Jrcb4 The Impact of Artificial Intelligence on Learning final

2.4.6
 
Education as a creator of capability platforms 
As a result, AI will probably have its biggest impact when it is used to augment human 
cognition, and in supporting human learning and knowing. This suggests a general 
principle of keeping humans in the loop when AI is used for educational purposes and in 
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Nedelkoska and Quintini (2018). 
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Sophisticated mathematical formalisms are needed to appropriately study the possibility of building 
computational models of human cognition, and many AI experts remain agnostic whether this will ever be 
possible. See, e.g., Rosen (1998), Loiue (2007, 2009). 

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educational settings. Assuming that some occupations, perhaps such as truck drivers, 
data entry keyers or utilities meter readers, will become obsolete in the near future, an 
important question for education policy is how people in these occupations can move to 
new jobs. A recent study by Royal Bank of Canada (RBC) focused on this question, 
locating six skill clusters that can be used to group occupations in Canada.
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Also this 
study used O*NET data, but focused on skills, instead of tasks as was done in the Frey 
and Osborne study. The RBC study argued that as many occupations overlap in their skill 
requirements, it is relatively easy to complement skills within these clusters in ways that 
enable people to move to new jobs when their old jobs become automated. These 
clusters are shown in Table 3. This approach, thus, complements the view that there are 
key transversal skills and competences that are necessary for future. 
Table 3: Skill clusters and probability of disruption in their occupations 
Skill cluster 
Description 
Probability of disruption 
Technicians 
High on technical skills 
Moderate 
Crafters 
Medium in technical skills, low in 
management skills 
Very high 
Doers 
Emphasis on basic skills 
High 
Solvers 
Emphasis on management skills 
and critical thinking 
Minimal 
Facilitators 
Emphasis on emotional skills 
Moderate 
Providers 
High in analytical skills 
Low 
Source: Adapted from RBC, 2018 
Similar questions may be asked for key competences as defined in the EU Key 
Competences for Lifelong Learning, as well as for the European Framework for Digital 
Competence of Educators.
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Figure 5 lists some example capabilities that could have 
impact on the key competence on languages. In general, studies on future work and skill 
demand suggest that education cannot easily focus on specific work-related skills in the 
future. Instead, education needs to create competence platforms that enable effective 
life-long learning. Somewhat paradoxically, such a view on “platform education” suggests 
that we may be moving back towards the medieval trivium
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and quadrivium
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, with their 
seven liberal arts. Business executives have already for many years argued that we need 
educational systems that teach people grammar, logic, rhetoric, arithmetic, and 
geometry. Although music and astronomy have not been high on the list, perhaps this is 
because they are now subsumed under terms such as creativity and science.