to consider platformisation, assetisation and professional/pedagogical and social concerns when considering and arguing about the effects of AI in education (Biesta, 2020). Would you also especially consider “what aspects of education we are definitely not willing to hand over” (Selwyn et al., 2023).
There are also cautionary remarks about algorithmic ‘thinking’, for example, in the way that, AI categorizes and sorts learners in deterministic and limiting ways so that they are always defined by their reductive digital twin. Other questions have also been raised by Arantes(2024) , for example…. Are teachers-using-technology or technology-using-teachers? ….Does AIED have implications on teachers’ ‘pedagogic autonomy’?.
In the next Week 9, we move to sustainability, with an opportunity for you to engage with this same topic from that perspective, and then Weeks 10-12 will give you the opportunity to reconsider this in light of what a preferable future might look like for your chosen context. All the critique you have been doing (from week one to eight) will be put to the test in something approximating a more creative endeavour of imagining a hopefully non-dystopian future with relevant actor networks.
Hoping too, that the Mid Semester Blog Review was of some added value.