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Danny Bedingfield: AI in education expert on teachers using AI to mark school work · Early Edition with Ryan Bridge

• 0:00
  Speaker 1: Education Minister Erica Stanford announcing that school exam marking will
• 0:03
  Speaker 1: be aided by the use of AI, taking the responsibility
• 0:07
  Speaker 1: away from teachers. Are we opening a can of worms here?
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  Speaker 1: Danny Beddingfield is a learning development an AI specialist at
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  Speaker 1: Cyclone Computer Company, joining us this morning.
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  Speaker 2: Danny, good morning, Oh, good morning, How are you good?
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  Speaker 1: Thank you? Would you trust AI to mark your kids' exams?
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  Speaker 2: In a nutshell?
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  Speaker 1: No?
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  Speaker 2: No. Look, I do a lot of work with alongside
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  Speaker 2: teachers and businesses around the use of AI, and there's
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  Speaker 2: a lot of really great things that it can do
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  Speaker 2: to save us time. But I've got real concerns around
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  Speaker 2: transparency and around ethical use of AI, particularly the privacy
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  Speaker 2: area as well, And I just feel like using it
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  Speaker 2: to mark student work is really crossing a barrier that
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  Speaker 2: we don't want to go to.
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  Speaker 1: What's wrong with that? Because in my mind, I mean,
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  Speaker 1: there's things like maths and science presumably be pretty straight
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  Speaker 1: up and down English. Maybe if there's an essay writing competition,
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  Speaker 1: it might not be as as workable, But what are
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  Speaker 1: what's wrong with with AI doing it?
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  Speaker 2: Well? The main the main problem I've got at the
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  Speaker 2: moment is that all the AI sort of tools that
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  Speaker 2: we're using are generally based on overseas data or overseas
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  Speaker 2: large language models, and the problem of that, of course
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  Speaker 2: is they're not based on anything to do with New Zealand,
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  Speaker 2: and New Zealand's a very unique country to buy multicultural situation.
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  Speaker 2: You know, obviously we've got the Treaty of Whitangui and
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  Speaker 2: so on, and all these things are not taken into
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  Speaker 2: consideration in the AI models that we're currently using, so
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  Speaker 2: you know, we'd have to look at developing our own
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  Speaker 2: models in here in Altieroa to make them more suitable
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  Speaker 2: to the data that we're hoping to mark student work.
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  Speaker 2: And then there's the whole idea around transparency with students
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  Speaker 2: and things as well, which is just really really concerned
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  Speaker 2: for me.
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  Speaker 1: Things like maths and science though nothing to do with
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  Speaker 1: the treaty, quite universal and same everywhere.
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  Speaker 2: No, yeah, no, I agree there. But you know we're
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  Speaker 2: using tools right now. You know, you can create forms
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  Speaker 2: and things on most you know, Google and Microsoft tools
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  Speaker 2: that we use in schools that will just simply mark
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  Speaker 2: you know, kind of multi choice questions and things. That's fine,
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  Speaker 2: we don't need AI for that, you know, where they're
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  Speaker 2: going to be using AI is for judging tools or
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  Speaker 2: judging assessments that, as you say, like essays and things
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  Speaker 2: that have a lot more complications within how you judge
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  Speaker 2: whether they are achieved or a mirror or a past
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  Speaker 2: or whatever they're going to come up with with their
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  Speaker 2: new marketing systems.
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  Speaker 1: Okay, Danny, interesting, appreciate your time this morning. Danny Beddingfield
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  Speaker 1: Learning Development and AI special ast a Cyclone computer company.
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• 2:34
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• 2:37
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