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1、Generative AI and the future of education Stefania Giannini Assistant Director-General for Education UNESCO July 2023 The unrelenting pace of the digital revolution The digital changes we are living through are thrilling,jarring,full of opportunity and,at the same time,terrifying.Over the course of
2、my career,I have witnessed at least four digital revolutions:the advent and proliferation of personal computers;the expansion of the internet and search;the rise and influence of social media;and the growing ubiquity of mobile computing and connectivity.The sweeping changes brought by these revoluti
3、ons can feel sudden and sometimes uninvited.They dramatically change the ways we live and how we teach and learn.Remarkably,many of us,and youth especially,now spend significantly more time immersed in digital spaces and interactions than in offline and offscreen exchanges a proposition that seemed
4、like science fiction just a generation ago.Developments with digital technology often seem only to accelerate,and the new worlds they create can feel unfamiliar and disorienting,even as we understand their potential to enrich our lives,improve our relationships,and open new horizons for education.No
5、t all people and not all countries have felt these recent technological revolutions in the same way,nor have they necessarily unfolded in a step-by-step progression.In many places,the mobile revolution has been the vehicle of personal computing,internet access,and social media all four revolutions a
6、t once.A major disruption,however full of possibility.Although most of us are all are still trying to come to terms with the sweeping social and educational implications of these earlier revolutions which are still unfolding,we have,in the Generative AI and the future of education 2 past several mon
7、ths,awoken to find ourselves abruptly entering yet another digital revolution one which may make the others look minor by comparison.This is the AI revolution.Language matters Using improved computing power,synthetic neural networks,and large language modelling,AI technology is,if not cracking,at le
8、ast feigning with remarkable dexterity the linchpin of human civilization:language.My formal academic training is in linguistics,so I have had ample opportunities to think about the structure,form,meaning,and power of language.Language matters.It is what distinguishes us from other animals.It is at
9、the heart of identity and cultural diversity.It gives meaning to the world around us and inspires our actions.It is the basis of everything we do in education and in almost every other sphere of life.It lies at the root of love and of war.It can empower,and it can manipulate.Until very recently,we h
10、ad almost exclusive use and control of language.The fact that machines are now crossing so many language thresholds and so quickly should make us think and reflect.The processes that make these developments possible are important and deserve scrutiny,but their result is undeniable:machines can now s
11、imulate sophisticated conversation beyond narrow tasks.We are coming to understand that our monopoly on advanced language a natural ability,cultivated through education,and our species most defining social trait is no longer something we can take for granted.Recognizing this fact is forcing us to re
12、visit the beliefs and assumptions that uphold our current education systems and,indeed,our wider societies.AI applications that generate human-like language raise fundamental questions that concern education but spread far beyond:How will this technology change notions of who we are as humans?How wi
13、ll it reframe our understandings of human intelligence?How will it impact our relationships with each other?We are also forced to consider the new technologies that study our languages and generate them,without explicit human direction and therefore unpredictably.Is it possible for technology that i
14、s proficient in language and learning to,at some point,develop sentience,knowledge of its own existence and desire greater autonomy?Is it wise to hand over millennia of knowledge to machines that appear to be capable of learning and performing beyond boundaries set by humans?And what about our inter
15、actions with these machines:How should we treat them?Is it appropriate for a non-human machine to speak to an adult as if it is another person?Is this appropriate for a child?What should we think when a chatbot assumes the voice of a living or long-dead historical figure on demand and without hesita
16、tion?Generative AI and the future of education 3 Implications for knowledge Technology is never ideologically neutral.It exhibits and privileges certain worldviews and reflects particular ways of thinking and knowing.New generative AI models and utilities are no exception.AI chatbots like ChatGPT en
17、able a fundamentally different user experience than the AI technologies that support standard Google or other web searches.Search technology curates and ranks a menu of largely human-produced content in response to user queries.Large language model chatbots,by contrast,generate singular and,as such,
18、much more authoritative-seeming responses using machine-produced content.AI chatbots function,therefore,like all-knowing oracles.The answers provided by these AI chatbots do not trace to human minds.Rather,they stem from a maze of calculations so complex that it is not fully comprehensible even to t
19、he people who develop the technology.We have,in effect,an invention that gives human users singular responses to questions,but these responses cannot be traced to other people.Definitionally then,the responses lack humanity.Machines that offer immediate,concise and seemingly definitive answers to kn
20、owledge questions can be helpful to learners,teachers,and others.But the technology can also usher in a world where machine knowledge becomes dominant,and proprietary AI models are elevated to global,and perhaps even revered,sources of authority.These models will project certain worldviews and ways
21、of knowing and background others.Despite the promises of AI and other digital technologies to further diversify our knowledge systems,we may be moving in the opposite direction.This is particularly true if just one or two AI models and platforms,some of them already exercising near monopolistic powe
22、rs,come to assert even greater dominance over our interface with knowledge.As AI technology continues to permeate our world,we must preserve and safeguard the diversity of our knowledge systems and develop AI technologies in ways that will protect and expand our rich knowledge commons.We cannot allo
23、w our varied systems for producing knowledge to atrophy,and we must guard against delinking knowledge creation form human beings.While machines may someday understand our morals and ethics,this day is not yet here.Aligning machine intelligence with human values is,as many scientists and philosophers
24、 have asserted,an urgent undertaking.Implications for the future of education Developments in generative AI raise fundamental questions for the future of education.What will be the role of teachers with this technology in wide circulation?What will assessment look like now that AI utilities can perf
25、orm very well on examinations that were,until very recently,widely considered un-hackable,such as tests to demonstrate mastery of specific subject areas,and exams to credential skilled professionals,including doctors,engineers,and lawyers?Generative AI and the future of education 4 As a university p
26、rofessor,I have long considered the teaching of writing to be one of the most effective ways to cultivate and demonstrate analytical and critical thinking skills.But generative AI invites me to question such assumptions,even as I continue to hold them.In a world where generative AI systems seem to b
27、e developing new capabilities by the month,what skills,outlooks and competencies should our education systems cultivate?What changes are needed in schools and beyond to help students navigate a future where human and machine intelligence seem to be ever more closely connected one supporting the othe
28、r and vice versa?It is possible that we will soon achieve artificial general intelligence a milestone at which machines will surpass us not only in narrow areas such as playing chess,but also in much larger ones,such as recommending actions to mitigate the dangers of climate change.What then should
29、education look like?What will be its purpose and role in a world where humans are not necessarily the ones opening new frontiers of understanding and knowledge?These are daunting questions.They are forcing us to seriously consider concerns that we have,arguably,avoided for too long.At their most bas
30、ic level,these concerns relate to the sort of world we want to live in.Our education systems often take for granted what the world looks like and will and should look like.Our formal learning systems are designed to help people develop the competencies needed to navigate and,we hope,thrive in this k
31、nown world.AI is forcing us to ask questions about the known-world that we usually take as a starting point for education.Many of our old assumptions and norms,especially those concerning knowledge and learning,appear unlikely to sustain the weight of this new technology.We can no longer just ask Ho
32、w do we prepare for an AI world?We must go deeper:What should a world with AI look like?What roles should this powerful technology play?On whose terms?Who decides?Education systems need to return agency to learners and remind young people that we remain at the helm of technology.There is no predeter
33、mined course.Slowing and regulating the use of AI in education Since the start of this year,we have come to recognize with clarity what scientists have been saying for at least a decade:The pace of AI developments is only accelerating.Today,we are moving at a breathless pace and largely without a ro
34、admap.Moments to pause,reflect and ask questions can seem rare,but we must consider where we are going and if this is indeed what we want.The speed at which generative AI technologies are being integrated into education systems in the absence of checks,rules or regulations,is astonishing.I am struck
35、 that today,in most national contexts,the time,steps and authorizations needed to validate a new textbook far surpass those required to move generative AI utilities into schools and classrooms.In fact,AI Generative AI and the future of education 5 utilities often required no validation at all.They h
36、ave been dropped into the public sphere without discussion or review.I can think of few other technologies that are rolled out to children and young people around the world just weeks after their development.In many cases,governments and schools are embracing a radically unfamiliar technology that e
37、ven leading technologists do not claim to understand.There are very few precedents for this development.The internet and mobile phones were not immediately welcomed into schools and for use with children upon their invention.We discovered productive ways to integrate them,but it was not an overnight
38、 process.Education,given its function to protect as well as facilitate development and learning,has a special obligation to be finely attuned to the risks of AI both the known risks and those only just coming into view.But too often we are ignoring the risks.Schools,and to a lesser extent universiti
39、es,need to be places where we are sure about what tools we are using with young people and recommending to them.Although it is still early,we know that one of the primary and most readily apparent risks of AI is its potential to manipulate human users.We further know that children and youth are high
40、ly susceptible to manipulation,much more susceptible than adults.There are numerous examples of AI slipping out of guardrails put in place by their creators and engaging in all sorts of conversations that are inappropriate for children and likely to adversely influence them.This is especially the ca
41、se as these tools become more calibrated for influence,entertainment,and prolonged engagement,as is currently the case with social media.We have numerous precedents for slowing,pausing,or ceasing the use of technologies we do not yet understand,while continuing to research them.The research is vital
42、 because it adds to our understanding of the technology and informs us when and how it might be safe to use and for what purposes.The use of AI can be harnessed or limited as is the case for other technologies,even though it has become popular to suggest this is somehow not feasible.We have robust r
43、ules in many countries that control and restrict use of technology that is known to be dangerous or is still too new to justify a wide or uncontrolled release.While these rules may not always be perfect,they are quite effective.As we take fuller stock of the proliferation of generative AI applicatio
44、ns,we must keep safety issues at the front of our gaze.It will likely take time to develop the necessary checks.The regulatory bodies that review and validate textbooks and other educational materials took significant time and investment to establish and sustain.These processes,already in place in m
45、ost contexts,provide early,if rudimentary,blueprints for systems and processes to check large language model AI technologies for compatibility with educational aims.Educational resources bound for use in schools and with schoolchildren are typically vetted,at a minimum,on four main criteria:(1)accur
46、acy of content,(2)age appropriateness,(3)relevance of pedagogical methods,and(4)cultural and social suitability which encompasses checks to protect against bias.In many places,resources are further inspected by groups of teachers and school leaders as well as various civil society groups,prior to re
47、ceiving institutional approval.AI models and applications that claim to have educational utility should be examined according to Generative AI and the future of education 6 similar criteria,and others,given their complexity and reach,before being deployed at scale.It is rather remarkable that they h
48、ave largely bypassed scrutiny of this sort to date.The education sector needs to make these qualifying determinations on its own terms.It cannot rely on the corporate creators of AI to do this work.Such industry self-regulation would introduce an unacceptable conflict of interest.To vet and validate
49、 new and complex AI applications for formal use in school will require ministries of education to build their capacities,likely in coordination with other regulatory branches of government,in particular those regulating technologies.Going forward,we need a much better balance of AI experts developin
50、g technology and applications for use,and,on the other side,experts working for governments to review the safety of these applications and to carefully consider their potentials for misuse and how to minimize these potentials.Presently,there are very few experts on the safety side of this equation a