Keynote speech: Artificial Intelligence and Education. A Critical Studies Perspective
Artificial Intelligence (AI) is frequently hailed as a ‘solution’ to many of education’s core problems (e.g. OECD, 2021) – problems such as the lack of qualified teachers, student underachievement, and better preparing learners for workplaces and career paths that may be very different from current paradigms. However, such claims tend to be aspirational rather than evidence-based (Miao & Holmes, 2021), and overly-simplistic, forgetting issues such as agency, pedagogy, surveillance, efficacy, and ethics (Holmes et al., 2021; Holmes et al., in press; Holmes & Porayska-Pomsta, in press; Porayska-Pomsta, Holmes and Nemorin, in press). Current approaches tend to be solutions- rather than problems-oriented, and all too often replace teacher functions rather than empower teachers, while the teaching of AI almost always focuses on the technological dimension of AI to the exclusion of the human dimension. Accordingly, this presentation will explore teaching with and about AI, from a critical studies and human rights perspective. It will identify and address many of the key myths, and will pose more questions about AI and the futures of learning than it answers.
Workshop: The right type of AI in education
Current AI in education approaches tend to be solutions- rather than problems-oriented. In this workshop, we’re going to take steps to address this, focusing on identifying genuine education problems that the application of AI might help address. Throughout, we will take a critical and human rights perspective, and will ensure a voice for all.
About Wayne Holmes
Wayne Holmes (PhD, University of Oxford) is a learning sciences and innovation researcher who teaches at University College London and is a researcher on Artificial Intelligence (AI) and education for UNESCO, IRCAI (the International Research Centre for Artificial Intelligence under the auspices of UNESCO), and the Council of Europe. Having been involved in education throughout his life, Wayne brings a critical studies perspective to the connections between AI and education, and their ethical and social implications. His recent publications include “The Ethics of AI in Education: Practices, Challenges and Debates” (in press), “Artificial Intelligence and Education, through the Lens of Human Rights, Democracy and the Rule of Law” (in press), “Artificial Intelligence in Education. Promise and Implications for Teaching and Learning.” (2019), “Ethics of AI in Education: Towards a Community-Wide Framework.” (2021), and, for UNESCO, “AI and Education: Guidance for Policy-makers.” (2021). Wayne also co-authored the EU’s DigComp 2.2 Annex “Citizens Interacting with AI Systems” (2022), and has given invited talks on AI and education in Brazil, China, Croatia, Denmark, Germany, Greece, India, Japan, Oman, Slovenia, Spain, and the US (and online to audiences in many other countries around the world).
Keynote: Long Life Learning: Preparing for Jobs that Don't Even Exist Yet
Tech is advancing; jobs are morphing, and job tenure is shorter; retirement is delayed or gone entirely; and education has to be continuous. Education and workforce strategist Dr. Michelle R. Weise talks about the infrastructure we need to build for a future filled with 20, 30, or more job changes. From wraparound supports for workers to targeted education, integrated earning and learning, and transparent and fairer hiring, Dr. Weise will discuss the research from her latest book and how we prepare talent for jobs that don’t even exist yet.
Workshop: Jumping to your next S-curve
In this futures-oriented workshop, Dr. Michelle R. Weise will facilitate small group breakout sessions in which you will each have an opportunity to think through your current business or organizational model as well as your value proposition for the working learners of today and tomorrow.
About Michelle R. Weise
Dr. Michelle R. Weise (pronounced W-ice) is the Vice Chancellor of Strategy and Innovation at National University System. She is also the author of Long-Life Learning: Preparing for Jobs that Don’t Even Exist Yet (Wiley, 2021). Her book was awarded the 2021 Phillip E. Frandson Award for Literature by UPCEA (University Professional and Continuing Education Association), recognizing the author and publisher of an outstanding work of continuing higher education literature. Thinkers50 named her one of 30 management and leadership thinkers in the world to watch in 2021.
Dr. Weise's work over the last decade has concentrated on preparing working-age adults for the jobs of today and tomorrow. She has served as a senior advisor at Imaginable Futures, a venture of The Omidyar Group. She was also the chief innovation officer of Strada Education Network as well as of Southern New Hampshire University. With Clayton Christensen, she coauthored Hire Education: Mastery, Modularization, and the Workforce Revolution (2014) while leading the higher education practice at Christensen’s Institute for Disruptive Innovation.
Dr. Weise also advises BrightHive, a data collaboration platform, the Virginia Economic Development Partnership, the Institute for Higher Education Policy (IHEP), the SkillUp Coalition, Basta, Hitch, Bayes Impact, Clayton Christensen Institute Social Capital R&D Project, and World Education’s Personal and Workplace Success Skills Library. She has also served as a commissioner for Massachusetts Governor Baker’s Commission on Digital Innovation and Lifelong Learning, Harvard University’s Task Force on Skills and Employability, and the American Academy of Arts and Sciences’ Commission on the Future of Undergraduate Education.
Her commentaries on redesigning higher education and developing more innovative workforce and talent pipeline strategies have been featured in The Economist, The Wall Street Journal, The New York Times, Harvard Business Review and on PBSNewshour. Michelle is a former Fulbright Scholar and graduate of Harvard and Stanford.
Keynote speech: The aggregation of marginal learning gains: why they matter so much for the future of Learning
Learners are facing unprecedented choices - not only of nomadic campuses, hybrid systems and remarkable new technologies, but also of the many details, from light brightness to levels of volatile organic compounds in their learning places, and even diet. These combine to have a substantial impact on our learning, but if we neglect them, then today's learners will seek better places for their learning, elsewhere. This keynote also explores where those better places might be.
Workshop: The aggregation of marginal learning gains: making your learning space so very much better
The workshop explores the many environmental details covered in Stephen's keynote and seeks simple, cost effective, proven, try-today, solutions to optimising your learning space. If we want to be our best learning selves, then how might we start today?.
About Stephen Heppell
Professor Stephen Heppell has been a professor since the 1980s, he has an unrivalled track record of success and a string of huge projects in both Learning and Technology. He is credited with being the person who put the C into ICT. His support for better Learning is sought by everyone from governments and major corporations, through schools and universities, to elite sports – lately England Rugby, and Team GB’s elite Olympic coaches. Everyone needs better learning.
He currently holds the Felipe Segovia Chair of Learning Innovation at Universidad Camilo Jose Cela in Madrid. Additionally, he is Emeritus Professor and Chair of New Learning Environments at Anglia Ruskin University
A pioneer of multimedia and CD-ROM before the Internet, post-internet Professor Heppell created and led what was the Guinness Book of Record’s largest internet learning project, years before Google, Facebook et al. He has been, and continues to be, at the heart of many world leading projects since.
Professor Heppell’s learning design work extends beyond the digital and virtual. Pioneering learning space designs include the UK “Classrooms of Tomorrow” project, much work in the UK Building Schools for the Future initiative, and today school and university building projects ranging from Peru to Spain, from Australia to SE Asia, from Syrian refugees to some of the wealthiest learning institutions in the world. Pivotal research including the learnometer project analysing the light, temperatures, CO2 and more that contribute to better learning and working spaces, have led to Stephen being in considerable demand to transform physical learning spaces in education, but also everywhere from new media to the Australian mining industries.