Artificial Intelligence in Education: 21st International Conference, AIED 2020, Ifrane, Morocco, July 6–10, 2020, Proceedings, Part I

The head of the Institute of Education Sciences is asking about how to use platform to increase education sciences. We have been addressing this. So how do you use platforms like EdX, Khan Academy, Canvas to improve science? There is a crisis in American Science referred to as the Reproducibility Crisis where many experimental results are not able to be reproduced. We are trying to address this crisis by helping “good science” to be done. People that control platforms have a responsibility to try to make them useful tools for learning what works. In Silicon Valley, every company is doing AB Testing to refine their individual products. That, in and of itself, is a good thing and we should use these platforms to figure out how to make them more effective. One of the ways we should do that is by experimenting with different ways of helping students succeed. ASSISTments, a platform I have created, with 50,000 middle-school math students, is used to help scientists run studies. I will explain how we have over 100 experiments running inside the ASSISTments platform and how the ASSISTment-sTestBed.org allows external researchers to propose studies. I will also explain how proper oversight is done by our Institutional Review Board. Further, I will explain how users of this platform agree ahead of time to Open-Science procedures such as open-data, open-materials, and pre-registration. I’ll illustrate some examples with the 24 randomized controlled trials that I have published as well as the three studies that have more recently come out from the platform by others. Finally, I will point to how we are anonymizing our data and how over 34 different external researchers have used our datasets to publish scientific studies. I would like to thank the U.S. Department of Education and the National Science Foundation for their support of over $32 million from 40+ grants. I will also address how COVID-19 has driven a ten-fold increase in the number of teachers creating new ASSISTments accounts, and I will give my own personal take on how COVID-19 highlights the need to keep teachers in the loop so that their students know their teachers are paying attention to their work and what it means for the AIED community. How AI Impacts the Policy Making Landscape in Education Jim Knight, Andreas Schleicher 1 Tes Global 2 Organisation for Economic Co-operation and Development (OECD) Abstract. This keynote aims to provide insights into the criteria that policy makers are looking for when they are advocating for Artificial Intelligence platforms in education. Whilst efficacy and proof of concept of any platform is an obvious need, policy makers have to always consider a world view and consider AI platforms as part of an holistic approach to whole child education and welfare. With a multitude of AI platforms on offer how do they make informed decisions and recognise good from bad. How can policy makers work better with those developing the tools? Since the COVID-19 pandemic what shifts have they seen at state and government level as schools and parents adopt AI platforms as part of the daily education of children worldwide? This keynote aims to provide insights into the criteria that policy makers are looking for when they are advocating for Artificial Intelligence platforms in education. Whilst efficacy and proof of concept of any platform is an obvious need, policy makers have to always consider a world view and consider AI platforms as part of an holistic approach to whole child education and welfare. With a multitude of AI platforms on offer how do they make informed decisions and recognise good from bad. How can policy makers work better with those developing the tools? Since the COVID-19 pandemic what shifts have they seen at state and government level as schools and parents adopt AI platforms as part of the daily education of children worldwide? The New Zeitgeist: Human-AI