The professor of learner-centred design at University College London, in England, takes to the stage over in the K-12 Ed Leaders Hall to tell EduTECH delegates how AI is already touching the fields of psychology, neuroscience and education, and what this means for educators right now.

True AI, Luckin asserts, is much more than just an advanced technology. AI is really about the study of human intelligence, and it brings together the realms of philosophy, linguistics, science and learning techniques. 

In order to solve the world’s big problems, a combination of human intelligence and AI will be required, she says. That is, AI alone is not the answer.

‘Super Intelligence’, the kind that can be used to help teachers understand and prompt deep learning, will instead be a combination of human intelligence and AI, she says. 

For educators harbouring inner fears that AI-driven robots will be lining up to assume their roles in schools in the foreseeable future this is welcome news.

The audience nods satisfactorily, and Luckin continues. 

Firstly, AI technology is not socially intelligent; it does not understand social intelligence. It doesn’t know what ‘evidence’ is. Most AI systems, Luckin argues, cannot explain the decisions that they’ve made.  

At its core, AI works on a “machine learning algorithm” that essentially just matches “patterns” of information. In short, it cannot match our higher level of human intelligence.

Nevertheless, educators now need to know how to train their students to be across AI – not least because workplaces will increasingly require their employees to work alongside it. 

Luckin concludes that in this new AI-infused world, the human skills of educators are very much going to be in demand.