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Empowering educators to be AI-ready

Luckin, Rosemary; Cukurova, Mutlu; Kent, Carmel; du Boulay, Benedict; (2022) Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence , 3 , Article 100076. 10.1016/j.caeai.2022.100076. Green open access

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Abstract

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.

Type: Article
Title: Empowering educators to be AI-ready
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.caeai.2022.100076
Publisher version: https://doi.org/10.1016/j.caeai.2022.100076
Language: English
Additional information: © 2022 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10150100
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