 Good afternoon, everyone, and welcome to this webinar offered by the European School Education Platform, the European Commission's Platform for School Education in Europe. My name is Marta and I will be your host for today. Just a practical information before we officially start. The webinar is recorded and the recording might be used for dissemination purposes. And if you have questions, comments, thoughts, feel free to post them in the chat. So the focus for today is using artificial intelligence to support teaching and learning in schools. We will explore together this topic by examining a set of brand new guidelines for teachers about the use of artificial intelligence in schools, followed by more general exploration of the potential impact of artificial intelligence in school and concrete examples of what teachers can do in schools. For the first part, it's my pleasure now to invite on virtual stage Maria Goduma from the European Commission. She has been working on design and implementation of the Digital Education Action Plan 2021-2027, leading action stick on emerging technologies, artificial intelligence and data, among other tasks. She is also a cyber security ambassador for the G-Education Youth, Sport and Culture and a member of numerous student committees and advisory boards. Thank you very much, Maria, for being with us today. The floor is yours. Thank you very much for the invitation and the opportunity to present the guidelines that were published just yesterday. I will share my screen if that's okay with you. Yes, absolutely. Okay, is it visible? Yeah, you only need to put it in presentation mode, perfect. Now we see it in the seconds. Okay, that's great, the floor is yours. Okay, perfect. Thank you very much. Thank you very much for actually attending this event today. We are very happy to present the first ever ethical guidelines on the use of artificial intelligence and data in education developed by the EU along with a group of experts that assisted us in covering this wide topic. Just to begin with a little bit, I would like to discuss about AI in general. Most of you will probably know that AI is already in our lives. It is here to stay. Maybe we don't really know it every day, but AI is being used in a number of systems. For example, when you go through an airport with facial recognition, or when you play on a Duolingo device learning a new language, or it is also used in hospitals for medical purposes just to give you some examples. Evidently, AI is here to stay. So a basic challenge for us and a basic question was how can we use AI in education in a safe and also practical manner that would have a lot of benefits and will create even more opportunities for teachers and students. That was the main incentive coming out from a real life observation. We realized the potential and we also realized that AI is part of a digital ecosystem, a digital world, and we need to embrace it. Therefore, we started developing these guidelines in order to assist teachers, students, but every interested party and stakeholder in understanding artificial intelligence in educational settings a little better. So if we have a look a little bit at what AI and data in education really mean, it means that you can have more resources in your teaching and these resources can be more useful and targeted to the specific needs of each individual in your audience, your students. You can also use some technologies that will learn over time from your habits and your responses. They will be adaptive and responsive and will help you grow even more. You can also use dashboards to guide learners through their learning or prepare individualized interventions. Apart from that, you can also do more administrative tasks like score essays faster, but also more accurately. Or you can use chatbots to help your students get immediate feedback on specific questions that they might have. I could exactly number a lot of applications of AI and data in school, but as you can understand, there are a lot of ways to use data in school. In general, what we wanted to do is to start exploring all this data that are collected, used and processed in education. This data are called educational data. So we would like not only to find out what these data are and what they include, but how can we use them in a smart manner to assist us teachers and staff to use this data effectively so that we can improve our teaching and our learning for our students. That was always the main goal and the main vision of using AI schools. So as you can see, it's actually a very good intention and a very interesting one. And of course, we didn't start from scratch. We already knew that there are some projects funded by Erasmus Plus and Digital Europe that tackled the issue of AI. Schools were already interested gradually in implementing AI projects at school. So they started applying for funding at the European Commission. We also created and updated the digital competencies framework that includes all competencies, digital competencies that people could have in this new century we're living in. And we also included artificial intelligence and data management in this digital competencies framework, as we know that these are also very important. We also learned from various initiatives on AI and data by other international organizations, OECD, UNESCO, UNICEF are also working and have a strong interest in how AI is used in education. So we discussed with these international organizations, we discussed with member states that are also using or showing interested in using AI and all of us together tried to align with some EU initiatives that already exist in the field of AI. Some years ago in 2019, the European Commission already developed ethical guidelines for trustworthy AI. That was done some years ago. And from these guidelines, we also had an assessment list for trustworthy AI. This is called ALTI. Currently, along with these guidelines in the assessment list, the Commission has also proposed an AI Act that will create a legal framework around the use of AI in every possible setting, including of course education. And then of course, we have the data act that mentions how we should tackle data. I think that many of you might already be familiar with the GDPR which talks about privacy and how to tackle data in various settings. The data act is a holistic approach on data management. And of course, we have the European Declaration and many other documents and policies and initiatives that support this ecosystem around AI. So as you can see, we didn't really start from scratch. There was a background, there was also a huge interest and a growing demand to tackle AI in education. So let's see a little bit about the ethical guidelines and how they are used in teaching and learning. Start with, we really think that when we use AI and data in education properly, this means that we can also define the educational purposes of our targeted lessons, of our targeted plans and how to proceed with teaching and learning. These guidelines can actually help you understand how to incorporate AI and data in these plans you are preparing, these educational purposes you have. The guidelines can also help you focus a little bit on some ethical considerations. We realize that many teachers, many parents or even students might be concerned on this explosion of data used in education. So these guidelines actually try to help you understand some ethical considerations and help you tackle them in the best possible manner. We are also providing some guiding examples on how to have a constructive dialogue on AI systems ethical use. We try to help you start a dialogue with various stakeholders like the other teachers, maybe your headmasters or school leaders, parents associations and other stakeholders. We would really like to invite you to engage in a conversation with all of these stakeholders on how to use AI in education in a practical but also an ethical manner. And last but not least, we will also like to help especially teachers to develop their competencies, their digital competencies in this specific field of AI. I will just show you some examples of what is included in the guidelines so that you can understand more about these chapters. Before that, very briefly, I will tell you that we consulted a lot of stakeholders while we were actually preparing these guidelines. We started in June 2021 with creating an expert group on AI composed of 26 people, including academics, teachers, NGOs, private sector, but also international organizations. So for about a year, these people were starting to explore how AI and data is used in education. They created the background report on the topic and starting from this report, we all together in the commission with this expert group started developing the ethical guidelines. In between, of course, we wanted to ask the opinion of the teachers as you are our main audience and we expect you to use gradually these guidelines. So we had a lot of consultations and workshops with between primary and secondary schools. Many teachers joined this between workshops in February and we also launched across the European Union and an online school survey to ask you some specific questions on what would you expect to read in these guidelines. And of course, we also consulted the Delta Working Group which is a working group consisting of ministries across the EU member states and mostly ministries of education. So after consulting all these stakeholders and doing a very thorough background research on AI and data in education, we started drafting the final guidelines that were approved on June 14th. As of then, the guidelines gradually were prepared and we also prepared the fax sheet and an infographic to accompany the guidelines and give you some faster information. Just to mention here that today, the guidelines are published in English, French, German and Bulgarian. By the end of November, they will be available in all European Union languages so that you can use it in your own language and don't have the need for a translation. Now, let's see a little bit what is included in the guidelines. In the guidelines, we start with some examples on how to use AI and data in education. We identified four main categories of how to use AI and data in education. We use them to teach our students. We use them to support the learning of our students. We also use them to support teachers or to support diagnostic and system-wide planning. I will explain in a minute what these four categories include with concrete examples. Apart from these examples, we also listed a number of ethical considerations and requirements that you need to have in mind even before you start using AI and data in education or before you start a project that employs AI. So there is a set of rules, a set of ethical considerations that you can reflect on and then decide the best possible system and also plan the best possible way to create and implement a project. These ethical considerations are followed by guiding questions. These guiding questions will actually help you start a dialogue with the community that you are working with to discuss if you need AI in education on which of the four categories you find it more useful, what sort of systems you may select in order to use AI in any of the categories and so on. These guiding questions will help you have an honest and transparent dialogue with the stakeholders so that you can have and make the best and most informed decisions about AI in schools. And then of course, we also discuss a little bit about emerging competencies in this area. As you know, 30 years ago almost none of us was using a computer, but gradually we developed some skills. First they were more basic, gradually they became more advanced or they became more specialized in specific software and so on. As AI and data are entering our everyday lives, we need to gain new competencies, emerging competencies, which we also tackle in these guidelines. And of course, to help everyone speak the same language and understand the same thing, we have also created a glossary of terms that is applied to education. This glossary will help everyone in a discussion and a community to understand the same thing when they are talking about specific things. And of course, as mentioned in the beginning, we connect all this to the EU policy on AI. So let's have a look at some stakeholders. These guidelines are mainly targeted for primary and secondary education teachers, okay, active staff in school. However, many of the categories identified here have also an administrative aspect which can apply to educational staff in formal education. Of course, apart from these very, let's say, obvious and anticipated stakeholders, we can also discuss about the students or the parents. They will receive the benefits, let's say of using AI in education, but they are also stakeholders that can find the guidelines quite useful because they will help them clarify a lot of concepts, misconceptions, and so on. And of course, these guidelines can also help policymakers in making best decisions, especially on a national level. Help every member state decide how they want to use AI in education and how to approach their planning. Now, how to make best use of the guidelines. The guidelines, as I said, identify examples, they raise awareness, they have questions, competences, and use cases. Let's have a look at these use cases. When we discuss about AI and the fact that it helps student teaching, we need to have a look at some examples. For example, student teaching is aided when we use language learning applications. Many of you might be familiar with language applications that in which you actually solve some puzzles or do some tasks, and then the system identifies your level. If you are a sole beginner, it actually gives you easier questions. If you are a more advanced user, it starts gradually to give you more difficult questions. This is a smart AI system that can help you learn a language more efficiently. Likewise, we can have tutoring systems that are based on dialogue or intelligent tutoring systems that, for example, identify an area where you might lack some knowledge and skills, and they highlight it to you so that you can study or focus or practice more on a specific field that you need to train a little bit. Likewise, when we talk about student supporting, many of you might already have seen these 3D representations. For example, there is a 3D representation of the human body and the professor, the teacher along with his students can actually remove some organs and play around a little bit so that people, students can learn more about the human body. Virtual reality of 3D representation is something quite familiar, I think, to many teachers already. This is exploratory learning. Of course, we have the formatting writing assessments. Many of you have probably used online quizzes that are quite smart and they give you the results immediately with feedback on what you did wrong or even they give you links on what to study further to improve your performance. Of course, we also have AI-supported collaborative learning, which, for example, can help a teacher group the students according to their level or according to their needs. The AI system identifies the needs and the level of the student and then pairs them or groups them accordingly. In teacher-supporting, I think that the most usual use case of AI is essay scoring. AI can identify a problem in learning and they can give you targeted feedback, these systems. Likewise, it's quite regular. Let's say common these days to use AI systems for forum monitoring. In that case, the system actually monitors forums and identifies some areas of concern judging from the writings of the student. For example, if a student in a forum mentions that he's having difficulty in a topic, the AI system identifies this and notifies the teacher so that he can take some further action and assist the student. And of course, we have system supporting, which is another example of how to use AI education. I would say that the first one has to do with resource allocation like group and students. The other one has to do with diagnosing learning difficulties or guidance services. One example that I find very common these days has to do with an administrative system that identifies the absences of students when they are out of school and then it matches it with the topic, the lesson the teacher taught on that day. So the system can tell the teacher that his student A missed this lesson, which included concepts A and B. So the teacher should reinforce the student by giving him exercises and tasks on the topics that the student missed because of an absence. This is all about system supporting, which is quite useful, I would say. Of course, when we use all the systems, we also need to discuss a little bit about the ethical use. Human agency is how you actually use the tool. Do you use it in a good or a bad manner? Do you use it for the benefit or for punishment of students, for example? Also, do you use a tool in a fair manner? Is it a justified choice why you use tool A and not tool B? All these considerations, along with many others that include transparency, non-discrimination, accountability, privacy and data concerns are also tackled in the guidelines and you can read more about them and also find some guiding questions that will help you understand if the system you have selected, the tool you have selected, is the best possible for the occasion you want to use it. Let's have a look, for example, in the example of the scoring ACs using automated tools. You can use an AI tool to assess your students' written assignments. Of course, you should also have the ethical considerations in mind. So you should respect the privacy of your student. You should also make sure that the system evaluates this assignment, assess it in a proper manner. There is no bias and no discrimination. All of these are tackled in the guidelines and are explained quite thoroughly. Along with the scoring essays, which is just an example, you can also have these questions like, for example, are there procedures to ensure that AI use will not lead to discrimination? You have to check the procedure that you're going to use when you have a tool. You can also ask yourself, who is responsible for the ongoing monitoring of the results that an AI system produces? Who is responsible on how these results are used and how they are used? Or for example, you can also ask yourself and self-reflect a little bit on how teachers and school leaders understand the way you are using AI tools. Do they share your opinion that these tools are useful or not useful? If you conclude that they are not useful. Do you have an open dialogue with all the stakeholders so that everyone feels really comfortable with the AI tools? These are just some of the questions and the scenarios that you can ask yourself. Likewise, when you use adaptive learning technologies to define or adapt a learning ability, these considerations, especially for non-discrimination, should also be taken in mind. Of course, we can continue with more questions like these. These are all just some examples. All the material will be available to you after this webinar. So how to get involved? The guidelines give you some examples on how to get involved and plan for effective use of AI and data in school. How to review the AI systems? How to start a policy or a procedure in your school on how to select and use an AI system? You may even carry out a pilot. The guidelines will help you do that. Or you can find out ways to collaborate with stakeholders and monitor the AI systems. We would also like to urge you to raise awareness and community engagement to start discussing with your colleagues, with your headmasters and school leaders, even with your parents. Start discussing about AI because AI is here to stay. So it's best that we try to understand it and use it to our benefit. And of course, in terms of professional development, you can also consider the emerging competencies for the ethical use of AI and data. You may also consult the Digital Competencies framework, the new version 2.2 and learn more about that as well. So if you're interested to know more about it, you can actually get in touch through our email, AAC Digital Education. You can use this QR code or visit the website. The website is Digital Education Action Plan and it's Action 6. You can visit this and find out more about the guidelines. The guidelines, the executive summary of the report, the infographic and the fact sheet are all available on this website of the Digital Education Action Plan and we are here to help you understand the guidelines. So get in touch with us if necessary. Thank you. Thank you. Thank you very much. Maria for presenting the guidelines that as you said you published just yesterday. I'm sure they are great at the value and can become a point of reference for all teachers who approach the use of artificial intelligence. And as you pointed out, I think parents maybe above all maybe worried by the amount of data shared and certainly the existence of some guidelines that are accessible to all can be useful to clarify some doubts and concerns. And also, as you said, artificial intelligence is entering our lives and therefore we must acquire skills to be able to manage it better at our best, I would say. But there seems to be a lot of things to learn. So a question would be what do you think could be the first concrete step for a teacher to take and how to approach the reading and application then of these guidelines? Thank you very much for this question. Honestly, this is something I pointed out a lot. I would start by having a dialogue an open and transparent dialogue with the stakeholders. If not all at once, I will start with the colleagues and the headmaster an open dialogue that needs to be informed. I think that the guidelines can help anyone interested to steer a conversation and not just have a dialogue without a specific and concrete agenda. So the guidelines can help you start a dialogue the guidelines can help you start a dialogue that is very targeted. It has specific topics and then you can extend it to the rest of the stakeholders. For example, the parents or depending on the type of school and the country the discussion is taking place in with policy makers. The step where you select the actual tool comes quite later. I would say first you have a dialogue then you need to organize and plan a little bit on how you're going to use AI for which of the four categories and then start piloting gradually some of the AI applications before you go all deep in AI. So I would probably start like this with a dialogue then a careful planning and then with a selection of specific policy comes much later. Thank you. Thank you very much, Maria. And once again, thank you for inviting for being with us today for accepting our invitation and I would invite you to stay with us for the rest of the time and take a look at the chat as well. So in case some questions comes a bit later you can respond directly in the chat. Thank you. Thank you very much. Just to let Norm Varta start sharing all of the links to the guidelines and everything that's absolutely great and respond to questions. Thank you. Thank you. That's absolutely great because I saw that many people were asking for the links indeed. So moving forward I would like now to invite Marco Neves on our virtual stage. Marco is an expert in artificial intelligence education consultant on digital education for the second year organization professor of computer science and coordinator of educational project and also CEO of Interact Ideas. Marco, thank you very much for being with us today and the floor is yours. I think you can upload your presentation. Yes, I will do it. First of all, I just want to thank you for the invitation is really a great pleasure to be here with you discussing such a pertinent and critical thematic for education not only for education but in the scope of this webinar related to education and I also would like to congratulate all the ones that were involved in producing such an important and pertinent report related with one of the most sensible topics of AI and of course all the expert group that produce a guide that I think all the teachers and everybody that is involved in education should take a look and read because it is very important in terms of integrate AI in education. So I will share my screen. Okay. Perfect. We can see it. Okay. So the the scope of my presentation will focus on AI and education of course but somehow in line with the presentation of Maria related with the ethical guidelines for AI education and consider that AI should be an opportunity for all. I will drive you during my presentation. First, I will talk a little bit about the thematic of artificial intelligence in wireless scope and then I will focus on AI and education and also give some examples of some tools and some platforms that can be used in the classroom or in education using AI. Some of the contents that I will use on my presentation they were generated by AI algorithms. This first two image as you can see here they were generated by a system is called Meet Journey where you can give a prompt and it generates image and my prompt was basically about AI being an opportunity for all humans and be used for good and that was the result. I would like to start with an answer. I think that the time to tell living are very complex also for education and also in the thematic of artificial intelligence and this is a question from Yandrish and he's asking if in 15 years from now will be there be a human or a robot teaching and the where we should focus on that and the rephrase in terms of the question is more about the the combination of human and artificial intelligence in the way that we can deliver the best learning opportunities to our students drive it by the best practical pedagogicals and of course in terms of teaching the one the question here on this slide is I think we don't have 15 50 years to reflect this is something that we should start discussing right now and looking about the best opportunities that we can develop and of course we can offer to our students but I would like to start by demystify artificial intelligence because a lot of people look at artificial intelligence we don't know what is clear AI and sometimes around these submits are built around the topic of artificial intelligence and I would like to focus mainly in three points in trying to demystify artificial intelligence because I think that is very important and in the way that we look at AI AI and education AI in society AI in every other fields of our lives and I will start with the first one and I would like to ask you if you think that AI is something new this something because the last years we have been talking a lot about AI but I've been talking more and more about AI as Maria was saying AI is here to stay and will impact a lot our lives but it's important for us to know that AI is not something new I'm just presenting here free dates there is more that are important in the history of AI the first one is 1950 it was when Alan Turing wrote an amazing paper where he for the first time posed a question about if machines can think and this is a crucial moment in the beginning of the starting of AI the second one is 1956 it was the time of the DarthMouse conference where a group of experts from different fields work around the thematic of artificial intelligence and the term artificial intelligence was defined by John McCarty for the first time then if we come closer to our time we have 2012 it was one of the new waves of artificial intelligence and mainly support in some particular areas of technological development in artificial intelligence such as machine learning and also neural networks and here we are today okay facing all the challenge all the opportunities but also the concerns that we have related with artificial intelligence so the first myth is that AI is not something new the second one is when we look at AI and what AI can do and mainly do to the press and all the buzz that is around an AI and a lot of hype also is sometime we could consider AI as something magic but AI is just a technology AI is just something that came from science in other moments of our history we have other developments such as fire electricity radio that at the first impression is that it was something like magic but once we understand it once we know what it means once we know what are their impacts we just came in the environment that is just part of our life and we use it in a normal way in our daily lives another myth is related with intelligence and this is the most critical one and most of the discussion around this is because we call it artificial intelligence and the question is is AI by any possibility really intelligent in my opinion no and that depends on the lots of considerations that depends also mainly in the way that we define and difficulty that we have to define what is intelligence and in that particular I just would like to share with you just to see also as we humans we evolve in the terms of defining intelligence so I will just share three brief definitions of intelligence this is from 1912 so is mainly based on Haikyuu is about intelligence conscience and this was for a long long time even apply in terms of of schools and in policies related with education then in 1983 we have what we are aware about the multiple intelligence from from Gardner and we clear starts to understand that is different intelligence in the way that we address these questions of intelligence and in the last years and of course taking a look about the history of artificial intelligence is what some experts call the last exclusivity of the human kind so we have a lot of things that we consider as the unique ones related with these aspects such as being in the center of the universe such as being in the world as by some kinds of special artifacts just the way that we look about conscience and conscience and the last one is about intelligence and nowadays we start to talk about the question of intelligence not only for the humans but with agents that have the ability in the different environments to achieve goals that we consider that was need human intelligence to perform but if we just go a little bit more around the artificial intelligence what I normally affirm is that what is artificial is unlike to be intelligence and what is intelligence is unlike to be artificial but because nowadays we have these misconceptions about intelligence mixing what we call the digital intelligence or the syntax intelligence and we read a lot on the press that AI is trying to mimic human intelligence sometimes this brings to the discussion and to the debate some confusions that are created around this and it's also very interesting this sentence from Mediton is he says that artificial in artificial intelligence is real but even given this perspective that we have to be aware about the myths related with artificial intelligence about using intelligence or intelligence to call that to a platform or to a tool what we also know is that artificial intelligence is really powerful as a technology and once is really powerful is also very transformative and is also causing disruption and by causing disruption as a lot of impact in our lives in every expects of our life social economical cultural ethical geopolitical and we also need to understand that sometimes in the history of humankind we have what we call general proposed technology and AI just like electricity is a general proposed technology and why? because it's not just impact a particular aspect of our lives is impact in general is a macro technology that is impact almost everything and giving this structure or this understanding related with artificial intelligence is also important to have a definition for artificial intelligence and once again this is something that is not really easy and giving the developments and a very very fast pace of transforming in terms of artificial intelligence is not easy to have a clear definition but I will just give you two and for you to have an understanding in terms of both the first one is for one of the fathers of artificial intelligence called John McCarthy is one it was one of the the members of the DASMouth conference in 1956 and simply he defined as the science and the engineering of making intelligence machine but what are intelligence machines? What is intelligence? How we can apply it? But if we come a little bit more close to today we start redefine the the definition for artificial intelligence and what we have here that we know is AI systems are algorithms models okay they are able to develop some cognitive perceptual functions and some of these functions are thinking, judging, reasoning, human and so on so it's for us just to have this clear understand in terms of artificial intelligence and another thing that I consider that is also important once we need to develop AI literacy once AI is impacting so much our lives and we need to educate the young ones for so they have a clear perspective when we are talking about artificial intelligence is also important to know that artificial intelligence have different fields of technical development what we call paradigms okay and some of them along the history of of artificial intelligence were used more than others and in the beginning was mainly logic-based systems and nowadays we are the technical development is more in the statistical frame and mainly machine learning and neural networks but this is important in terms of the discussion in the way that we address these topics and also clear important and I really like to I like these questions is that artificial intelligence is a technological challenge but the technological challenge is the less important of all the challenge that we have already been with artificial intelligence is also a social challenge economic geopolitical ecological ethical but mainly a human challenge and that's the way that we have to address human challenge is mainly true education and we cannot forget this as I was saying to you in the need of developing AI and acquiring AI literacy is only through education that we we can achieve it once I have this this framework so in terms of understand I would like to now focus more in the field of AI and education and in particular and is not only about AI is also about data we know that data is everywhere if we look at the classroom we cannot see all the data that is flowing inside of a classroom doesn't have to be the formal space of learning the classroom could be outside of the classroom could be anywhere but mainly focus here on the classroom we have a cloud of data that is flowing we use a lot about digital platforms digital device we always connected our students are always connected and all the interactions that we have with these systems they are producing data and they are large amounts of data and we humans we have some limitations in terms of processing this data that's why we need artificial intelligence to be able to deal with such big amounts of data to find patterns on that data to help us make decisions concerning that data and this is in the educational environment and before I go in some examples and define the different fields of AI and education I would like just to go to some let's call it provocations related with the times in education that we are living living link it with the artificial intelligence I sometimes say that we are living in the age of smart agents and we are surrounded by them educational systems but when I mentioned them is not on the literal sense of them is that we are not able to have educational systems that this educational systems can provide the opportunities to we enhance the potential of each of our students so is is mainly a fit for all and giving that we have a technology that is properly used we can somehow trying to tackle this issue by having also educational systems that are able to adapt to particular needs of the institutions but mainly in terms of the students but another important thing also related with AI and education is that we must guarantee that AI and education should be an open box and not a black box and what we are I mean related with this this is related in the way that the technical aspects of AI are using today and we are mainly talk about neural networks and what happens inside that the decisions that are made using all the data that is collected we cannot clear understand how the decision was made and in this particular we cannot give the leadership in terms of the learning process because learning is more than anything a social interaction to an AI algorithm just take the decisions instead of as humans instead of the teachers that's why that AI for education platforms and tools that are developed they should be as open box and not as a black box another thing that is very important that I'm really critical concerning the integration of AI in education in the teaching and learning process is if we are using AI to support outdated pedagogical models if you are using AI to keep doing the things that we have do in terms of education not to make a different is better not to use AI Wayne owns one of the great experts on the field of AI and education we call it automate poor pedagogical practice so AI should not be used for that we have to find a way where we're using AI to promote learning environments where we can work to collaboration we can promote the creativity of our students the different interactions with the supporting of the systems and not to automate the education taking the teacher out of the process and this is a critical question because sometimes we take a look about the platforms and the tools and they are focused what they call personalized learning and what they do is individualized learning and we don't want systems that individualize the learning we want systems that support us as teachers as educators in creating the opportunities link it with the critical competences that we identify that our students need given this intersection related with AI and education I would like to share where and how AI fits an education and I will focus on four different containers they have been defined along the research and investigation related with AI and education these four ones they are all formation in the preliminary report of the Council of Europe related with AI and education and they are mainly these ones one is about learning with AI Maria also mentioned this is about teaching facing tools to support the teaching process learner facing tools to support learning and of course also for the system facing tools I will give you some examples in the next slides related to this another field of AI and education is learning for AI and this is mainly related with developing the knowledge and the skills in how AI impacts the different components of our life so it's important also to focus that our students and of course we need to train and to prepare the teachers for this to understand what is AI and also to build with AI taking in consideration human and tech sites of this issue another one is learning about AI so is about creating the conditions curricular and dynamics so the students can explore the different fields of AI and how they can use it in terms of social, economical, cultural impact also AI transforming society and the four container is learning about learning is about all the data that is produced by these interactions in terms of using the teaching facing tools the learning facing facing tools related with big data learning analytics the data driven decisions the system level as resource management so is very another important area of that but what I consider that is also critical because we see a lot about the first container learning with AI and I think that we are not giving the importance and the need about these two also is very important in terms of the social, economical development of Europe that our students learn about AI and learning also for AI once again we have to create awareness about AI about impacts of AI about opportunities of AI but also about the concerns that we have related to AI so we also have to create the conditions where these questions are also integrated at the curriculum level and I would like to to go to the last part of my presentation I don't have time to explore the different tools that can be used and in the different levels related with learning with AI but I would like to share with you some of them the first one in terms of the teaching work is a first pass is a platform where the teacher can introduce and prepare the model where the students will interact with this model and at the same time is answering the questions the platform will give them hints and helps so is mainly based on informative interaction great scope is a tool that can help teachers in terms of grading and teacher is giving their notes and the system is supporting on that tasks and another type of tools and platforms that we have here is what are called the AI coach or the AI assistance I'm just making mention here to AI coach from Athena where AI is helping the teacher if you record your classrooms and it can give you hints and support in terms of the teacher in the teaching process for students we are mainly here talking as Maria also mentioned related with intelligent teacher systems dialogue basis teacher systems and I would like also to mention too a system is a very interesting one when the teacher deliver the contents to the students students receive automatic feedback about what they are doing and the teacher also receive this feedback so he can decide in terms of the next steps of the learning process this is Area 9 Lyceum is an intelligent teacher system in the typical approach that we do the mention related with this so basically the platform we learn in terms of the deliver contents to the student according to their interactions and for example we also have Cogni Cogni is helping the students so the students can interact with the platform by natural language process and this also give feedbacks in terms of the teacher in terms of the student performance so this is in terms of learning with the AI also in the fields that I consider also very important to be discussed at the education level is about exploring and building ethically with AI I also share with you three examples elements of AI so I think everybody already know about elements of AI there is two courses there is also one about ethics so if you want to explore these thematics with your students AI for key 12 is a framework that is developed on the United States is around the big five ideas of AI from reasoning social impact and machine learning and activities that are defined for different school levels and also teams in AI but related with this there is so many examples if you are interesting to introduce these with your students and in your classroom to finish just some particular tools that you can use some of them are very well-known Duolingo in terms of language learning Photomart use computer vision and this could be interesting if your students struggle in solving math problems and you point to to the problem on the paper and gives you all the process of solving that question maybe some teacher could start asking but I don't want some think that give the whole solution but what AI and education also make us think is sometimes to inverse the process of think about new approach that we can use related with the pedagogical practice that we have until now Socratic also have computer vision and other functionalities that you can use the reading process is from teams where your students are reading a text and it automatically give feedback to the students in terms of the reading process of the students another one is related with the use of AI to create or to build we have teachable machine we also have machine learning for kids this one Maryland mind is mainly a device that use natural language processing where you can interact with your technology by moving freely in the classroom so you can ask just open my PowerPoint play the video at two minutes and five seconds and with no AI but just by collecting data and using data Google forms Microsoft forms are also an interesting approach in terms of this I would just like to finish with the conclusion the presentation will be shared so I will not read the conclusion to you related with my presentation what I can tell you is that this text was not written by me so this was written by an AI algorithm so this is another of the discussion the discussions and another of the concerns that we have to address nowadays so just imagine a student that you ask them ask an essay to the student to produce and you can they can use a tool like right Sonic where you just give the prompt and the AI algorithm will give you an original let's say a text and this is also some of the of the questions related with AI and education these are some of the tools nowadays that you can just use a prompt text to image text to 3D text to video text to to screenplay and I will like also to mention the question related with the digital divide but also the AI divide and we have to have different layers and identify these different layers from the ones that do not have access to AI until we reach the students that have access to AI understand it and can use it properly and in this particular we can think about a framework from the hardware side and the software side that are a group of topics that we should give opportunities for our students and do not forget that our intelligence is what make us human and AI is just an extension of that quality and AI in education must be an opportunity for all and once again this image that we are seeing here they were generated by an AI algorithm where I just prompt for learning space of the future thank you thank you, thank you very much Marco for your presentation there were some questions in the chat but I saw that most of them were addressed already since we are running we are running out of time I need to give couple of information for the participants before we leave first of all we have posted in the chat my colleague has posted in the chat the evaluation form so please save the link you can complete it later but just save the link because it won't be available anymore once we close this meeting and then another information about an upcoming course we have it's for all the participants and it's about what you can do with data in the classroom the course will start on the 7th of November and conclude on 16th of December you have the link in the chat and you can just take a look and decide if you want to participate so we are reaching the end of this session we spent one interesting hour I hope it was useful and inspiring for all the teachers here I remind you that the recording will be available in the next day on the webinar page together with the material we presented some participants were asking because they wanted to rewatch the recording to internalize better internalize the information you have given today I wish you all a good evening thank you very much once again to you both Maria and Marco for accepting our invitation and for giving this presentation today thank you I wish you all a good evening and see you soon