Towards Embedding Responsible AI in the School System: Co-Creation with Young People

生成性人工智能(GenAI)的最新进展有可能改变教育，从评估实践中的反应性微调，到关于在(目前狭窄的)机器智能时代我们应该重视人类教育的基本哲学辩论。尽管现在还为时尚早，但在一个普遍使用GenAI的时代，这对学习的影响是重大的：问责、准确性和包容性问题需要解决。年轻人(YP)在如何以及应该如何在他们的教育中使用人工智能方面拥有发言权。负责任的人工智能需要与包括YP在内的利益相关者进行有意义的接触，他们有权就影响他们生活的系统进行咨询。该项目将弥合适用于教育人工智能的可解释性、公平性和隐私性原则与YP在面对尚未完全理解其影响的新兴技术时的价值观、希望和关切之间的分歧。它将为教育政策和教育实践提出建议，这些建议的基础是与YP作为教育领域的主要利益相关者进行生动、具体和有意义的接触。该项目的三个目标是：制定一幅关于GenAI在中学教育中可能是什么样子的图景。开发和测试具有想象力、思考性和参与性的方法，以产生对YP对新兴人工智能技术的有意义的见解，在两个不同的教育背景中测试这些方法，并为专注于YP和教育的编织演示项目提供强大的方法学基础。就YP认为将GenAI纳入学校学习和评估的重要考虑因素向政策制定者、教育工作者和技术开发人员提出建议，以及应该如何培养GenAI素养。为了实现这些目标，该项目将：采访学者、主要政府和地方政府以及教育技术(EdTech)公司，绘制苏格兰学校系统目前如何使用人工智能和数据的地图，并记录即将到来的变化和可能的未来发展计划。创建教育材料以培养学习者的GenAI素养，其中包含关于当前人工智能和数据如何在学校使用的清晰和易懂的可视摘要，以及关于GenAI在教育环境中的关键新兴想法。与YP小组合作，了解他们对GenAI未来在教育中可能、希望和可接受的使用(包括障碍和机会)的想法，使用创造性的、推测性的、基于设计和基于故事的方法。为决策者、教育工作者和技术开发商在中学负责任地使用人工智能提出初步建议。我们将以重新平衡当前参与者的权力和利益的方式与教育利益相关者网络接触。虽然目前关于人工智能和数据在教育中使用的决策权掌握在政府和地方政府手中，但我们的工作将使当前的做法对学习者来说是可见和突出的，这样他们就可以表达对未来负责任地使用此类技术的知情偏好。这将导致在学校教育中对负责任的人工智能提出行动指导性建议，这些建议可以在辫子方案的后期阶段扩展和实施。

Recent advances in Generative Artificial Intelligence (GenAI) have the potential to transform education, from reactive tweaks in assessment practices to fundamental philosophical debates about what we should value in the education of humans in an age of (currently narrow) machine intelligence. Though it is still early, the implications for learning in an age of pervasive use of GenAI are significant: issues of accountability; accuracy; and inclusion need addressing. that young people (YP) have a voice in how AI could and should be used in their education. Responsible AI requires meaningful engagement with stakeholders, including YP, who have the right to be consulted about the systems which affect their lives. The project will bridge the divide between principles of explainability, fairness and privacy as they apply to educational AI, and the values, hopes and concerns of YP when faced with emerging technologies whose implications are not yet fully understood. It will produce recommendations for educational policy and visions for educational practice that are grounded in lively, specific and meaningful engagements with YP as key stakeholders in education.The three aims of this project are to:Develop a picture of what responsible GenAI could look like within secondary school education.Develop and test imaginative, speculative and participatory methods for generating meaningful insights into YP's perspectives on emerging AI technologies, testing these methods in two distinct educational contexts and providing a strong methodological foundation for a BRAID demonstrator project focusing on YP and education.Produce recommendations for policymakers, educators and technology developers about what YP consider to be important considerations for including GenAI in school learning and assessment, and how GenAI literacy should be fostered. To achieve these aims, the project will:Interview academics, key government and local government and educational technology (EdTech) companies, to map how AI and data are currently used in the Scottish school system and document upcoming plans for changes and possible future developments.Create educational materials to develop learners' GenAI literacy, containing clear and accessible visual summaries of how AI and data are currently used in schools and key emerging ideas about GenAI in educational contexts.Work with groups of YP to understand their ideas about possible, desirable, acceptable future uses of GenAI in education (including barriers and opportunities), using creative, speculative, design-based and story-based methodologies.Disseminate initial recommendations for the responsible use of AI in secondary schools for policymakers, educators and technology developers.We will engage with a network of educational stakeholders in a way which rebalances the power and interests of current actors. While the power to make decisions about AI and data usage in education currently lies with government and local government, our work will make current practices visible and salient to learners in an accessible way, so that they can express informed preferences about responsible uses of such technology in the future. This will lead to action-guiding recommendations for responsible AI in school education, which can be expanded and enacted in later stages of the BRAID programme.