Denkversuche
Keep in mind that developing critical thinking skills involves writing skills and information literacy. We need to safeguard this against the overuse of AI tools in teaching and learning.
At the same time, we recommend exposing students to these tools in order to develop critical AI literacy. Embedding generative AI tools in learning and assessment might be a good way of developing critical thinking skills in harmony with AI use. But developing these skills requires more than just exposure to the tools; instead, students need to be actively engaging in critically assessing the outputs. Ethical concerns about disadvantaging students are valid, but in an age of AI, the capacity to critically engage with AI output is a crucial skillset. An outright ban of using such tools in their studies is therefore not recommended.
We need to ensure that students are supported in their development of critical AI literacy whilst still encountering occasions for deep learning through reading, research, and writing without generative AI tools.
(FutureLeran-text)
We should strengthen interdisciplinary components, examine whether skill requirements in their sector require new AI proficiencies, and provide opportunities for work experience.
Yes, this is correct. This is a robust approach to reviewing programmes in the light of a rapidly evolving employment landscape. Any programme will benefit from strengthening its learners’ capacity to transmit their disciplinary knowledge to, for example, AI engineers. Rapid changes also mean that we can’t rely on traditional career learning methods, and this puts underrepresented groups at a disadvantage.
Including AI regulation and programming skills into all curricula to strengthen the responsible future use, development and regulation of AI might be applicable and very valuable for some disciplines but will not suit all subjects.
Instead of discontinuing modules which develop skills for tasks that are now being increasingly automated, it would be better to review modules’ learning outcomes, activities, and assessments. We can then identify what other skills and attributes are being transmitted in those modules, and what we might lose if we discontinued them.
Some programmes might not need to be changed immediately, but it is worthwhile reviewing whether they effectively align with recommendations of inclusive careers education, and how they effectively equip graduates to take on responsibilities in a workplace influenced by AI systems.
(FutureLearn-text, Dr. Martin Compton is the AI and Innovation in Education Lead for King's College London. https://www.kcl.ac.uk/people/martin-compton )