Fair-AIEd: Participatory design approaches to creating ethical AI for international education and development

世界银行对全球教育领域的“学习危机”发出警告，称如果没有学习，教育将无法兑现消除极端贫困、为所有人创造机会和繁荣的承诺。作为回应，人工智能（AI）被认为有可能通过减少获得教育的障碍、自动化管理流程和优化改善学习成果的方法来加速实现全球教育目标的进程。为了实现这一愿景，发展中国家正在建立公私合作伙伴关系（p3），在教育领域推出人工智能（AIEd）倡议，以促进教育领域的创新数字化转型。然而，尽管人工智能在教育领域和教育领域被声称带来了许多好处，但它也可能带来许多挑战，包括社会、政治、经济和道德后果。虽然人工智能解决方案具有相当大的优点，但政策制定者、从业者、行业和其他相关利益相关者面临的一个重大问题是，没有切实的迹象表明教育中的人工智能将促进预期的转变，也没有证据表明引入此类系统可能对全球南方学校社区的社会生活产生影响。鉴于此，Fair-AIEd项目将以两个非洲新兴市场经济体（加纳和南非）为例，研究P3计划对人工智能在教育中应用的影响。除了人工智能系统可能对教学和学习产生的影响外，该项目还将调查企业在发展中国家的教育实践中设计和使用人工智能时所扮演的领导角色所带来的潜在利益、危害和风险。该项目的一个关键成功成果将在于为进一步研究建立基线，以了解人工智能对南半球教育的影响。RQ1：将人工智能系统嵌入国际教育和发展环境的社会、政治、经济、教学和伦理影响是什么？RQ2: P3伙伴关系如何最有效地引导机器学习，推动公平的人工智能创新，促进国际教育和发展？RQ3：政府如何促进为实现发展目标而制定合乎道德的人工智能政策？将利用人种学案例研究探讨潜在影响。根据实地获得的数据，来自行业、政府、学术界和民间团体的利益相关者将共同设计一个算法影响评估工具，可以对不同的人群做出反应。使用公平ml（机器学习）作为参考点，该框架将确定关键的跨文化价值观和社会问题，从而可以识别和评估人工智能在教育中的影响。工具的设计将结合当地的调整资源，以适应文化、宗教或其他来自实地工作的价值差异。影响评估将在加纳和南非的6所K-12学校进行试点，以确定该工具的有效性。人工智能技术的影响将被列出、绘制和分析，以说明这一新兴领域的关键问题和关注点，并确定积极教育变革的潜力。在确定了适用于AIEd的利益、危害和风险后，利益相关者将共同设计和开发公平AIEd信任标志。在发展中国家为其学校选择企业合作伙伴和技术系统时，该标志将对其教育领导有用。该工具的开发和使用也将为那些愿意遵守道德原则的公司提供指导，这些原则将根据软件本地化和理解法规遵从性来评判他们的教育技术建议。

Warning of a global "learning crisis" in education, the World Bank recently claimed that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create opportunity and prosperity for all. In response, Artificial Intelligence (AI) has been proposed as having the potential to accelerate the process of achieving global education goals by reducing barriers to access education, automating management processes, and optimising methods for improvement of learning outcomes. In order to realise this vision, public and private partnerships (P3s) are being established where artificial intelligence in education (AIEd) initiatives are being rolled out in developing countries in an effort to spur innovative digital transformations in education. However, while AI in and for education is claimed to bring many benefits, it also potentially brings as many challenges, including social, political, economic, and ethical consequences. While the AI solution has considerable merit, a significant problem facing policy-makers, practitioners, industry and other relevant stakeholders is that there are no tangible indications that AI in education will promote the desired shifts or evidence of the impact that introducing such systems might have on the social life of Global South school communities.In light of this, the Fair-AIEd project will examine the impact of P3 initiatives on the use of AI in education in two African contexts as examples of emerging market economies (Ghana and South Africa). As well as the implications that AI systems might have for teaching and learning, the project will investigate potential benefits, harms, and risks associated with the leadership roles corporations play in design and use of AI within the educational practices of developing nations. A key successful outcome of this project will lie in establishing a baseline for further research which seeks to understand the impact of AI in education in the Global South. The project is guided by the following questions:RQ1: What are the social, political, economic, pedagogical, and ethical implications of embedding AI systems into international education and development contexts?RQ2: How can P3 partnerships most effectively channel machine learning to drive fair-AI innovation for international education and development?RQ3: How can governments facilitate the creation of ethical AIEd policies for development goals?Potential impacts will be explored using ethnographic case-studies. Informed by data obtained in the field, stakeholders from industry, government, academia, and civic groups will co-design an Algorithmic Impact Assessment tool that can be responsive to diverse populations. Using fair-ML (Machine Learning) as a point of reference, the framework will identify key cross-cultural values and social issues against which the implications of AI in education can be identified and evaluated. Design of the tool will incorporate a local adjustment resource to accommodate cultural, religious, or other sources of value differences that emerge from field work. The Impact Assessment will be piloted in six K-12 schools across Ghana and South Africa to determine the effectiveness of the tool. The impacts of AI technologies will be listed, mapped, and analysed to illustrate key issues and concerns in this emerging landscape and to identify potential for positive educational change. Upon identification of benefits, harms and risks as they apply to AIEd, stakeholders will then co-design and develop a Fair-AIEd Trust Mark. The Mark will be useful for the educational leadership of developing nations as they choose corporate partners and technical systems for their schools. Development and use of this tool will also provide guidance to companies who are willing to commit to the ethical principles upon which their educational technology proposals will be judged in terms of localising software and understanding regulatory compliance.