Beyond clickbait about robot teaching
Posted January 3, 2017on:
Using Betteridge’s law of headlines, The Guardian published an article titled: Could online tutors and artificial intelligence be the future of teaching?
The short answer to any such headline is no.
The longer answer is that modern online efforts provide educators with lessons on how to teach so that learning happens more optimally and meaningfully.
For example, data from a company called Third Space Learning and University College London revealed this:
An early analysis found, perhaps unsurprisingly, that when tutors speak too quickly, the pupil is more likely to lose interest. Leaving sufficient time for the child to respond or pose their own questions was also found to be a factor in the lesson’s success…
The lesson about teaching that focuses on learning: Give learners opportunities to interrupt and intervene.
The longer answer also focuses on whether such efforts will make humans irrelevant:
Hooper agreed that the aim is not to replace teachers with robots. “There’s a slightly dubious conversation about how AI will make humans irrelevant, but it’s not at all about replacing humans,” he said. “Our whole belief is that for children disengaged with the subject, who are lacking in confidence, people is what matter. An algorithm can’t provide that.”
Even well-meaning teachers sometimes get in the way of learning. Whether you like or realise it or not, it is about focusing on the learner and learning, not the teacher and teaching. The latter are means to the former.
Ambar said that maths used to make her anxious, but since starting the weekly tutorials in Year 5, she has started enjoying it. “When they give you horrible sums, they help you,” she said. “I was scared to do it, but it was actually fun.”
If we focus on the who and how of learning, we will hear more stories that end like this.