“ Students can identify the answers much quicker than the tutor is teaching them so that is a challenge. I think that can only be replaced by having more vocational, hands-on experiential learning, rather than conventional teaching styles.”
DR AJAZ ALI, DIRECTOR, HIGHER EDUCATION, BMET COLLEGE
Dr Ajaz Ali, Director, Higher Education, BMet College: I think what we don’t discuss enough, which is the elephant in the room, is the AI hallucination and error rate – where it generates something with great confidence and will give you proper references and everything but the information itself will be completely wrong and absolutely fabricated which is quite misleading. The percentage of fabrication or hallucination with AI can be up to 70% at times.
Gemma Gwilliam, Head of Digital Learning, Education and Innovation, Portsmouth Digital City Project: In the world of assessments we’ve heard about AI wearables. I know that Digital Futures Group and I put out guidance for schools across the UK on AI wearables but are we checking and seeing whether or not these are being used in exams? Can schools recognise whether or not someone has walked into an exam room with a pair of AI glasses on, where they could have the notes already stored in their glasses? Are we fully aware of what’s available? Because I know that our children are, and I know that they can buy them off TikTok shop for as little as £8.82.
ON AI LITERACY & WORK READINESS Sally Thomas, Senior Policy Manager, National Education Union: We need AI literacy to be explicitly embedded within the wider digital literacy curriculum. It’s really critical in terms of increasing student use of AI but also to understand AI’s capabilities, limitations, and wider social implications. In terms of how AI should be used, we really want it to be inquiry-led and support deep learning, so it’s really mitigating those risks we know AI can have around shortcutting thinking and cognitive development.
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Olly Offord, Policy Adviser, Science Education and Skills, The Royal Society: If AI literacy is going to be covered by a broad category (not just taught in computer science or computing) and the responsibility of all teachers, so they act like a nexus point for young people’s interaction with AI in formal settings, then we really need teachers to feel confident about AI. I’m afraid to say they’re not.
Benjamin Barker, Principal, King’s Leadership Academy Wavertree and Director, AI, Great Schools Trust: It’s a bit of an uncomfortable truth, but AI is probably going to reward people who can think clearly, communicate precisely, evaluate the information they’re receiving critically, and adapt fast as well. Those that can’t risk becoming maybe some of the more economically vulnerable moving forwards, so as a school we have a major responsibility.
Dr Ajaz Ali: Students can identify the answers much quicker than the tutor is teaching them so that is a challenge. I think that can only be replaced by having more vocational, hands-on experiential learning, rather than conventional teaching styles. Workforce requirements are changing too. There is a massive gap between education and the expectations of industry, a shortage of skilled graduates and everyone needs continuous reskilling. I think the teaching workforce needs more reskilling than any other profession at this stage.
Prof Miles Berry: We’re nearing the 10th anniversary of Brexit. If it hadn’t been for Brexit, we would have had to implement AI training for everybody working in an organisation that is using any AI system. Thanks to Brexit, what we have is the provision of content without any compulsion to use it.
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