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How Artificial Intelligence will transform the classroom of the future

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A presentation given that the Dubai Future Technology Week on how AI will transform the classroom of the future. The presentation draws on the work of Century Technology in producing adaptive learning programmes. These allow pupils to learn at their own speed and to consolidate learning. The presentation also explores how JESS, Dubai are planning to replace School Reports with online live dashboards whereby parents can track their child's progress.
The presentation includes research conducted in Dubai comparing the attitudes of School Principals and Headteachers to the attitudes of School Owners and CEOs to alternative models for secondary schooling. This research highlights potential drivers and roadblocks to the adoption of these new technologies in schools.

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How Artificial Intelligence will transform the classroom of the future

  1. 1. Mark S. Steed,MA (Cambridge) MA (Nottingham), MSc (Ashridge-Hult Business School) Director, JESS, Dubai @JESSDubai @JESS_Director @IndependentHead #FutureSchool: How willAI transform theClassroom of the Future? 2nd May2018: 1500-1530 InspireStage Zabeel Hall5,DubaiWTC Dubai,UAE
  2. 2. TheGlobalContext Question: What is the greatest educational problem that we face in the world today?
  3. 3. TheGlobalContext My Answer: There are 263 million children currently not in education. Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016
  4. 4. TheGlobalContext TeacherShortages Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016 The world will need 3.3 million more primary teachers and 5.1 million more lower Secondary teachers by 2030.
  5. 5. TheGlobalContext TeacherShortages Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016 The present model of one teacher standing in front of a class of 20-30 pupils is unsustainable.
  6. 6. TheGlobalContext AlternativeModels: Artificial Intelligence Is AI the answer?
  7. 7. Humans are lazy IanYorston, Head of Digital Strategy, Radley College, UK
  8. 8. Thinking is hard IanYorston, Head of Digital Strategy, Radley College, UK
  9. 9. AI is easy IanYorston, Head of Digital Strategy, Radley College, UK
  10. 10. #FutureSchool: HowwillAItransformtheClassroomoftheFuture? IntelligentSystems Part One: AI andTeaching & Learning
  11. 11. PartOne: AI andTeaching & Learning
  12. 12. #FutureSchool: HowwillAItransformtheClassroomoftheFuture? IntelligentSystems PartTwo:The End of School Reports?
  13. 13. Data Management: PupilTracking and School Reporting Automating the Routine: Live Reporting and the End of School Reports
  14. 14. Data Management: PupilTracking and School Reporting Automating the Routine Live Reporting and the End of School Reports
  15. 15. Data Management: PupilTracking and School Reporting AI, Data and the End of the School Report Live Reporting and Bank Statements
  16. 16. Data Management: PupilTracking and School Reporting AI, Data and the End of the School Report Live Reporting and the End of School Reports
  17. 17. #FutureSchool: HowwillAItransformtheClassroomoftheFuture? IntelligentSystems PartThree: ReplacingTeachers? Research into Alternative Models for Schooling? What are the drivers and blockers to replacing teachers? Steed (2017)
  18. 18. Replacing Teachers? Alternative Models for Schooling Research into Alternative Models for Schooling The Study School Principals in Dubai School Owners and CEOs in Dubai Why have alternative models for secondary schooling not been adopted in the way that they are being adopted in tertiary education? • What are the likely drivers towards alternative models? • What are the potential roadblocks? Steed (2017)
  19. 19. Replacing Teachers? ReplacingTeacher Tasks? “Professional work should be decomposed, that is broken down into constituent ‘tasks’ – identifiable, distinct, and separate modules of work that make it up. Once decomposed, the challenge then is to identify the most efficient way of executing each type of task, constituent with the quality of work needed, the level of human interaction required, and the ease with which the decomposed tasks can be managed alongside one another and pulled together into a coherent offering.” (p.212) Steed (2017)
  20. 20. Research into Alternative Models for Schooling Decomposing ‘Teaching’ into ‘TeacherTasks’ Replacing Teachers? ReplacingTeacher Tasks? Teaching - to transmit/impart subject information Teaching - to set tasks to groups of students Classroom Management and Supervision Working with Individual Students Assessment,Grading and Monitoring Parental Communication and Reporting Lesson Planning Steed (2017)
  21. 21. ReplacingTeacher Tasks? Alternatives to Specialist Teachers Steed (2017) Research into Alternative Models for Schooling How would you cover Physics lessons when you don’t have enough Specialist Physicists?
  22. 22. ReplacingTeacher Tasks? Alternatives to Specialist Teachers 3. AVC Specialist - A qualified subject specialist teacher who is not physically present who contacts the students via video-conferencing. 2. ATeaching Assistant who is not a qualified teacher. 1. A Non-Specialist - A qualified teacher who is not a qualified specialist in the relevant subject to be taught. 4. An Online Learning Programme which students access via a computer in school. Research into Alternative Models for Schooling Four Alternatives to SpecialistTeachers Steed (2017)
  23. 23. Research Findings Alternatives to Specialist Teachers 1. QualifiedTeacher who is not a Subject SpecialistSteed (2017)
  24. 24. Research Findings Alternatives to Specialist Teachers 2. Teaching Assistant who is not a Subject SpecialistSteed (2017)
  25. 25. Research Findings Alternatives to Specialist Teachers 3. Subject Specialist usingVideo ConferencingSteed (2017)
  26. 26. Research Findings Alternatives to Specialist Teachers 3. Subject Specialist usingVideo ConferencingSteed (2017)
  27. 27. Research Findings Alternatives to Specialist Teachers Steed (2017) 3. Subject Specialist usingVideo Conferencing
  28. 28. Research Findings Alternatives to Specialist Teachers 4. Online Learning ProgramSteed (2017)
  29. 29. Research Findings Alternatives to Specialist Teachers 4. Online Learning ProgramSteed (2017)
  30. 30. Research Findings Alternatives to Specialist Teachers Steed (2017) 4. Online Learning Program
  31. 31. Research Findings Alternatives to Specialist Teachers Drivers 1. Improved Pedagogy 2. Reducing Costs 3. AddressingTeacher recruitment issues Blockers 1. Concerns about the Quality of Student Learning 2. Concerns about a Change in Ethos of the School 3. Concerns about Parental Reaction Steed (2017)
  32. 32. #FutureSchool Conclusion
  33. 33. Education is very big business: It was a $5 trillion industry in 2014 and is growing at $600 billion a year. EdTech is the future IBISCapital Global EdTech Industry Report 2016
  34. 34. AlternativeModels: Differentiation of themarketplaceby price. Education offered at different price points: Premium Mid-Range Budget
  35. 35. Premium Mid-Range BudgetAlternativeModels: Differentiation of themarketplaceby price. Variables • School and Class Size • Facilities • Qualifications ofTeachers • Amount of ContactTime 2. Education offered at different price points:
  36. 36. TheGlobalContext A final thought: World Economic Forum, January 2016 When fast gets really fast, being slow to adapt makes your really slow.
  37. 37. Mark S. Steed MA (Cambridge), MA (Nottingham), MSc (Ashridge-Hult Business School) Director of JESS Dubai  Email: mss@jess.sch.ae Twitter: @JESS_Director @independenthead LinkedIn: uk.linkedin.com/in/independenthead Blog: http://independenthead.blogspot.com SlideShare: http://www.slideshare.net/independenthead

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