K-12 Human-Centred AI learning Continuum
The rise of AI in the future lives of our students requires a deliberate increased focus on how to develop the character, knowledge, skills, and impact of our students, where they shift from being evaluated to evaluating and solely mastering outcomes to learning through solving authentic problems with increased autonomy.
Interesting resonance in this article with a recent study by IBM on how AI highlights the demand in the workplace for character and human-centred skills more than tech skills.
Character
In the era of AI, character development takes on a profound significance, particularly concerning the domains of ethics and autonomy.
Ethics in an AI-influenced world requires students to develop a strong moral compass to navigate the complex landscape that these technologies present. They must understand the ethical implications of using AI, including considerations around privacy, bias, and potential misuse. This requires discernment and a solid understanding of digital citizenship, enabling them to interact responsibly and ethically within digital spaces. Ethical awareness also extends to understanding how AI could be used for the greater good, encouraging a proactive approach towards using AI to solve societal problems.
Autonomy forms the other cornerstone of character development in this context. As AI becomes more prevalent in education and the wider world, students need to be capable of directing their own learning. AI can offer personalised learning experiences, targeted resources, and individualised feedback, but it’s up to the student to take the initiative and responsibility for their learning. This requires a high degree of self-motivation, self-regulation, and a willingness to engage actively with the learning process.
By focusing on ethics and autonomy within the character domain, students are better prepared to use AI responsibly, make ethically informed decisions, and take charge of their personal growth and learning journey in an increasingly digitised world.
Knowledge
In the context of AI integration in education and beyond, Knowledge domain becomes increasingly significant, encompassing two critical elements: digital literacy and domain expertise.
Firstly, digital literacy is essential. It involves understanding how to use AI and other digital tools, navigating the digital world, recognising the strengths and limitations of AI, and understanding its underlying principles effectively and safely. Students need to be aware of how AI works, how to interact with it, and how to critically evaluate the information and content it generates. They also need to understand the ethical considerations and potential societal implications associated with AI usage.
Secondly, it’s crucial for students to develop deep domain expertise in their areas of interest or study. As AI systems become more integrated into various fields, they are often used to generate content or perform tasks traditionally done by humans. However, AI is not infallible, and its outputs are only as good as the data it’s trained on. Therefore, a solid base of domain-specific knowledge allows students to discern the quality and accuracy of AI-generated content or results. They need to know what excellence looks like in their domain, be able to verify the truthfulness of information, and assess whether the AI’s output is of value or not.
Together, these aspects of knowledge equip students with the discernment and critical thinking needed to effectively leverage AI tools and evaluate their output, preparing them not only for careers in an increasingly digital and AI-infused world but also for informed citizenship.
Skills
In an AI-driven world, skills development shifts to accommodate the new dynamics that these advanced technologies introduce. Two skill areas become particularly important: evaluation of AI-generated content and leveraging AI as a co-pilot in creation.
Evaluation skills are essential. Students must be able to critically appraise AI-generated content, distinguishing between high-quality outputs and those that are flawed or misleading. This requires the ability to question assumptions, identify logical fallacies or inconsistencies, and verify information from reliable sources. Evaluation skills also entail understanding the limits of AI, knowing that while it can generate impressive results, it can also produce erroneous or biased outputs. The key here is fostering a healthy scepticism and analytical mindset.
Secondly, students need skills to use AI as a creative partner. AI can serve as a ‘co-pilot,’ generating ideas, suggesting solutions, or creating drafts of creative works, but ultimately, it’s the human who guides the process and makes the final decisions. Students need to learn how to effectively direct AI tools, refine their outputs, and integrate their contributions into a larger creative or problem-solving process. This involves understanding the capabilities and limitations of AI tools, communicating effectively with them, and being able to iterate on their suggestions in a meaningful way.
Impact
In an AI-centric world, the Impact domain is centred on nurturing students’ sense of purpose and their problem-solving approach to learning and contribution.
Firstly, fostering a sense of purpose is paramount. Students need to develop a commitment to using their knowledge and skills to contribute positively to their communities and broader society. In the context of AI, this might mean innovating ethically designed AI solutions, advocating for responsible AI practices, or using AI to address social, environmental, or other pressing issues. Having a clear intent to contribute positively can guide how students learn, how they apply their skills and knowledge, and how they navigate the ethical complexities of AI.
Secondly, students should be encouraged to adopt a ‘design thinking’ model to learning. This involves shifting focus from mastering predetermined outcomes to identifying and solving real-world problems. Students begin with a problem or a need, then engage in an iterative process of brainstorming, prototyping, testing, and refining solutions, often leveraging AI tools in this process. This approach fosters innovative thinking, resilience, and adaptability, skills that are crucial for navigating the rapid changes and uncertainties in an AI-driven world.
In this redefined Impact domain, students are inspired not just to achieve personal success, but to use their abilities and AI tools to make a tangible difference in the world. They are empowered to tackle challenges head-on, to innovate, and to contribute to society in meaningful ways.
Anthony England
Anthony England taught IT for 9 years in the 90's before founding a company focused on bringing school administration systems onto the web. In 2016 he returned to his first passion of working within a school and is the Director of Innovative Learning Technologies at Pymble Ladies' College. He is currently focussing on delivering a school AI experience platform. He wears odd socks, too often speaks before he thinks, and is continually curious about what could be better in the world.