By Kathy Gibson – The first thing that educators need to realise is that AI is no longer negotiable.
In fact, says Kobus Olivier, senior manager of Boston City Campus, it is not only inevitable but already making a major impact in training and education the world over.
“If there are still institutions out there that don’t use or in the process of implementing AI, they are going to be in trouble,” he says.
The initial resistance to AI tools have died down, and he adds that most educators very positively aligned to the use of AI today.
The problem they now face is the deciding which methodology to implement.
“This is not always as obvious as it seems,” Olivier points out. “And this might be why so many people still think of AI as cheating – because their education methodology is wrong.”
While we’ve accepted that AI can be a valuable learning tool is used correctly, Oliver believes the hard work now likes ahead.
“Integrating AI into education means we have to think about rewriting every curriculum.
“This AI wave is not going away, so the only choice we have is to adopt it, utilise is and maximise its strengths – it’s that or get left behind.”
This is a mammoth task that will take years to complete, he adds. “But the people who have started thinking this way and acting will make a difference.”
How to use AI in education
Higher education – indeed, all education – works by delivering knowledge to students, then assessing their grasp of that knowledge and skills.
“But why would you want to assess someone on something they can do in five seconds on a computer?”
The basic premise of what we teach, why we teach it, and how we assess it has got to change, Olivier says.
“We need to start concentrating on developing people’s ability to think and to implement, to add value by forward thinking and decision-making. In other words, students need to learn critical, analytical thinking. Then they can use whatever tools are at hand to achieve what they need to achieve in the business environment.”
From an education perspective, giving students written exams that test them on what they have memorised is futile, he believes.
Instead education needs to change, particularly in terms of assessment. “We should rather allow students to create portfolios and to complete projects. Testing could then be a live problem-solving environment, where they have AI working in the background. Then we can test them on how they use the tools to make an impact in a real world environment.”
As AI technology races ahead, we can’t afford for educational institutions to be left behind, Olivier explains.
“It is well known that in Africa – and other places – universities are no longer actually teaching what people are going to need in the workplace. Education needs to move closer to the real-world environment, with students taught how to use AI to solve real-world problems.”
Of course, there are exceptions to this, he is quick to point out. “We are not talking about every subject, but we are talking about a very large scale of transformation in the education space.”
As an example, Olivier explains that many of the credentials and degrees we aspire to today will simply disappear in a very short timeframe.
“In five years’ time, companies will no longer be asking for specific qualifications; they will give candidates a problem – a physical problem that is germane to their company – and as them to solve it.
“This is why a radical mindshift in education is needed now. We need to remember that the reason we educate is so that people can be productive. And companies employ people that are productive so they can make a profit.
So education should concentrate on creating productive employees – and these will be the people who know how to use AI as a tool.”
AI as a productivity tool
With such a big task ahead, the looming question is how will this be accomplished. And part of the solution must lie in using AI.
“Right now, someone who knows what they are doing can use AI to write a curriculum. They can then evaluate if it is at the correct level, if it’s pitched correctly and identify if there are any shortcoming.
“There are so many tools available to enhance productivity, and more are being added literally by the day. If you don’t understand how to use them, you are going to be left behind.”
The challenge ahead
Having determined that our key thinking has to change from knowledge-based learning to critical thinking skills and analytics, Olivier acknowledges that there are many challenges ahead.
“The main premise that we are challenging is hundreds of years of education systems. We are completely confronting the building blocks developed of centuries.
“The key here is to emphasise that we are not saying we need to replace the universities – but we do need to change the way we do it.”
AI is going to be the central tools for lifelong learning, Olivier adds. “A central part of our daily tasks will be figuring out what AI tools are available for particular use cases.
“This is going to be a continual learning process. Universities should do the basics, and also ensure students are equipped for the future.”
Are we in cognitive decline?
There has been a lot written lately about digital learning, and the sheer volume of digital tools, driving a decline in cognitive ability in students.
Kobus Olivier, senior manager of Boston City Campus, believes that cognitive ability could in fact improve if AI tools are used correctly.
“People have to learn to think more critically, and now necessarily handle problems the way they were taught in university.”
Instead, he says they need to look at causes, and understand what questions to put to the AI engine. Then they have to be able to think analytically so they can question the outcomes.
“We know AI is not always right, so people need to learn how to use the tools to ensure the right outcomes. Cognitively, it is very stimulating to test output, query it, look at alternatives and verify outcomes.
“This means you need to be able to question results, so you need insights, you need background information and, importantly, you need an understanding of the problem. What you don’t need is the information – but you need the mental ability to a tool to achieve an objective.
“And AI is an exceptionally powerful tool to do that.”