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The Newsletter #DACUM Calendar 2024-2025 Subscribe to receive our free Newsletter For more information on DACUM Join our online community - Facebook https://web.facebook.com/cvaacfp - X @cva_acfp https://twitter.com/CVA_ACFP - LinkedIn https://www.linkedin.com/in/cva-acfp/ Become a member of the Canadian Vocational Association here https://cva-acfp.org/membership/
The paper analyses global online labour platforms (OLPs) through the lens of the Expansive-Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed-method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self-directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs.
The use of ChatGPT and similar Large Language Model (LLM) tools in scholarly communication and academic publishing has been widely discussed since they became easily accessible to a general audience in late 2022. This study uses keywords known to be disproportionately present in LLM-generated text to provide an overall estimate for the prevalence of LLM-assisted writing in the scholarly literature. For the publishing year 2023, it is found that several of those keywords show a distinctive and disproportionate increase in their prevalence, individually and in combination. It is estimated that at least 60,000 papers (slightly over 1% of all articles) were LLM-assisted, though this number could be extended and refined by analysis of other characteristics of the papers or by identification of further indicative keywords.
This open access publication presents a global panorama of institutional strategies, academic programs, scholarly insights as well as teaching and learning practices taking stock of the Future Skills Turn taking place in higher education. Future Skills have evolved to be one of the most important priorities for the development of higher education institutions globally. Students and graduates learn how to acquire Future Skills for their lives and careers and for shaping societies towards more sustainable futures. Institutions, teachers and policy makers gain insights into strategies to shape the Future Skills Turn in higher education and create the University of the Future.
EdTech has been a hot button topic for some time now, and the focus on generative AI in 2023 has only amplified interest in EdTech. Proponents see a plethora of ways that AI can improve education outcomes. AI’s potential for transforming education is real, but so are the dangers—so we must move forward with care and intentionality. It is with an eye toward care and intentionality that members of W2050’s Senior Fellows committee on education and work met to discuss how AI could—and how it should—impact education in 2024 and beyond.
The release of such generative artificial intelligence (AI) tools as ChatGPT in 2022 was a major advancement in the field of AI. Two burning questions for kindergarten through grade 12 (K–12) educators are to what extent new generative AI tools will change teaching and whether they will improve learning.
The answers to these questions are not yet clear and likely will not be for some time. But to learn firsthand from educators the ways in which AI is beginning to affect teaching and learning in K–12 public schools, the authors surveyed and interviewed educators across the United States. Specifically, the authors surveyed a nationally representative sample of 1,020 teachers using RAND's American Teacher Panel in fall 2023. They also surveyed a nationally representative sample of 231 districts in fall 2023 and interviewed 11 leaders from these districts in December 2023 and January 2024. The districts the authors surveyed and the leaders they interviewed are members of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and the Center on Reinventing Public Education.
The authors combine the perspectives of K–12 teachers and district leaders in this report to construct the most comprehensive picture to date of how educators are engaging with AI products and tools for teaching. Teachers reported how they actually use AI tools in their practices, and district leaders reported whether and how they are providing policies, guidance, and training on the use of AI tools.
Key Findings
As of fall 2023, 18 percent of K–12 teachers reported using AI for teaching and another 15 percent have tried AI at least once.
Middle and high school teachers and those who taught English language arts or social studies were more likely to be AI users.
Among those teachers who use AI for teaching, most were using virtual learning platforms, adaptive learning systems, and chatbots on a weekly basis.
The most common ways that teachers used AI tools were to adapt instructional content to fit the level of their students and to generate materials.
By the end of the 2023–2024 school year, 60 percent of districts plan to have trained teachers about AI use. Urban districts were the least likely to deliver such training.
In interviews, leaders described focusing more on increasing teachers' AI use and less on crafting student use policy, primarily because they saw the potential for AI to make teachers' jobs easier.
Want to empower school staff to use generative artificial intelligence (gen AI) but are unsure they’ll know how to use it effectively and responsibly? Google and Adobe are stepping up to help by providing free introductory courses on AI literacy designed specifically for educators.
Technical and vocational education and training (TVET) is well placed to advance this transformation. UNESCO-UNEVOC’s medium-term strategy for the 2024 to 2026 period puts forward an agenda to support countries in equipping youth and adults with the skills for employment, decent work, and entrepreneurship, while providing flexible pathways to lifelong learning opportunities for all. The strategy considers the accelerated digital revolution, the emerging demands of the green economy and the increasing needs for reskilling and upskilling of the workforce.Innovation and excellence, equity and inclusion, and the dual green and digital transformation are the key drivers of UNESCO-UNEVOC’s medium-term strategy. It is set to directly contribute to the UNESCO Strategy for TVET for 2022 to 2029 and the 2030 Agenda for Sustainable Development. It serves as a launch pad to elevate the quality, image of, and accessibility to TVET, and to support TVET institutions’ just and sustainable transformation. At the centre of these activities is the UNEVOC Network, UNESCO’s global network of more than 230 TVET institutions spanning 150 countries..This medium-term strategy includes a series of flagships, such as the UNEVOC TVET Leadership Programme, the Bridging Innovation and Learning in TVET (BILT) project, partnership with the Global Skills Academy, and UNEVOC Connect, a global clearing house for up-to-date resources on TVET. It comprises actions aimed at training of TVET leaders and teachers, cooperation with the UNEVOC Network and other networks of UNESCO, engagement with the private sector, and dissemination of TVET data and research
Welcome to the seventh edition of the AI Index Report. The 2024 Index is our most comprehensive to date and arrives at an important moment when AI’s influence on society has never been more pronounced. This year, we have broadened our scope to more extensively cover essential trends such as technical advancements in AI, public perceptions of the technology, and the geopolitical dynamics surrounding its development. Featuring more original data than ever before, this edition introduces new estimates on AI training costs, detailed analyses of the responsible AI landscape, and an entirely new chapter dedicated to AI’s impact on science and medicine.
The AI Index Report tracks, collates, distills, and visualizes data related to AI. Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.
Via Edumorfosis
t is increasingly common to interact with products that seem “intelligent”, although the label “artificial intelligence” may have been replaced by other euphemisms. Since November 2022, with the emergence of the ChatGPT tool, there has been an exponential increase in the use of artificial intelligence in all areas. Although ChatGPT is just one of many generative artificial intelligence technologies, its impact on teaching and learning processes has been significant. This article reflects on the advantages, disadvantages, potentials, limits, and challenges of generative artificial intelligence technologies in education to avoid the biases inherent in extremist positions. To this end, a systematic review has been carried out of both the tools and the scientific production that has emerged in the six months since the appearance of ChatGPT. Generative artificial intelligence is extremely powerful and improving at an accelerated pace, but it is based on large language models with a probabilistic basis, which means that they have no capacity for reasoning or comprehension and are therefore susceptible to containing errors that need to be contrasted. On the other hand, many of the problems associated with these technologies in educational contexts already existed before their appearance, but now, due to their power, we cannot ignore them, and we must assume what our speed of response will be to analyse and incorporate these tools into our teaching practice.
Most workers who will be exposed to artificial intelligence (AI) will not require specialised AI skills (e.g. machine learning, natural language processing, etc.). Even so, AI will change the tasks these workers do, and the skills they require. This report provides first estimates for the effect of artificial intelligence on the demand for skills in jobs that do not require specialised AI skills. The results show that the skills most demanded in occupations highly exposed to AI are management and business skills. These include skills in general project management, finance, administration and clerical tasks. The results also show that there have been increases over time in the demand for these skills in occupations highly exposed to AI. For example, the share of vacancies in these occupations that demand at least one emotional, cognitive or digital skill has increased by 8 percentage points. However, using a panel of establishments (which induces plausibly exogenous variation in AI exposure), the report finds evidence that the demand for these skills is beginning to fall.
This report delves into a comprehensive exploration of AI capabilities, use cases, affordances, and implications. Highlighted below are the key takeaways, summarizing the most critical aspects and insights:
Specific AI capabilities are changing rapidly, but within relatively stable categories
Current AI systems are incredibly powerful but have critical limitations
We can expect more specialized solutions, machine autonomy, dynamic interfaces, and context awareness, and we will see the emergence of ‘ecosystem models’
The “hallucination problem” and need for human supervision are likely to persist over the next 5-10 years
Specialization will get outsourced to AI in many cases, making more workers into “versatilists”
AI will orchestrate the activities of many human customers and workers and vice versa
Workers and leaders will leverage AI as “thought partners”
Machines will take action within organizations, not just provide advice
AI will play out differently in Japanese organizations
Abstract Purpose This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations. Design/methodology/approach The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations. Findings The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work. Originality/value This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.
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Most workers who will be exposed to artificial intelligence (AI) will not require specialised AI skills (e.g. machine learning, natural language processing, etc.). Even so, AI will change the tasks these workers do, and the skills they require. This report provides first estimates for the effect of artificial intelligence on the demand for skills in jobs that do not require specialised AI skills. The results show that the skills most demanded in occupations highly exposed to AI are management and business skills. These include skills in general project management, finance, administration and clerical tasks. The results also show that there have been increases over time in the demand for these skills in occupations highly exposed to AI. For example, the share of vacancies in these occupations that demand at least one emotional, cognitive or digital skill has increased by 8 percentage points. However, using a panel of establishments (which induces plausibly exogenous variation in AI exposure), the report finds evidence that the demand for these skills is beginning to fall.
The last decade has seen impressive advances in artificial intelligence (AI). This rapid progress has been accompanied by, concerns about the possible effects of AI on the labour market, wages and inequality between workers. Concerns that have grown since the public launch of generative AI systems. This paper looks at links between AI and wage inequality across 19 OECD countries and finds evidence that AI may indicate lower wage inequality within occupations.
The use of AI in the workplace is exploding and your employees’ ability to discern fact from AI hallucination is increasingly imperative. Without critical thinking skills, we face a danger where falsehoods will negatively impact workplaces and consumer interactions.
This engaging session will focus on ways to increase critical thinking for employees through effective training. Learning needs to occur in the flow of work and adapt quickly to the rapidly shifting landscape. Discover new ways to frame critical thinking and how this skill is already vastly different than before the use of ChapGPT and other generative AI tools.
Reduce the threat to your organization of employees utilizing problematic work products written by generative AI by giving them new methods to question information and verify sources. See examples of how to enliven curiosity, boost learning, and strengthen accuracy and productivity across all functions of your organization. You can reap additional benefits as we create citizens who can accurately assess the validity of information on all kinds of topics from health care, to climate change, to government representation.
The pandemic disrupted education and resulted in learning losses, but it also helped kickstart adoption of generative AI such as ChatGPT. Now, we have the opportunity to mobilize AI to help bolster the education sector—especially those regions hit hardest by learning losses,
When it comes to artificial intelligence, what are we actually creating? Even those closest to its development are struggling to describe exactly where things are headed, says Microsoft AI CEO Mustafa Suleyman, one of the primary architects of the AI models many of us use today. He offers an honest and compelling new vision for the future of AI, proposing an unignorable metaphor — a new digital species — to focus attention on this extraordinary moment. (Followed by a Q&A with head of TED Chris Anderson)
This flagship report provides a comprehensive overview of current global digital trends. Despite accounting for only 1% of global information and communication technology value, Africa shows promising growth, with significant increases in internet usage and a notable $4.2 billion in venture capital investments targeted at the continent's startups. With agriculture employing two-thirds of the working population, the continent can leverage AI technology to maximize productivity through further mechanization and the use of modern crops.
“AI Is a Tool, and Its Values Are Human Values.”
BY FEI-FEI LI, SARA FRUEH
Computer scientist and “godmother of AI” Fei-Fei Li explains why artificial intelligence and public life are at an inflection point—and contemplates how to unleash positive changes while mitigating risks.
Reinvention works. It’s achievable. It’s actionable. And AI and generative AI are super-charging progress for organizations that embrace it. Go beyond transformation — act now to pull ahead of the pack.
There is a growing trend among employers to hire individuals based on their skills and alternative credentials, which has led to an increased interest in obtaining micro-credentials by potential employees. The interest in micro-credentials is rapidly growing, and universities are taking notice by offering them independently or in collaboration with other providers. Some universities have released guidelines on how micro-credentials will be recognised and integrated into degree programmes. Some are even combining them to lead to a degree.
Currently, Industry 4.0 (I4.0) represents a paradigm shift that is redefining manufacturing processes globally through the integration of advanced technologies in all aspects of production. However, this technological advancement poses significant challenges in the realm of higher education, particularly in properly preparing students to meet the demands of the modern labor market. This article, written by a team of experts from the Polytechnic University of Cartagena and other European institutions, explores the deep gap between the current competencies of students and those required by Industry 4.0, especially in the wood and furniture manufacturing sector. The study is part of the European project MAKING 4.0, which aims to assess and report on the deficiencies and needs in key competencies and skills related to the Key Enabling Technologies (KETs) of I4.0. Through a thorough analysis of surveys directed at relevant actors in the sector, a low level of competencies and qualifications in this industrial sector is revealed, both in educational and industrial contexts. This research not only highlights deficiencies in current training but also emphasizes the urgent need to adapt educational curricula to close these competency gaps and effectively prepare future professionals for the challenges of Industry 4.0.
Via LGA
Abstract About 50 percent of all Dutch students enroll in a vocational education program. All efforts of vocational institutes are aimed at guiding students towards a diploma; yet, on average, about 28 percent of the students drop out.
Abstract Purpose The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence. Design/methodology/approach A total of 391 survey responses were collected from employees using convenient and snowball sampling methods. Findings Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI. Research limitations/implications This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions. Originality/value The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.
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