Collecting data in schools is known to improve teaching and learning — but what sort of information would be needed for solutions involving the use of Artificial Intelligence?

And during a time of social and commercial upheaval, due to the pandemic, how could AI help businesses to meet the challenges of an uncertain future?

These questions were the themes for the third in a series of webinars on AI-readiness aimed at educators and businesses.

The events, led by Professor Rose Luckin, director of EDUCATE Ventures and Mutlu Cukurova, Assistant Professor of Digital Technologies in Education at UCL Institute of Education, examined what data and information was needed to resolve problems using AI.

Karine George, a former primary headteacher and school adviser, described the various data sources that are readily available to schools that could improve teaching and learning, including attendance records, exclusions and pupil behaviour, tests results as well as teacher moderation, pedagogical approach and parental surveys.

Schools also have data from external agencies such as Ofsted inspections and awarding bodies and quality marks.

However, Ms George said that the additional data she would find useful as part of an AI solution might be children’s readiness to learn, their ability to self-regulate, and the quality of lesson design. It would also be helpful for schools to know what the balance is between teacher to students’ talk in the lesson, and the way pupils are grouped, for example.

Ms George said that most teachers were not aware that AI could help them to improve their classroom practice, but they also needed time to reflect on how to use that data to improve the quality of learning.

“One of the biggest problems from my perspective is that, when seeking the answers, to consider whether I was asking the right questions,” she said. “I had lots of data sources, but they were giving me different answers.

“We needed to ask questions more specifically and to get better at doing that.”

Dr Cukurova said that while AI had the capabilities to offer solutions to many of the challenges in schools, this had to be done with ethical considerations in mind given because the data involved information about children.

Meanwhile, Priya Lakhani, chief executive and founder of EDUCATE EdWard Level 2-winning Century Tech, told the webinar for businesses that the coronavirus crisis had plunged companies into difficult times. Aside from the commercial implications, the lockdown had made people rethink their lives and realise the benefits of home life and spending extra time with family.

The uncertainty of the lockdown period had resulted in businesses having to plan for how they stayed afloat in the coming year or 18 months, and this included considering the needs of the workforce.

Among her own workforce of 80, Ms Lakhani said she was asking employees how they felt about working from home — and found that some disliked commuting — and how the lockdown had made them feel in terms of their mental health. “Some people want an office with a water cooler, and some want to work from home — so how we made decisions that will please everyone?” she said.

Ms Lakhani said questionnaires that asked open questions led to better quantitative data than those that required answers to leading questions, and this could help companies make decisions “based on evidence and not on a whim”.

“If you’re going to have an AI strategy then you need a data collection strategy,” she said. “You need to ask if your data giving you the best picture.”

The next AI-readiness webinars for educators and businesses will take place on June 30 and July 2 respectively. For further information and to follow along please go to: https://www.eventbrite.co.uk/o/educate-30084344526