With the rise of data-driven AI and its "democratization", we are all interacting with AI-enabled technologies in everyday life. However, not everyone understands how these technologies work. There are many misconceptions surrounding what they can and cannot do, and what are the risks and benefits. Thus, there is a need to educate the general public about everyday AI, upscaling their algorithmic literacy and helping them become more informed, responsible users. We describe the development and evaluation of an eight-week course open to the public, AI in Everyday Life. Pre- and post-course questionnaires were used to evaluate the impact of the course and participants' attitudes towards AI applications. The results suggest that more targeted educational approaches are needed for the general public to fully understand the strengths and weaknesses of the use of AI-enabled technologies.

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Artificial Intelligence in Everyday Life: Educating the Public Through an Open, Distance-learning Course

The central purpose of this research is to identify the promises that artificial intelligence (AI) holds for the future of education in India. For assessing this, a qualitative study, lying within the interpretive paradigm, was carried out with senior management level personnel of top-performing EdTech companies of India. Focussed group interviews, comprising of three to five members in each of these companies were inquired about the research objectives, thereby making a total of 306 senior managers, founders, and directors, participating in the study. Interviews were transcribed and emerging themes were analyzed for their content and discourse using NVivo and Concordance software packages. The emerging findings indicate that AI is very likely to revolutionize the educational landscape in India and shall bring major disruptions in traditional pedagogy. However, several compelling challenges were also identified in the proliferation of artificial intelligence in India’s educational landscape. This research, based on a first-hand account of experiences of top managers not only paves the pathway for identifying challenges but also provides an emancipatory way out in handling the emerging challenges when AI expands exponentially in the country, in the coming times.

Possibilities and Challenges of Compounding Artificial Intelligence in India’s Educational Landscape

This paper describes the methodology to gather background information towards creating an educational framework for retraining in Artificial Intelligence (AI). The framework will be designed for those often missed by other educational efforts, such as mainstream education, university and large international companies. The intended participants are those often predicted to be most displaced by AI. The first step will involve conducting semi-structured interviews with individuals and companies to create a baseline of requirements for such an educational framework.

Leaving No One Behind: Educating Those Most Impacted by Artificial Intelligence

Robotics and artificial intelligence (RAI) is advancing rapidly. These advances risk exacerbating inequalities unless the benefits are shared across society. Education in RAI is often aimed at business leaders and students. While education designed for these groups is needed, it is not accessible by everyone, and there is potential for people to be left behind. To understand the barriers in designing an educational scheme for those often missed by other initiatives, a pilot study was conducted. Twenty‐one semi‐structured interviews were held with Thought‐Leaders, Industry, Adult Educators, and Members of the Public. A thematic analysis was used to allow themes not previously thought of to arise. Looking at the findings through the lens of leaving no one behind presents three themes, which need to be addressed for education to be successful. First, as well as education for those designing RAI and education for everyday life, there needs to be education for those working with RAI. Second, work is needed to overcome preconceptions. The views of learners on RAI, potential “gatekeeping” of experts, and attitudes to training from industry can create barriers to education. Finally, education should be co‐designed with communities to ensure it is relevant to the learners' needs and lives.

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Lucy J Wenham

Papers

Leaving No One Behind: Educating Those Most Impacted by Artificial Intelligence

Skilling the Gap: 21 Conversations on Designing Education for Those Left Behind as Robotics and Artificial Intelligence Advance