In our second episode on AI in UK schools, Professor Rose Luckin explores AI integration further with three very special guests helping to lead the way with AI in their institutions.

Talking points and questions may include:

• What is the extent of AI penetration in your schools, including teacher usage, classes avoiding it, student use, and any strategies or evaluation plans in place regarding reactive or proactive AI adoption?
• No AI is risk-free, so concerns around impacts on learning, creativity, authorship, assessment, and whether students genuinely understand AI-generated content are critical issues
• Safeguarding measures must address the risks of AI providing misleading, biased, or explicit content without consent as these technologies proliferate in classrooms
• Comprehensive AI training is needed for educators at all levels to ensure smooth technology transitions while maintaining human-centric learning approaches as new tools and understanding are required

Guests:

• Adam Webster, Deputy Head (Innovation), Caterham School & CEO of Sphinx AI
• Scott Hayden, Head of Teaching, Learning, and Digital, Basingstoke College of Technology
• Chris Goodall, Head of Digital Education, Bourne Education Trust

AI integration in UK schools varies, with some embracing it for tasks like grading and personalised learning, while others avoid it in certain subjects. However, there is no risk-free AI. As these technologies spread in education, proactive strategies are crucial, not reactive ones.

Key concerns include AI providing misleading or biased information, generating explicit content without consent, and impacts on true learning if over-relied upon for content generation. Robust safeguarding measures addressing these risks are essential as AI permeates classrooms.

Effectively preparing teachers is paramount for successful AI adoption. Comprehensive training is needed not just for educators, but leaders too, ensuring all grasp the opportunities and challenges. Only then can AI enhance learning while keeping a human-centric approach.

Talking points and questions may include:

• What is the extent of AI penetration in your schools, including teacher usage, classes avoiding it, student use, and any strategies or evaluation plans in place regarding reactive or proactive AI adoption?
• No AI is risk-free, so concerns around impacts on learning, creativity, authorship, assessment, and whether students genuinely understand AI-generated content are critical issues
• Safeguarding measures must address the risks of AI providing misleading, biased, or explicit content without consent as these technologies proliferate in classrooms
• Comprehensive AI training is needed for educators at all levels to ensure smooth technology transitions while maintaining human-centric learning approaches as new tools and understanding are required

Guests:

• Emma Darcy, Director of Technology for Learning, Denbigh High School
• Sarah Buist, Head of Digital Strategy, Royal Grammar School Newcastle
• Rose Luckin, Professor of Learner Centred Design, UCL, Founder & CEO, Educate Ventures Research

In the second episode of a two-part miniseries on risk management, risk mitigation and risk assessment in AI learning tools, Professor Rose Luckin is away in Australia, speaking internationally, so Rowland Wells takes the reins to chat with Dr Rajeshwari Iyer of sAInaptic to hear her perspective on risk as a developer and CEO.

View our Risk Assesments here: https://www.educateventures.com/risk-assessments

In the studio:

• Rowland Wells, Creative Producer, EVR
• Rajeshwari Iyer, CEO and Cofounder, sAInaptic

Talking points and questions include:

• Who are these for? what's the profile of the person we want to engage with these risk assessments? They're concise, easy-to-read, no technical jargon. But it's still an analysis, for people with a research/evidence mindset. Many people ignore it: we know that even learning tool developers who put research on their tools ON THEIR WEBSITES do not actually have it read by the public. So how do we get this in front of people? Do we lead the conversation with budget concerns? Safeguarding concerns? Value for money?
• What's the end goal of this? Are you trying to raise the sophistication of conservation around evidence and risk? Many developers who you critique might just think you're trying to make a name pulling apart their tools. Surely the market will sort itself out?
• What's the process involved in making judgements about a risk assessment? If we're trying to demonstrate to the buyers of these tools, the digital leads in schools and colleges, what to look for, what's the first step? Can this be done quickly? Many who might benefit from AI tools might not have the time to exhaustively hunt out all the little details of a learning tool and interpret them themselves?
• Schools aren't testbeds for intellectual property or tech interventions. Why is it practitioners' responsibilities to make these kind of evaluations, even with the aid of these kind of assessments? Why is the tech and AI sector not capable of regulating their own practices?
• You've all worked with schools and learning and training institutions using AI tools. Although this episode is about using the tools wisely, effectively and safely, please tell us how you've seen teaching and learning enhanced with the safe and impactful use of AI