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Involving teachers in meta-design of AI to ensure situated fairness

In this paper we propose a number of approaches to using formative design interventions to enable secondary school teachers to inform future design of artificial intelligence. The aim is to provide them with increased control, responsibility, and accountability for the deployment of AI-based applications in education to ensure fairness. The motivation for this project draws on results from our prior research on adaptive digital textbooks with AI-based technology. Participatory design has been recognized as a way of exploring workers knowledge and gaining knowledge of workplaces to improve system design when building new tools. However, we argue that applying PD methods in design of AI-based applications is somewhat different. Our intention with this paper is to introduce a discussion of methods and techniques for user involvement in design of AI, as well as to propose a possible remedy i.e., meta design.