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AI at school - a new horizon for superhumanity or societal dystopia?



When ChatGPT appeared in the public domain, many people immediately thought that it would be perfect for cheating on school papers. The machine handles their required level easily - maybe not always an A, but when someone does cheat, they usually just need to pass. This raises the question of how education should approach the existence of freely available artificial intelligence.



The first guidance was provided by the New York City Board of Education, which responded with the unerring instinct of an experienced educational matador and simply banned the use of AI. It required that access to ChatGPT be blocked on school networks. So students and pupils have gained an incentive to circumvent the block (a matter of honour, even if they didn't want to cheat before), which can be done with either a little thought or a little money. A good lesson for life.


Lenka Kosková Trisková from TU Liberec offers a nice example of the opposite approach: "I took the exam circuits and threw them to the smart robot, the students would have done it anyway." She actually published and commented on the robot's answers to the exam questions. In other words, if you know at least as much as ChatGPT and are lucky enough to get a question, you might pass the exam. That's the only way to do it: accept the existence of the new technology, guide students to use it, and show them that it's a new starting point from which to move on.


Incidentally, a student at Princeton University, Edward Tian, wrote a program called GPTZero over winter break that tries to determine from a submitted sample of text whether the author is human or ChatGPT. (I submitted a Czech text generated by ChatGPT. He declared it to be the work of a human. However, the described method of differentiation looks reasonable and I'm sure it will be improved over time.)


Artificial Intelligence Plays Key Role in the Future of Higher Education.


Artificial intelligence (AI) will change the way we learn and work in the near future. Nearly 400 million workers globally will change their occupations in the next 10 years, and business schools are uniquely situated to respond to the shifts coming to the future of work. However, a recent study, “Implications of Artificial Intelligence on Business Schools and Lifelong Learning,” shows that business schools remain cautious in adapting management education to address the changing needs of students, workers and organizations, writes Anne Trumbore in this opinion piece.


Education 4.0 - Innovation-based education


Today’s students will become the leaders of tomorrow. Higher education leaders who know the benefits that AI can provide have the responsibility of equipping their institution with the AI that will be able to assess students, provide feedback, and test scientific hypotheses just as well as a human can. Perhaps even better.



Because business schools not only prepare students for the workforce but also create scholarship about business practices, they are uniquely situated to respond to the shifts coming to the future of work. But our recent study, “Implications of Artificial Intelligence on Business Schools and Lifelong Learning,” shows that business schools are mostly cautious in adapting management education to satisfy the coming needs of students, workers and organizations.


Core Features of Education 4.0


Education 4.0 comprise certain core features. These features include:

• Integration and fusion of various digital technologies (e.g., the 4IR technologies mentioned above and others not cited above) and mobile technologies

• Flipped classrooms, massive open online courses (MOOCs), social network-based learning, smart campuses, seamless learning environments, and open educational resources (OERs)

• Open and distance learning, open access, lifelong learning, application-oriented learning, adaptive learning, individualized learning, and self-paced learning.


AI in Chinese classrooms


China is using AI in classrooms: A number of Chinese schools have recently been experimenting with the use of Artificial Intelligence in the classroom. At the Jinhua Xiaoshun Primary School in eastern China, students were recently tested for concentration levels using special headbands developed by the US company BrainCo.In real-time, the headband would transmit data about how engaged the students were in their learning. In addition to the headbands being used to quantify student engagement, they would enable teachers to better tailor their instruction in order to cater to the individual needs of every student.



A growing number of classrooms in China are equipped with artificial-intelligence cameras and brain-wave trackers.



The high level of competition in China has led to a willingness to explore AI technologies in classrooms. Students in China must take a college placement test called the gaokao before attending college. Because only top scores will get students into the country’s top universities, the gaokao is viewed as a major indicator of success. Parents are always looking for ways to get ahead in China, since success is directly tied to education. These new technologies are more readily adopted because they’re seen as a way to gain a competitive edge.


Cameras were found to be used in some classrooms for the purpose of monitoring students. AI technologies can analyze the behavior of students with the aid of facial recognition software. There are certain programs in which each student is assigned a score based on their degree of concentration in the classroom. While the Chinese government continues to push the limits of Chinese education by encouraging the adoption of “smart classrooms” as they push towards the development of “smart learning”.



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