ILO Group

Reading and reflecting on the powerful observations of Dean Ball in today’s Hyperdimensional piece on #AI.    Specifically, this passage struck me—the notion that reality and the world around us is constantly changing, evolving, and being created.    It is that understanding—that for things to be as we want them, we must create them as we intend them—that is the foundation of our work at ILO Group around #AI. It’s that perspective, that belief, that understanding that has informed how we approached our two #AI frameworks for district and state system leaders. See both linked here:   https://lnkd.in/eT5J-hZd   It’s not simply good enough to say things should be a certain way—particularly with respect to a new technology that has the potential to redefine how we understand and interact with so much of the world. We must as Dean Ball rightly argues, build the policies, practices, systems, and standards that will ensure responsible and safe #AI implementation and application.    I read Ball’s position as a fundamentally hopeful one—that embraces our agency and capacity to shape the world around us for the better. But it requires us to accept that charge, to shoulder that responsibility, and use the tools and ethical foundations we have at hand to get to work—together—constantly iterating, improving, reflecting, and reworking to achieve the desired state we seek. #ILOImpact

Reading and reflecting on the powerful observations of Dean Ball in today’s Hyperdimensional piece on #AI.    Specifically, this passage struck me—the notion that reality and the world around us is constantly changing, evolving, and being created.    It is that understanding—that for things to be as we want them, we must create them as we intend them—that is the foundation of our work at ILO Group around #AI. It’s that perspective, that belief, that understanding that has informed how we approached our two #AI frameworks for district and state system leaders. See both linked here:   https://lnkd.in/eT5J-hZd   It’s not simply good enough to say things should be a certain way—particularly with respect to a new technology that has the potential to redefine how we understand and interact with so much of the world. We must as Dean Ball rightly argues, build the policies, practices, systems, and standards that will ensure responsible and safe #AI implementation and application.    I read Ball’s position as a fundamentally hopeful one—that embraces our agency and capacity to shape the world around us for the better. But it requires us to accept that charge, to shoulder that responsibility, and use the tools and ethical foundations we have at hand to get to work—together—constantly iterating, improving, reflecting, and reworking to achieve the desired state we seek. #ILOImpact

Learn more from our own Laura Smith at ILO Group about how districts and states across the country are considering their steps in the #AI space. See the link below 👇🏼

Gathering as a team today–diving deep to reflect on our work, consider new opportunities, and plan for the #ILOImpact ahead.

Human direction, oversight, and quality assurance are essential foundations of effective #AI applications & implementation strategies. Read more in our Framework for Implementing Artificial Intelligence (AI) in State Education Agencies (SEAs). https://lnkd.in/er5m6Ct4

The Walton Family Foundation survey shows teachers, students, and parents support using AI in classrooms, but, with 56% of teachers wanting training, it's clear we need more guidance from system leaders.  That’s why we released not one but two AI Frameworks: one for state education agencies, one for district leaders.  Learn more here: https://lnkd.in/e8vThTVA

This illuminating piece from the team at the National Assessment Governing Board on what students are learning in #civics is a must read. While the decline in civics scores made headlines—rightly—there are several additional data points that provide real and powerful insights into the state of civics education and how, when done well, it can empower young people in enduring and substantial ways. The headline grabber that just 22% of 8th graders achieved proficient or advanced scores on the 2022 assessment demands all the attention it has received. Just as important are the findings that many critical issues are barely covered for far too many students, including: - The Constitution: 17% said they spent little to no time studying it. - How laws are made: Better than 1 in 4 reported spending little or no time on the subject; and - Current political and social issues: Nearly 3 in 10 reported spending little or no time studying the subject. Despite those troubling realities, there’s also substantial evidence that civics education can do exactly what it is intended to: empower students with confidence about their roles as citizens in our democracy and in their communities. Students who performed higher on the 2022 civics assessment were more likely to see themselves as able to positively impact their community and more likely to believe their civics education gave them a better understanding of the world around them. Students who scored higher on civics were also more confidant in their ability to explain “why it is important to pay attention to and participate in the political process.” That is precisely the point of a quality civics education. These data show that the urgency to address civics education shortcomings are warranted. They also show that the positive impact of doing so could be nothing short of transformative for students, their communities, and our society. Read the full piece here: https://lnkd.in/eYVEVX9s

This illuminating piece from the team at the National Assessment Governing Board on what students are learning in #civics is a must read. While the decline in civics scores made headlines—rightly—there are several additional data points that provide real and powerful insights into the state of civics education and how, when done well, it can empower young people in enduring and substantial ways. The headline grabber that just 22% of 8th graders achieved proficient or advanced scores on the 2022 assessment demands all the attention it has received. Just as important are the findings that many critical issues are barely covered for far too many students, including: - The Constitution: 17% said they spent little to no time studying it. - How laws are made: Better than 1 in 4 reported spending little or no time on the subject; and - Current political and social issues: Nearly 3 in 10 reported spending little or no time studying the subject. Despite those troubling realities, there’s also substantial evidence that civics education can do exactly what it is intended to: empower students with confidence about their roles as citizens in our democracy and in their communities. Students who performed higher on the 2022 civics assessment were more likely to see themselves as able to positively impact their community and more likely to believe their civics education gave them a better understanding of the world around them. Students who scored higher on civics were also more confidant in their ability to explain “why it is important to pay attention to and participate in the political process.” That is precisely the point of a quality civics education. These data show that the urgency to address civics education shortcomings are warranted. They also show that the positive impact of doing so could be nothing short of transformative for students, their communities, and our society. Read the full piece here: https://lnkd.in/eYVEVX9s

Responsible #AI frameworks are essential for guiding the safe and ethical development of AI systems.  Our new Framework for Implementing Artificial Intelligence in State Education Agencies (SEAs) provides an evidence-based foundation for state leaders  premised on safety and responsibility. https://lnkd.in/enhMNFww

Happy 4th from all of us at ILO Group!