{"id":43275,"date":"2024-02-08T09:31:21","date_gmt":"2024-02-08T09:31:21","guid":{"rendered":"https:\/\/www.innovationnewsnetwork.com\/?p=43275"},"modified":"2024-02-08T09:31:21","modified_gmt":"2024-02-08T09:31:21","slug":"ai-tech-is-driving-the-future-of-education","status":"publish","type":"post","link":"https:\/\/www.innovationnewsnetwork.com\/ai-tech-is-driving-the-future-of-education\/43275\/","title":{"rendered":"AI tech is driving the future of education"},"content":{"rendered":"
The business education sector has experienced a technological revolution in the last five years. COVID-19 resulted in a sharp rise in online learning, with many business schools investing in developing new programs for remote learners. Developments in generative AI technologies have also provided a host of new tools for professors to use in and outside the classroom.<\/p>\n
Implementing these technologies is no easy task. Concerns have been raised that they could impinge on human-led teaching or that students could use them to complete written assignments. Strong communication is an important first step that should precede introducing new learning tools.<\/p>\n
At NEOMA Business School, we have clearly seen Artificial Intelligence as a tool to enhance, not replace, human intelligence. In the classroom, AI assists faculty and students, but teaching and assessment methods are being restructured so that they cannot be aced by simply relying on the support of a tool like ChatGPT.<\/p>\n
Part of this process involves placing a greater focus on experiential learning. For instance, creating AI-driven business simulations allows students to run virtual companies. They make decisions on a range of issues relating to marketing, production, HR, and finance, and AI tech simulates the consequences of their decisions. The result is an exercise that allows students to learn business strategies in an immersive yet risk-free environment.<\/p>\n
In 2023, NEOMA launched a series of new \u2018iLearning\u2019 courses designed around this concept. The courses are for remote learners and are structured like a television series. The student is cast in a specific role, such as the Chief Digital Officer at a firm, and gains knowledge through making decisions, completing tasks, and offering analysis or recommendations depending on where their story takes them.<\/p>\n
The chief benefit of this approach is that the student cannot be passive; they must interact with the course materials to progress. This is especially important in the context of remote learning, where business schools must be mindful that they are competing with a host of distractions to keep each student\u2019s attention fixed on their learning.<\/p>\n