At the very beginning of the MALAT and DipLAT programs, Symposium has been an eye opener on the enormous possibilities in the use of educational technologies. In all the live recordings I have managed to attend and those pre-recorded videos I have watched, my key interest would be in the broader use of AI in educational activities such as instructional design and knowledge management systems in general.
I was interested in the idea of using disruptive, innovative and emerging technologies (DIET) to facilitate knowledge transfer. I think with the imminent reality of the huge retirement of the skilled and highly knowledgeable labor force as suggested by Corie Houldsworth ( Houdsworth, 2024) knowledge transfer is an urgent requirement. The DIET tools may include generative AI.
As a finding, “creating communities of practice” by Curie (Houldsworth, 2024 captured my interest as well. I would think this goes hand in hand with the other finding: “Increasing users’ literacy” by curie (Houldsworth,2024). User literacy also increases the technology adoption and hence facilitate knowledge transfer.
I was intrigued by the idea of Digital twins, which is a virtual representation of whatever you have implemented as defined by Curie (Houldsworth, 2024). The whole idea here is the digital “twins” would save as a fully functional model of a live implementation. With the “digital twins” users and experts alike can simulate or experiment various possibilities without worrying disrupting any live system. The negative side is that implementing “digital twins” is very expensive. However, for the purpose of knowledge transfer digital twins are still a worthwhile investment. I was further intrigued by the concept of “elevator pitch” as pointed out by Curie (Houldsworth, 2024) in her presentation. It is actually important to make use of appropriate platforms to publicize the outcome of any research work for it to be known and become usable.
I asked Curie during the presentation about the reliability of AI. She was cautious that it is still not very reliable and emphasized that the deployment should be taken carefully and progressively. In Fact, I agree with her AI is still not very reliable for its use to be done freely especially in nuclear industry endeavors and the medical field (Gherhes, 2018) Any such initiatives must be carefully supervised and seriously regulated. I am in agreement with Curie that the government and other international institutions alike should not be too restrictive in the adoption of collaborative platforms as the platforms will foster easy knowledge transfer.
I was surprised by the extent in which AI tools like ChatGpt has been so useful in the creation of open education resources. As presented by Jenny Heyman (Heyman, 2024). The reason for my surprise was basically how time efficient this whole process of creating open education material will be. On the contrary, what intrigued me though, even Jenny (Heyman, 2024) emphasized while answering my question that AI tools used for developing open education resources must be checked for quality assurance. Apparently, I am in agreement with Jenny (Heyman, 2024) as review of other literature attest to that (Gherhes 2018). For a foreseeable future , AI tools still will have significant contribution on the development of educational activities.
References:
Vasile Gherhes (2018, December). Why Are We Afraid of Artificial Intelligence (AI)?
https://www.researchgate.net/publication/330678764_Why_Are_We_Afraid_of_Artificial_Intelligence_Ai
Houldworth C. (2024, April 9). Human factors group and International work with the IAEA on communities of Priactice.
[Webinar].Brewer, Heyman (2024 April 11). Using generative AI in Centres for Teaching and Learning- approaches, challenges, and opportunities
[Webinar]. [Image]. Businessman touching the brain of Artificial Intelligence (AI) Automation, Predictive analytics, Customer service AI-powered chatbot, analyze customer data, business and Technology./
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