Aidyn: Supporting learning processes with AI
It’s hard to ignore: AI language models are everywhere and getting better all the time. These tools are a hot topic in education. How do you use them wisely? And how can they be used for good? Joppe van der Schoot and Milo Kleijnjan of the educational AI platform Aidyn are making great strides in this area, using AI language models to best support students’ learning processes.
When AI language models such as ChatGPT and Bard (now Gemini) first appeared in the digital world, their introduction led to enthusiasm and new opportunities but also raised concerns. What will the future of education look like in a world where these language models exist? Will they threaten what education is all about? Concerns like these formed the basis of Aidyn.
Three core competencies
According to Aidyn, a good education should equip students with three key competencies: critical thinking, problem solving, and communication. AI language models have a direct impact on the development of these skills. Good education is about learning and building, and not blindly adopting whatever an AI language model spits out. With this in mind, the founders of Aidyn set out to investigate how we can use AI to support the learning process.
The Netherlands is a small country that has a lot to gain in the field of generative AI, according to Milo. “The Netherlands is surprisingly good at data privacy. But with the rise of large language models from the US and China, we are becoming even smaller as a small country. EU regulations are important, but we should not wait to take action. If we want to preserve the quality and values of our education, we need to start with AI applications now. We cannot lag behind.”
A smart AI platform
By developing a smart AI platform for higher education, Aidyn wants both students and teachers to feel positive about working in an AI environment. The platform allows educational institutions to create a safe and transparent course-level generative AI environment based on their educational vision and learning objectives. Within this safe environment, Aidyn can take on different roles for the student, such as a personal tutor. And tutors can use the insights from the students’ interactions to guide future learning.
Milo and Joppe: “Put simply, as a student, you get a personal AI tutor who knows everything about the course you are currently taking. This AI tutor communicates with you so that you learn the most at your level. For example, Aidyn will ask you critical questions: ‘What do you think about the applicability of topic X to situation Y?’ We continue to stimulate students’ critical thinking skills. It also gives teachers insights. Take the subject of economics, for example. If students frequently ask the AI, ‘What on earth is inflation?’, a teacher will know that this topic may need more explanation in the next lecture.”
Aidyn is testing other features that contribute to core competencies – for example, a feedback function for essays. “Teachers are often busy, which means they have little time to give targeted feedback”, Joppe explains. “We are therefore investigating whether our AI platform can provide feedback so that students can learn more from writing an essay and teachers can save a lot of time. We are also working on an exam module so that Aidyn can give practice exams.”
Sparring partner
Ideally, the AI platform would become a sparring partner for students as they learn. Aidyn ensures that every interaction supports student learning and the development of the three teaching core skills. Rather than providing the correct answers, AI continues to encourage students to think for themselves. “With a Socratic conversation, we guide the student towards the reflective process, where they start to think for themselves.”
Ready for the next phase
Aidyn is in the early stages of its platform and is busy building a solid foundation for the future. The company is working with pilots and talking to teachers and students. Some parts of the platform have already been successfully developed.
“We have now had discussions with about 40 to 50 teachers”, says Milo. Joppe adds: “We are also talking to investors. The world of AI development is moving fast now. If we can attract the investment we are looking for from investors with valuable networks, we will be able to realise our plans faster and have a market-ready product sooner. We are very excited about the future, where we can make a significant impact on education. We want to be a calming factor in today’s AI craze and really help students and teachers.”
“Briskr and events such as the Business Angel Network Nijmegen (BANN) also provide us with advice, access to networks and events”, adds Joppe. “Through Mercator Launch, for example, we can meet investors. The BANN was also a positive experience for us. The event was well organized, and the audience was great. And we are still in touch with the investors we met there!”
They are working on these bright plans with a strong team of five founders. “And from the very beginning, we have put together an advisory board with people who have a lot of useful experience and knowledge”, say Joppe and Milo. “We are looking for people from universities and the business world who have an affinity with certain areas of expertise: the ethical implications of innovation on society, or sales. Either way, our idea will get there. Because we are sure that it will help a lot of people!”