Category: Strategy & Governance
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We Can’t Understand What We Can’t See: The AI Capability Gap in Schools
Showing teachers what frontier AI can do is like rolling up in a rocket ship when they expect a 1986 Corolla. Why demonstrations alone won’t close the AI capability gap in schools, and what leaders can do instead.
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How much shadow AI is there in schools?
What the research says about shadow AI in workplaces and education, what fifteen years of shadow IT research tells us, and what measuring shadow AI in schools would actually need to look like.
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Beyond Chatbots: We’re Writing Policies About the Wrong Thing
Schools are still writing policy for 2023 chatbots. Large language models make a poor go-between for two people and a very good interface between a person and a computer.
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Is the Tide Turning Against AI in Australia?
On Sunday, the Sydney Morning Herald reported that NSW may restrict Year 12 students from unsupervised take-home assessments, following a letter from the Deputy Premier. Meanwhile, South Australia announced a royal commission into AI, highlighting diverging state approaches: NSW acts quickly for student protection, while SA seeks comprehensive understanding before regulation.
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Cost versus Catchability in AI Use
The article explores AI-generated content, emphasising the risks associated with problem patterns, including “hallucinations” and context-specific costs. It introduces the concept of “catchability,” measuring the likelihood of errors being detected before they cause harm. The framework encourages examining expertise, review processes, and real-world implications of AI usage across various contexts.
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Australia Just Set the Terms for AI
Earlier this week, the Prime Minister delivered a one-two punch on copyright and data centres: two of the most contentious national conversations on AI. Speaking at the University of Sydney, Anthony Albanese announced a set of national Australian standards for AI: a single framework covering copyright, data centres, energy, water, and the workforce, coordinated by…
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Where does expertise live?
Explore the critical role of situated expertise in AI, its impact on trust, and how it influences the interpretation of expert knowledge.
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Exams Are Not the Answer: Part Two
This is part two of a pair of articles exploring the “exam reflex” facing schools and universities, and being driven by the news. In part one I looked at the AI cheating panic sucking up all the oxygen in mainstream media. I wrote about the “urgent threat” headlines, the Learning First report that is more nuanced than…
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Case Study: Saskatoon Public Schools and AI Assessment
The AI Assessment Scale (AIAS) has been successfully adapted by Saskatoon Public Schools to enhance conversations around AI in education. By reimagining its structure, the team shifted focus from binary use to a framework that supports different learning purposes, fostering transparency and student ownership of their learning process. Their approach sets a precedent for future…
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Shadow AI: Bringing covert AI use out of the dark
Many schools face a widespread issue with shadow AI usage as staff and students employ unapproved tools. The updated VINE GenAI Guidelines aim to address this governance challenge by introducing a three-zone model for AI tool use. This approach encourages transparency and assessment rather than punishment, promoting safe AI integration in educational settings.