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Speaker 1: Hello, Hello, Welcome to Smart Talks with IBM, a podcast

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Speaker 1: from Pushkin Industries, iHeartRadio and IBM. I'm Malcolm Glabwell. This season,

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Speaker 1: we're diving back into the world of artificial intelligence, but

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Speaker 1: with a focus on the powerful concept of open its possibilities, implications,

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Speaker 1: and misconceptions. We'll look at openness from a variety of

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Speaker 1: angles and explore how the concept is already reshaping industries,

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Speaker 1: ways of doing business, and our very notion of what's possible.

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Speaker 1: On today's episode, doctor Lori Santos sat down with two

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Speaker 1: women at the forefront of AI in education. Justina Nixon

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Speaker 1: Santil is Vice president and Chief Impact Officer of IBM

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Speaker 1: Corporate Social Responsibility, and April Dawson is an Associate Dean

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Speaker 1: of Technology and Innovation and Professor of Law at North

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Speaker 1: Carolina Central University School of Law. Together, they explore the

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Speaker 1: transformative impact of AI on education and the workforce. As

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Speaker 1: technology rapidly evolves, industries are being reshaped and the demand

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Speaker 1: for new skills is at an all time high. This

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Speaker 1: is opening up opportunities for diverse talent, enabling individuals from

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Speaker 1: various backgrounds to excel in roles they might not have

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Speaker 1: previously considered. They also address the ethical considerations of AI,

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Speaker 1: emphasizing the importance of maintaining a human centered approach. Whether

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Speaker 1: you're a teacher or student, or someone interested in the

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Speaker 1: future of work, it's essential to embrace the role of

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Speaker 1: AI in the education landscape. AI is not only changing

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Speaker 1: the way we work, but also how we learn, making

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Speaker 1: education more accessible, personalized, and aligned with the demands of

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Speaker 1: the modern job market.

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Speaker 2: Just in anypels great to me both of you. I'm

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Speaker 2: so excited for this conversation.

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Speaker 3: Thank you for having me and thank you for having

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Speaker 3: me Justina.

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Speaker 2: To start, could you share some insights on your journey

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Speaker 2: to becoming IBM's Chief Impact Officer and how your background

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Speaker 2: in engineering shapes your approach to corporate social responsibility.

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Speaker 4: So I've had an interest in journey. I'm an immigrant.

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Speaker 4: I was one of the only black women who graduated

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Speaker 4: from my school's mechanical engineering program many many years ago.

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Speaker 4: I started my engineering career at a nuclear facility that's

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Speaker 4: around forty five miles outside of Buffalo, New York, and

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Speaker 4: eventually worked for one of the largest telecommunications companies in

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Speaker 4: the world in engineering, marketing, and eventually in corporate social responsibility.

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Speaker 4: I was hired to lead the organization away from traditional

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Speaker 4: philanthropy to creating platforms and solutions that leveraged four G

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Speaker 4: and five G technologies to positively impact disadvantaged communities, and

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Speaker 4: that is what has led me to the work that

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Speaker 4: I do at IBM today. I have the honor of

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Speaker 4: being the company's first Chief Impact Officer, and is such

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Speaker 4: a privilege and a responsibility to be at IBM, which

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Speaker 4: has such a huge history in sustainability, in social and

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Speaker 4: in the ethical space as well. When I consider how

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Speaker 4: my background in engineering ties into the work that I do,

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Speaker 4: I actually think engineers are very skilled at analyzing data

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Speaker 4: and at innovative problem solving. The other thing where there's

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Speaker 4: a lot of alignment with my engineering background is really

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Speaker 4: around how do I think about using technology to solve

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Speaker 4: some of the biggest issues that we have in society?

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Speaker 4: And I get very excited about innovating and creating and

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Speaker 4: leveraging technologies like AI and hybrid cloud to really bring

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Speaker 4: those into the work that we do and to solve

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Speaker 4: some of those big challenges that we have in society

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Speaker 4: today around sustainability and education.

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Speaker 2: That's fabulous. April, tell me about your path to be

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Speaker 2: becoming Associate dean of Technology and Innovation as well as

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Speaker 2: a professor in law.

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Speaker 3: So I am a child of an educator, actually educators.

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Speaker 3: Both my parents are educators. I went to high school

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Speaker 3: where my mom taught, and it was in the eighties

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Speaker 3: and it was during that time period when teachers were

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Speaker 3: given Apple computers, so they were brand new. My mom

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Speaker 3: brought one home. I started playing with it. Then I

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Speaker 3: just kind of fell in love with the technology. I

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Speaker 3: received my undergraduate degree in computer science because of that

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Speaker 3: early exposure. I went to Bennett College here in Greensboro,

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Speaker 3: North Carolina. It's an HBCU, a historically black college and university.

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Speaker 3: I was a programmer after graduating from Bennett, and I've

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Speaker 3: always loved technology, but I also had a love for

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Speaker 3: the law. So after being a programmer for a couple

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Speaker 3: of years, I decided to go to law school. And

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Speaker 3: even as a lawyer, I leveraged technology in my private practice.

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Speaker 3: When I decided to begin teaching almost twenty years ago,

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Speaker 3: I would ask myself, how could I leverage a technology

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Speaker 3: to enhance my teaching to help the students better understand

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Speaker 3: the material. And so when our dean at the time

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Speaker 3: Brownie Lewis, when she was able to facilitate a five

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Speaker 3: million dollar grant to North Carolina Central University School of Law,

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Speaker 3: we created the Technology Law and Policy Center, and she

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Speaker 3: asked me if I would be interested in serving as

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Speaker 3: the inaugural Associate Dean of Technology and Innovation. So suffice

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Speaker 3: it to say, I'm in my dream job. I'm able

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Speaker 3: to combine my love of technology, my love of law,

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Speaker 3: my love of education, and so it's really an exciting

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Speaker 3: time to be in a position like I have.

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Speaker 2: I love that, April. What inspired you to integrate AI

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Speaker 2: and technology into your law curriculum?

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Speaker 3: It's interesting, As I mentioned before, I've always used it

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Speaker 3: personally as an educator, but the thought of teaching a

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Speaker 3: class that really kind of focused on technology and the

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Speaker 3: legal implications of that really occurred because Ray Thomas, who

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Speaker 3: was an IP lawyer and worked at IBM at the

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Speaker 3: time in twenty twenty so around the pandemic, he encouraged

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Speaker 3: us to take advantage of the IBM Skills Build Training program,

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Speaker 3: the Train the Trainer program. So really, not until that

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Speaker 3: time period did I even really even think about teaching

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Speaker 3: a tech focused legal class. And during that time period,

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Speaker 3: a couple of my other colleagues and I we did

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Speaker 3: the train the Trainer blockchain course. I did the data

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Speaker 3: science course, and then that next summer we team taught

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Speaker 3: the Blockchain for Lawyer's class, which we designed, and then

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Speaker 3: I taught a Data Science for Lawyers class, and so

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Speaker 3: that was, you know, really kind of the first iteration

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Speaker 3: of us really being intentional about teaching technology and law.

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Speaker 3: And then one of my other colleagues, doctor Savon Da Grady,

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Speaker 3: she is a professor at the School of Library and

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Speaker 3: Information Sciences here at NCCU. She reached out to me

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Speaker 3: and said, would you be interesting in teaching a joint

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Speaker 3: AI and the law class that would include her Masters

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Speaker 3: of Information Science students and my law students. So it's

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Speaker 3: a wonderful interdisciplinary class where you have master's students and

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Speaker 3: law students and we talk about the foundations of AI,

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Speaker 3: we talk about the legal implications of policy implications, and

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Speaker 3: so really, you know, this kind of all started because

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Speaker 3: of the resources that IBM have made available to NCCU.

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Speaker 2: That's so cool, and that class sounds amazing. I wish

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Speaker 2: I could like drop out of being a professor. I

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Speaker 2: dond this class. This sounds awesome soon as the question

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Speaker 2: for both of you, in this age of AI and

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Speaker 2: open technology, does the role of education change? Are we

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Speaker 2: kind of at a different spot with what education should

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Speaker 2: be doing now.

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Speaker 4: When I look at the rule of education today from

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Speaker 4: the corporate point of view, I think it does change.

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Speaker 4: I was having a discussion earlier today with some members

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Speaker 4: of my team, and we were discussing early professional hires,

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Speaker 4: so people would want to hire right out of college,

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Speaker 4: and one of the first things that I shared was

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Speaker 4: some of the tasks that they would have done previously

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Speaker 4: will be automated. We will be using AI for those

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Speaker 4: basic tasks that in the past we would have hired

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Speaker 4: an intern or a recent college graduate to do. And

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Speaker 4: it's so critical now that we look at higher level

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Speaker 4: types of tasks that we will need college graduates to do.

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Speaker 4: And I can foresee in the future hiring someone from

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Speaker 4: college who does not have at least a basic understanding

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Speaker 4: of AI. There will be some roles where they will

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Speaker 4: have to have an advanced understanding, especially if they're in

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Speaker 4: an engineering role or computer science role, but across the

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Speaker 4: board they will need to understand AI. So when I

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Speaker 4: think about the way that education is changing, whether you're

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Speaker 4: a college student, whether you are an adult professional, you

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Speaker 4: will need to be a lifelong learner and you will

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Speaker 4: need to understand how to continuously upskill and reskill yourself

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Speaker 4: to be able to understand technologies like AI because of

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Speaker 4: the rapid acceleration of these types of technologies, and I

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Speaker 4: think that's very important. I think everyone has to be prepared,

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Speaker 4: if they're not doing it today, to upskill and reskill themselves.

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Speaker 4: And I can't foresee any roles in the future where

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Speaker 4: candidates will not need to have a very basic understanding

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Speaker 4: of AI or even advanced understanding of AI.

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Speaker 2: That's great, April. Let me ask you a slightly different

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Speaker 2: version of the question, what is the significance of AI

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Speaker 2: for students and young professionals today?

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Speaker 3: When we think about the disruption that JENAI especially has

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Speaker 3: caused within the legal profession, students have to be more

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Speaker 3: or adept when it comes to feeling comfortable, being uncomfortable,

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Speaker 3: and learning something new. The other thing that I would

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Speaker 3: just kind of emphasize from an educational standpoint is this

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Speaker 3: also means that educators have to approach teaching differently. You know,

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Speaker 3: I've been teaching for going on twenty years and things

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Speaker 3: are kind of being turned on their heads somewhat, right,

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Speaker 3: and I have had to upskill and reskill. We can't

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Speaker 3: teach that what we don't know. We can't monitor that

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Speaker 3: what we don't know. Just as the students have to

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Speaker 3: understand generative AI, the educators have to understand it as well.

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Speaker 2: Yeah, this is something I've felt in the classroom myself

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Speaker 2: as a psychology professor, right, is that I'm realizing how

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Speaker 2: much I need to kind of go back to school

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Speaker 2: and learn about all these AI tools, not just so

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Speaker 2: that I can teach it, but just so I can

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Speaker 2: understand how my students are using these things, right, but

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Speaker 2: also to figure out how I can enhance the educational

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Speaker 2: experience of my own students in psychology right by giving

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Speaker 2: them access to these tools. And so, yeah, I'm curious

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Speaker 2: in your experience, how does AI actually enhance the educational

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Speaker 2: experience for your law students. And I'm curious if you

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Speaker 2: could give an example of the type of thing you

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Speaker 2: do in your classroom.

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Speaker 3: Yes, So one of the things that I tell my

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Speaker 3: students is you got to get your hands dirty. You

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Speaker 3: can't understand these tools if you don't kind of dig

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Speaker 3: in and just see how they work, so one giving

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Speaker 3: them permission and encouraging them to do it. In terms

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Speaker 3: of how they might be able to use these tools

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Speaker 3: to help them learn better, I encourage them to as

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Speaker 3: they're wrestling maybe with concepts that are confusing, they haven't

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Speaker 3: completely wrapped their heads around it. And when we think

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Speaker 3: about large language models, these tools are really helpful in

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Speaker 3: that sense. Right, if there's a passage in the book

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Speaker 3: and you're not quite following it, or there's a case

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Speaker 3: right and you need some assistance in breaking it down,

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Speaker 3: running that information through a large language model and then

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Speaker 3: asking questions about it can be really beneficial. Also in

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Speaker 3: the law score the legal contexts, large language models are

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Speaker 3: really helpful for that as well. But one thing I

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Speaker 3: do caution my students is that any understanding that you

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Speaker 3: think you have gained through the use of these tools,

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Speaker 3: you need to circle back to your professor and make

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Speaker 3: sure that your understanding is correct.

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Speaker 2: I love that, and I've seen the importance of that

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Speaker 2: in my own classroom too. You mentioned so many of

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Speaker 2: the things that these tools are great at, but I

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Speaker 2: think another thing that AI in the classroom can help

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Speaker 2: us with is democratizing the classroom, and so Justina, I'm curious,

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Speaker 2: in what ways do you think integrating AI into education

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Speaker 2: is help us going to bridge these gaps and actually

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Speaker 2: democratize access to education even more.

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Speaker 4: Yeah, I think it's going to really make a difference

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Speaker 4: in providing access to education in many different ways. I

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Speaker 4: want to give you an example through alla IBM Skills

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Speaker 4: Bill program, we're infusing AI technology into the platform to

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Speaker 4: create a more personalized enhance experience for learners in every language.

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Speaker 4: So we are creating personalized learning pathways, we are tailoring

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Speaker 4: and we are also using AI to answer questions in

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Speaker 4: a more timely and accurate manner. If you really think

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Speaker 4: able to respond quickly to questions to make sure the

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Speaker 4: questions are accurate. With AI, we can answer questions immediately,

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Speaker 4: we can answer them in a more sophisticated way than

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Speaker 4: we did in the past, and we can also offer

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Speaker 4: cost recommendations and learning pathways that meet their needs. We

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Speaker 4: have courses such as AI Ethics and prompt Writing and

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Speaker 4: getting started with machine learning all the way to actually

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Speaker 4: use in coding to help create these large language models.

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Speaker 4: So When you think about the average learner that we

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Speaker 4: on AI ethics or understand it and how to use

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Speaker 4: may want to understand how do you really leverage or

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Speaker 4: code for a large language model, And I think it's

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Speaker 4: important to give them all the different options and create

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Speaker 4: those personalized learning pathways for them. The other thing around

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Speaker 4: really democratizing opportunities to provide free access to this kind

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Speaker 4: of learning, and we do that again through our Skills

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Speaker 4: Bill program. If you have courses that you can only

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Speaker 4: pay to access, then you're really not giving the opportunity

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Speaker 4: for everyone to advance and to learn. So by leveraging

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Speaker 4: AI on our platform but also providing that free access,

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Speaker 4: we're really helping to bridge the gap for learners and

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Speaker 4: make sure they can upskill and reskill themselves and help

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Speaker 4: them also increase social and economic mobility.

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Speaker 2: It sounds like an amazing program, Justina. Can you describe

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Speaker 2: the vision behind IBM Skills Built and how it's built

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Speaker 2: to reach so many learners around the world.

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Speaker 4: So IBM has always been committed to investing in the

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Speaker 4: future of work, and we've offered educational experiences for many,

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Speaker 4: many years. And IBM Skills Built is a program. Again,

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Speaker 4: it's free, it's open, anyone can access it. But it's

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Speaker 4: really around getting access to the right technical skills and

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Speaker 4: workplace learning skills so that you could be prepared for

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Speaker 4: a career in technology, but in any industry and any field.

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Speaker 4: We know now that understanding technology, understanding AI or cybersecurity

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Speaker 4: or any of those tech topics are needed whether you're

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Speaker 4: working in a tech company, or whether you're working in

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Speaker 4: retail or in legal or any of these different industries,

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Speaker 4: so we want to make sure we could provide that

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Speaker 4: access to learners. In twenty twenty one, we launched a

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Speaker 4: global commitment to skill thirty million people by twenty thirty

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Speaker 4: and we are making significant progress against that goal. Just

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Speaker 4: last year we reported that we skilled eleven point five

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Speaker 4: million learners around the world, and these are learners that

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Speaker 4: enrolled in IBM courses, including access in our platform, IBM

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Speaker 4: Skills Build, and it's really the cornerstone of our education

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Speaker 4: work at IBM. We're really focused on scaling our work

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Speaker 4: through partnerships, so we partner with historically black colleges and universities,

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Speaker 4: and that's how of course we got the chance to

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Speaker 4: meet April. We partner with nonprofit organizations across the globe.

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Speaker 4: We also partner with governments to make sure we provide

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Speaker 4: that free access to the communities that are aligned with

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Speaker 4: their national agenda around skilling and those communities that are

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Speaker 4: most in need. It's really important that we scale the

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Speaker 4: program through those premier partnerships, so that's extremely important to us.

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Speaker 1: The vision behind IBM Skills Build is truly inspiring. In

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Speaker 1: a world where technology is changing every industry, having access

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Speaker 1: to these crucial skills is more important than ever. This

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Speaker 1: initiative is breaking down barriers and ensuring that people from

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Speaker 1: all walks of life can participate in the future of work.

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Speaker 1: In order to effectively scale a platform, the strategic collaborations

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Speaker 1: with educational institutions, nonprofits and governments are key. It's clear

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Speaker 1: that IBM is deeply invested in creating long lasting change

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Speaker 1: in communities around the world. This approach will strengthen the

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Speaker 1: workforce globally, helping to bridge the digital divide and create

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Speaker 1: more equitable opportunities in the tech space.

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Speaker 2: So now we're shifting gears to think a little bit

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Speaker 2: about the real world insights. Justina What can you tell

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Speaker 2: us about the skills first movement? This seems to be

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Speaker 2: an open approach to attracting top talent. What are you

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Speaker 2: hearing from students and partners.

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Speaker 4: Yeah, So, IBM has been leading the skills first movement

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Speaker 4: full quite some time. And one of the things that

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Speaker 4: we realize, and we actually tested this out, is that

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Speaker 4: you don't always need a four year degree to be

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Speaker 4: successful at a tech job. So when we looked at

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Speaker 4: the job postings that we had, we decided to make

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Speaker 4: a commitment to have at least fifty percent of our

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Speaker 4: job postings not requiring a four year degree. And when

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Speaker 4: we started hiring people without a four year degree in

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Speaker 4: certain roles, we realized that they were as successful as

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Speaker 4: those with a four year degree. Now, this doesn't work

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Speaker 4: across the board, but this is really a way to

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Speaker 4: get access to what I consider to be untapped talent

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Speaker 4: that are skilled in different ways. Maybe they've had some

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Speaker 4: experiences already, maybe they have a different set of badges

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Speaker 4: and certificates or other credentials that can support them getting

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Speaker 4: access to some of the roles that are offered by companies.

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Speaker 4: So this is really a way to help address the

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Speaker 4: opportunity gap and provide a pathway for diverse talent.

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Speaker 2: What impact do you think AI has had on global

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Speaker 2: learning standards broadly so far?

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Speaker 3: I think from the perspective of a law student realizing

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Speaker 3: that this little universe in which we kind of thought

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Speaker 3: we might operate has expanded. When we think about AI

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Speaker 3: and we think about the implications of AI, it goes

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Speaker 3: far beyond our state national I mean, you have to

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Speaker 3: have an understanding of what's going on in other countries.

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Speaker 3: So even when we're thinking about the regulation of AI

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Speaker 3: and the governance of AI and policies surrounding AI, it

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Speaker 3: means you have to be open to learning about what's

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Speaker 3: happening in other countries where AI is disrupting those spaces

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Speaker 3: as well. So again, I think it really underscores for

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Speaker 3: our law students how you have to see yourself as

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Speaker 3: part of a larger team. Lawyers don't work in isolation,

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Speaker 3: and it's really good that law students are recognizing that

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Speaker 3: while they're still in school.

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Speaker 2: So it really seems like these technologies are kind of

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Speaker 2: changing the learning experience and law by making kind of

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Speaker 2: broader and maybe more global. Justina, can you share an

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Speaker 2: example of how IBM skills Build has made a significant

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Speaker 2: difference in other kinds of learning journeys.

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Speaker 3: Yeah.

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Speaker 4: Absolutely, I mean this is one of the most rewarding

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Speaker 4: parts of my job. What I get excited about is

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Speaker 4: when I travel and I meet with students who have

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Speaker 4: been a part of IBM Skills Build and they have

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Speaker 4: been able to use the learning, the certificates, the opportunities

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Speaker 4: that we've provided them around mentorship as well to be

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Speaker 4: able to move into a better paying job or a

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Speaker 4: new job that they did not have the opportunity previously.

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Speaker 4: We had one of our learners, his name was Oscar

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Speaker 4: and he arrived in California from Mexico when he was

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Speaker 4: around five years old, and he worked and he attended

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Speaker 4: college full time. But during his last semester he was

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Speaker 4: introduced to the IBM Skills Build program through the Hispanic

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Speaker 4: Heritage Foundation, one of our partners, and through the career

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Speaker 4: assessment tool of the program identified areas where he could

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Speaker 4: excel and it allowed him to dig deeper into learning

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Speaker 4: paths that matched his interests and his skills. So he

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Speaker 4: started taking courses such as AI Fundamentals, He earned credentials

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Speaker 4: and he was able to get a better role when

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Speaker 4: he graduated from college. So we have so many beneficiaries

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Speaker 4: of the program who have been able to access the training,

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Speaker 4: also access the mentorship that we provide through the program,

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Speaker 4: and able to get a better pain on new job

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Speaker 4: because of it.

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Speaker 2: That's fabulous, Peopril, I know your students have used IBM

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Speaker 2: Skills Build. Can you give us an example of how

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Speaker 2: it's made an important impact on a student's journey.

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Speaker 3: Yes, absolutely so. I mentioned that we taught a Blockchain

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Speaker 3: for Lawyers class and one of the students had a

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Speaker 3: big interest in blockchain cryptocurrency. He actually also had a

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Speaker 3: master's in information science and so he was a dual

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Speaker 3: degree student. He was also in my AI and the

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Speaker 3: law class, so we not only got the blockchain certificate,

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Speaker 3: he got the AI Foundation certificate. He wound up being

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Speaker 3: the editor in chief of the law journal and he

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Speaker 3: is a legal tech lawyer. And so this kind of

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Speaker 3: goes back to what Justina was saying about making sure

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Speaker 3: that the talent that's there has access to the resources.

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Speaker 3: It really does make a big difference in so many

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Speaker 3: of our students' lives.

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Speaker 2: That's such an inspiring story, Justina. I'm curious what impact

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Speaker 2: Skills Build has had on the communities you work with,

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Speaker 2: maybe even beyond just students.

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Speaker 4: Yeah, so it has had a tremendous impact in our communities.

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Speaker 4: I think one of the big things about digital skills

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Speaker 4: and upskill in and reskilling is not just in certain areas.

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Speaker 4: For example, I mentioned the story of Oscar who was

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Speaker 4: graduating from college got access to Skills Build. It helped

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Speaker 4: him get a better paying job. But we have programs

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Speaker 4: in sustainability as well where we are working with farmers

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Speaker 4: in the middle of Texas and we are providing access

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Speaker 4: to skills Build as well so that they can use

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Speaker 4: the technology and understand the technology that we are bringing

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Speaker 4: to them throughout Sustainability Accelerator program. And what's so interesting

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Speaker 4: about this is we need to upskill and reskill them

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Speaker 4: as well. So if you think about certain jobs where

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Speaker 4: you just need to better understand the data or the technology,

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Speaker 4: our partnerships with nonprofits to be able to bring it

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Speaker 4: to people in different fields and sustainability is one that

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Speaker 4: we focus on as well. That has been inspiring to me.

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Speaker 4: We also have programs where we focus on girls, especially

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Speaker 4: in India, and make sure we're giving them access to

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Speaker 4: this kind of training and mentorship. Again to make them

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Speaker 4: competitive in the marketplace, to make sure that they have

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Speaker 4: an opportunity at a good paying job and that they

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Speaker 4: could be independent. So our global partners work with us

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Speaker 4: on leveraging skills, build curating it in a way that

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Speaker 4: makes sense for their communities that they want to impact.

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Speaker 4: And we focus on women who have left the workforce

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Speaker 4: and they want to return. We focus on veterans. We

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Speaker 4: focus on black communities in the US or Hispanic communities.

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Speaker 4: So we really look at those really great global partnerships

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Speaker 4: and make sure we are bringing in people who would

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Speaker 4: have been otherwise left out of the tech field and

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Speaker 4: giving them the opportunity to reskill and upskill themselves and

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Speaker 4: helping them through our partnerships, connect to good paying jobs

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Speaker 4: as well.

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Speaker 2: So so far we've been focused on students in their learning,

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Speaker 2: but now I want to turn to both of your learning.

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Speaker 2: I'm curious, what are some challenges that you've faced in

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Speaker 2: your careers and how have you overcome them?

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Speaker 3: Yeah. Sure, So. One of the things that I quickly

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Speaker 3: found out was that law school was not as I envisioned.

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Speaker 3: You kind of go in you think it's one thing,

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Speaker 3: it's another. The curriculum can be very surprising it's not

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Speaker 3: like the undergraduate curriculum, and I just had to kind

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Speaker 3: of reach out and develop mentors. And I was very

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Speaker 3: lucky in that I had a number of individuals who

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Speaker 3: provided me with a tremendous amount of support. And I

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Speaker 3: think that's one of the reasons why I love teaching

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Speaker 3: so much, is to be able to support the students

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Speaker 3: and just help them kind of build their community and

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Speaker 3: their network so they can excel, and then they can

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Speaker 3: reach back and help others excel as well.

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Speaker 2: I love that. Justina, same question, What are some key

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Speaker 2: challenges that you've faced in your career and how have

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Speaker 2: you overcome them?

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Speaker 4: Yeah, I'm smiling because what April mentioned is exactly the

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Speaker 4: experience I've had. I was one of the only black

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Speaker 4: women to graduate from my school's mechanical engineering program, and

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Speaker 4: when my children were very young, I also stepped away

440
00:25:50,040 --> 00:25:53,399
Speaker 4: from the workforce for several years to focus on them.

441
00:25:53,960 --> 00:25:57,680
Speaker 4: And I don't think I would be successful today without

442
00:25:57,680 --> 00:26:00,720
Speaker 4: the help of mentors. They're the ones that really helped

443
00:26:00,760 --> 00:26:04,960
Speaker 4: me to be successful, to understand the corporate environment, to

444
00:26:05,040 --> 00:26:09,320
Speaker 4: connect me with other opportunities, and I think it's important

445
00:26:09,320 --> 00:26:13,040
Speaker 4: to me to make myself available to others, and that's

446
00:26:13,359 --> 00:26:15,360
Speaker 4: a really big part of what I do. I want

447
00:26:15,400 --> 00:26:19,600
Speaker 4: to make myself at my field more representative of the

448
00:26:19,640 --> 00:26:21,280
Speaker 4: work that we do, and I want to make sure

449
00:26:21,320 --> 00:26:25,000
Speaker 4: that I provide access to others and give others the

450
00:26:25,040 --> 00:26:28,320
Speaker 4: same types of opportunities I have. And that's why I

451
00:26:28,359 --> 00:26:31,480
Speaker 4: do enjoy leading this type of work at IBM.

452
00:26:32,000 --> 00:26:34,080
Speaker 2: Here here to both of you giving back to the

453
00:26:34,080 --> 00:26:37,639
Speaker 2: students that we were back in the day. It's so important, Justina.

454
00:26:37,760 --> 00:26:40,560
Speaker 2: IBM has a goal of equipping thirty million learners with

455
00:26:40,640 --> 00:26:43,560
Speaker 2: technology skills by twenty thirty as part of the IBM

456
00:26:43,760 --> 00:26:47,880
Speaker 2: Skills Build programming. Why is this initiative important and how

457
00:26:48,000 --> 00:26:50,119
Speaker 2: is IBM planning to exactly achieve this?

458
00:26:50,880 --> 00:26:53,359
Speaker 4: Yeah, we believe the talent gap is one of the

459
00:26:53,359 --> 00:26:57,320
Speaker 4: biggest challenges that we face in society today. So AI

460
00:26:57,760 --> 00:27:01,119
Speaker 4: of course is accelerating this movement and there's more of

461
00:27:01,119 --> 00:27:04,600
Speaker 4: a sense of urgency. However, we know that there is

462
00:27:04,640 --> 00:27:08,040
Speaker 4: a significant talent gap and that there are many people

463
00:27:08,240 --> 00:27:11,080
Speaker 4: that are disadvantaged who are not getting access to the

464
00:27:11,160 --> 00:27:14,320
Speaker 4: right opportunities, and that's why we made the commitment to

465
00:27:14,320 --> 00:27:17,480
Speaker 4: skill thirty million people by twenty thirty and that's why

466
00:27:17,520 --> 00:27:21,040
Speaker 4: we're providing free access to programs like IBM Skills Build

467
00:27:21,720 --> 00:27:24,840
Speaker 4: with over a thousand courses in twenty languages, to make

468
00:27:24,880 --> 00:27:28,280
Speaker 4: them accessible to all and to give others the chance

469
00:27:28,440 --> 00:27:32,280
Speaker 4: to be successful. Last year, we also announced the commitment

470
00:27:32,400 --> 00:27:36,000
Speaker 4: to train two million people in AI over the next

471
00:27:36,000 --> 00:27:40,200
Speaker 4: three years, because again, we understand the importance of AI

472
00:27:40,320 --> 00:27:44,800
Speaker 4: and understanding it to be successful in any job, especially

473
00:27:44,880 --> 00:27:48,360
Speaker 4: an entry level job. So we're continuing to expand our

474
00:27:48,440 --> 00:27:53,840
Speaker 4: AI offerings because we know that it is exacerbating the

475
00:27:54,000 --> 00:27:57,199
Speaker 4: talent gap and we know that these skills will be

476
00:27:57,280 --> 00:27:59,720
Speaker 4: in demand significantly by.

477
00:27:59,680 --> 00:28:03,439
Speaker 2: Cop So April, Justina just mentioned, you know, all the

478
00:28:03,520 --> 00:28:05,960
Speaker 2: changes that we're seeing at AI. I'm curious what role

479
00:28:06,000 --> 00:28:09,040
Speaker 2: you think educators play in terms of making students aware

480
00:28:09,119 --> 00:28:12,760
Speaker 2: of all these technological and societal changes happening in their fields.

481
00:28:13,280 --> 00:28:16,720
Speaker 3: Yeah, educators are so vital. And one of the things

482
00:28:16,720 --> 00:28:20,480
Speaker 3: that I've noticed is that students who have not engaged

483
00:28:20,520 --> 00:28:24,560
Speaker 3: with the tech have not done so either because an educator,

484
00:28:24,600 --> 00:28:28,119
Speaker 3: a teacher or professor has told them not to that

485
00:28:28,359 --> 00:28:30,440
Speaker 3: you know, they just say, you know, no, you can't

486
00:28:30,560 --> 00:28:33,040
Speaker 3: use it, or they haven't said anything at all. They

487
00:28:33,040 --> 00:28:36,760
Speaker 3: haven't encouraged them to look into it, to try it.

488
00:28:37,160 --> 00:28:42,160
Speaker 3: And we have to encourage students to become familiar with

489
00:28:42,240 --> 00:28:45,200
Speaker 3: these tools for all the reasons that Justina mentioned in

490
00:28:45,320 --> 00:28:49,200
Speaker 3: terms of what the workforce is demanding, but also if

491
00:28:49,200 --> 00:28:52,800
Speaker 3: we don't provide them with guidance, then there's the real

492
00:28:52,920 --> 00:28:56,680
Speaker 3: chance that they will use them inappropriately. So we have

493
00:28:56,840 --> 00:29:01,520
Speaker 3: to provide them with permission to dive in. We have

494
00:29:01,640 --> 00:29:06,080
Speaker 3: to teach them how to use these tools ethically, with integrity,

495
00:29:06,400 --> 00:29:09,400
Speaker 3: what are the best practices, And again that kind of

496
00:29:09,400 --> 00:29:12,520
Speaker 3: goes back to something I mentioned before, which I speak

497
00:29:12,560 --> 00:29:16,560
Speaker 3: about a lot, is that it requires educators to themselves

498
00:29:16,880 --> 00:29:19,640
Speaker 3: learn about these tools. And that's one of the reasons

499
00:29:19,680 --> 00:29:23,800
Speaker 3: why I was so appreciative of the Trainer program because

500
00:29:23,800 --> 00:29:27,720
Speaker 3: again we started offering courses at the law school, because

501
00:29:28,360 --> 00:29:31,840
Speaker 3: these courses were provided free of charge, of course to

502
00:29:32,000 --> 00:29:36,640
Speaker 3: our faculty, so we were able to upskill and reskill

503
00:29:36,840 --> 00:29:39,800
Speaker 3: and then turn around and share that with our students.

504
00:29:40,000 --> 00:29:43,480
Speaker 3: So educators are vital. But I also think that we

505
00:29:43,560 --> 00:29:46,720
Speaker 3: need to make sure we do a better job as

506
00:29:46,760 --> 00:29:50,880
Speaker 3: a society of supporting our educators so that they can

507
00:29:50,960 --> 00:29:55,400
Speaker 3: gain the knowledge and then pay that forward to the students.

508
00:29:55,320 --> 00:29:58,280
Speaker 2: Right, because not everybody's providing the kinds of free resources

509
00:29:58,280 --> 00:30:02,400
Speaker 2: the IBM provides. Were teachers who really need it, April,

510
00:30:02,520 --> 00:30:05,560
Speaker 2: in what ways has IBM Skills Build changed your perspective

511
00:30:05,640 --> 00:30:07,880
Speaker 2: on the potential of AI and education?

512
00:30:08,560 --> 00:30:10,800
Speaker 3: Well as far as the potential, it makes it so

513
00:30:10,920 --> 00:30:14,720
Speaker 3: much easier, right, I mean, it lightens the lift for educators.

514
00:30:14,800 --> 00:30:21,920
Speaker 3: If I had to design the AI Foundations class ground up,

515
00:30:22,360 --> 00:30:24,440
Speaker 3: there's no way I could have done that. And if

516
00:30:24,440 --> 00:30:28,959
Speaker 3: we're thinking about exposing students, regardless of their area of

517
00:30:29,040 --> 00:30:34,960
Speaker 3: study to AI or to technology, those that are experts

518
00:30:35,000 --> 00:30:38,840
Speaker 3: in those particular spaces, they're not going to be able

519
00:30:39,080 --> 00:30:43,480
Speaker 3: to build those courses. So having something like IBM Skills

520
00:30:43,480 --> 00:30:46,800
Speaker 3: Build available so that we can, you know, design a

521
00:30:46,840 --> 00:30:49,960
Speaker 3: course around those modules that are already put together is

522
00:30:50,120 --> 00:30:53,920
Speaker 3: incredibly helpful. And so it means the potential of providing

523
00:30:54,000 --> 00:30:59,080
Speaker 3: AI education to all students. It just really increases the possibility,

524
00:30:59,080 --> 00:31:00,840
Speaker 3: which is good for for all of us.

525
00:31:02,360 --> 00:31:04,720
Speaker 2: Justina, as you think about your work at IBM, how

526
00:31:04,720 --> 00:31:07,600
Speaker 2: do you balance the need for technological innovation with the

527
00:31:07,640 --> 00:31:10,800
Speaker 2: importance of maintaining a human centered approach and education.

528
00:31:11,400 --> 00:31:16,000
Speaker 4: I really like how April touched on ethics earlier because

529
00:31:16,080 --> 00:31:19,400
Speaker 4: it is so important that we continue to make sure

530
00:31:19,440 --> 00:31:21,600
Speaker 4: that human is at the center of everything that we

531
00:31:21,640 --> 00:31:25,360
Speaker 4: do and that we are protecting people even as we

532
00:31:25,480 --> 00:31:29,680
Speaker 4: foster innovation with AI and the way that IBM has

533
00:31:29,760 --> 00:31:34,120
Speaker 4: done that, we've had reasonable policies and guardrails in place

534
00:31:34,640 --> 00:31:38,040
Speaker 4: around everything that we do around AI. I'm actually a

535
00:31:38,080 --> 00:31:40,440
Speaker 4: part of our AI Ethics Board. We meet on a

536
00:31:40,480 --> 00:31:45,920
Speaker 4: regular basis to discuss cases, to discuss technology, and we

537
00:31:46,080 --> 00:31:50,760
Speaker 4: actually have discussions and make decisions on what is the

538
00:31:50,840 --> 00:31:54,400
Speaker 4: right thing to do, and we are always considering a

539
00:31:54,520 --> 00:31:57,480
Speaker 4: human centered approach. How do we make sure that we

540
00:31:57,520 --> 00:31:59,880
Speaker 4: are protecting people and how do we make sure that

541
00:32:00,000 --> 00:32:03,600
Speaker 4: that we have their voice in every decision that we make.

542
00:32:04,120 --> 00:32:08,560
Speaker 4: We have three principles around trust and transparency, and the

543
00:32:08,600 --> 00:32:13,400
Speaker 4: first is the purpose of AI is to augment human intelligence,

544
00:32:13,560 --> 00:32:17,120
Speaker 4: not replace it. The second is that data and insights

545
00:32:17,200 --> 00:32:20,160
Speaker 4: belong to their creators, So with anyone that we work with,

546
00:32:20,600 --> 00:32:23,959
Speaker 4: we make sure that we protect their data insights and

547
00:32:24,000 --> 00:32:26,800
Speaker 4: it belongs to them, it doesn't belong to us. And

548
00:32:26,840 --> 00:32:32,200
Speaker 4: then any new technology, including any AI products, systems, platforms,

549
00:32:32,680 --> 00:32:37,160
Speaker 4: must be transparent and explainable. So I think that's important

550
00:32:37,160 --> 00:32:39,520
Speaker 4: to have those types of principles in place. I'm proud

551
00:32:39,520 --> 00:32:41,840
Speaker 4: to be a part of the AI Ethics Board making

552
00:32:41,880 --> 00:32:47,040
Speaker 4: decisions around how AI is deployed, and I think making

553
00:32:47,040 --> 00:32:50,240
Speaker 4: sure that we continue to keep humans people at the

554
00:32:50,280 --> 00:32:53,479
Speaker 4: center of every decision we make around innovation is how

555
00:32:53,520 --> 00:32:54,880
Speaker 4: we protect them.

556
00:32:55,400 --> 00:32:57,880
Speaker 2: So we've talked so much about all the changes that

557
00:32:57,920 --> 00:32:59,760
Speaker 2: are happening right now. Just you know, I kind of

558
00:32:59,800 --> 00:33:02,840
Speaker 2: want you to put on your future prediction cap what

559
00:33:02,880 --> 00:33:06,200
Speaker 2: future developments do you anticipate in the realm of open education.

560
00:33:07,040 --> 00:33:09,800
Speaker 4: I think that and I've been in education a very

561
00:33:09,840 --> 00:33:13,040
Speaker 4: long time, and I remember us talking about personalized learning

562
00:33:13,920 --> 00:33:17,520
Speaker 4: maybe ten years fifteen years ago, and I'm not sure

563
00:33:18,000 --> 00:33:21,600
Speaker 4: it ever came to fruition in the way that we imagined.

564
00:33:22,200 --> 00:33:26,240
Speaker 4: And we know that the teacher will always be the guide.

565
00:33:26,280 --> 00:33:28,520
Speaker 4: They will always be the one that's needed. I don't

566
00:33:28,560 --> 00:33:32,280
Speaker 4: think any technology will ever replace teachers. But I think

567
00:33:32,320 --> 00:33:36,440
Speaker 4: what AI can do is enhanced that experience by really

568
00:33:36,480 --> 00:33:42,560
Speaker 4: creating personalized learning content and experiences in the education space.

569
00:33:43,000 --> 00:33:44,680
Speaker 4: I think that is one of the things that I

570
00:33:44,720 --> 00:33:47,920
Speaker 4: would say should be something we see in the very

571
00:33:47,960 --> 00:33:52,600
Speaker 4: near future around the acceleration of AI April.

572
00:33:52,640 --> 00:33:55,120
Speaker 2: You've done so much elegant work teaching your students about

573
00:33:55,160 --> 00:33:58,520
Speaker 2: AI and technology. I'm curious what advice you have for

574
00:33:58,680 --> 00:34:02,080
Speaker 2: other educators and technologists looking to advocate for a skills

575
00:34:02,120 --> 00:34:05,160
Speaker 2: first approach or more AI training for their students. What

576
00:34:05,200 --> 00:34:06,920
Speaker 2: advice would you have for them.

577
00:34:07,360 --> 00:34:09,880
Speaker 3: The first piece of advice that I always give is

578
00:34:09,960 --> 00:34:13,560
Speaker 3: don't feel overwhelmed because you can. I mean, there's a

579
00:34:13,600 --> 00:34:16,120
Speaker 3: lot going on. It's hard to keep up with how

580
00:34:16,160 --> 00:34:18,200
Speaker 3: fast things are moving, even for those of us that

581
00:34:18,640 --> 00:34:21,600
Speaker 3: love this space. You don't have to do everything at once,

582
00:34:21,880 --> 00:34:25,520
Speaker 3: just you know, baby steps, and that's that's absolutely fine.

583
00:34:25,760 --> 00:34:26,080
Speaker 1: Thank you.

584
00:34:26,120 --> 00:34:27,600
Speaker 2: As a professor, I have to say I needed to

585
00:34:27,600 --> 00:34:30,399
Speaker 2: hear that, so giving myself grace taking that one to heart.

586
00:34:30,760 --> 00:34:34,439
Speaker 3: In fact, I have in my PowerPoint presentation the first

587
00:34:34,440 --> 00:34:36,680
Speaker 3: slide I put up is of a turtle and it

588
00:34:36,760 --> 00:34:39,040
Speaker 3: says slow your role. And it's like, I'm going to

589
00:34:39,120 --> 00:34:41,120
Speaker 3: be talking about a lot of things, but I want

590
00:34:41,160 --> 00:34:44,280
Speaker 3: you to remember this slide, just slow your role. It's okay.

591
00:34:44,600 --> 00:34:48,439
Speaker 3: The other thing that I encourage professors to do is

592
00:34:48,520 --> 00:34:51,960
Speaker 3: to join an educator community group, and there are a

593
00:34:52,080 --> 00:34:55,040
Speaker 3: lot that have popped up as a result of jin

594
00:34:55,120 --> 00:34:57,719
Speaker 3: Ai and the disruption that we're seeing just in the

595
00:34:57,840 --> 00:35:03,240
Speaker 3: education space. And so how can crowdsource our advice without

596
00:35:03,239 --> 00:35:05,759
Speaker 3: a doubt If you're thinking about a particular assignment, and

597
00:35:05,840 --> 00:35:09,920
Speaker 3: how you might use Jenai in crafting that assignment or

598
00:35:09,960 --> 00:35:14,239
Speaker 3: incorporating it in the assessment, there is a professor out

599
00:35:14,239 --> 00:35:17,680
Speaker 3: there who has either already done it or they're also

600
00:35:17,800 --> 00:35:21,240
Speaker 3: thinking about it. So you know, let's be more collaborative.

601
00:35:21,800 --> 00:35:24,759
Speaker 3: And I will say that's been really wonderful for me

602
00:35:25,080 --> 00:35:30,280
Speaker 3: as a law professor, being able to collaborate with professors

603
00:35:30,800 --> 00:35:34,480
Speaker 3: from other disciplines. And the last thing that I would say,

604
00:35:35,120 --> 00:35:38,399
Speaker 3: you know, sometimes it can be hard to convince your

605
00:35:38,440 --> 00:35:44,200
Speaker 3: colleagues within your institution to be progressive. And if you

606
00:35:44,239 --> 00:35:47,640
Speaker 3: can bring an outside speaker to come in and kind

607
00:35:47,640 --> 00:35:51,040
Speaker 3: of just share what's going on, that can oftentimes get

608
00:35:51,080 --> 00:35:54,760
Speaker 3: people moving even if you within the building aren't able

609
00:35:54,800 --> 00:35:57,480
Speaker 3: to get that same traction. So those are kind of

610
00:35:57,480 --> 00:35:59,799
Speaker 3: the three pieces of advice that I'll typically give.

611
00:35:59,800 --> 00:36:03,799
Speaker 2: Par So, this has been a fabulous conversation that we

612
00:36:03,840 --> 00:36:06,920
Speaker 2: are reaching the end of our time. But before we wrap,

613
00:36:07,200 --> 00:36:12,120
Speaker 2: let's do a speed round. Ready, First question, April First,

614
00:36:12,480 --> 00:36:16,400
Speaker 2: complete this sentence in five years, AI will blank.

615
00:36:17,560 --> 00:36:24,080
Speaker 3: In five years, AI will be more fully leveraged to

616
00:36:24,200 --> 00:36:29,040
Speaker 3: help lawyers better serve their clients more efficiently, and will

617
00:36:29,080 --> 00:36:31,640
Speaker 3: help close the access to justice gap.

618
00:36:33,000 --> 00:36:35,480
Speaker 2: Nice justin the same question.

619
00:36:35,960 --> 00:36:40,799
Speaker 4: In five years, AI will have disrupted every industry and

620
00:36:40,920 --> 00:36:44,319
Speaker 4: there would have been significant advancements made in education and

621
00:36:44,360 --> 00:36:46,240
Speaker 4: sustainability with the use of AI.

622
00:36:47,400 --> 00:36:50,440
Speaker 2: Okay, speed round question number two. What is the number

623
00:36:50,440 --> 00:36:53,200
Speaker 2: one thing that people misunderstand about AI?

624
00:36:53,680 --> 00:36:57,640
Speaker 4: Justinat you first, The number one misunderstanding about AI is

625
00:36:57,680 --> 00:37:00,680
Speaker 4: that it's going to destroy everyone's jobs. I think that

626
00:37:01,360 --> 00:37:05,080
Speaker 4: people with AI skills or understanding of AI will have

627
00:37:05,120 --> 00:37:06,680
Speaker 4: some advantages in the workplace.

628
00:37:07,280 --> 00:37:12,920
Speaker 3: April, the number one thing people misunderstand about AI is

629
00:37:12,960 --> 00:37:19,879
Speaker 3: that only computer scientists or mathematicians or engineers can understand it.

630
00:37:20,560 --> 00:37:23,799
Speaker 3: You can gain an understanding again through baby steps, and

631
00:37:23,840 --> 00:37:28,640
Speaker 3: there are so many resources available. If you explore the

632
00:37:28,640 --> 00:37:31,879
Speaker 3: information and bite sized pieces, you can begin to wrap

633
00:37:31,920 --> 00:37:32,640
Speaker 3: your head around it.

634
00:37:33,440 --> 00:37:36,399
Speaker 2: Okay, next speed around question. What advice would you give

635
00:37:36,400 --> 00:37:40,400
Speaker 2: yourself ten years ago to better prepare you for today? Justina,

636
00:37:40,480 --> 00:37:41,319
Speaker 2: you first.

637
00:37:41,560 --> 00:37:44,600
Speaker 4: The advice I would give myself ten years ago is

638
00:37:44,640 --> 00:37:49,960
Speaker 4: to continue learning. I always love understanding technology. I always

639
00:37:50,440 --> 00:37:53,520
Speaker 4: dove deep into whether it's machine learning or four G

640
00:37:53,640 --> 00:37:58,120
Speaker 4: and five G technologies. Understanding AI and hybrid cloud today

641
00:37:58,239 --> 00:38:01,560
Speaker 4: is something that I also enjoy doing, so I would

642
00:38:01,560 --> 00:38:06,759
Speaker 4: say continue learning, continue diving into these technologies, continue understanding

643
00:38:06,800 --> 00:38:10,440
Speaker 4: what it means for you and your future career, April.

644
00:38:11,480 --> 00:38:16,040
Speaker 3: Be more interdisciplinary, so stay current with the evolution of

645
00:38:16,080 --> 00:38:21,680
Speaker 3: computer science, but also incorporate the study of data and

646
00:38:21,760 --> 00:38:26,840
Speaker 3: ethics and sociology because the challenges they're opposed by AI,

647
00:38:27,360 --> 00:38:32,160
Speaker 3: they're multifaceted and you have to have an understanding in

648
00:38:32,200 --> 00:38:36,480
Speaker 3: these areas to really address the promise and the challenges

649
00:38:36,520 --> 00:38:36,920
Speaker 3: of AI.

650
00:38:37,719 --> 00:38:41,280
Speaker 2: Final speed round question, how are you already using AI

651
00:38:41,360 --> 00:38:43,520
Speaker 2: in your day to day life today? April.

652
00:38:44,239 --> 00:38:46,960
Speaker 3: So I use it in my teaching. The other way

653
00:38:47,120 --> 00:38:49,359
Speaker 3: that I plan on using it in the future is

654
00:38:49,480 --> 00:38:52,880
Speaker 3: serving the students and then using the data analysis tool

655
00:38:53,320 --> 00:38:57,239
Speaker 3: to help me gather that information and figure out how

656
00:38:57,320 --> 00:39:00,880
Speaker 3: best to address the information that I've received for my students.

657
00:39:01,480 --> 00:39:05,320
Speaker 4: Nice Justina, Yeah, So the way that we're using AI

658
00:39:05,440 --> 00:39:10,560
Speaker 4: today is to actually analyze complex and large data sets

659
00:39:10,600 --> 00:39:14,880
Speaker 4: in our sustainability work to provide insights to some of

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Speaker 4: our partners on how they can increase crop yield, for example,

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Speaker 4: or how they can deliver clean energy solutions to rural areas.

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Speaker 4: So were actively using it in the programs that we

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Speaker 4: have within our corporate Social Responsibility portfolio and also integrating

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Speaker 4: it into our Skills Bill platform.

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Speaker 2: Well, thank you both so much. You did excellent in

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Speaker 2: the speed round, but it was just so fabulous to

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Speaker 2: talk to you both today. I think this is a

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Speaker 2: time of so many exciting challenges in the field of education,

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Speaker 2: and it was fabulous to hear more about how AI

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Speaker 2: and IBM Skills Build and so many technologies can help

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Speaker 2: us out. Thank you both so much for this fun conversation.

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Speaker 4: Thank you for having us. It was great.

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Speaker 3: Yes, thank you, Thank you.

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Speaker 1: What an insightful conversation with Justina and April. This discussion

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Speaker 1: demonstrated how technology and education can intersect to create a

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Speaker 1: meaningful impact in today's educational landscape. Students must utilize AI

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Speaker 1: in the classroom in order to prepare for the modern workforce,

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Speaker 1: and educators must use the technology, including IBM Skills Build,

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Speaker 1: to train students for the complexities of tomorrow's challenges. As

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Speaker 1: April and Justina emphasized, impact starts by centering the humans

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Speaker 1: using the tool. Ensuring their empowered to access, adopt, and

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Speaker 1: excel with the technology is just as critical as the

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Speaker 1: power of the tool itself. Justina and April's work is

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Speaker 1: a powerful reminder that as we continue to integrate AI

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Speaker 1: technology into our educational systems, we have the opportunity to

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Speaker 1: create more equitable and accessible learning environments. It's clear that

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Speaker 1: the future of learning and technology is right and the

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Speaker 1: adoption of AI is crucial in shaping that future. Smart

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Speaker 1: Talks with IBM is produced by Matt Romano, Joey Fishground,

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00:41:10,880 --> 00:41:15,360
Speaker 1: Amy Gains McQuaid, and Jacob Goldstein or edited by Lydia

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Speaker 1: gene Kott. Our engineers are Sarah Bugaer and Ben Tolliday.

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Speaker 1: Theme song by Gramoscope. Special thanks to the eight Bar

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Speaker 1: and IBM teams, as well as the Pushkin marketing team.

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Speaker 1: Smart Talks with IBM is a production of Pushkin Industries

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Speaker 1: and Ruby Studio at iHeartMedia. To find more Pushkin podcasts,

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Speaker 1: listen on the iHeartRadio app, Apple Podcasts, or wherever you

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Speaker 1: listen to podcasts. I'm Malcolm Glapwa. This is a paid

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Speaker 1: advertisement from IBM. The conversations on this podcast don't necessarily

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Speaker 1: represent IBM's positions, strategies, or opinions