The Dutch AI Coalition
Kickoff of AI in Education Month
The Dutch AI Coalition (NL AIC) is a co-organizer of AI in Education Month. As a result, the month of June is packed with (online) events designed to raise awareness of AI in education. The opening session covered the most important topics.
Kickoff of AI in Education Month
June is AI in Education Month, with the goal of raising awareness and sharing knowledge based on research and practical experience. The official opening took place on June 9, during which the month’s organizers, Duuk Baten and Ron Augustus of SURF, discussed AI in education with various guests. How can we ensure that AI serves the needs of teachers and students? To what extent should AI be allowed to take over tasks currently performed by people? How do you organize successful implementation and development across all areas of Education?
Opportunities Through Collaboration
Wilco te Winkel of SURF’s AI Special Interest Group spoke about the win-win situations that arise from collaborating with many different parties. There are already many examples of this in the fields of education and AI. Consider the “quadruple helix” of the Dutch AI Coalition (NLAIC), in which education, research, government, and the business community collaborate on AI initiatives. Or the eight acceleration zones within the Acceleration Plan, in which 39 universities and colleges collaborate. And, of course, SURF’s own Special Interest Group.
How far are we willing to go?
Inge Molenaar of the Adaptive Learning Lab at Radboud University spoke about the six levels of automation in personalized learning—also known as the Tesla model—a model that describes the maturity of AI applications. The model describes how a technology evolves in five steps: from a situation in which humans have complete control over the technology to one in which the technology makes decisions independently. She emphasized the need for a meaningful dialogue on this topic within the Education sector. What do the different levels of automation mean for the application of AI in Education? Which tasks should an AI application be allowed to take over in Education? How can the interaction between students, instructors, and AI be properly structured?
Data & Intuition
Kim Schildkamp of the University of Twente spoke about the shift from decisions based primarily on teachers’ intuition to data-informed decisions: making decisions based on a combination of teachers’ intuition, experience, and expertise, along with data. Using data to broaden insights is powerful. Yet teachers’ experience and expertise—often gained over many years—remain important. To successfully implement AI in education, the entire organization must be committed to it, she explains. Not just administrators or just teachers. Teachers must also gain a clear understanding of what goes on inside the “black box” of an AI application. What is included in the AI application, and is there any bias in it, for example? When an educational organization begins working with data and AI, it is necessary to support teachers through professional development activities.
Get specific
Jeroen Visscher of Turner, leader of the NLAIC’s education working group: “What stands out to me from this opening session is that student-centered education remains important. It’s still necessary to keep listening to that little voice in your head. There’s still a lot of room for professional development in Education when it comes to AI, and there are already many opportunities to offer personalized education. It’s important to quickly turn those opportunities into reality—from idea to execution.”
More information and registration
All of these topics—and more—will be covered in the (online) events taking place this month. Would you like to learn more about AI in Education or help turn ideas into reality?
Visit the SURF website for more information about the sessions, or register directly using this link.
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