Towards Embedding Responsible AI in the School System: Co-Creation with Young People

将负责任的人工智能嵌入学校系统：与年轻人共同创造

• 批准号: AH/Z505560/1
• 负责人: Judy Robertson
• 金额: $ 34.56万
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FZ505560%2F1
• 关键词: Towards; Embedding; Responsible; AI; System

Recent advances in Generative Artificial Intelligence (GenAI) have the potential to transform education, from reactive tweaks in assessment practices to fundamental philosophical debates about what we should value in the education of humans in an age of (currently narrow) machine intelligence. Though it is still early, the implications for learning in an age of pervasive use of GenAI are significant: issues of accountability; accuracy; and inclusion need addressing. that young people (YP) have a voice in how AI could and should be used in their education. Responsible AI requires meaningful engagement with stakeholders, including YP, who have the right to be consulted about the systems which affect their lives. The project will bridge the divide between principles of explainability, fairness and privacy as they apply to educational AI, and the values, hopes and concerns of YP when faced with emerging technologies whose implications are not yet fully understood. It will produce recommendations for educational policy and visions for educational practice that are grounded in lively, specific and meaningful engagements with YP as key stakeholders in education.The three aims of this project are to:Develop a picture of what responsible GenAI could look like within secondary school education.Develop and test imaginative, speculative and participatory methods for generating meaningful insights into YP's perspectives on emerging AI technologies, testing these methods in two distinct educational contexts and providing a strong methodological foundation for a BRAID demonstrator project focusing on YP and education.Produce recommendations for policymakers, educators and technology developers about what YP consider to be important considerations for including GenAI in school learning and assessment, and how GenAI literacy should be fostered. To achieve these aims, the project will:Interview academics, key government and local government and educational technology (EdTech) companies, to map how AI and data are currently used in the Scottish school system and document upcoming plans for changes and possible future developments.Create educational materials to develop learners' GenAI literacy, containing clear and accessible visual summaries of how AI and data are currently used in schools and key emerging ideas about GenAI in educational contexts.Work with groups of YP to understand their ideas about possible, desirable, acceptable future uses of GenAI in education (including barriers and opportunities), using creative, speculative, design-based and story-based methodologies.Disseminate initial recommendations for the responsible use of AI in secondary schools for policymakers, educators and technology developers.We will engage with a network of educational stakeholders in a way which rebalances the power and interests of current actors. While the power to make decisions about AI and data usage in education currently lies with government and local government, our work will make current practices visible and salient to learners in an accessible way, so that they can express informed preferences about responsible uses of such technology in the future. This will lead to action-guiding recommendations for responsible AI in school education, which can be expanded and enacted in later stages of the BRAID programme.

生成人工智能（Genai）的最新进展有可能改变教育，从评估实践的反应性调整到有关我们在（当前狭窄）机器智能时代的人类教育中应重视的基本哲学辩论。尽管现在还很早，但在普遍地使用Genai时代，学习的含义很重要：问责制问题；准确性;包含需要解决。那个年轻人（YP）对AI可以和应在教育中使用的声音有声音。负责人的AI需要与包括YP在内的利益相关者的有意义的参与，他们有权就影响其生活的系统进行咨询。该项目将弥合适用于教育AI的解释性，公平性和隐私原则之间的鸿沟，以及面对尚未完全理解的新兴技术时，YP的价值观，希望和关切。它将为教育政策和视野提出建议，这些建议是基于生动，具体而有意义的与YP作为教育中的关键利益相关者的建议。该项目的三个目标是：在中学教育中构成一种负责任的态度，以了解中学教育中的样子。发展和测试的想象力，投机性和参与性的方法，以使这些有意义的方法涉及这些方法，以使这些方法涉及这些方法，以使这些方法能够实现这些方法，以实现这些方法，以探讨YP的方法。两种不同的教育背景，并为专注于YP和教育的编织示威者项目提供了强大的方法论基础。针对政策制定者，教育工作者和技术开发人员提出建议，YP认为YP认为是包括Genai在学校学习和评估中的重要考虑因素，以及如何培养Genai素养。为了实现这些目标，该项目将：访谈学者，主要政府以及地方政府和教育技术（EDTECH）公司，以绘制苏格兰学校系统中的AI和数据目前的使用方式，并记录即将发生的变化和未来发展计划的计划，以创建教育材料，以开发学习者的素养，包括清晰的和访问型校验的范围，以了解AI和emer emer in Consects and emer in emer in ai thecome and emer in emer in emer的依据，而emer emer emer emer emer的依据是依据YP可以使用创造性，基于猜测，基于设计和基于故事的方法来理解Genai在教育（包括障碍和机遇）中的可能性的想法。在政策制定者，教育工作者和技术开发人员中，对AI在中学中负责AI的初步建议。我们将与当前的竞选者的教育利益网络互动，从而参与教育利益的网络。虽然目前政府和地方政府的关于AI和数据使用情况的决定和数据使用的权力在于政府和地方政府，但我们的工作将以可访问的方式使当前的实践对学习者可见和显着，以便他们可以在未来对负责任使用此类技术表达有明智的偏好。这将导致针对学校教育中负责人AI的行动提出建议，可以在编织计划的后期扩大和制定。