Keep education human-centered in an AI, digital teaching world: report

Rapid advances in Artificial Intelligence and experiences from the shift to remote learning during the COVID-19 pandemic all demand practical strategies to ensure education remains human-centred as new tools alter teaching and learning; a new report argues.

Keep it Human: Learning design in the digital world, a new Melbourne Graduate School of Education Industry Report, calls on policymakers and schools to apply practical strategies to avoid schools haphazardly taking up digital tools and ensure the student is placed at the centre of these advances.

Led by University of Melbourne Associate Professor Mark Selkrig, Director of Digital Engagement at the Melbourne Graduate School of Education, the report illustrates that recent leaps towards new technologies offer valuable advancements to teaching, but that technologies will never replace the vital role of the teacher.

Associate Professor Selkrig said: “Teachers have a more important role than ever now. They are the designers of real-world learning environments that facilitate learner agency and build students’ capacity to navigate this unknown terrain.

“There is no going back to complete reliance on blackboards and chalk—we are in a ‘new normal’ where pedagogical skills and practices developed during the pandemic continue to evolve.

“Technology is now so prevalent in education that we barely notice it—until something goes wrong, and we face the challenge of teaching without those tools.”

Associate Professor Selkrig said human-centred learning – placing the human at the heart of digital education – is about enhancing student outcomes by designing learning to their needs. Teachers become architects of learning experiences, tailoring lesson plans based on individual student interests and differences.

“Research shows digital learning has the potential to reduce background work, to allow teachers more time to differentiate for their students,” Associate Professor Selkrig said.

“We argue that effective use of AI creates more space for the human in education—educators can focus on the creative, critical and connecting work of educating, rather than the administrative or technical aspects of the role.”

The report outlines strategies for policymakers and schools to effectively respond and build on the challenges presented by digital and online learning. This includes using Learning Management Systems for tailored revision, gamifying learning tasks that motivate and engage students, and using AI tools that enhance feedback and assessment processes for teachers.

“It may seem tempting for teachers to see online practice of teaching as distinct from the pedagogical theories they have always used in the classroom. This is far from the case – it is in fact imperative that we continue to draw on pedagogical theories – on the methods and practice of teaching - and frameworks as we embrace new technologies.”

Associate Professor Selkrig says teachers must be supported and empowered in using these strategies and championing human-centred digital learning.

“When done well, students are recruited as partners in their learning, where they are supported through their development as digitally literate, ethical, and highly skilled digital citizens.”

The report has contributions from various academics with expertise in technology enhanced and online learning, digital inclusion, equitable access to education and pedagogical approaches to digital.