The Taccle AI project has launched it’s 74 page report exploring the use of AI in policy, process and practice in VET. 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…
As part of the Taccle AI project, around the impact of AI on vocational education and training in Europe, we have undertaken interviews with managers, teachers, trainers and developers in five European countries (the report of the interviews, and of an accompanying literature review, will be published next week). One of the interviews I made was with Aftab Hussein, the ILT manager at Bolton College in the north west of Engand. Aftab describes himself on Twitter (@Aftab_Hussein) as “exploring the use of campus digital assistants and the computer assisted assessment of open-ended question.”
Ada, Bolton College’s campus digital assistant has been supporting student enquiries about college services and their studies since April 2017.In September 2020, the college is launching a new crowdsourcing project which seeks to teach Ada about subject topics. They are seeking the support of teachers to teach Ada about their subjects.
According to Aftab “Teachers will be able to set up questions that students typically ask about subject topics and they will have the opportunity to compose answers against each of these questions. No coding experience is required to set up questions and answers.Students of all ages will have access to a website where they will be able to select a subject chatbot and ask it questions. Ada will respond with answers that incorporate the use of text, images, links to resources and embedded videos.
The service will be free to use by teachers and students.”
If you are interested in supporting the project complete the online Google form.
Last December, the Youth Department of the Council of Europe organised a seminar on Artificial Intelligence and its Impact on Young People. The aim of the seminar was to explore the issues, role and possible contributions of the youth sector in an effort to ensure that AI is responsibly used in democratic societies and that young people have a say about matters that concern their present and future. The seminar looked, among other things, into three dimensions of AI”
- AI and democratic youth participation (including young people’s trust/interest in democracy)
- AI and young people’s access to rights (including social rights)
- AI and youth policy and youth work
According to the report of the seminar, the programme enabled the participants to put together their experience and knowledge in proposing answers to the following questions:
- What are the impacts of on young people and how can young people benefit from it?
- How can the youth sector make use of the capacities of to enhance the potential of youth work and youth policy provisions for the benefit of young people?
- How to inform and “educate” young people about the potential benefits and risks of AI, notably in relation to young people’s human rights and democratic participation and the need to involve all young people in the process?
- How does AI influence young people’s access to rights?
- What should the youth sector of the Council of Europe, through the use of its various instruments and partners, do about AI in the future?
Not only is there a written report of the seminar but also an excellent illustrated report. Sadly it is not in a format that can be embedded, but it is well worth going to the Council of Europe’s web page on AI and scrolling to the bottom to see the report.