Episode 48: How to Pass on Mad Skills in the Age of AI
In recent weeks, I have come across several posts discussing the role of post-secondary education and the impact of artificial intelligence (AI) on the skills and knowledge that graduates need. One of the most significant effects of AI has been its influence on critical thinking. This topic was a major theme in the podcast I released with Lisa Sygutek last week, and it has also been a recurring topic in discussions with various guests on podcasts I’ve recorded for winter releases. Additionally, I encountered a post debating whether post-secondary classrooms should focus on traditional knowledge or cutting-edge research. In this episode, I aim to explore further these topics that I began discussing a few newsletters ago.
AI Usage in Education
There is a growing consensus that many students are using AI tools like ChatGPT to write their essays by simply posing the questions from their assignments. Conversely, instructors are also incorporating AI to design their curricula and instructional materials. During my teaching career, I allowed the use of AI with the understanding that students needed to recognise both the advantages and disadvantages of these tools, especially in courses where it was difficult to create assignments that challenged students’ critical thinking skills regarding AI usage.
Many of my assignments involved building presentations, where AI is particularly helpful for generating content once well-designed questions are asked. However, I found that AI is not particularly effective at creating high-quality slide decks complete with speaker notes that are not scripted. While AI can provide excellent content, it requires effort and skill to transform those materials into what I consider high-quality presentations that effectively and persuasively communicate ideas.
In my retirement, I use AI to help me develop outlines for presentations or case studies and to improve the grammar and sentence structure of my writing, which has always been a challenge for me. Utilising these tools has significantly enhanced my initial drafts. After inputting my preliminary writing into my chosen AI tools, I carefully review the output to finalise my work.
In summary, AI is not inherently bad; it becomes problematic when it replaces valuable learning opportunities.
How to Make the Most of Learning Opportunities
How can we help students fully utilise their learning opportunities, and what should be included in their education? Recently, I’ve observed several discussions on this topic in my feed. One debate centres around whether students should focus on classic content or leading-edge research. My answer is that both are essential. Classic content provides the foundational knowledge necessary to understand emerging research, which is crucial for students in the early stages of their post-secondary education.
However, I believe we often overlook a critical third element of learning. In addition to content knowledge and research, we must prioritise the development of essential skills such as leadership, critical and analytical thinking, teamwork, social skills, emotional intelligence, reflection, and creativity. Students also need to learn how to effectively communicate their ideas and build upon the content that AI can provide. Too often, this crucial aspect is limited to just a few classes or co-curricular or extracurricular experiences, or worse, left for students to discover on their own.
In a recent post about the UIIN’s initiative “Reimagining the Future: The Rise of Entrepreneurial Universities,” Scott Shane envisions campuses as always-on venture studios where AI enhances creativity, experimentation, and the translation of research into meaningful impact. Meanwhile, institutions like the University of Calgary are promoting entrepreneurial education across all their faculties, highlighted by the establishment of the UCalgary Office of Signature Learning Experiences, which supports students with experiential learning, undergraduate research, global learning, and entrepreneurial thinking. These are the directions that post-secondary education should be taking, and in the long run, help develop economic opportunities.
In my latest podcast recording with Tash Marshall Bean, which will be released in the new year, we had extensive discussions about how post-secondary institutions can create better experiences and learning opportunities for students. We explored ideas focused on providing more opportunities for students to develop the skills necessary for success and to connect with community advisors. Additionally, we emphasised the importance of getting students comfortable with giving critical peer feedback, something we attempted when we advised together in the Haskayne School of Business‘ ENTI 317 course in late November. These discussions reflect my belief in the direction post-secondary education should take and align with building opportunities for students to discover the skills needed to be more successful in business and apply them to the content learning that already happens. This has been the focus of what I did in the classroom and my continued support of case-solving teams across the world.
How Does This Relate to Deciphering Cases?
To effectively decipher cases, you need to develop a strong set of skills that enable you to work as a cohesive team. This involves not only understanding the content but also applying analytical and critical thinking, along with creativity. Additionally, social skills and emotional intelligence are essential for collaborating effectively and developing well-supported, unique solutions. It’s also important to hone your storytelling skills to effectively communicate with and persuade your audience.