Cheating or Learning? Walking the AI tightrope in education | Erik Winerö | TEDxGöteborg

Summary

The speaker, an experienced teacher, delves into the complex relationship between AI and education. They explore whether AI is a disruptive 'dragon' or a helpful 'knight,' using the analogy of pole vaulting to illustrate how new technologies can transform fields. With a focus on generative AI's impact on teaching and learning, the speaker discusses concerns about cheating and the importance of the learning journey over the end result. They argue for a balanced approach, where AI can assist in education without replacing the valuable learning experiences that come from overcoming challenges.

Takeaways

• 📚 The narrative suggests that AI's role in education is complex and not easily defined as either beneficial or detrimental.
• 🧑‍🏫 The speaker, a teacher with two decades of experience, is researching how generative AI affects teachers' work and their perception of student learning.
• 🔍 Teachers initially fear that students might use generative AI to cheat, but the definition of cheating becomes blurred with technological advancements.
• 🏋️‍♂️ An analogy is drawn between technological advancements in pole vaulting and the potential impact of AI on learning, suggesting that new tools can greatly enhance performance.
• 📊 A survey reveals that a significant number of young people have used generative AI for schoolwork, with over half admitting to using it to cheat.
• 🤔 The speaker argues for teaching students to use AI properly, like a tool that can help them overcome challenges, rather than labeling its use as cheating.
• 🎮 The talk compares the learning process to playing video games, warning that relying on AI for tasks can create an illusion of learning without the actual skill development.
• 👨‍💻 An example of AI's capabilities is given through Greg Brockman's demonstration of GPT-4, highlighting the potential for AI to assist but also the importance of understanding the process.
• ⚖️ The script emphasizes the importance of the learning journey over the end goal, cautioning against automation that might bypass essential learning experiences.
• 🔧 The speaker suggests that AI should be used as a coach rather than a substitute, helping individuals to overcome obstacles through their own efforts.

Q & A

What is the traditional approach to starting a speech according to the speaker?

The traditional approach to starting a speech, as mentioned by the speaker, is by telling a story that begins with painting a picture of something relatable, like a small town, introduces a problem or threat, and concludes with a solution or a savior.

What role does the speaker suggest AI might play in the story of AI and us?

The speaker poses the question of whether AI is the 'dragon' or the 'knight' in the story of AI and us, indicating that it's not easy to determine the exact role AI will play in our lives.

What is the speaker's profession and area of interest?

The speaker is a teacher with about two decades of experience in the educational field, and their area of interest is how AI affects learning and education.

What is generative AI and why does it concern teachers?

Generative AI refers to AI that can create things like images, sound, and text. Teachers are concerned about this technology because it can potentially be used by students to cheat, and it also affects how teachers perceive and assess student learning and knowledge.

How does the speaker use the analogy of pole vaulting to discuss technological advancements?

The speaker uses the analogy of pole vaulting to illustrate how technological advancements, like the transition from hardwood to flexible poles, have significantly improved performance. They compare this to the potential impact of generative AI on learning and education.

What percentage of young people in Sweden admitted to using generative AI for cheating in schoolwork according to the survey mentioned?

According to the survey mentioned in the script, 55% of young people between the ages of 15 and 24 who had used generative AI in their schoolwork admitted to using it for cheating.

What does the speaker argue about the use of tools like generative AI in education?

The speaker argues that instead of considering the use of tools like generative AI as cheating, we should teach students how to use them properly, potentially using them as 'flexible poles' to help overcome learning obstacles.

Why does the speaker caution against mistaking the dragon for the knight in the context of AI in education?

The speaker cautions against mistaking the dragon for the knight because focusing solely on achieving goals or the end product can lead to overlooking the learning journey and the valuable experiences gained through overcoming obstacles.

How does the speaker relate the use of enhancements in video games to the potential misuse of AI in education?

The speaker relates the use of enhancements in video games to the potential misuse of AI in education by suggesting that both can create an illusion of learning, where the actual skill development or learning process is bypassed.

What advice does Greg Brockman give during the live demo of GPT-4, and why is it significant?

Greg Brockman advises to always look through the code to understand what it does before running it, emphasizing the importance of understanding over automation. This is significant because it highlights the risk of losing valuable learning opportunities when relying solely on AI-generated outputs.

What solution does the speaker propose for integrating AI in education without compromising learning opportunities?

The speaker proposes using AI as a coach or guide that helps students conquer learning obstacles with their own effort, rather than automating the entire process. They suggest using AI for feedback on student work rather than for completing tasks, to ensure valuable learning experiences are not lost.

Outlines

00:00

📚 The Role of AI in Education

The speaker, an experienced teacher, introduces the topic of AI's role in education, posing the question of whether AI is a threat or a savior. They discuss generative AI's potential to disrupt traditional learning and teaching methods, particularly in how teachers assess student work. The fear of students using AI to cheat is acknowledged, but the speaker also suggests that the definition of cheating in the context of AI is complex. A historical analogy of pole vaulting is used to illustrate how technological advancements can transform a field, questioning if similar changes apply to AI in education.

05:02

🤖 AI as a Tool: Cheating or Learning Aid?

The speaker delves into the debate over whether using AI constitutes cheating. They present survey results showing a significant percentage of young people have used generative AI in their schoolwork, with many admitting to using it to cheat. The speaker, identifying as a tech enthusiast, argues for teaching students to use AI properly, likening it to a flexible pole in pole vaulting that aids in overcoming obstacles. However, they warn against mistaking the means for the end, emphasizing that the journey, not just the achievement of a goal, is where learning occurs.

10:07

🏃‍♂️ The Illusion of Learning and the Importance of Effort

Using athletic and gaming metaphors, the speaker discusses the potential illusion of learning that can come from AI enhancements, cautioning against relying too heavily on AI to achieve goals without the necessary effort. They argue that while AI can automate tasks and increase efficiency, it may also deprive individuals of valuable learning experiences. The speaker highlights the importance of understanding the process and the struggle involved in learning, suggesting that AI should be used as a coach rather than a substitute for personal effort.

15:12

🧠 Balancing AI Assistance with Personal Growth

The speaker concludes by emphasizing the need to balance AI's role in education to ensure it supports, rather than replaces, the learning process. They suggest that AI should be used to guide and coach, helping individuals overcome challenges through their own efforts. The speaker encourages the audience to consider whether using AI for a task might deprive them of a learning opportunity and to be mindful of the choices they make regarding AI's integration into their learning and work. The talk ends with a call to action for the audience to be aware of the choices they have regarding AI and to make informed decisions.

Keywords

💡AI

AI, or Artificial Intelligence, refers to the simulation of human intelligence in machines that are programmed to think like humans and mimic their actions. In the video, AI is central to the discussion on its role in education and learning, posing the question of whether it is a disruptive 'dragon' or a helpful 'knight'. The speaker explores the impact of generative AI on teachers and students, particularly in the context of potential cheating and the assistance it can provide in educational tasks.

💡Generative AI

Generative AI is a subset of AI that can create new content such as images, sound, and text. The video discusses how generative AI can generate text and the implications this has for education, including the fear among teachers that students might use it to cheat on assignments. It also touches on the potential for generative AI to assist in learning by overcoming obstacles, akin to a 'flexible pole' in pole vaulting.

💡Cheating

Cheating in the context of the video refers to the unethical use of AI by students to complete schoolwork without putting in the necessary effort to learn. The speaker mentions a survey where a significant percentage of students admitted to using generative AI to cheat, highlighting the moral and educational dilemmas posed by the technology.

💡Pole Vaulting

Pole vaulting is used as an analogy in the video to illustrate the role of technology in sports and by extension, in education. The speaker compares the advancements in pole materials that have allowed athletes to jump higher to the potential of AI in learning, questioning whether the use of AI should be considered cheating, similar to the introduction of flexible poles in pole vaulting.

💡Learning Journey

The learning journey is emphasized as the process of overcoming obstacles and challenges that lead to true learning and growth. The video argues that focusing solely on the end result, like jumping a certain height or achieving a learning goal, can miss the value of the journey itself. This concept is used to critique the potential misuse of AI to bypass the learning process.

💡Enhancements

Enhancements refer to external aids or tools that can make tasks easier but may also create an illusion of learning or skill. In the video, the speaker contrasts the basic character of Super Mario who must improve through practice with modern video game enhancements that can give players an unfair advantage, suggesting that AI could serve as an enhancement that bypasses the learning process.

💡Automation

Automation is the use of technology to create a process or system that operates automatically. The video discusses the potential risks of automating educational processes, such as grading essays, which could deprive teachers of the insights gained from manual assessment and students of the learning opportunities that come from overcoming challenges.

💡Shortcuts

Shortcuts in the video symbolize the human tendency to seek the most efficient path to a goal, which can conflict with the learning process. The speaker warns against the over-reliance on shortcuts provided by AI, as they might lead to missing out on valuable learning experiences that are essential for long-term growth.

💡Coaching

Coaching, as mentioned in the video, is the act of guiding and instructing individuals to help them improve their skills or achieve their goals. The speaker suggests that AI could be used as a coach in education, not to do the learning for students, but to guide them through the process, helping them to overcome obstacles and learn effectively.

💡Educational Technology

Educational technology encompasses the use of digital tools and platforms in learning environments. The video discusses the integration of AI, like GPT-4, into educational platforms such as Khan Academy, which can assist students in finding solutions to problems rather than providing answers directly, thus promoting self-learning and understanding.

Highlights

The best way to start a speech is by telling a story that includes a picture of something relatable, a problem, and a solution.

The role of AI in our lives is uncertain, symbolized as either a dragon or a knight.

AI's impact on education, particularly on teachers' work and student assessment, is a significant area of interest.

Generative AI can generate images, sound, and text, raising concerns about potential cheating in education.

The concept of cheating is complex when it comes to the use of technology in learning.

An analogy is made between the technological advancements in pole vaulting and the potential impact of AI on education.

A survey in Sweden revealed that 36% of young people have used generative AI in their schoolwork, with 55% admitting to cheating.

Some educators argue that instead of banning AI, we should teach students how to use it properly.

The importance of the learning journey, not just the end goal, is emphasized in education.

The use of AI can create an illusion of learning, similar to using enhancements in video games.

The speaker suggests that AI should not be allowed in education without considering the learning process.

Greg Brockman's demonstration of GPT-4's capabilities, including generating code from a sketch, is highlighted.

Brockman's advice to always review AI-generated code emphasizes the importance of understanding over automation.

AI can be a valuable tool for those with expertise, but it might deprive novices of learning opportunities.

The speaker argues against the assumption that machines should perform tasks just because they can.

Learning involves overcoming obstacles, and the human mind's tendency to take shortcuts can hinder this process.

AI can act as a coach, guiding us to overcome challenges with our own effort, rather than carrying us to the top.

Khan Academy's integration of GPT-4 as a learning aid, rather than a solution provider, is praised.

The audience is encouraged to use AI for feedback on their own work, rather than as a replacement for effort.

The decision of whether AI is a dragon or a knight depends on our choices and awareness of the learning opportunities it presents.

Transcripts

Transcriber: Nhi Trần Reviewer: Hui Bin Go

They say that the best way to start a speech is simply by saying,

once upon a time, that is, you should tell a story.

And in this story, you should begin by painting

a picture of something that represents us like a small town or a village.

And then you should introduce a problem,

something that comes and threatens that town like a dragon.

And finally, of course, you should include a solution. A savior of some sort.

A knight to slay that dragon.

But when it comes to this story about AI and us,

it’s not entirely easy to determine what role this new technology is going to play

Is AI the Dragon? Or is AI, knight?

I'm a teacher, and I've been in the educational field

for about two decades now.

And when it comes to this story about us and AI,

it is those aspects concerning learning and education that interests me.

And in recent time, I have been given the opportunity to pursue a PhD where

I do research and on how teachers like myself are experiencing this rapid

development that we are seeing within generative AI,

how it affects teachers work,

especially how it affects the way they perceive

and assess their students learning and knowledge.

Generative AI in this context, being AI that can generate things like images,

sound, and in particular text.

And the most common initial reaction that teachers have or anyone,

is that they fear that their student might use this technology in

order to cheat.

But as you dive into these matters of learning and technology,

you quickly realize that it's not entirely easy to determine what

constitutes cheating and what doesn't.

And to explain, let me give you a well-used analogy, pole vaulting.

This is Armand Duplantis. He holds the current world record with 6.23m.

And this is Charles Hoff, a Norwegian who held that very same record

a hundred years ago. In 1923, Hoff cleared 4.21m

And this image that you see, it’s taken at that exact moment.

And back then, I actually think that Hope was quite happy that he didn’t jump

oversix metres, because

100 years ago, Pole vaulter landed on just thin layer of sand.

It was quite brutal.

But over 100 years the record has improved by over two metres.

Or in other words, by 48% .

That's quite a lot, especially when you compare it to other events.

For instance, in the men's 100m,

the corresponding development has only been a mere 8% .

So why has the record increase been so large within pole vault?

Well, the most obvious explanation lies in the technological development of

the pole. In 1923, Hoff used a pole made of hardwood.

And hardwood poles are not great at transferring vertical horizontal motion

into vertical height. When flexible poles came along, it transformed the sport.

What's worth noting is that we know that when new types of pole have been

introduced, it has been quite common for those using

the old type of poles to accuse the adopters of new poles of cheating.

But over time, everyone starts using the new polls

because people don't really care about what polls they use.

They care about how high they jump. What matters is the height of that bar.

The question, of course is, is generative AI in relation to learning

and education comparable to what new types of polls have been for pole vault?

Just a few weeks ago, a large survey was published here in Sweden,

where they had asked young people between the age of 15

and 24 if they had used generative AI in their schoolwork.

And 36% said that they had.

Among them, 55%

admitted that they had used it in order to cheat.

An additional 12% said that they had used it,

but they were unsure whether or not it had been cheating.

And in this context, it's quite common

for teachers who are tech nerds like myself to argue that, well,

we shouldn't consider using tools such as generative AI as cheating.

Instead, we should teach our students how to use it properly.

That if generative AI can be used as

a flexible pole to help our students overcome their higher obstacles,

then surely that's a good thing.

That what matters is the quality of the product that our students produce.

But that is exactly. That kind of arguments that might

lead us to mistake

the dragon for the knight.

You see.

The problem arise, when did you achieving a goal

as a valid expression of learning

Because in the context of learning

is actually within the journey towards the goal where the learning takes place.

To go on with that athletic metaphor

if your coach tells you to

run to a certain location to a particular spot

the purpose is probably for you to cover a certain distance

in order to train your physical fitness.

But if you then use the aids, such as a bicycle, or if

you take a shortcut you will reach

that destination but you will not get the intended training you are supposed to.

Let’s move from that real world metaphor to a digital one.

Raise your hand if you have ever played that classic 8 bit Nintendo game

Super Mario. You know, dee dee dee dee dee dee dee dee dee

Most of you have.

But have you ever reflected on the fact that Super Mario is

the basic same character on every level?

And in order to progress through the game, it's you,

the player that needs to get better.

Compare that to most common video games today.

When you pick up enhancements,

that enables you to go on through even harder levels.

You can even buy these enhancements sometimes.

Well, of course you might get better as you play,

but those enhancements might risk making you think that you’re getting way more

better than you actually are.

Enhancements can create an illusion of learning.

So what’s the point I’m trying to make here?

Am I saying that we shouldn't allow AI within education?

Am I saying that we shouldn't teach our students how to use tools such

as generative AI? No, that's not what I'm saying.

What I'm saying is that it is complicated because it's contextual. It depends.

It varies from person to person.

And to illustrate this, let me give you one more example. This is Greg Brockman.

He is a key figure at OpenAI, the company behind ChatGPT.

And in March this year, they unveiled their newest AI model, GPT four.

And it did this through a live demo broadcasted over YouTube,

where Brockman showcased some of the system's capabilities.

For instance, he took a picture of a hastily hand-drawn sketch of a website.

He uploaded that picture to GPT four,

asking it to analyze it and then write a code for such a website,

and within a minute, Brockman had usable code. Voila!

A new functioning website was born. It was quite impressive. It was awesome.

But there was this one thing that Brockman said during this presentation

that caught my attention. At one instance, when the system wrote code. Brockman said

with emphasis you should always look through the code to get a sense of what it

does never run untrusted code.

and it became so clear Brockman read that code just as easily as

I read my mother tongue Swedish.

And how do you think he has become so good at reading and writing code?

Well, probably because over the years Greg Brockman has read and written

a ton of code. And for someone with such a skill level,

having a system automating that process for you is a huge time saver.

It makes such a person more efficient and that's a good thing.

But for someone who does not possess such skills, such automation.

Might mean that they are being deprived of a valuable learning opportunity.

Now, some might say that, well, when AI can write code,

humans no longer need to. That when machines can perform tasks

human humans don’t know no longer need to perform them.

And that's certainly true in some cases.

If machines can do tasks that, for instance,

are harmful and dangerous for humans, they arguably should.

But we can't do the mistake of thinking that just because

a machine can do something, it automatically means that they ought to.

And this becomes especially clear when we focus too much on the end goal,

the quality of the product, or the height of that bar.

Because it's not only the learning that takes place during this journey.

Quite often there are other important aspects in that process as well.

Aspects that aren't always that obvious for us to see,

and we might risk losing them with automation.

Let me explain with one last example this time an example from education.

As mentioned, teachers fear that their student might use AI for cheating.

Well, let's turn the script a bit because. Sure. But teachers.

Can risk and be tempted to take shortcuts with AI as well.

Anyone who has been a teacher or anyone who has ever known a teacher,

can probably relate to the feeling of

a teacher sitting late at his desk Sunday evening with

a mountain of essays to grade that need to be handed out first thing Monday morning

If they’re in such cases where a magical button on your computer.

That would assess all those essays accurately and instantly.

It would be very tempting to press that button.

I'll admit I would have probably pressed it.

But should we? You see an essential part of being not just a good teacher,

but a great one, is knowledge about what mistakes our student makes.

What they struggle with, what they found difficult.

And such knowledge is to a large degree gained by doing manual assessment.

We should therefore be careful about automating such processes.

So what's the solution then? Well.

Firstly, we need to recognise that learning always involves overcoming

obstacles. If there is no resistance, no real learning is taking place.

The problem is that the human mind is programmed for taking shortcuts to look

for what is most efficient. It's evolutionary. We want to conserve energy.

The problem is that if we always take that shortcut,

we will risk losing valuable learnings that will benefit us long term.

You can see it as climbing a hill.

With today's advanced technology,

we can ask the technology to carry us all the way up to the top.

What I'm saying is that that might be a mistake. And there is another way.

Because a remarkable thing about today’s AI is that

we can ask it to coach us,

to guide us, helping us conquer that hill, but with our own effort.

And it is exciting to see that there are some solutions emerging within education

and technology that take this approach.

Khan Academy being one, for instance,

where they have integrated GPT four in such

a way that when students face problems within math, for instance,

the system does not just give away the answer,

but it helps the student finding the solution themselves.

But you can also do these things directly within ChatGPT or Bing or Google Board.

For you in the audience. It might be a small thing.

Like instead of asking ChatGPT to write a text for you,

write the text yourself and then turn to chatGPT, for its feedback.

Such a small shift might be all the difference.

Whenever we hand over a task to AI, we need to ask ourselves,

are we robbing ourselves of a valuable learning opportunity?

So whether AI plays the role of that dragon or that knight. It’s up to you.

It depends on your choices. It's your call.

But you can only have a choice if you are aware that you have one.

And now you are. Now you are.

(Applause)