The ALT-Australian Framework for Generative Artificial Intelligence (AI) in Schools
On the 17/11/2023, the Department of Education in Australia published the Australian Framework for Generative Artificial Intelligence (AI) in Schools. While I acknowledge that this serves some purpose and assists educators in trying to navigate the sudden explosion of GAI, there are areas it could be improved. This article outlines those areas but firstly, let’s focus on exactly what the intentions and who the framework is supposed to be for:
Purpose and Audience
The purpose of the Framework is to provide guidance on understanding, using and responding to generative AI in Australian school‑based education. It supports policy makers, school leaders, teachers, support staff, parents and students. It does not address other forms of artificial intelligence, including predictive AI.
The Framework is aspirational in nature, defining what safe, ethical and responsible use of generative AI should look like to support better school outcomes. The Framework’s Principles and Guiding Statements are designed to help jurisdictions and sectors align existing approaches while also supporting the development of future work.
Given these statements, I would like to present an ALT-framework which is largely focused on the key elements of “support[ing] policy makers, school leaders, teachers, support staff, parents and students” and “is aspirational in nature” as, to my mind, the existing policy, is deficient in that regard. Here are the key points:
Assessment and Plagiarism: GAI highlights the need for an audit and redesign of assessments throughout education to prevent AI-facilitated plagiarism. Specific strategies should be developed for revising assessment methods to maintain academic integrity in the face of advanced AI tools.
Professional Learning and Development: GAI’s rapid uptake highlights the need to establish foundational knowledge and skills among teaching and support staff regarding AI, encouraging experimentation, collaboration, and sharing. Comprehensive professional development programs should be a major priority to ensure educators are well-equipped to integrate AI into their practice effectively.
Policy Development and Community Engagement: Understanding GAI and it’s application in education requires education at all levels to make decisions on their approach to this revolutionary and potentially disruptive technology. There is a need for consultancy and development (or adjustment) of policies and consideration of adopting new strategies for teaching, learning and assessment with AI. Open communication with communities is recommended in this process as is collaboratively developing with students.
Pedagogical Re-evaluation: Integrating AI into education effectively requires re-evaluating pedagogy. Schools should be looking to adapt their teaching methods and curricula to leverage the potential of AI while addressing its challenges.
Responsible Use of AI: Skills and knowledge of what GAI is good at and where it has deficiencies are important to develop in students. Without the required skills, GAI tools are likely to be used ineffectively and lead to greater plagiarism or inappropriate use. Teaching and information of when and how to effectively use AI tools in learning and assessment should be introduced, providing clarity and promoting informed decision-making among students.
Education About AI: GAI brings with it a number of issues that need to be addressed. Comprehensive AI education should be developed for all students that covers topics like biases in AI and ethical use.
Exploratory Work Using AI: The unique way that GAI works alongside the speed of development puts pressure on educators to innovate, experiment and network to develop practices that help both students and educators understand and work with GAI in better ways. Opportunities should be quickly developed to allow educators to explore the tools available and how they can be used effectively in practice. This should be supported with platforms for disseminating findings. Much of this work can be enhanced by involving students in the process.
Confidence and Skills Building with AI: it is important to understand that students have been to this point, for the most part, heavily influenced into believing that the use of GAI in their learning and assessments is wrong. Allowing students to work on AI-related assignments in class under guidance and involving GAI in the learning process should be encouraged. This will serve to address these misconceptions, providing real-time observation, advice and guidance in AI usage.
In summary, these insights suggest that the Australian Framework for Generative AI in Schools could be enhanced by more actively involving educators and students in AI integration, expanding AI education and conversation, re-evaluating assessments with an AI perspective, incorporating AI into assessments, and ensuring academic integrity in the age of AI.
This article was produced with assistance from GAI, a spell checker, the internet, electricity, red wine and snacks.
