From Digital Native to AI-Empowered: Learning in the Age of Artificial Intelligence
The upcoming generation of learners will enter higher education empowered by AI. How can institutions best serve these learners and prepare them for the workplace of the future?
The artificial intelligence revolution is upon us, marking a significant leap for the future of both work and education. Unlike past technological surges, this one resonates similarly to the widespread adoption of the Web in the 90s. And as someone deeply involved in the nexus of learning and technology with a focus on learning experience design (LxD), I see key similarities and differentiators as AI emerges.
Perhaps most striking is that AI adoption by the general public is advancing at a pace surpassing that of its digital forebear. The progression is notably more rapid; the adoption more ubiquitous; and the potential reach near limitless. AI innovations emerge within days, in contrast to the months-long development cycles of early 2000s Web applications. This pace prompts reflection: How will this shape the upcoming generation of learners? What will their work landscape look like? Which skills will they need to cultivate? Furthermore, how can we address the potential challenges of an AI-driven divide to ensure equitable access for all? The time to reflect on these questions is today, not tomorrow.
Digital Native vs. AI-Empowered
Years ago, the phrases "digital native" and "digital immigrant" were introduced as conceptual frameworks to understand generational technology proficiency. The analogy drew parallels to how children raised bilingual from birth typically exhibit more ease and fluency than those who learn a second language in adulthood. However, these terms are problematic due to over-generalization and potential cultural appropriation implications. Issues also arose around a digital divide that have not been completely resolved, and which AI may exacerbate. By the 2000s, educators expected learners to demonstrate proficiency in multitasking across various digital platforms, digital literacy, and adaptability to new tools. Over time, several of these assumptions were determined to be inaccurate. In my experience with undergraduate students, these learners responded positively when technology was integrated into guided and active learning environments. They learned through collaboration, connection, and curation. How can we enhance active, engaged learning in the age of AI?
Dr. Chris Dede, of Harvard University and Co-PI of the National AI Institute for Adult Learning and Online Education, spoke about the differences between knowledge and wisdom in AI-human interactions in a keynote address at the 2022 Empowering Learners for the Age of AI conference. He drew a parallel between Star Trek: The Next Generation characters Data and Picard during complex problem-solving: While Data offers the knowledge and information, Captain Picard offers the wisdom and context from on a leadership mantle, and determines its relevance, timing, and application.
The forthcoming generation of AI-empowered learners will need a profound understanding of the nuances between knowledge and wisdom. They will need to demonstrate stronger abilities in critical thinking and handling ethical challenges, all the while appreciating the essence of human experiences. Using AI tools, learners will bear the responsibility of ensuring fairness, non-bias, and societal welfare.