9.3: Teaching AI Ethics

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Leon Furze

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Each of these ‘advanced level’ AI Ethics posts comes with lesson activities that can be used to introduce students to these complex issues. In this post, I’m using three Project Zero thinking routines to explore the problem of human labour.

Circle of Viewpoints Thinking Routine In this activity, students assume different roles or perspectives in the context of AI ethics and labour exploitation. For example, they might adopt the viewpoint of a tech CEO, a data labeller, an AI ethicist, a delivery driver, a consumer of AI products, and a policy maker. Each student, from their character’s viewpoint, discusses their perspective on the issue, its impacts, and possible solutions. This can help students understand the complexity of the issue and appreciate the diverse range of stakeholders involved. Afterward, a group discussion can be held where students share insights they gained from their assumed roles.
Zoom In Routine for Unseen Labour For this activity, present students with images that indirectly represent the impact of AI on human labour, such as a Google search results page, an Amazon product page, or a snapshot of an AI chatbot interaction. Do not initially disclose the connection between these images and the concept of unseen labour in AI. Ask students what they see and note down their observations. Then, provide a little more context – tell them these products/services are powered by AI. Ask them again what they see and how their understanding has changed. Finally, introduce the concept of unseen labour in AI and explain how each image involves the contribution of countless unseen workers. Discuss how these workers’ efforts and challenges are typically obscured in the final product.
Compass Points Routine on Proposed AI Regulations For this activity, propose a hypothetical regulation or policy that aims to improve the working conditions of people in the AI industry, such as mandatory mental health provisions for content moderators or minimum wage stipulations for data labellers. Use the Compass Points routine to explore this proposal from different angles:
- E (Excited): What would be the positive outcomes of this policy? Who would benefit and how?
- W (Worried): What concerns might arise from implementing this policy? Could there be unintended negative consequences?
- N (Need to Know): What additional information do we need to fully understand the potential impact of this policy?
- S (Stance): After discussing the above points, what are our individual viewpoints towards this policy?

After students have discussed each point, hold a class discussion about the complexities of creating fair working conditions in the AI industry and how they might be navigated.

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