SIG Pillars

Building AI for Education

Design, Develop, and Evaluate evidence-based AI tools and methodologies to enhance learning experiences for all.

Research

Research: focuses on supporting research excellence in AI in Education and developing world-leading research reputation across the globe on AI in Education. The supporting activities involve targeted interdisciplinary research collaborations across faculties (CS, HCI, LS, Edu etc.), leading grant applications and research projects, facilitation of regular crossfaculty exchange of research directions and findings through research presentations, seminars, and collaborative writing groups, as well as PhD collaborations, and Lab-driven collaborations across UCL, all to stimulate an orchestrated cross-fertilisation of ideas and priorities, leading to coordinated research income activities.

Teaching

Teaching: focuses on conceptualising and delivering world-leading graduate and postgraduate courses in the design and development of evidence-informed, human-centred, and responsible AI in Education. Supporting activities include aligning AI-related teaching across UCL’s various degree programmes, to foster collaboration, sharing of resources and expertise, and identifying relevant expertise and teaching talent across departments. This enables the integration of subject-specific AI knowledge into a wide range of disciplines. By embedding AI into core subjects such as ethics, social sciences, and natural sciences, e.g., AI for medicine, AI for law, or AI for physics, and by promoting hands-on learning, the aim is to equip students with technical skills as well as a deep understanding of the societal, ethical, and global implications of AI.

Policy

Policy: focuses on proactive engagement with AI in Education policymakers and policy-influencers through roundtables and advisory roles (UNESCO, OECD, WEF etc.). Supporting activities include the development of a shared UCL-wide understanding of AI in Education policies guidelines, and by producing and disseminating policy briefs, white papers, and strategic reports as well as hosting annual policyfocused symposia to shape and inform national and international educational strategies and policies for AI in Education.

Partnerships

Partnerships: focuses on developing and leading ecosystem-level relationships in the design and development of AI in Education. Key activities include leading need-driven, evidence-based AI product development partnerships, industrial partnerships, as well as incubation of start-ups.

Educating People about AI

Promote understanding of AI technologies among students, educators, policymakers, and the civic society so that it can be used ethically and effectively.

Research

Research: focuses on supporting research excellence in AI Education, design and development of competency frameworks, relevant curricula, and AI-enhanced pedagogies. Supporting activities include design and evaluation of AI literacy and competency frameworks tailored to different audiences (students, teachers, policymakers, public), creating evidencebased curricula for AI education at primary, secondary, tertiary, and professional levels, evaluation of AI-driven learning tools and platforms that support personalised and accessible learning experiences, ideally in collaboration with educators and learners.

Teaching

Teaching: focuses on conceptualisation and delivery of world-leading AI Literacy courses for non-technical stakeholders including ITE and PGCE of teachers. The supporting activities include, discovering the relevant teaching expertise across UCL to support the design and delivery of the AI literacy courses and designing a general AI Literacy course for all UCL firstyear students and UCL staff across different faculties. Literacy in AI should be considered vital for universities that wish to remain at the forefront of educational innovation, competitive, relevant, and responsible.

Policy

Policy: focuses on pro-active engagement with policymakers and policyinfluencers regarding AI Literacy and AI competency development (e.g. UNESCO AI Competency Frameworks, DfE, etc.). Supporting activities include contributions to the ongoing efforts at national and transnational levels to understand what AIED means for the way we teach and learn, and to develop appropriate safeguards as well enablers for responsible AIED across different global contexts.

Partnerships

Partnerships: focuses on leading ecosystem-level relationships of pertinence to AI literacy, including AI-enhanced pedagogies multistakeholder sandpits, commercial partner training, short courses, executive and leadership team courses on AI.

Education Futures for AI

Explore, conceptualise and lead the futures of education discourse across the globe. Anticipate future pedagogical needs and educational innovation in an AI-ubiquitous, but culturally diverse world.

Research

Research: Research Excellence in futures of education in AI discussions. Design and development of future education scenarios, implication pathways, and empirical work on proposed scenarios to inform viable responsible AIED pathways towards education system innovation.

Teaching

Teaching: Conceptualise and deliver future-proof domain-sensitive education processes and practices at UCL and beyond, including reimagining the curriculum, delivery, and assessment in HE and other educational contexts.

Policy

Policy: Engage proactively with policymakers on education futures in AI discussions and policy advice, e.g. OECD Future of Education and Skills, and the DfE’s ongoing work and related initiatives such as AI in Education Global Community of Interest led by the World Bank.

Partnerships

Partnerships: Lead ecosystem-level relationships on Education futures in AI debates, co-ordinate and consolidate engagement across the UCL with other interest communities (e.g. AI in Education Global Community of Interestled by the World Bank) and initiatives (e.g. The EU EdTech testbed), ensuring UCL’s representation within them to support a wider lens on the issues and opportunities related to AIED futures and to inform a global discourse and future initiatives.

Page updated

Google Sites

Report abuse