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.