Yamaguchi-Takada lab joined The 15th ASEF ClassNet

On November 29th Professor Yamaguchi attended international conference, The 15th ASEF ClassNet Conference, as a panelist. Lab students Hirai (D3) and Ishihara(M2) were among the attendees.

The 15th ASEF ClassNet Conference had place from 25-29 November 2019 in Tokyo Japan. The conference focused on the theme, “Education for Sustainable development (ESD) and AI: The Role and Readiness of Teachers” Three key questions were addressed:

1.What roles do teachers need to play in classrooms to transform teaching and leaning practices for ESD in the AI era?

2. What level of knowledge on ESD and AI do teachers need to develop appropriate pedagogies?

3. What kind of capacity building and partnership support do teachers need to integrate ESD meaningfully in the school curriculum and to enhance their readiness for AI era?

Yamaguchi-Takada lab students joined the morning session “Plenary Session on ESD in School Curricula and Teacher’s AI Readiness that composed of two sessions: “Asia-Europe Plenary on the Integration of ESD into Mainstream School Curricula” and “Asia-Europe Plenary on Teacher’s Role and Readiness in the AI Era”. Both sessions were held in Sophia university.

At the panel talk of the first plenary session of the day, five panelists shared their ideas for the topic “Integration of ESD into main stream of school curricula”. Panel discussion was facilitated by Dr.Wayne Holmes, Assistant professor in Learnig Sciences and Innovation, Institute of Educational Technology, The Open University, United kingdom.

Professor Taro Komatsu from the department of Education shared his answer for first key question: For the transformation of the teacher’s role on how to teach in the AI era, considering what we’ll teach comes first because many things allocated within framework of ESD skills such as creativity and critical thinking, but all are similar to global citizenship education and trainee for 21st century skills.

What makes ESD different from other approaches is that it constantly asks not only “weather is it sustainable or not” but also “what kind of society that we want to sustain?”. ESD has long term vision and different from global citizenship which focused more on contemporary issues.

 Mr. Magnus Westerlund, High school principal in Finland emphasized three points  for ESD in Finland. The keys are engagement, collaboration, and balance.

 Mr. Cairan Finnerty, Leader of Learning Projects and Teacher of Physics in Secondary school in New Zealand introduced National Standard Education Assessment (NESA) and ESD education in New Zealand. ESD is a subject using project-based learning in New Zealand. In the subject, student need find problems by themselves such as actions for local environment and own problem with critical thinking itself. Teachers corroborate with students.

Professor. Miki Sugimura, Chairperson of Education Committee, National Commission of UNESCO Japan mentioned the importance of transdisciplinary approach with introduction of Sophia university’s new English course that focuses on ESD contents.

 In the second plenary session, Ms. Kristel Rillo, Deputy Head of e-service Department of the Ministry of Education of Estonia mentioned about education for AI and AI for education in Estonia. As for education for AI, teachers need to understand the role of AI with two dimensions of questions, “what can we actually build by AI?” and, “how can we actually promote innovation with AI?”. For AI for education, AI-related questions must be cleared such as: “What is AI for?”,” What kind of data are we going to use?”, and “What kind of problem we want to solve?”. In Estonia, re-design of teacher’s work with AI is ongoing.

 Professor Yamaguchi shared information about current AI development which introducing “weak AI” and “strong AI”. After that, the opportunity and threat of AI has introduced.

 Current AI is considered as “weak AI” which can assist us by very specific tasks. Strong AI is capable of cognitive tasks and can be paraphrased as artificial “general” intelligence.

 Despite being regarded as “weak”, the current AI can give us huge opportunity such as behavioral analysis, robotics, and communicative robots.

 As for the threats of AI, ethics and equity issues were introduced. For AI development, currently monopolizing tech giant’s ethics are tend to be adopted.

For integration of AI and education, there are great opportunities but teachers need to educate children to be capable to cope with rapidly changing society with AI.

Through the series of panel talks, lab students could learn the importance of transdisciplinarity in the current rapidly changing society. As a student of transdisciplinary science and technology of our school, we are expected to be a person who can bridge different two or more study areas. For those expectations, we should keep learning the latest knowledge for this rapidly changing society.

Photo of second plenary discussion on Nov 29
Photo with Prof. Yamaguchi, Mongolian expert, and lab students

Print Friendly, PDF & Email