GEF Madrid 2024: Ethical implications of AI

Summary

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Takeaways

• 🌐 La sesión del Foro Global de Educación se centra en las implicaciones éticas de la IA, destacando la importancia de abordar cuestiones morales y de justicia en el desarrollo de la tecnología.
• 👨‍🏫 Gregory Enu, profesor de la Universidad de Mason y editor de la MIT Sloan Management Review, comparte su experiencia con la IA desde su introducción en el aula, y cómo la IA puede ser usada para avanzar en educación pero también plantea retos éticos significativos.
• 🤖 La IA y los modelos grandes tienen el potencial de transformar la educación, pero también presentan desafíos éticos y otros problemas que deben ser considerados cuidadosamente.
• 📊 Se destaca la falta de investigación académica en las implicaciones éticas de la IA, señalando una deficiencia importante en el ámbito educativo.
• 🔧 Hgo, jefe de IA en la Asociación Españolola de la Economía Digital, enfatiza la importancia de la transparencia y explicabilidad en los sistemas de IA para construir una IA responsable.
• 🏛️ Se discute la necesidad de trabajar con empresas y reguladores para comprender plenamente los términos de transparencia y explicabilidad, lo que incluye la conformidad con regulaciones y la comunicación con partes interesadas.
• 🎨 Ahmed Gal, de la Universidad R, explora la intersección del arte y la IA, y cómo la IA puede afectar la identidad del creador, planteando cuestiones éticas sobre la autoría y la originalidad en el arte.
• 📚 Se argumenta que la educación y la IA pueden ser utilizadas para abordar las desigualdades globales y promover la equidad en el acceso a la educación de calidad.
• 🌍 Se cuestiona el papel de la IA en la educación global y cómo puede ayudar a reducir las desigualdades geográficas y sociales, planteando preguntas éticas sobre su implementación y efecto en la equidad.
• 🤝 Se destaca la importancia de la colaboración entre el sector público y privado para el desarrollo de modelos de lenguaje en español y otras lenguas cooficiales en España y América Latina, sin dejar de lado la importancia de la calidad y la falta de sesgo en los datos.
• 🧐 Se abordan los retos de la IA en la educación, como la generación de datos no sesgados y la necesidad de comprender y abordar las desigualdades preexistentes en el sistema educativo antes de la implementación de la IA.

Q & A

¿Quién es Gregory Enu y qué papel desempeña en el panel sobre ética en la IA?

Gregory Enu es el Arison profesor en la Universidad George Mason y guest editor de sostenibilidad en la MIT Sloan Management Review. Actúa como moderador del panel y experto en ética y implicaciones éticas en la IA.

¿Cuál es la preocupación principal de Car antias según el panel de la Comisión de Asesoramiento en IA de la ONU?

Car antias resalta que las cuestiones que debemos enfrentar no son solo políticas, legales y de política pública, sino también cuestiones morales, es decir, cuestiones de correcto o incorrecto, bueno o malo.

¿Qué deficiencia en la investigación académica señala George Seamons en relación con la IA?

George Seamons señala que la principal deficiencia en la investigación académica es el estudio de las implicaciones éticas de la IA.

¿Cómo describió Gregory Enu su experiencia con Chat GPT en el aula de alfabetización digital?

Gregory Enu describió su experiencia con Chat GPT como reveladora del potencial vasto que la inteligencia artificial y los modelos grandes pueden aportar a la educación, así como de los desafíos éticos y otros que esto conlleva.

¿Qué papel desempeña hgo como Chief AI Officer en la Asociación Españolola de la Economía Digital?

Hgo lidera un equipo que trabaja junto con las empresas miembros para entender las complejidades de la IA y las tecnologías emergentes, promoviendo la transparencia y la explicabilidad en los sistemas.

¿Qué es la preocupación principal de hgo en términos de ética en la IA según el panel?

La preocupación principal de hgo es la transparencia y explicabilidad de los sistemas, lo que incluye cómo se comprenden los propios modelos que se construyen o se utilizan, y cómo se comparte esta información con los interesados.

¿Qué rol desempeña la identidad en la creación artística y cómo la afecta la IA según Ahmed Gal?

Según Ahmed Gal, la identidad es fundamental para los creadores en el ámbito artístico y la música. La IA introduce problemas de autoría y originalidad, ya que la aleatoriedad en los sistemas de IA puede generar resultados diferentes para prompts similares.

¿Qué es la preocupación ética que Mark Kaban destaca en relación con los programas de educación STEM financiados por fabricantes de armas?

Mark Kaban destaca la preocupación ética de la influencia de fabricantes de armas en los programas de educación STEM en escuelas K12, cuestionando si esto puede ser una forma de inducción o grooming de jóvenes para convertirse en futuros fabricantes de armas.

¿Cómo considera Mark Kaban que la tecnología de la IA pueda afectar la equidad educativa global?

Mark Kaban cuestiona el papel de la IA en la educación y cómo puede abordar las desigualdades geográficas y sociales a nivel mundial, planteando si la educación en IA será liderada por corporaciones o por instituciones públicas.

¿Cuál es la reflexión final de Gregory Enu sobre el papel de la IA en el futuro de la educación?

Gregory Enu reflexiona sobre cómo la IA puede cambiar nuestra comprensión del papel de la educación, destacando la necesidad de enseñar habilidades como la motivación, la perseverancia y el pensamiento crítico, ya que el conocimiento ya está accesible.

Outlines

00:00

😀 Introducción a la Ética en la IA

Gregory Enu, profesor de la Universidad George Mason y editor de MIT Sloan, inicia un panel sobre ética y consecuencias éticas en la IA. Destaca la importancia de abordar cuestiones morales en la tecnología y menciona el déficit en la investigación académica sobre este tema. Comparte su experiencia con Chat GPT en 2002 y la revelación de su potencial en la educación, así como los desafíos éticos que presenta.

05:00

🌐 Transparencia y Explicabilidad en la IA

Hugo, el Chief AI Officer de Adal, la Asociación Españolola de la Economía Digital, enfatiza la necesidad de transparencia y explicabilidad en los sistemas de IA para garantizar su ética y sostenibilidad. Discute la complejidad de los modelos de IA y la importancia de convertir su funcionamiento en algo comprensible para los usuarios y reguladores, para cumplir con las regulaciones y expectations de la sociedad.

10:03

🎨 Identidad y Ética en el Arte y la IA

Ahmed Gal, de la Universidad R, destaca su trayectoria en AI y su enfoque en el arte y la IA. Plantea la cuestión de la identidad y la autoría en la creación artística con la ayuda de la IA, señalando los problemas éticos que surgen cuando la IA genera resultados aleatorios que pueden ser utilizados por otros creadores, desafiando la noción de originalidad y derechos de autor.

15:03

📚 Ética en la Educación y la Industria de Armas

Mark Kaban, con experiencia en psicología y liderazgo educativo, expone su preocupación por la influencia de la industria de armas en los programas de STEM en escuelas K12, financiados por corporaciones como Lockheed Martin. Cuestiona la ética de vincular las misiones educativas con la producción de armas y el posible impacto en los estudiantes, especialmente en el contexto de universidades y la resistencia a la guerra.

20:04

🌍 Desafíos Éticos en la Educación Global con AI

Se discuten los retos éticos de implementar la IA en la educación a nivel global, enfocándose en la reducción de inequidades y el cumplimiento de los Objetivos de Desarrollo Sostenible. Se plantea la cuestión de si la IA puede ayudar a superar las brechas geográficas y sociales, y cómo abordar la equidad en el acceso y la calidad de la educación con tecnologías emergentes.

25:07

🤖 Aprendizaje Basado en Curiosidad con AI

Se explora cómo la IA puede fomentar un aprendizaje basado en la curiosidad y la resolución de problemas, contrastando con el enfoque tradicional basado en currículos. Se destacan las limitaciones actuales de la IA, como la 'alucinación' y las sesgos en los datos y los modelos, y se sugiere que la educación debe adaptarse a estas nuevas formas de aprendizaje potenciadas por la tecnología.

30:08

📘 El Cierre del Parentésis de Gutenberg y el Futuro de la Educación

Se reflexiona sobre el impacto de la imprenta en el aprendizaje y cómo la tecnología, incluida la IA, podría estar cerrando el 'Parenthesis de Gutenberg', cambiando la forma en que entendemos y modelamos nuestro mundo. Se sugiere que la IA puede cambiar nuestra percepción del aprendizaje, posiblemente de regreso a métodos más interactivos y basados en la discusión.

35:09

🧐 Desafíos de la Personalización y Asistencia Virtual en la Educación

Se debaten los posibles desafíos y oportunidades de la personalización en la educación mediante asistentes virtuales y AI. Se mencionan cuestiones de privacidad, la relación que los estudiantes podrían desarrollar con estas herramientas y las implicaciones éticas de estas interacciones, como la creación de vínculos personales con la tecnología educativa.

40:09

🤝 El Papel del Educador en el Futuro con AI

Se reconoce la importancia del rol del educador en el futuro, incluso con la presencia de la IA, para motivar y enseñar habilidades como la perseverancia y el pensamiento crítico. Se destaca que la IA no resuelve por sí sola la motivación para aprender, y es crucial la intervención del educador para guiar a los estudiantes en su camino educativo.

🔮 Consideraciones Finales y Desafíos Éticos Futuros

En conclusión, se destacan las consideraciones finales sobre cómo la IA y la tecnología digital son comercializadas y difundidas en la sociedad, a menudo sin prever las consecuencias éticas y morales a largo plazo. Se sugiere que el debate sobre la ética en la IA es un tema que debe continuar en el futuro, adaptándose a los cambios y desafíos que surjan con el tiempo.

Keywords

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Highlights

Gregory enu introduces the Global Educational Forum session on ethics in AI, emphasizing the importance of moral considerations in technology.

Car antias from the UN AI Advisory Commission stresses that ethical questions in AI are not just political or legal, but fundamentally moral.

Academic research is identified as lacking in the area of AI's ethical implications, according to George Seamons.

Gregory enu shares his experience with AI in education, highlighting the potential and challenges of AI in teaching.

Hgo discusses the importance of transparency and explainability in AI systems for ethical and regulatory compliance.

Ahmed gal from R University emphasizes the ethical issue of identity in AI, particularly for creatives using AI in their work.

Mark kaban raises concerns about the influence of arms manufacturers in STEM education and the ethical implications of such partnerships.

The panel explores the potential of AI to democratize education by overcoming geographic and social divides.

Bias in AI is discussed, including cultural bias and the importance of considering local contexts in AI applications.

The role of AI in global education is examined, with a focus on addressing inequities and promoting quality education.

The potential for AI to enable personalized learning experiences is highlighted, with ethical considerations regarding data privacy.

The ethical challenges of AI 'hallucinations' are discussed, where AI provides incorrect or made-up information.

The importance of critical thinking and discernment in the era of AI is underscored, especially for students in less-resourced schools.

A counterpoint is made about the positive use of AI for motivating autistic children, showing the potential for tailored educational support.

The final discussion centers on the role of educators in fostering motivation and critical thinking, which AI cannot replace.

The session concludes with a reflection on the ethical considerations of AI in education and the need for ongoing dialogue.

Transcripts

okay all right welcome everyone this is

the obviously the the session here in in

the uh Global educational

Forum my name is Gregory enu I'm uh the

Arison professor at George Mason

University I'm also the sustainability

guest editor at the MIT Sloan management

review um and the topic of this panel is

ethics and ethical implications in AI

we've seen in the plenary sessions quite

a bit of discussion about ethics

um car antias from the AI advisory

Commission of the UN highlighted that

the tech the questions we need to face

are not only political legal and policy

but also Moral Moral questions are

questions of right or wrong good or bad

and those are the considerations we're

charged with here we also found out from

George seamons that uh the acade

Academia is doing a poor job the number

one deficit in academic research is the

ethical implic ations of AI so um we're

talking about a very very important

topic today um I have an interesting

sort of background I'll share uh quickly

with uh around AI technology and

education uh in 20 2002 I was asked to

revamp our digital literacy course for

our undergraduate students for the 20

year-old students and so we were

designing a course that could teach uh

students to use digital Technologies to

advance their personal and professional

goals use technology and not be be used

by technology and in November of that

year in the middle of the class chat GPT

was launched and so as a professor of

the class on digital digital literacy I

logged in got my account and typed in my

the first thing I ever typed in is how

should I teach chat gbtb to my students

and within seconds I got a very well

reasoned out lesson plan and with just a

couple of touches of the keyboard I

recognized immediately the vast

potential that artificial intelligence

and large m models could bring to

education and then all the vast

potential challenges ethical and

otherwides that it can bring so that's

what we'll tap into here today and we

have uh a series of very uh qualified

and expert panelists to discuss this

area that we're still discovering uh the

some ethical concerns we are aware of

many were not aware of so what I would

like to ask is we'll go around uh the

panel here ask each of you to introduce

yourself tell us a little bit about your

background and then just select one

ethical issue that you think the

participants of this uh this forum

should be considering and uh being

perhaps thinking about responses or

Solutions too so please hello hello

everyone hello

everyone so my name is hgo I'm the chief

AI officer at adal adigital is the

Spanish Association of the digital

economy so we comprise around a bit more

than 500 companies uh that go from the

small digital marketing outlet with to

people to the big uh the big Tech

corporates startups and scale UPS um my

role in the in the association is is

it's a new role is is is I think today a

year since we started is is to lead a

team that work along the the the member

companies uh around the complexities of

AI so this Association went from Pure

public policy to let's say opening the

umbrella and trying to help uh companies

understand Ai and in general emerging

Technologies uh in a much deeper way

um while performing public policy of

course and and continuing with with the

things that that an association like

that typic typically that typically do

uh my background is technical so I don't

come from P policy I have a PhD in

computer science so that's basically

what I bring to the table in in the

association uh with the rest of the

expert team in public policy regulation

and the laugh and and the thing and and

also some startups that I founded around

the data the data world so just trying

to answer your your your question um I

believe that the and what we're trying

to do not just just our talk but Walk

The Talk um anything that we talk when

we think about ethical principles when

we think about sustainability when we

think about uh uh algorithmic justice or

Equity nothing can happen without

transparency and explainability of the

systems uh and I believe we are still in

this moment where we need to work with

companies work with Regulators to fully

understand what transparency and

explainability means transparency

meaning in a very simple way uh how do

you do commend how do you understand the

own models that you are building or you

are using uh because the regulation

affects not only uh what you build but

also what you use so you may be using a

third party uh Mo AI U AI models and

you're still have to be compliant with

the regulation and not also what you

document but also how you share it with

your stakeholders which can be your CFO

but can be your user your customer or

the regulator of course or the Society

because you believe or you are forced to

depending on regulation to publish that

information to the to the to the public

Society uh and also explainability and I

think that's obvious but we will discuss

about that because um models have

different levels of complexity uh the

most complex and Powerful models at the

same time difficult to understand

typically people say that is blackbox no

they they're not Black Box we are the

Black Box uh if you ask uh uh an

autonomous uh car about how why it

turned right instead of left is going to

say perfect I'm going to give you the

250 million reasons why I chose to turn

right uh the problem is how we are able

to turn that into the 10 or 15 key

reasons why the that we can understand

why the car turned right and this is I

believe the the core from which we can

start building the rest of the uh

ethical principles and in order to build

the responsible AI wonderful thank you

that's very very good point if for

building um intelligent model models

that we can understand uh first of all

it's difficult for us to accept and

trust their results but also you point

out very clearly if we don't understand

what they're doing regulation is is very

challenging so excellent very great

points all right so I introduce myself

um uh my name is Ahmed gal from R

University um I am an AI by training I

have been doing AI for the last 30 years

um in computer science and uh being um a

university Professor I also teach AI um

undergrad and grad and uh being in the

intersection um of education and uh

doing AI research is really interesting

um in the last 15 years I switched my

focus into um the area of Art and AI in

particular so I have a lab called the

art and AI Lab at redgar which really

give me um the opportunity to to

interact with people in Humanities um

and uh people um in in art schools um

and and that was an eye opener for me um

to talk to these people and understand

um their concern and and their the

issues they are dealing with and that

was before the current hype of AI um so

now I mean uh when I hear many of the

discussion um I have uh totally

different perspectives of of many of the

people uh who are just started to think

about these kind of problems so for

today's um for this uh banel I mean uh

there are many many things we can talk

about um

it's multifold in terms of we talk about

implication of AI in ethics so um um

I'll keep it open uh for the discussion

great so just to be clear your lab um

you've been speaking with artists and

their concerns are about their the

rights to their creative yes a lot of uh

discussion about um um the ethical

aspects of uh using AI the ethical

aspects of uh uh training AI um issues

about uh artist identity um um uh there

are another banel later today about art

and AI I don't want to but may might not

be attending there so I can I can also

get dig into this so um one of the

particular issues about ethical AI in

general which I don't hear many people

discussing is the issue of identity um

which um for creatives is very

fundamental uh if you are a Creator

doing art or music or anything that and

decide to use AI in your process

obviously there is a problem of um what

the AI is trained on and and how that's

being used but you as a Creator uh when

you write a prompt for example and

create an image um and you claim

authorship of that as you you don't

realize that um um somebody else might

use very similar prompt and generate

something different right and it's

different uh not because of what you did

or what you add the system it's just

different because there's a random

random random number generator at the

back end like a fing a coin that give

you different outcome from that other

person outcome so now the issue of

authorship which is fundamental um to um

to many many creative domain and

fundamental in

Humanities uh is is problematic yes and

and this start to emerge now um and and

um once you are using AI now it becomes

a big problem big ethical problem yes

well and it's interesting since we're

talking about educational context what

what you just described when a human

does it we would call it or a student

does it we call it plagiarism but when a

machine does it what do we call it

anyway we can leave that open and I'll

uh pass on to our next panelist thank

you I appreciate everyone for being here

thank you for coming together for this

discussion my name is Mark kaban and my

my doctoral training is in behavior and

cognitive

psychology and and adult learning adult

development um but for the last 15 years

I've been leading uh an NGO for Refugee

youth that been displaced by War and

then I spent three years as a director

um of an ed leadership master's program

in a very Innovative um kind of Boutique

graduate school and I was surprised on

my first week on the job I got an email

um that the students that are connected

to our University were having a free

stem program and I thought that's really

fantastic um so I clicked on it and I

saw that it was uh Skunk Works which is

one of the divisions of loed Martin that

makes a lot of their weapons and uh they

were not only funding this program and

offering it for free but they were

actually teaching it themselves and so I

got really interested and what I did and

if you want to do this go on Google not

now but just do a quick search um of all

these arms manufacturers Alba locked

Martin uh Ron Boeing and then put stem

in K12 schools and what you'll see is

that they've been investing millions of

dollars um into these programs around

the country and not a lot of people are

talking about it when I say not a lot I

don't it's it's kind of zero if if you

look it up online they're just kind of

articles that are written in local

Publications announcing this as a very

good thing um I was a bit shocked by

that because if you watch the videos um

you know it's a it's part partly

indoctrination I remember one of the

first people speaking on the video from

Lockheed was saying that I'm proud to

make the foreign policy tools of our

country he's talking about the

F35 and so then I thought wow these

16-year-old kids are being groomed to

being arms manufacturers why does this

matter now because across the United

States there's been this Uprising that's

happening in 140 plus schools where this

is coming to question that should the

educational missions of universities be

tied up um in you know creating weapons

and making wealth off of that um

and so the ethical question is going to

be what's going to happen at the

universities right now and and how this

plays out and if this is going to down

trickle down to the K12 system will

these um quote unquote stem AI programs

going to be questioned for their ethical

uses as well why do I care about this I

care about this because my family was

displaced by a war an Imperial War I

care about this because I spent uh 10

years of my life working with children

that have been displaced um by very us

Imperial Wars and yet at the same time

it's a topic that's seldom spoken about

um in the US if you even say the word

empire people look at you like um you're

from a different planet like what are

you talking about uh because the United

States was an Anti-Imperialist kind of

country and its origin story so I think

uh I like the niche kind of topics that

we have you have a tough job ahead of

you I know about how to tie these

together but that's the thing that's on

my mind today no that's very good and

that's you know um one of the things you

point out is that the uh creators of

these Technologies are largely

corporations and we've had the point

about understanding how these

Technologies work there's an asymmetry

at information right and the and the the

creators of the technology have way more

information about the technology um and

they also have demands I've worked also

with Intel and Intel has um what they

called originally AI for youth but it

was a k312 program and they have a whole

series now of programs they're they're

framing is they're trying to uh prevent

the creation of an artificial

intelligence digital divide but you're

absolutely correct do we want artificial

intelligence education stem education

being led by corporations and their

needs or do we want it led by private

colleges or do we want it led by the

public big questions and the challenge

there is that the people that control

the knowledge about how these things

work that information is very

concentrated in the creators and not

well spread which makes it a challenge

for the uh public institutions to deal

with it so we are talking about this is

the global education Forum so um let's

talk about this idea of global education

the role AI can play in global education

um we look frequently in terms of sort

of the ethical questions about you know

sustainable development to the

sustainable development goals we have

one of the sustainable development goals

is around quality education number four

the other one is about lowering

inequities um there are many divides

Geographic divides uh social divides and

the question is will what's the role of

AI and educa what's the role of

education and the role of AI in

education in helping us confront those

divides and from your perspectives do

you have any ethical considerations

about that question about what AI will

do in terms of the the equity around the

globe and and those situations we can

start we can go however you want but if

you want to go around the circle again

please yeah absolutely um great and

difficult question um we're now working

in a in a project in in in order to

bring responsible AI in in in not not to

bring because it already exist but to um

push the the concept of responsible AI

in Latin americ and Caribbean and um

there I mean of course we we treat it in

in in different standpoints one is to

increase in compet the competitivity of

um competitiveness sorry of of small

companies and things like this but that

there are three elements that we're

starting to see to look in in detail and

probably you you know lot about this but

just to share um one is the vulnerable

population both in terms of economy and

in terms of exclusion of course there

another important thing and critical

which is gender and then this this thing

of sustainability and uh what we're

trying to do and we starting so it's

just kind of a

of an initial initial work is to try to

understand uh how this is done because

what one this the the difficulty of this

of this specific project is that it's

not a very tactical project it's a

strategic project so on the one hand we

have to bring responsibil to the region

or to work with the uh existing uh uh

local agents already there in order to

kind of bring the let's say experience

that we are having with the with the AI

act and all the things that are

happening here in Europe uh but at the

same time uh without having specific

projects that can bias us to the

specific things uh but I think those are

the three elements that is that we've

recognized as as critical or the most

critical that we've seen at least in

that area in order to to work in on the

role of AI and that is affected by

education okay so how can we first use

how can we educate in AI but how can we

use AI in that education to scale as

much as possible and that brings us

again to the concept of bias and the

concept of you know how do we do there

so for example I don't know you know but

for example the Spanish government uh

just announced a couple weeks ago that

they're uh going to have relationships

with different companies and different

institutions in order to build uh the

Spanish and other co-official languages

in Spain and and Latin America uh

language model okay uh for us that

brings us questions about whether that's

that's the best way to bring you know

the new AI uh to the region or is much

better and that's a question of uh

whether what a government like this

should just focus on the data to have

real quality data unbiased data as much

and bias as possible in order to leave

companies to bring llms or other models

to to the region so I don't have the

answer right now but basically those are

the areas that that we believe are going

to be critical in following years that's

interesting so you you brought in we

we've had one type of bias and that's

the the owner of the technology and the

way they you brought in the bi a couple

of biases one is the biased uh data and

then the other is the biased model all

of which can distort educational

outcomes Etc and then Regulators can

focus on the models or just Pro and and

to create in themselves or just getting

the best unbiased data set if there is

such a thing and make that available to

the private sector interesting which

brings if I may add just one thing there

a cultural bias I mean trying to bring a

single model that works for every single

country in this case Latin America

doesn't make any sense yes uh you know

each has a different approach to

knowledge to understanding to learning

uh which brings also additional issues

yes

okay want to take a shot at the uh role

of Education AI in in global inequities

and yes definitely I think um AI um um

now starting to give us ideas about how

to approach education a very different

way and I think we all experienced that

uh when we started dealing with SH gbt

in a question answer kind of shat uh

educational experience and how that's

very different from reading a book when

you reading a book everything is linear

the author already organized the topics

for you here when you shatting the

system you ask question get answer that

invoke your curiosity to ask another

question so it open a door for uh

problem solving oriented curiosity based

learning which is a fundamental way of

doing learning if you look at thousand

year ago and how learning was done it

was like that it's not was not

curriculum based learning that that we

have established in the last 200 years

it was mainly problem solving curiosity

based learning and now ai will enable

that uh and in a global and and scalable

way um uh so so now comes many many

questions uh in terms of how educational

institution which have been really

focused on curriculum based Mass

certificate given uh institution uh will

transform um in terms of these new ways

of of new and old ways of of of learning

and um and what um what the role of uh

AI in this institution and what's the

role of AI uh in IND

outside this institution but also comes

all the question about um

um um AI hallucination uh is the data or

the outcome that AI give you is really

correct or not what are the sources

these coming from all these are unsolved

problem in terms of AI at these point

and and that limits its use of

Education um but there are many many

other um uh issues as well we mentioned

the biases here which I um I hear a lot

about talking about bias in AI however

we don't really um confess that the

issue of bias exist in our education

system and culture system way before the

AI I mean we who who decide which

textbook we are using and what's go

inside that textbook to start with I

mean that has nothing to do with AI um

and and um is one big issue I can talk

about in details but this is one of the

fundamental issues yes

I think that's you're right I think

we're recognizing that even outside of

AI there there's implicit and bias and

and structural inequities built into

many things that we ignored previously

that are becoming very uh poignant as

the technology can exacerbate those yeah

and that's interesting so you you made

the statement that PRI previously

education was more of an exchange

questions and answers between Socrates

and his students in Greece or something

or today it's limited to Elite schools

where you can have a tutor that you have

your conversation with and but you're

arguing that the AI can then

reinvigorate and make that available

globally that same kind of dialogic

approach to education yes interesting

interesting uh do you know of any

organizations that are already

practicing that or is that just

something no I I I try to practice that

in my classes um like I mean um when uh

CHT came came around uh and I'm teaching

AI for undergrad course uh uh I supposed

to teach about these kind of things so

my first assignment to them is that you

sh DBT and and try to ask ask questions

and uh that they cannot answer or push

to the limits yes so that was very nice

experience because stud had to really

figure out what kind of question they

ask and keep uh pushing and and figure

out what is the limitation of these

systems um and again uh this semester I

was teaching course about computer

vision and Chad gbt came with another

version where uh you can now put an

image and and and answer a question so I

since that's a core of my course I

challenge them also to to see what are

the limit of this system put an image

start to ask question and see what kind

of answer they giving and what kind of

images they cannot answer or cannot

inere about um so I find fascinating to

use this kind Tools in classrooms um but

I'm I don't have a clear idea about how

this can be a part of a systematic way

of learning um I know for example um in

the last few years people have

introduced other Technologies like

YouTube um and in have this inverted

classroom kind of uh Concepts yes but

now how that evolve now with AI because

again when you look at YouTube uh

learning I mean everything's in YouTube

Right lots of lecture about anything uh

but again it's linear system you

basically it's like the same as reading

a book except they have many many

choices yes and so AI is is to different

from that and and um but for a student

who doesn't know what to look for uh

that's becoming a problem and that's the

role of universities when or schools

when you put a curriculum and and and

and lineup of topics and things like

that and and that's the Dilemma how can

we Bridge these two things these two

paradigms of teaching yes no no I I can

I'm thinking about how I might go back

to myself to the class and say you know

I don't know we're going to learn about

the uh Spanish Civil War or or the art

of balasz and then you put students in

groups and each they ask questions in Ai

and they try to compile compile some

kind of understanding and then the

professor orchestrates some kind of

overall integration of what they

discovered I can imagine all kinds of

experiments and models along that that

line if I may add that please probably

some of you already know it but I think

it's interesting I come from the

publishing industry and that's a typ

topic of discussion for at least the

last 15 years which is the Gutenberg

parenthesis uh this idea that so the

Gutenberg parenthesis parth okay yeah

the basic idea is that the way we learn

the way we understand the way we uh

model our world was changed like 500

years ago when the printed machine came

MH before that we learned in many

different ways in totally different ways

and it seems that the parenthesis is

what part of the theory is that is being

closed now yes uh with different

Technologies and now with AI and I think

is related to what you were saying is

kind of this new way of maybe going back

up in one side of this Q&A and and

discussions and but on the other way

taking advantage of the technology that

we have now uh and and is is is is you

know there are papers that show that you

know we learn we model our brain in

terms of how we learn to read and write

and this may change in the future so I

find it really fascinating how we may be

entering maybe in a different world uh

in

the in the future yeah a little bit of

Back to the Future or something along

those

I I don't know if I share your

perspective that students are going to

be sitting there with AI really engaged

for any kind of um significant amount of

time maybe in we're really bad at

predicting how technology plays out so

it's just really a wondering for me but

I I wonder if in 10 years we'll be

looking back at this moment and saying

how did we think that that was going to

change fundamentally the way that

students learn about things um that they

don't necessarily love right there

there's some topics that students don't

love and the reasons why they end up

learning those things is because they

have a loving relationship with their

teacher and with the people around them

many years ago when I was running my

Organization for Refugee youth one of

the biggest challenges that we had was

um the SAT test uh to get into college

and it felt very unfair

because all the studies show that test

scores are really closely related you

probably know this to income and that's

like the the biggest indicator of

success on on the test and that's

because a lot of these kids have private

tutors um and so here comes here comes

the College Board the organization that

creates the SAT and they partner up with

KH Academy and they had this big promise

to the world that we're going to change

the whole dynamic of this inequity and

all of these kids are going to be able

to have their own private tutor on this

KH Academy thing and it's all it's using

AI in different kind of ways a little

bit more uh instruct instructivist which

is like answer a question get another

question based on that and chat gbt is a

little bit different from that um but

what they ended up finding out and they

learned pretty quickly is that um

students from low income backgrounds

don't want to sit around on a computer

and just talk with it all day and I saw

this firsthand in my Academy it it was

like pulling teeth uh for the lack of a

better analogy with our kids they just

didn't want to do it and so then you

wonder why are the wealthy kids why are

they doing well it's because they're

being encouraged by these tutors they

have these relationships it's the social

Enterprise of learning that is there and

so I I think that um that's one

challenge that's there and KH Academy is

continuing to make all these uh promises

there's the I think it's called conmigo

if you go on the website another Google

search if you go on their website you'll

see things like have your own tutor have

your own pilot and it's actually not

that and I think it's I think it's a

little bit disingenuous and dishonest

because it's again I think following the

Playbook of what the College Board did

on the SAT test cuz it's not going to be

like having a tutor and I think that we

need to be realistic about what that

means but one one other thing that's

coming to mind about possible challenges

is everyone familiar with the term

hallucination here I think we're

starting to learn that word is basically

when chat gbt just makes something up

and sometimes they're really wild I I

was just doing a quick search on my

phone yesterday I think if you have an

Android WhatsApp has um uh has that

function there so I've been playing with

it a lot and and I just asked it what

did the Harvard president say about the

uh divestment movement of of for South

Africa in the 1980s and it said

something completely wild that the

president compared them to the clu clux

Clan I said I knew that that wasn't true

because I've been in this divestment

movement for a long time and I've never

heard that that wasn't true um and so

then I guess you wonder why are these

hallucinations happening if you're

someone who's learning code and it gives

you a false code and you're you're a

novice you're not going to know that

it's not true if you know what you're

doing you know this is not right he even

does basic arithmetic wrong as well um

and i' I've experienced that when I was

trying to use that to kind of uh surpass

certain uh cognition that I was not

interested in doing um and so I I I

think these are some of the the issues

that we have and so well-resourced

schools are going to have a lot more

time to teach young people about how to

discern how to make decisions about

these how to you know do what we call uh

prompt engineering and students at

schools that are less funded that have

less ability to do that kind of guidance

um those students are going to be you

know the the the object of these

Technologies in ways that we cannot

predict um and so that that's what

that's some of the things that I'm

thinking about right now that feel a

little bit precarious I think no that's

very good um so I'm gonna we'll open it

up to some questions the audience so be

thinking if you have a question um so

yes you you've again nailed

again there there exists these biases

and inequities um in the educational

system without AI right and I um and I I

experienced it when I was I went to

California public school um and I

remember being at my friend's house and

their friend's father would come in and

say you guys should be studying the

smart kids are studying right now and

then I moved my kids to um the greater

Washington DC area where there's the

highest concentration of advanced

degrees everyone there works for the

World bank and they have a PhD or so um

of course that has an influence on the

kids and so my problem was and that my

my kids wouldn't study is they wouldn't

stop studying because of all of their

friends were studying completely I had

to go upstairs and say stop studying

come down and watch Game of Thrones with

me you know um come play fun so um and

it speaks exactly to that and it you

know it doesn't it it wasn't

intellectual capability or potential it

was the environment in which they f

found themselves and um you know that

that environment motivated them by their

peers and by the system to be um excel

in education in ways that in my

environment we weren't encouraged to do

it's what non chomsy calls the luxury of

leisure yes right that money that

provides those opportunities to happen

that's right yeah and then the question

then again AI we've heard some

possibilities that it will minimize or

or lower these barriers because one of

the things about the technology unlike

say an autom or something is if you can

get access to the internet which is not

Universal yet but you can have access

then to these models so in that sense it

could democratize access in way other

Technologies in the past haven't but

then again how they're used the

environment in which they're used is

consequential yeah I I think I think

we'll find with AI what we found in many

other Technologies right when I think 10

years ago when mukes came out those

massive online courses they said this is

going to democratize learning and and I

don't really think that it did um and so

so there's a lot of these kind of

platitudes that are happening right now

and um yeah I I lost the plot in my

thinking but we'll come back to it well

we're we're we're spread we're traveling

a lot space so does anyone have any

questions we're yes go right ahead so so

I don't have a microphone but I'll speak

loud just to propel a little bit the

conserv so I I get your point regarding

usal assistance to support

personaliz now I think it's it's also

important to keep in the ra that this

we're at the very early

stages um I do believe honestly that in

a few years every student is going to

have a

c theep you go into not only the areas

of opportunity from an academic

perspective for a particular student but

also how the student learns

I think at that point maybe I'm but I

truly think that we're about to the

disruption and the driver is going to be

vir assist

that um so I guess kind of I I I just

wanted to stimulate

controvers I believe there are going to

be other ethical aspects that will

we'll be discussing in a few years today

we're talking maybe about um can we use

from a privacy perspective the data to

truly know how you learn that's a bit

controversy but that's going to change

when we consider privacy the kids today

it's a different concept of privacy so

that's number one and and and when we

talk about the future we'll see and

there's a book called AI 241 I don't

know if anyone has seen it there's

and there are issues like

How Deeply personally involved the

student could get with these assists

they become their

friends

boyfriends the person that you tell your

secret and that's a different I think

it's a way deeper eal

implication discussing today wanted to a

little bit of okay so for the for the

people that couldn't hear um the

question was uh broad but uh was the

idea of personalization in education

through the virtual Assistance or AI

agents um and that opens up

opportunities that we similar to what

we've discussed but there was also then

ethical questions around the information

needed to personalize that there's

questions of privacy around that and

then also questions about what kind of

relationships uh students are going to

create with these virtual assistance and

what the implications of that so as if

we didn't have enough ethical concerns

to discuss let's uh toss that out to our

panel if I may answer one of your your

comments I I found it really

interesting

um using the systems that you mentioned

is going to force us to be very critical

with how we understand those systems

themselves so let me put you a very a

very simple example uh one of the

companies I built in in in

2018 uh did um use Ai and statistics to

understand how people read how people

were reading books and listening to

audio books and things like this so we

had these models and these things one of

the things we always had to explain to

our customers and in order for them to

put into into the privacy policy is that

uh nobody understood and maybe now this

is obvious but I can tell you in 2018 it

wasn't obvious is that if I know what

you read I'm going to understand your

sexual preferences your religious

beliefs I'm going to understand so much

about you and it wasn't taken as as U

personal information uh so for many of

some of our customers I wouldn't say

many but some person were like well

we're just we're just seeing how people

read books no no no no uh even by

knowing where you stop reading I can

infer what are your interests and this

was just a small very small boutique

company for very small very very

specific uh education related uh uh

stuff uh what we can have now in terms

of and this is one of my my fears is

when you have a huge model that is going

to be used as the operating system for

Access or for for for for many people to

access that information uh any small

mistake there small uh Cave there can

affect uh lots of people and that's

gonna that's I think that's going to be

one of the challenges there that that

you and I are going to have in the in

the near future so that's very

interesting and already now it's uh

Amazon supposedly with their data about

you're purchasing they can predict

things like women's fertility or they

can even predict the way you will behave

even though you don't believe you behave

that way right

you so um we're gonna this will be we're

coming to the end here we have about

five more minutes so let's just follow

this line and and uh either one of you

if you want to take a shot at that

question about the virtual agents and

something else to say on that yeah I

just I want to follow up on that I mean

obviously there's no answer this is the

open question open uh I just want to um

take this into the next level which is

the role of Technology have been in the

last um since invention of the brand to

the invention of the internet uh to now

ai is is giving access to knowledge

right that's basically uh it's so 30

years ago if you are living in a world

third world country don't have access to

knowledge other than local library the

internet allow us to have access uh so

it's opportunity an AI will allow more

access and that lead us to the

fundamental question of what is

education what when you go to school

what are you looking for if you have

Global access to knowledge um why going

to school and that go back to your point

which is basically about the SAT exam

it's it's really about um uh motivation

and and uh uh coaching and uh uh

teaching students um who doesn't want to

learn basically who doesn't see the

motivation why you learn so that's why

they go to school and and we kind of

push them through that um and this is

fundamental thing that AI cannot

solve

so not the problem of AI I mean it's a

problem of how we motivate kids to learn

or even ourself to learn

basically because that's going to change

maybe I don't know I think for person

who are motivated AI would be a great

opportunity because it give them access

to Global Knowledge but for for for kids

who are not not motivated enough it's

our job as Educators to to to give them

these skills to how to motivate them and

how to make teach them how to be

perseverance and and how to do critical

uh thinking these are the basic things

that we need to teach our kids because

the knowledge is is already now

accessible and and we can get aners

themselves so um I think AI will help us

really re understand the role of

Education all together in the future can

I give a counter example really fast yes

we might be so I've seen examples of AI

being used for autistic kids to to

motivate them very

specifically um and they are successful

yeah

and there's a lack of access to

institutions

for this

ISF maybe yes yes amazing but I'm I

agree with you the role of the teacher

has to keep involving coaching

supporting and okay well and that it

comes back to the the much of the

ethical questions here is that we don't

know how people are going to use the

technology we don't know necessarily

what the technology will do um we are

still at the very beginning uh and one

thing about technology it especially

digital Technologies they are

commercialized they are ubiquitous in

society and we only find out the

unintended consequences the ethical and

moral considerations often after the

fact after they're already ubiquitous so

this will be a ation that will continue

here in this forum and in the world

going forward I'd like to thank all of

the panelists and everyone who attended

this session um and I believe is it

break time or is it okay and we have a

break and uh if you have questions for

the panelists I I guess they'll stick

around okay thank you all thank you did

a really great

job makes a big difference one the facil

really good job app how you I will take

that to heart thank

you it was you guys I don't know how

they decided to put I had no

idea I think AI decided cuz they said

that they decided all the topics so

maybe they did that as

well I know it's AIT

weird I'm in Cal in San Diego San

Diego yeah man able to live in San Diego

for a long time right now you're in in

DC in DC not a bad place to be no no I

said if be

theost I hear you I hear

you man that that was great my brother I

appreciate you man

this