The Universities and the school systems that feed them are likely to be beneficiaries because the level of subject domain expertise required to be “AI Machinists” is so high. This will in turn drive demand for worker education just as industrialisation did in the 19th Century. Just as in the first industrial revolution, workers with verified capabilities (knowledge, skills and behaviours) will be needed to design, build, run and maintain the generative AI machines in our new virtual knowledge factories and exam mills. So we are not facing “a bonfire □ of expertise” here! However, if you give AI to a real expert then you are likely to get a much more productive expert. You cannot subcontract a layman with access to generative AI to substitute for a real human expert. I think that is one of key lessons we can draw here. Someone that can direct CoPilot to reflect the context, level or scope of the academic or business requirement and verify the results without recourse to further fact checking. The only way to scope, bound and quality assure the outputs from AI for serious applications is to ensure the person framing the tasks and then driving the AI system is a subject matter expert, otherwise capable of ‘manually’ doing the work themselves. I have been carrying out focused trials using Education Copilot over recent weeks and this is what I found.Īs a form of Generative AI, Education Copilot produces extremely believable and attractive content from unspecified sources, which makes it very hard to tell the difference between what is valuable and what is plausibly worded dross.
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