Change in education through AI with language skills
Christiane Carstensen(LinkedIn) gave an impressive presentation entitled“GenAI in the workplace – opportunities and challenges in adult education“ in which she explained how artificial intelligence (AI), and generative AI in particular, is changing education.
As an expert in language in education from Deutsch im Job GmbH, she focused on the language capabilities of AI and its potential in the education sector in the online session.
Learners are already using AI to communicate and acquire information and knowledge without teachers.
AI is bringing about changes in adult education that go far beyond mere technological supplementation.
The question of whether a paradigm shift is imminent, requiring a completely new perspective on learning processes and the role of education providers, was lively discussed by the participants in this video conference, which took place as part of KI-Kompass: Navigating the new labor market.
The real change brought about by AI: the ability to speak
The real revolution of AI lies in its ability to understand and process natural language, emphasizes Christiane. AI is able to recognize and understand the specific way each person communicates. Regardless of whether someone speaks German, has a different mother tongue, speaks in simple language or has different levels of education and language.
ChatGPT sees, hears and speaks
We are starting to introduce new voice and picture features in ChatGPT. They provide a new, more intuitive user interface that allows you to have a voice conversation or show ChatGPT what you’re talking about.
– OpenAI: ChatGPT can now see, hear, and speak, 25.09.2023, Retrieved: 4.07.2024
When people encounter unfamiliar situations and ask the question in their own language – What is this? – AI gives them an understandable answer. This ability enables the AI not only to communicate in natural language, but also to adapt to individual language styles, educational backgrounds and even limitations. Learners can interact directly with the AI, ask questions and receive explanations in their own language and at their own level. This opens up completely new possibilities for personalized learning.
Practical example: AI in use
An illustrative example from Christiane’s practice shows a trainee who uploads a photo of her workplace to ChatGPT and asks: “What is that?”. The AI recognizes the devices in the picture, names them and explains their functions. The AI can also generate an answer in simple language for children. This example illustrates how AI can respond flexibly to different needs and support learners in their everyday lives.
Superpowers for learners
Direct access to AI-supported knowledge gives learners “superpowers“, so to speak. They can explore complex topics independently, retrieve explanations in various formats (text, audio, video) and even communicate in foreign languages. This development fundamentally challenges the traditional role of teachers as knowledge mediators. All of this could lead to a paradigm shift: Instead of a dominant education provider market in which institutions and teachers control access to knowledge, a “learner-centered market” could emerge. In this new model, learners actively define and shape their educational journey, select resources according to their own needs and interests and thus develop greater personal responsibility and self-determination in their learning process.
Challenges for education providers
Many traditional education providers are struggling to adapt to this new reality. Attempts are often made to simply“spice up” existing teaching methods with AI instead of making the necessary change in perspective. There is a risk that learners will bypass traditional educational offerings and access AI-supported resources directly.
The tenor is not a change of perspective on education.
The tenor is, how do I do what I’ve always done with AI?
– Christiane Carstensen
The view from the learner’s perspective makes it clear that it is no longer our opinion as teachers, trainers or adult educators that is in the foreground, Christiane emphasizes. She adds that people are increasingly accessing AI-powered educational resources without asking us as teachers for permission or seeking our consent. They just do it, often before they even consider using our educational services. Christiane can well imagine that people will soon say: “I can learn a language so well with AI, I won’t even go to a course anymore, I’ll turn off beforehand.”
New players and formats
The global scalability of AI-based educational offerings is leading to the emergence of new players on the education market. At the same time, innovative learning formats and environments are emerging that are challenging traditional course structures. Education providers need to ask themselves whether their existing offerings are still relevant in this new landscape.
Change in the world of work
The transformation affects not only the education sector, but the entire world of work. Job profiles and qualification requirements are changing rapidly.
Christiane gave an interesting example of how AI could revolutionize the maintenance of railroad switches using augmented reality and thus change entire job profiles. This led to reflections on how adult education can respond to such changes and prepare people for new requirements.
Another example from the bakery industry shows how AI-supported proofing technology can drastically improve working hours. Thanks to this innovation, bakers no longer have to get up in the middle of the night, but can start at six o’clock, which makes the profession much more attractive. In times of skills shortages, it is crucial to make professions more attractive through such technological innovations in order to attract and retain talented workers.
Digitalization also enables the deployment of experts across large distances or the support of specialists through AI-supported systems. This requires a reorientation of vocational training towards more networking and flexibility.
Daring more educational equality
In her presentation, Christiane also addresses the important topic of educational equity. She emphasizes that the impact of AI on educational equity has not been discussed enough so far.
On the one hand, she sees great potential in AI technologies for greater inclusion and accessibility in education. For example, AI-supported learning tools can respond to the individual needs of learners, regardless of their previous knowledge or possible limitations.
On the other hand, she warns that the use of AI in education could also lead to new inequalities. She emphasizes that it is important to give everyone access to these new technologies and the associated learning opportunities.
Christiane sees AI as an opportunity to better reach and support previously disadvantaged groups, particularly in the area of basic education and adult education.
The way forward
In order to remain relevant in this rapidly changing landscape, education providers should, according to Christiane:
Taking the learner’s perspective and understanding how they use AI in the learning process
⚙️ Develop innovative formats that combine the strengths of human interaction with the possibilities of AI
Focus on areas where human expertise offers real added value
⤴ Respond flexibly to changing requirements on the labor market
️ Continuously develop your own digital skills
⚖️ Recognizing the upheaval in adult education, which brings with it both opportunities and challenges
Be prepared to question old ways of thinking and boldly break new ground to succeed in the AI era
⭐ Using the enormous possibilities of AI to best prepare learners for a rapidly changing world
Adult education is facing a radical change that brings with it both opportunities and challenges. Only those who are prepared to question old ways of thinking and boldly break new ground will be successful in the AI era. The enormous possibilities of AI must be used to prepare learners in the best possible way for a rapidly changing world.
Further challenges
After Christiane Carstensen’s inspiring presentation, a lively discussion ensued among the participants. Many took up the topics raised by Christiane and added their own experiences and perspectives.
A central point of discussion was the slow modernization of adult education, which was viewed critically by some participants. It was emphasized that many education providers and education policy makers are still too entrenched in traditional structures and ways of thinking and are not making sufficient use of the opportunities offered by AI.
Honorary staff who earn their living in adult education also feel under increasing pressure. On the one hand, they pointed out the rigid specifications and guidelines that make it difficult to integrate new technologies and methods into lessons. On the other hand, they are currently hardly being commissioned any more because the fear of German education providers of substantial additional payments due to bogus self-employment is currently imposing a certain degree of restraint. We reported on this problem in the June newsletter.
It also emphasized the need for managers and decision-makers in the education sector to engage with AI themselves in order to make more informed and modern decisions. So there is a lot to do.
Overall, the discussion showed that there is a great need for exchange and further training on the topic of AI in adult education. The participants agreed that it is not enough to just superficially integrate AI into existing structures, but that a fundamental change of perspective and a reorientation of educational offerings are necessary. The AI Compass series was expressly praised precisely because it offers a low-threshold exchange format for further reflection.