Chapter 3: What is AI? custodian of their students’ learning. We talk about the limitations of models in AI and the conversations that educational constituents need to have about what qualities they want AI models to have and how they should be used. “We can use AI to study the diversity, the multiplicity of effective learning approaches and think about the various models to help us get a broader understanding of what effective, meaningful engagement might look like across a variety of different contexts.” —Dr. Marcelo Aaron Bonilla Worsley These limitations lead to our first recommendation: that we pursue a vision of AI where humans are in the loop. That means that people are part of the process of noticing patterns in an educational system and assigning meaning to those patterns. It also means that teachers remain at the helm of major instructional decisions. It means that formative assessments involve teacher input and decision making, too. One loop is the cycle of recognizing patterns in what students do and selecting next steps or resources that could support their learning. Other loops involve teachers planning and reflecting on lessons. Response to Intervention is another well-known type of loop. The idea of humans in the loop is part of our broader discussions happening about AI and society, not just AI in education. Interested readers could look for more on human-centered AI, responsible AI, value-sensitive AI, AI for social good, and other similar terms that ally with humans in the loop, such as “humancentered AI.” Exercising judgement and control in the use of AI systems and tools is an essential part of providing the best opportunity to learn for all students—especially when educational decisions carry consequence. AI does not have the broad qualities of P a g e | 28
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