Coding, Making & digital Skills

Coming to the fifth and final episode of our miniseries on AI for education, host Professor Rose Luckin is joined by Timo Hannay, Founder of SchoolDash, and Lord David Puttnam, Independent Producer, Chair of Atticus Education, and former member of the UK parliament’s House of Lords.  This episode and our series have been generously sponsored by Nord Anglia Education.

Today we’re going to look ahead to the near and far future of AI in education, and ask what might be on the horizon that we can’t even predict, and what we can do as humans to proof ourselves against disruptions and innovations that have, like the Covid pandemic and ChatGPT’s meteoric rise, rocked our education systems, and demanded we do things differently.

Continuing our miniseries on AI in education with the fourth episode centred around a AI’s potential for equity of learning, host Professor Rose Luckin is joined by Richard Culatta of ISTE, Professor Sugata Mitra, and Emily Murphy of Nord Anglia Education.  This episode and our series are generously sponsored by Nord Anglia Education.

In our fourth instalment of this valuable series, we look at AI’s potential to address various challenges and bridge the educational gaps that exist among different groups of students around the world.  AI can analyse vast amounts of data, provide early interventions, and enhance accessibility, and as long as the deployment of the technology is appropriate to the unique context of the school, the learners, the location, and the access to devices, AI can transform education for those who need the most support.
In our third instalment of this valuable series, we head out beyond the UK and the English-speaking world to get a global perspective on AI, and ask how educators and developers around the world build and engage with AI, and what users, teachers and learners want from the technology that might tell people back home a thing or two. We examine how international use of AI might change the way we engage with AI, and we also ask why they might be doing things differently.

Continuing our miniseries on AI in education with the third episode centred around a global perspective on AI, host Professor Rose Luckin is joined by Andreas Schleicher of the OECD, Dr Elise Ecoff of Nord Anglia Education, and Dan Worth of Tes.  This episode and our series are generously sponsored by Nord Anglia Education.

In our third instalment of this valuable series, we head out beyond the UK and the English-speaking world to get a global perspective on AI, and ask how educators and developers around the world build and engage with AI, and what users, teachers and learners want from the technology that might tell people back home a thing or two. We examine how international use of AI might change the way we engage with AI, and we also ask why they might be doing things differently.

Delighted to launch this new 5-episode miniseries on AI in education, sponsored by Nord Anglia Education, host Professor Rose Luckin kicks things off for the Edtech Podcast by examining how we keep education as the centre of gravity for AI.
AI has exploded in the public consciousness with innovative large language models writing our correspondence and helping with our essays, and sophisticated images, music, impersonations and video generated on-demand from prompts. Whilst big companies proclaim what this technology can achieve and how it will affect work, life, play and learning, the consumer and user on the ground and in our schools likely has little idea how it works or why, and it seems like a lot of loud voices are telling us only half the story. What’s the truth behind AI’s power? How do we know it works, and what are we using to measure its successes or failures? What are our young people getting out of the interaction with this sophisticated, scaled technology, and who can we trust to inject some integrity into the discourse?
AI has exploded in the public consciousness with innovative large language models writing our correspondence and essays for us, and systems capable of generating sophisticated images, music, audio impersonations and video.  Whilst big companies proclaim what this technology can do and how it will affect work, life, play and learning, the consumer and user on the ground and in the schools likely has little idea how it works or why, and it seems like a lot of loud voices are telling us one thing, and it’s only half the story.  What’s the truth behind AI’s power?  How do we know it works, and what are we using to measure its success?  What are our young people getting out of the interaction with this sophisticated, scaled technology, and who can we trust to inject some sanity into the discourse?