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An introduction to the ethics of AI in education

The document discusses ethical considerations associated with the use of artificial intelligence (AI) in education, including issues such as algorithmic bias, privacy, and accountability. It introduces a framework for ethically deploying AI in educational settings, emphasizing the need for informed participation and transparency. Key objectives outlined include achieving educational goals, promoting equity among learners, and ensuring privacy while using AI systems.

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AI in Education•
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An Introduction to the ethics of AI in education The National Centre for AI in Education: Accelerating the adoption of artificial intelligence
Session aims: •To introduce the ethical issues associated with using AI in education •To explain how ethical issues can be avoided, managed, mitigated and/or overcome •To introduce you to the Ethical Framework for AI in Education and the Pathway to Ethical AI
What is artificial intelligence? “The term ‘Artificial Intelligence’ (AI) refers to those computer systems capable of performing tasks that would normally require some intelligence if done by humans.” – UK Government definition
Applications of AI https://th.bing.com/th/id/OIP.1ZEwXLHuXeGNKxu0v9p1 xAAAAA?w=270&h=180&c=7&o=5&dpr=1.5&pid=1.7 https://th.bing.com/th/id/OIP.eBpuAeANmO9p_plk5dgF SwHaEI?w=306&h=180&c=7&o=5&dpr=1.5&pid=1.7 Link in notes http://www.flickr.com/photos/ideonexus/402279004 7/
Why is an ethical approach is needed? •Prominent cases of algorithmic bias •Backlashes against encroachments on individual privacy •Harm/offense caused by out-of-control products •Uses of data to manipulate users/citizens
What is it about AI that gives rise to ethical issues? • Information. AI systems process and draw insight from data (including personal data), which has privacy implications. • Extrapolation. AI systems tend to make judgements based on extrapolations from past events to future ones. This can bake in and/or exacerbate previous biases, and can, to some extent, lock-in future outcomes, thereby compromising individual autonomy. • Automation. By performing tasks autonomously, AI systems can disrupt accountability structures and undermine human agency and control. These issues can be amplified by the fact that AI systems are often unable to explain how particular outcomes are reached. • Imitation. Because they often emulate humans in certain ways (assuming a gender, personality, position of authority), people may be encouraged to treat AI systems like humans. This can lead to placing too much trust in them, to the undermining of human-human interactions, and to people treating AI systems in inappropriate ways.
How is an ethical approach being realised?
Seven Key Requirements of Trustworthy AI
The House of Lords’ recommended overarching principles
What resources are available to the sector? •The Ethical Framework for AI in Education •The Pathway to Ethical AI
The Ethical Framework for AI in Education •Sets out steps that educational institutions can take in order to help them to use AI ethically and with purpose (it focuses on deployment, rather than development). •Was developed by The Institute for Ethical AI in Education, University of Buckingham. •Draws upon insights from consultations with educators, technologists, academics, learners, philosophers and ethicists, and policy makers from around the world.
9 Ethical Objectives •‘Achieving Educational Goals. AI should be used to achieve well-defined educational goals based on strong societal, educational or scientific evidence that this is for the benefit of learner’ •‘Forms of Assessment. AI should be used to assess and recognise a broader range of learners' talents.’ •‘Administration and Workload. AI should increase the capacity of organisations whilst respecting human relationships’ •‘Equity. AI systems should be used in ways that promote equity between different groups of learners and not in ways that discriminate against any group of learners.’ •‘Autonomy. AI systems should be used to increase the level of control that learners have over their learning and development’
•‘Privacy. A balance should be struck between privacy and the legitimate use of data for achieving well-defined and desirable educational goals.’ •‘Transparency and Accountability. Humans are ultimately responsible for educational outcomes and should therefore have an appropriate level of oversight of how AI systems operate.’ •‘Informed Participation. Learners, educators and other relevant practitioners should have a reasonable understanding of artificial intelligence and its implications.’ •‘Ethical Design. AI resources should be designed by people who understand the impacts these resources will have.’ Continued…
•The Ethical Framework translates these objectives into actionable criteria •The stage at which actions should take place (e.g. pre-procurmenet, procurement, implementation, monitoring and evaluation) are clearly highlighted •A number of the actions require educational institutions to seek information/guarantees from organisations that provide AI software.
Link: The Ethical Framework for AI in Education