Taccle 4 Kick-Off Meeting

Improving the Skills and Competences of VET teachers and trainers in the age of Artificial Intelligence

The European project ‘Improving the Skills and Competences of VET teachers and trainers in the age of Artificial Intelligence/ brings together partners from five countries to provide initial training and continued professional development for VET teachers and trainers in Artificial Intelligence. The kick-off meeting happened to be end of October 2019 in Bremen, Germany at the Institute Technology and Education (University Bremen).

The project will seek to support VET teachers and trainers in extending and adapting open curriculum models for incorporating AI in vocational education and training. Furthermore, the project will develop an Open Massive Open Online Course in AI in education in English and German, open to all teachers and trainers in VET in Europe. The course materials will be freely available for other organisations to use for professional development.

Artificial Intelligence (AI) can be defined as a computer system that has been designed to interact with the world in ways we think of as human and intelligent. Ample data, cheap computing and AI algorithms mean technology can learn very quickly. The transformative power of AI cuts across all economic and social sectors, including education.

UNESCO says AI has the potential to accelerate the process of achieving the global education goals through reducing barriers to accessing learning, automating management processes, and optimizing methods in order to improve learning outcomes. Education will be profoundly transformed by AI. Teaching tools, ways of learning, access to knowledge, and teacher training will be revolutionized.

A recent European Joint Research Council policy foresight report suggests that “in the next years AI will change learning, teaching, and education. The speed of technological change will be very fast, and it will create high pressure to transform educational practices, institutions, and policies.” They say it is therefore important to understand the potential impact of AI on learning, teaching, and education, as well as on policy development.

AI is particularly important for vocational education and training as it promises profound changes in employment and work tasks. Not only are some jobs vulnerable and new jobs likely to be created but there will be changing tasks and roles within jobs, requiring changes in initial and continuing training, for those in work as well as those seeking employment. This will require changes in existing VET content, new programmes such as the design of AI systems in different sectors, and adaptation to new ways of cooperative work with AI.

If teachers are to prepare young people for this new world of work, and to excite young people to engage with careers in designing and building future AI ecosystems, then VET teachers and trainers themselves require training to understand the impact of AI and the new needs of their students. There is an urgent need for young people to be equipped with a knowledge about AI, meaning the need for educators to be similarly equipped is imperative. This requires cooperation between policy makers, organisations involved in teacher training, vocational schools and occupational sector organisations, including social partners

For VET teachers and trainers there are many possible uses of AI including new opportunities for adapting learning content based on student’s needs, new processes for assessment, analysing possible bottlenecks in learners’ domain understanding and improvement in guidance for learners.

Dirk Stieglitz

Pontydysgu

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