News Feed

"The thinking that a student may be tempted to offload to AI may be foundational to the depth and process of their learning. Yet the ability to use AI critically and strategically is emerging as a vital skillset."

The below article is a thought leadership piece written by Acting Director of Educational Innovation, Dr Hannah Campos Remon.

As the world outside of school continues to change, teaching and learning must change with it. Never has this been more apparent than through the effect of AI on the knowledge economy. AI offers ease and opportunity to offload routine cognitive tasks, but if AI does the work for us, what does this mean for our learning and productivity? What do we claim as our own effort versus what technology provides?

Our students already encounter this tension and will need to engage with it for the rest of their lives. Not least for reasons of academic and professional integrity, this is the ethical dilemma of a generation. The boys’ response to this challenge will have a material impact on their ability to contribute to their communities, workplaces and economies in the future. 

Teachers in classrooms are acutely aware of a more immediate threat. Learning requires effort and investment. The thinking that a student may be tempted to offload to AI may be foundational to the depth and process of their learning. Yet the ability to use AI critically and strategically is emerging as a vital skillset. 

Four key ideas about learning can guide us to manage this challenge: 

1. Using AI to build knowledge: People learn well by connecting new information with what they already know. Learners must actively incorporate AI's output by critically evaluating its source, validity and relevance. Asking, "How well does this new information fit with what I already know?" safeguards against passive consumption. 
    
2. Using AI to practise application: People learn well when they can practise applying their knowledge. In fact, part of their knowledge is knowing how to do this well. AI can partner in a learning process by giving feedback on student work, or suggesting alternative methods for solving problems that students must consider. Even in Maths, where the goal may be “solve for X”, asking AI “What are three ways a mathematician would solve this problem?” can help students consider various ways to test and apply their knowledge. 
    
3. Using AI to self-evaluate: People learn well by evaluating and adapting their thinking processes, which requires feedback and self-awareness. AI tools can be used creatively to support this. A well-chosen AI bot can be instructed to “give constructive criticism”, “play devil’s advocate” or “help me improve my response against this list of criteria”. Using AI feedback can help students understand what success with their learning would look like. 
    
4. Using AI to invest in learning: People learn well when they invest in the learning process. This requires effort, motivation and good habits. Using AI critically can help students develop as learners, but only if students are unwilling to give up in the face of challenge. Rather than choosing the easy offload option, AI should be used as a starting point to engage with challenge and invest effort. For example, it can partner in brainstorming and sourcing information, thereby supporting the student to act with purpose and endeavour. 

These principles are not a roadmap, but can support discussion between teachers, learners and parents about the value of the learning process. We encourage you to talk with your son about how he understands these aspects of learning and how they help him in choosing to use or not use AI to develop as a learner.