Empowering educators to be AI-ready
In this paper, we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness’ can be framed as a contextualised way of helping people to understand AI, in particular, data-driven AI. The nature of AI Readiness training is not the same as merely le...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2022-01-01
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| Series: | Computers and Education: Artificial Intelligence |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X22000315 |
| _version_ | 1811315720122793984 |
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| author | Rosemary Luckin Mutlu Cukurova Carmel Kent Benedict du Boulay |
| author_facet | Rosemary Luckin Mutlu Cukurova Carmel Kent Benedict du Boulay |
| author_sort | Rosemary Luckin |
| collection | DOAJ |
| description | In this paper, we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness’ can be framed as a contextualised way of helping people to understand AI, in particular, data-driven AI. The nature of AI Readiness training is not the same as merely learning about AI. Rather, AI Readiness recognises the diversity of the professions, workplaces and sectors for whom AI has a potential impact. For example, AI Readiness for lawyers may be based on the same principles as AI Readiness for Educators. However, the details will be contextualised differently. AI Readiness recognises that such contextualisation is not an option: it is essential due to the multiple intricacies, sensitivities and variations between different sectors and their settings, which all impact the application of AI. To embrace such contextualisation, AI Readiness needs to be an active, participatory training process and aims to empower people to be more able to leverage AI to meet their needs.The text that follows focuses on AI Readiness within the Education and Training sector and starts with a discussion of the current state of AI within education and training, and the need for AI Readiness. We then problematize the concept of AI Readiness, why AI Readiness is needed, and what it means. We expand upon the nature of AI Readiness through a discussion of the difference between human and Artificial Intelligence, before presenting a 7-step framework for helping people to become AI Ready. Finally, we use an example of AI Readiness in action within Higher Education to exemplify AI Readiness. |
| first_indexed | 2024-04-13T11:35:24Z |
| format | Article |
| id | doaj.art-a3e698e1026e41b9b965a4b8c4263bcf |
| institution | Directory Open Access Journal |
| issn | 2666-920X |
| language | English |
| last_indexed | 2024-04-13T11:35:24Z |
| publishDate | 2022-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj.art-a3e698e1026e41b9b965a4b8c4263bcf2022-12-22T02:48:27ZengElsevierComputers and Education: Artificial Intelligence2666-920X2022-01-013100076Empowering educators to be AI-readyRosemary Luckin0Mutlu Cukurova1Carmel Kent2Benedict du Boulay3UCL Knowledge Lab, University College London, United Kingdom; Corresponding author. University College London, United Kingdom.UCL Knowledge Lab, University College London, United KingdomEDUCATE Ventures Research, United KingdomUniversity of Sussex, United KingdomIn this paper, we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness’ can be framed as a contextualised way of helping people to understand AI, in particular, data-driven AI. The nature of AI Readiness training is not the same as merely learning about AI. Rather, AI Readiness recognises the diversity of the professions, workplaces and sectors for whom AI has a potential impact. For example, AI Readiness for lawyers may be based on the same principles as AI Readiness for Educators. However, the details will be contextualised differently. AI Readiness recognises that such contextualisation is not an option: it is essential due to the multiple intricacies, sensitivities and variations between different sectors and their settings, which all impact the application of AI. To embrace such contextualisation, AI Readiness needs to be an active, participatory training process and aims to empower people to be more able to leverage AI to meet their needs.The text that follows focuses on AI Readiness within the Education and Training sector and starts with a discussion of the current state of AI within education and training, and the need for AI Readiness. We then problematize the concept of AI Readiness, why AI Readiness is needed, and what it means. We expand upon the nature of AI Readiness through a discussion of the difference between human and Artificial Intelligence, before presenting a 7-step framework for helping people to become AI Ready. Finally, we use an example of AI Readiness in action within Higher Education to exemplify AI Readiness.http://www.sciencedirect.com/science/article/pii/S2666920X22000315 |
| spellingShingle | Rosemary Luckin Mutlu Cukurova Carmel Kent Benedict du Boulay Empowering educators to be AI-ready Computers and Education: Artificial Intelligence |
| title | Empowering educators to be AI-ready |
| title_full | Empowering educators to be AI-ready |
| title_fullStr | Empowering educators to be AI-ready |
| title_full_unstemmed | Empowering educators to be AI-ready |
| title_short | Empowering educators to be AI-ready |
| title_sort | empowering educators to be ai ready |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X22000315 |
| work_keys_str_mv | AT rosemaryluckin empoweringeducatorstobeaiready AT mutlucukurova empoweringeducatorstobeaiready AT carmelkent empoweringeducatorstobeaiready AT benedictduboulay empoweringeducatorstobeaiready |