AI, and its integration with society, had an incredible acceleration in recent months. By now, it seems certain that AI will be the fourth GPT (General Purpose Technology) of human history: one of those few technologies or inventions that radically and indelibly change society. The last of these technologies was ICT (internet, semiconductor industry, telecommunications); before this, electricity and the steam engine were the first 2 GPTs.
All three GPTs had a huge impact on the overall productivity and advancement of our society with, of course, a profound impact on the world of work. Such an impact, though, was very different across these technologies. The advent of electricity and the steam motor allowed the displacement of large masses of workers from more archaic and manual jobs to their equivalent jobs in the new industrial era, where not many skills were required. The advent of ICT, on the other hand, has generated enormous job opportunities, but also the need to develop meaningful skills to pursue them.
As a result, an increasingly large share of the economic benefit deriving from the advent of ICT has gradually been polarized towards people who had (and have) these skills in society. Suffice it to say that, already in 2017, the richest 1% of America owned twice the wealth of the “poorest” 90%.
It is difficult to make predictions about how the advent of AI will impact this trend already underway. But there are some very clear elements: one of these is that quality education in technology (and not only) will increasingly play a primary role in being able to secure the best career opportunities for a successful future in this new era.
To play a “lead actor” role in this change, though, the world of education – and in particular that of undergraduate and postgraduate education – requires a huge change towards being much more flexible, aligned to today’s needs of students and companies, and affordable.
Let’s take a step back: we grew up thinking that “learning” meant following a set path. Enroll in elementary school, attend middle and high school, and, for the luckiest or most ambitious, conclude by taking a degree.
This model needs to be seriously challenged and adapted to the times: solid foundational learning remains an essential prerogative. But in a “fast” world in rapid change like today’s, knowledge acquired along this “linear” path will not be able to accompany people in their professions until the end of their careers. The “utility period” of the knowledge we acquire today reduces every day, and this emphasizes how essential continuous learning is throughout our lives.
The transition must therefore be towards a more circular pattern for learning. A model in which one returns “to the school desk” several times in life, in order to update oneself, and forget “obsolete” knowledge, making room for new production models, new ways of thinking, organizing, and new technologies.
In this context, Education providers must rethink the way they operate and how they intend to address this need for lifelong learning.
Higher Education Institutions, as accredited bodies and guarantors of the quality of education (OPIT – Open Institute of Technology among these), have the honor of playing a primary role in this transition.
But also the great burden of rethinking their model from scratch which, in a digital age, cannot be a pure and simple digital transposition of the old analog learning model.
The Institutions Universities are called upon to review and keep updated their own study programmes, think of new, more flexible and faster ways of offering them to a wider public, forge greater connections with companies, and ultimately provide them with students who are immediately ready to successfully enter the dynamics of production. And, of course, be more affordable and accessible: quality education in the AI era cannot cost tens of thousands of dollars, and needs to be accessed from wherever the students are.
With OPIT – Open Institute of Technology, this is the path we have taken, taking advantage of the great privilege of being able to start a new path, without preconceptions or “attachment” to the past. We envision a model of a new, digital-first, higher education institution capable of addressing all the points above, and accompany students and professionals throughout their lifetime learning journey.
We are at the beginning, and we hope that the modern and fresh approach we are following can be an interesting starting point for other universities as well.
Authors
Prof. Francesco Profumo, Rector of OPIT – Open Institute of Technology
Former Minister of Education, University and Research of Italy, Academician and author, former President of the National Research Council of Italy, and former Rector of Politecnico di Torino. He is an honorary member of various scientific associations.
Riccardo Ocleppo, Managing Director of OPIT
Founder of OPIT, Founder of Docsity.com, one of the biggest online communities for students with 19+ registered users. MSc in Management at London Business School, MSc in Electronics Engineering at Politecnico di Torino
Prof. Lorenzo Livi, Programme Head at OPIT
Former Associate Professor of Machine Learning at the University of Manitoba, Honorary Senior Lecturer at the University of Exeter, Ph.D. in Computer Science at Università La Sapienza.
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From the same author
Read the articleAI, and its integration with society, had an incredible acceleration in recent months. By now, it seems certain that AI will be the fourth GPT (General Purpose Technology) of human history: one of those few technologies or inventions that radically and indelibly change society. The last of these technologies was ICT (internet, semiconductor industry, telecommunications); before this, electricity and the steam engine were the first 2 GPTs.
All three GPTs had a huge impact on the overall productivity and advancement of our society with, of course, a profound impact on the world of work. Such an impact, though, was very different across these technologies. The advent of electricity and the steam motor allowed the displacement of large masses of workers from more archaic and manual jobs to their equivalent jobs in the new industrial era, where not many skills were required. The advent of ICT, on the other hand, has generated enormous job opportunities, but also the need to develop meaningful skills to pursue them.
As a result, an increasingly large share of the economic benefit deriving from the advent of ICT has gradually been polarized towards people who had (and have) these skills in society. Suffice it to say that, already in 2017, the richest 1% of America owned twice the wealth of the “poorest” 90%.
It is difficult to make predictions about how the advent of AI will impact this trend already underway. But there are some very clear elements: one of these is that quality education in technology (and not only) will increasingly play a primary role in being able to secure the best career opportunities for a successful future in this new era.
To play a “lead actor” role in this change, though, the world of education – and in particular that of undergraduate and postgraduate education – requires a huge change towards being much more flexible, aligned to today’s needs of students and companies, and affordable.
Let’s take a step back: we grew up thinking that “learning” meant following a set path. Enroll in elementary school, attend middle and high school, and, for the luckiest or most ambitious, conclude by taking a degree.This model needs to be seriously challenged and adapted to the times: solid foundational learning remains an essential prerogative. But in a “fast” world in rapid change like today’s, knowledge acquired along this “linear” path will not be able to accompany people in their professions until the end of their careers. The “utility period” of the knowledge we acquire today reduces every day, and this emphasizes how essential continuous learning is throughout our lives.
The transition must therefore be towards a more circular pattern for learning. A model in which one returns “to the school desk” several times in life, in order to update oneself, and forget “obsolete” knowledge, making room for new production models, new ways of thinking, organizing, and new technologies.
In this context, Education providers must rethink the way they operate and how they intend to address this need for lifelong learning.
Higher Education Institutions, as accredited bodies and guarantors of the quality of education (OPIT – Open Institute of Technology among these), have the honor of playing a primary role in this transition.
But also the great burden of rethinking their model from scratch which, in a digital age, cannot be a pure and simple digital transposition of the old analog learning model.
The Institutions Universities are called upon to review and keep updated their own study programmes, think of new, more flexible and faster ways of offering them to a wider public, forge greater connections with companies, and ultimately provide them with students who are immediately ready to successfully enter the dynamics of production. And, of course, be more affordable and accessible: quality education in the AI era cannot cost tens of thousands of dollars, and needs to be accessed from wherever the students are.
With OPIT – Open Institute of Technology, this is the path we have taken, taking advantage of the great privilege of being able to start a new path, without preconceptions or “attachment” to the past. We envision a model of a new, digital-first, higher education institution capable of addressing all the points above, and accompany students and professionals throughout their lifetime learning journey.
We are at the beginning, and we hope that the modern and fresh approach we are following can be an interesting starting point for other universities as well.
Authors
Prof. Francesco Profumo, Rector of OPIT – Open Institute of Technology
Former Minister of Education, University and Research of Italy, Academician and author, former President of the National Research Council of Italy, and former Rector of Politecnico di Torino. He is an honorary member of various scientific associations.Riccardo Ocleppo, Managing Director of OPIT
Founder of OPIT, Founder of Docsity.com, one of the biggest online communities for students with 19+ registered users. MSc in Management at London Business School, MSc in Electronics Engineering at Politecnico di TorinoProf. Lorenzo Livi, Programme Head at OPIT
Former Associate Professor of Machine Learning at the University of Manitoba, Honorary Senior Lecturer at the University of Exeter, Ph.D. in Computer Science at Università La Sapienza. -
Go to all authors
Related posts
Source:
- EFMD Global, Published on July 12th, 2024.
By Stephanie Mullins
Many people love to read the stories of successful business school graduates to see what they’ve achieved using the lessons, insights and connections from the programmes they’ve studied. We speak to one alumnus, Riccardo Ocleppo, who studied at top business schools including London Business School (LBS) and INSEAD, about the education institution called OPIT which he created after business school.
Please introduce yourself and your career to date.
I am the founder of OPIT — Open Institute of Technology, a fully accredited Higher Education Institution (HEI) under the European Qualification Framework (EQF) by the MFHEA Authority. OPIT also partners with WES (World Education Services), a trusted non-profit providing verified education credential assessments (ECA) in the US and Canada for foreign degrees and certificates.
Prior to founding OPIT, I established Docsity, a global community boasting 15 million registered university students worldwide and partnerships with over 250 Universities and Business Schools. My academic background includes an MSc in Electronics from Politecnico di Torino and an MSc in Management from London Business School.
Why did you decide to create OPIT Open Institute of Technology?
Higher education has a profound impact on people’s futures. Through quality higher education, people can aspire to a better and more fulfilling future.
The mission behind OPIT is to democratise access to high-quality higher education in the fields that will be in high demand in the coming decades: Computer Science, Artificial Intelligence, Data Science, Cybersecurity, and Digital Innovation.
Since launching my first company in the education field, I’ve engaged with countless students, partnered with hundreds of universities, and collaborated with professors and companies. Through these interactions, I’ve observed a gap between traditional university curricula and the skills demanded by today’s job market, particularly in Computer Science and Technology.
I founded OPIT to bridge this gap by modernising education, making it affordable, and enhancing the digital learning experience. By collaborating with international professors and forging solid relationships with global companies, we are creating a dynamic online community and developing high-quality digital learning content. This approach ensures our students benefit from a flexible, cutting-edge, and stress-free learning environment.
Why do you think an education in tech is relevant in today’s business landscape?
As depicted by the World Economic Forum’s “Future of Jobs 2023” report, the demand for skilled tech professionals remains (and will remain) robust across industries, driven by the critical role of advanced technologies in business success.
Today’s companies require individuals who can innovate and execute complex solutions. A degree in fields like computer science, cybersecurity, data science, digital business or AI equips graduates with essential skills to thrive in this dynamic industry.
According to the International Monetary Fund (IMF), the global tech talent shortage will exceed 85 million workers by 2030. The Korn Ferry Institute warns that this gap could result in hundreds of billions in lost revenue across the US, Europe, and Asia.
To address this challenge, OPIT aims to democratise access to technology education. Our competency-based and applied approach, coupled with a flexible online learning experience, empowers students to progress at their own pace, demonstrating their skills as they advance.
Read the full article below:
Source:
- The European, Summer 2024 Edition, Page 24
With careful planning, ethical considerations, and ensuring human oversight is maintained, AI can have huge market research benefits, says Lorenzo Livi of the Open Institute of Technology.
By Lorenzo Livi
To market well, you need to get something interesting in front of those who are interested. That takes a lot of thinking, a lot of work, and a whole bunch of research. But what if the bulk of that thinking, work and research could be done for you? What would that mean for marketing as an industry, and market research specifically?
With the recent explosion of AI onto the world stage, big changes are coming in the marketing industry. But will AI be able to do market research as successfully? Simply, the answer is yes. A big, fat, resounding yes. In fact, AI has the potential to revolutionise market research.
Ensuring that people have a clear understanding of what exactly AI is is crucial, given its seismic effect on our world. Common questions that even occur amongst people at the forefront of marketing, such as, “Who invented AI?” or, “Where is the main AI system located?” highlight a widespread misunderstanding about the nature of AI.
As for the notion of a central “main thing” running AI, it’s essential to clarify that AI systems exist in various forms and locations. AI algorithms and models can run on individual computers, servers, or even specialized hardware designed for AI processing, commonly referred to as AI chips. These systems can be distributed across multiple locations, including data centres, cloud platforms, and edge devices. They can also be used anywhere, so long as you have a compatible device and an internet connection.
While the concept of AI may seem abstract or mysterious to some, it’s important to approach it with a clear understanding of its principles and applications. By promoting education and awareness about AI, we can dispel misconceptions and facilitate meaningful conversations about its role in society.
Read the full article below:
- The European, Pages 24 to 26.
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