ABSTRACT

This article examines benefits and risks of Artificial Intelligence (AI) in education in relation to fundamental human rights. The article is based on an EU scoping study [Berendt, B., A. Littlejohn, P. Kern, P. Mitros, X. Shacklock, and M. Blakemore. 2017. Big Data for Monitoring Educational Systems. Luxembourg: Publications Office of the European Union. https://publications.europa.eu/en/publication-detail/-/publication/94cb5fc8-473e-11e7-aea8-01aa75ed71a1/]. The study takes into account the potential for AI and ‘Big Data’ to provide more effective monitoring of the education system in real-time, but also considers the implications for fundamental human rights and freedoms of both teachers and learners. The analysis highlights a need to balance the benefits and risks as AI tools are developed, marketed and deployed. We conclude with a call to embed consideration of the benefits and risks of AI in education as technology tools into the development, marketing and deployment of these tools. There are questions around who – which body or organisation – should take responsibility for regulating AI in education, particularly since AI impacts not only data protection and privacy, but on fundamental rights in general. Given AI’s global impact, it should be regulated at a trans-national level, with a global organisation such as the UN taking on this role.

摘要

本文研究了人工智能（AI）与基本人权相关的教育收益和风险。该文章基于欧盟范围研究[Berendt，B.，A. Littlejohn，P. Kern，P. Mitros，X. Shacklock和M. Blakemore。2017.用于监控教育系统的大数据。卢森堡：欧洲联盟出版物办公室。https://publications.europa.eu/en/publication-detail/-//publication/94cb5fc8-473e-11e7-aea8-01aa75ed71a1/]。该研究考虑了AI和“大数据”对实时教育系统进行更有效监控的潜力，但同时也考虑了对教师和学习者基本人权和自由的影响。分析强调了在开发，销售和部署AI工具时需要平衡收益和风险。最后，我们呼吁将AI作为技术工具在教育中的利益和风险纳入考虑范围，以开发，营销和部署这些工具。关于由谁（哪个机构或组织）负责规范教育中的AI的问题，尤其是因为AI不仅会影响数据保护和隐私，还会影响基本权利。鉴于AI的全球影响力，应该在跨国级别对其进行监管，由联合国等全球组织来承担这一角色。