AI Design and Policy for Education
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Authors
Adams, Jonathan
Cheyne, Christine
Burrell, Josh
Cheyne, Christine
Burrell, Josh
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Date
2024-09-02
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Conference Contribution - Oral Presentation
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Keyword
Design thinking
AIED
Artificial intelligence in education
Human-centred design
AI ethics
AIED
Artificial intelligence in education
Human-centred design
AI ethics
ANZSRC Field of Research Code (2020)
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Abstract
The increasing availability and testing of Artificial Intelligence in Education (AIED) is highlighting the concurrent gap and demand for ethical design and use. This paper proposes the design thinking framework for use in AI design. Design thinking inverts the current AI development process which builds the AI application first, then looks to apply this to human problems. In contrast, the human-centred focus of design thinking in AI development places empathy and agency with users and marginalised or affected parties at the heart of the design process. Design thinking shifts the dominant discourse from the technological merits of AI development to the merits of the AI design for the needs and interests of ākonga (students) and kaiako (teachers), as defined by them. It ensures that AI tools are not just those that are feasible but desirable from end-users’ perspectives. By applying design thinking principles, the AI applications are intrinsically aligned to ākonga needs. We consider design thinking to be grounded in consideration of human-centric ethical and cultural influences that shape educational technology uptake in Aotearoa New Zealand.
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