Is AI Helping Students Perform, or Actually Learn?
Notas do episódio
This week, Ray and Dan end up discussing a fundamental question: what is education actually for in the age of AI?
They explore new EU AI Act transparency requirements and the emerging role of AI watermarking, including what this could mean for the often-unreliable world of AI detection.
The conversation then turns to assessment. With Australian policymakers questioning take-home assessment and universities rethinking assessment for an AI-enabled world, Ray and Dan discuss why the goal isn't simply to make assessment "AI-proof", but to ensure students are still developing knowledge, judgement, creativity and critical thinking.
They also examine major new research into young people's use of generative AI from the Barker Institute and University of Sydney. Across 271 peer-reviewed studies, the evidence suggests AI can improve students' immediate performance and engagement - but better performance doesn't necessarily mean better learning.
Finally, they explore "hybrid reading": how students are using AI to orient themselves, clarify difficult concepts, translate academic language and check their own understanding.
Mentioned in this episode:
Matthew Wemyss' guide to EU AI Act transparency requirements Information on Claude's watermarking of AI text - and a geeky read about how it does it New education plugins in ChatGPT Edu Jason Lodge on AI and assessment NSW's news on 'take home' assessments South Australia's Royal Commission into AI Kelly Ilich on teaching standards in the age of AI Danny Liu & Adam Bridgeman's "What Should Education Look Like in the Age of AI?" Barker Institute's research paper "Young People, Learning and Generative AI" Research from Deakin University's CRADLE team on hybrid reading practices