{"id":60929,"date":"2022-01-02T16:39:24","date_gmt":"2022-01-02T21:39:24","guid":{"rendered":"https:\/\/world.edu\/?p=60929"},"modified":"2022-01-02T16:39:24","modified_gmt":"2022-01-02T21:39:24","slug":"ai-powered-chatbots-designed-ethically-can-support-high-quality-university-teaching","status":"publish","type":"post","link":"https:\/\/world.edu\/ai-powered-chatbots-designed-ethically-can-support-high-quality-university-teaching\/","title":{"rendered":"AI-powered chatbots, designed ethically, can support high-quality university teaching"},"content":{"rendered":"

\"\"
\nWhile COVID-19 forced an\u00a0emergency transformation<\/a>\u00a0to online learning at universities,\u00a0learning how to teach efficiently and effectively online using different platforms and tools<\/a>\u00a0is a positive addition to education and is here to stay.<\/p>\n

To\u00a0sustain this beneficial evolution<\/a>\u00a0and ensure quality education, universities should focus on supporting faculty to embrace and lead the change.<\/p>\n

The ethical and strategic use of artificial intelligence at centres of teaching and learning, which support faculty in troubleshooting and innovating their online teaching practices, can help with this task. Centres of teaching and learning\u00a0are responsible for<\/a>\u00a0educational technology support, teaching and learning support, as well as instructional design.<\/p>\n

Expansive move to online education<\/strong><\/h4>\n

Research conducted at 19 centres of teaching and learning and their equivalents from Canada, the United States, Lebanon, the United Kingdom and France published in August 2020 showed that\u00a0staff in these centres<\/a>\u00a0deployed all available resources to support the rapid switch to online education.<\/p>\n

Staff had been working 10- to 14-hour workdays during the first phase of the pandemic to meet the increase in faculty and staff needs. These centres also reported difficulty recruiting and training qualified candidates.<\/p>\n

Used strategically, chatbots could take over repetitive low-level guidance tasks that teaching and learning centres field and help avoid overload. A\u00a0chatbot<\/a>, also called a conversational or virtual agent, is a software or computer system designed to communicate with humans using\u00a0natural language processing<\/a>.<\/p>\n

This communication can be via text messages or voice commands.<\/p>\n

Why a chatbot?<\/strong><\/h4>\n

Chatbots offer a viable, win-win solution to teaching and learning centres and to faculty.\u00a0They are available 24\/7<\/a>, can respond to thousands of simultaneous requests and provide\u00a0instant and robust service<\/a>\u00a0support when needed.<\/p>\n

Using chatbots could free teams for complex inquiries that require human interventions, such as transforming teaching approaches and collaborating to innovate solutions to respond to problems like improving equity and access in online teaching.<\/p>\n

A collaboration between the centres\u2019 experts and technology<\/a>\u00a0could provide better services and support for faculty to improve the learning experiences they create for students. Chatbots can guide faculty towards appropriate and effective resources and professional development activities, such as\u00a0how-to articles<\/a>, tutorials and upcoming workshops. These would be tailored to suit faculties\u2019 individual needs, their varied digital skills levels and backgrounds in designing hybrid learning experiences.<\/p>\n

Chatbot systems\u00a0are already used in educational institutions<\/a>\u00a0for teaching and learning, to deliver administrative tasks, to advise students and assist them in research.<\/p>\n

How would it work?<\/strong><\/h4>\n

Two options are possible when it comes to chatbots\u2019 AI conversational ability:<\/p>\n

    \n
  1. Artificial Intelligence Markup Language<\/a>\u00a0methodology: Programmers give the AI a library of questions\/answers and keyword associations through a database. From there, the chatbot is able to give appropriate answers in a strictly defined frame.<\/li>\n
  2. The\u00a0Natural Language Processing<\/a>\u00a0approach: This allows for more flexibility. Once programmers build an initial dataset, the AI-powered tool will then learn from ongoing exchanges to find the best combination of answers to recurring questions asked by faculty members. The AI will then be able to identify keywords in a sentence and understand the context of a question.<\/li>\n<\/ol>\n

    That programmers would need to add data from the conversation to an ongoing dataset building throughout time is expected. When asked a question, the chatbot will respond based on its current knowledge database. If the conversation introduces a concept that it isn\u2019t programmed to understand, the chatbot can state it doesn\u2019t understand the question \u2014 or pass the communication to a human operator.<\/p>\n

    Either way, the chatbot will also learn from this interaction as well as future interactions. Thus, the chatbot will gradually grow in scope and gain relevance.
    \n

    \"\"

    Chatbot implementation scenario for teaching and learning centres to support faculty. (Nadia Naffi)<\/p><\/div><\/p>\n

    For chatbots\u2019\u00a0reliability<\/a>\u00a0and trustworthiness to increase, it should be effective in helping these centres supporting their faculty.\u00a0Implementing and fine tuning<\/a>\u00a0chatbots so they are ready for use is important, even if it requires an investment of time and resources.<\/p>\n

    Ethical framework for AI in education<\/h4>\n

    The\u00a0Institute for Ethical AI in Education<\/a>, based at the University of Buckingham in the United Kingdom, and funded by McGraw Hill, Microsoft Corporation, Nord Anglia Education and Pearson PLC, released\u00a0The Ethical Framework for AI in Education<\/a>\u00a0in 2020. The framework argues AI systems should increase the capacity of organizations and the autonomy of learners while respecting human relationships and ensuring human control.<\/p>\n

    Chatbots in university settings should be\u00a0ethical by design<\/a>, meaning that they\u00a0should be designed to be sensitive to values like security, safety and accountability and transparency<\/a>. If used in centres of teaching and learning, users should be protected against all forms of harm or abuse. They also need to feel treated fairly and to always be provided the option to reach a human. Faculty members must know they are exchanging with an AI.<\/p>\n

    Chatbots\u00a0can and should be accessible<\/a>. Tolerating user errors and input variation, being designed for diverse abilities and allowing\u00a0multilingual texting communication<\/a>\u00a0are examples of facilitating accessibility.<\/p>\n

    Do no harm: privacy<\/strong><\/h4>\n

    Chatbots should be designed to \u201cdo no harm<\/a>,\u201d as per the UNESCO\u2019s recent recommendations on\u00a0the ethics of artificial intelligence<\/a>. When talking about non-maleficence, privacy should be addressed.<\/p>\n

    AI-powered tools come with data recording issues. Strong barriers in data collection and storage are needed. Following the European approach to\u00a0data protection<\/a>, centres should minimize data collection. Only required information should be stored, such as specific parts of conversations, but not the interlocutors\u2019 identity.<\/p>\n

    The transparency-based approach allows for users to agree on which personal data can be shared or not with the centres. This would help keep trust and usability of the tool high. In case of malfunction, faculty members would provide feedback on the problem, and centres would fix it.<\/p>\n

    Centres should consider anonymization of users, strong encryption of all data stored, and in-house storage when possible or by a trusted contracted third party following similar data privacy rules.<\/p>\n

    Addressing bias, environmental impact<\/strong><\/h4>\n

    The\u00a0possible bias<\/a>\u00a0in the initial database needs to be addressed. Whether it relates to gender, ethnicity, language or other variables, the initial dataset needs to be cleaned and carefully analyzed prior to being used to train the AI, whether AI markup language or NLP methods are deployed. If the latter is applied, ongoing monitoring should be considered.<\/p>\n

    A green data storage solution needs to be addressed to reduce the\u00a0CO2 cost of activity<\/a>\u00a0on the environment. For example, universities might investigate if water cooling systems could be used in server rooms instead of air conditioning.<\/p>\n

    The\u00a0university of the future<\/a>\u00a0as anticipated by many scholars and policy makers has already started. Technology, if used ethically and strategically, can support faculty in their mission to prepare their students for the\u00a0needs of our society and the future of work<\/a>.<\/p>\n

    Author Bios:<\/strong> Nadia Naffi is Assistant Professor, Educational Technology, Chair in Educational Leadership in the Innovative Pedagogical Practices in Digital Contexts, Universit\u00e9 Laval, Bruno Kesangana Nandaba is a PhD Student, Mehdi Rougui is a Research Assistant all at Universit\u00e9 Lavaland Research Assistant,Ann-Louise Davidson is the Concordia University Research Chair, Maker culture; Associate Professor, Educational Technology,Concordia University and Auxane Boch who is Research Associate and Doctoral Candidate at the Technical University of Munich<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    While COVID-19 forced an\u00a0emergency transformation\u00a0to online learning at universities,\u00a0learning how to teach efficiently and effectively online using different platforms and tools\u00a0is a positive addition to education and is here to stay. To\u00a0sustain this beneficial evolution\u00a0and ensure quality education, universities should focus on supporting faculty to embrace and lead the change. The ethical and strategic use […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428833],"coauthors":[11733],"class_list":["post-60929","post","type-post","status-publish","format-standard","hentry","category-education","tag-ai-in-education"],"acf":[],"yoast_head":"\nAI-powered chatbots, designed ethically, can support high-quality university teaching - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/ai-powered-chatbots-designed-ethically-can-support-high-quality-university-teaching\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"AI-powered chatbots, designed ethically, can support high-quality university teaching - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"While COVID-19 forced an\u00a0emergency transformation\u00a0to online learning at universities,\u00a0learning how to teach efficiently and effectively online using different platforms and tools\u00a0is a positive addition to education and is here to stay. 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