– What functions does the NTI Competence Center “Technologies for storage and analysis of big data” perform?
– Generally speaking, one of the main objectives of our projects is to support the development agenda of technologies related to the storage and processing of big data. If we describe the activities of the center in more detail, I will divide its functions into two large groups.
The first includes everything related to fundamental research in artificial intelligence (AI) and big data. And second only to what I represent is the creation and promotion of educational products in a variety of fields such as expert and analytical research, technology consulting, IT law enforcement, marketing, education and more.
The “Guidelines for Applied Education Projects” team, which I lead, develops educational products with the participation of specialists and teachers from Moscow State University: training courses, master classes and other educational events. We are also engaged in specialist and analytical research in the field of human capital development.
From personal archive
– What are the prospects for big data technology in education? How will the technology you work with and develop change learning in the next 10 years?
– In the next 10 years, education should become more human-centred.
In this process, the role of artificial intelligence and big data is extremely high.
What I mean by anthropocentrism is that the education system is oriented towards a person’s personality and takes into account the tendencies, interests and individual characteristics of the perception of content.
– That is, thanks to AI, personalized education programs for students and students will appear in the next 10 years?
– I think everything is slowly moving towards that. At the moment we are only approaching the customization of trajectories – programs: there are startups and projects with powerful AI algorithms that can work with large amounts of data. However, it is not possible to say that it will be easy. There are a number of critical challenges to overcome.
– For example which one?
– For example, deep personalization involves working with the student’s reaction and the consequences of mastering the curriculum. Currently, algorithms do this to a very limited extent. The second important aspect is to avoid large modules. Components of training programs should be scaled down – a lesson, or even part of a lesson. Only in this case will the program become adaptable. Third is the problem of integration. Personalization should be done in a complex way, not within the framework of any platform or school. That is, for everything to work, it is necessary to consolidate the information systems of schools, universities, additional educational organizations, online course platforms, as well as centrally process data from them.
While I have previously identified these barriers as critical, we are seeing strong development of IT products, educational organizations, and research and development (R&D) in the area of personalization of educational programs. Therefore, our expectations in this area in the next 5-7 years are extremely positive.
– Will big data allow to automate the verification of homework and exam papers in the future?
– Definitely yes.
In our opinion, a relatively simple algorithm can cope with control tasks – after all, this is often the task of comparing the student’s work and options for the correct answer.
Checking assignments and exam papers often doesn’t require a deep understanding of the context, and AI algorithms can build relationships, process and analyze even complex text.
But it’s worth noting here that checking work doesn’t end with grading – after all, the student needs to be given the feedback often necessary to develop knowledge, skills, and abilities. Everything is more difficult with this.
– Will artificial intelligence replace teachers in schools in the next 10-20 years?
– It is unlikely to be changed, but can now be completed. By “improve” I mean increasing the effectiveness of the educational process for each student. It often happens that the teacher does not have enough time to analyze the answers and explain the material to the whole class, select material to reinforce a particular question. AI can solve this problem.
For example, if the student’s results show that he has difficulties, for example, with the order of actions, but there are no problems with the arithmetic operations themselves, the artificial intelligence can offer him additional materials, suggest a passage in which the teacher explains this. subject, choose examples for instruction, that is, in every possible way to help the student understand, no matter how much time it takes.
Thus, the child will understand the subject and, more importantly, will not gain a permanent dislike for the subject. At the same time, the teacher will be able to do analytics: see which problems are the most frequent and which are the most difficult in order to quickly make changes in the learning process.
– Is there any lobby in Russia whose members oppose the introduction of innovations in schools?
– I will not say anything about the lobby, but I will state that not everyone is positive about the introduction of artificial intelligence and big data in education.
Parents of schoolchildren are most concerned about technology and the consequences of its expansion.
– What does that mean?
– They are worried that the child is staring at the monitor all day. In this case, the teacher most likely does not see all the students. Thus, a certain atmosphere necessary for the lesson is not created.
I agree that it is within the framework of school education that a child requires the attention and personal interaction of their teachers. But I also believe that some of the teacher’s work can still be optimized using digital solutions and algorithms. Again, technology is designed to assist and complement the teacher, not to replace him.
– Processing big data involves collecting it. Can anxious parents intervene in this process in any way?
– Currently, Order of the Ministry of Education and Science of Russia No. 32 of January 22, 2014 defines the minimum list of information that parents must provide to the school.
In the event that any personal data has been unlawfully obtained by the school, for example, if the child fills out the questionnaire without the knowledge of the parent, you can request the destruction of this personal data by contacting the school, as well as the destruction of the personal data obtained unlawfully. if such consent has indeed been given, by withdrawing consent to their processing.
It would not be superfluous to talk to the teacher and explain that you do not need to contact the child to fill out any questionnaires or forms, but if necessary, you should call the parents directly.
– Which projects of the Center are expected to premiere in the near future?
— We are currently actively preparing to launch projects whose target audience is older students, not students and teachers. Such projects are largely related to the formation of schoolchildren’s knowledge of their own opportunities in the digital economy: how to understand which professions exist in general, which one is more suitable, how to successfully enter the labor market, etc.
On July 30, Inga Nikolaeva will give a lecture on “Children’s career guidance and university choice: what parents need to know today” at the Geek Picnic popular science festival. Find out more about other interesting things you can see on Geek Picnic – in guide “socialbites.ca”.