A dichotomy has formed around discussions on artificial intelligence: either it will replace humans and therefore push people into new skills, or it will enhance existing skills. The former essentially argues that we are on the precipice of a new industrial revolution, while the latter argues we will go through more of an industrial evolution.

But what if it’s both?

The argument that we will go through a revolution in which new skills will need to be obtained only tells part of the story. While it’s true that new technologies can come with some new skills requirements – for example, flying a plane is a completely foreign set of skills – there are a substantial number that build on pre-existing skills areas.

Driving a car builds on the skills of driving a horse and buggy, which built on horse riding. Smart phones build on skills from using PCs, which build on skills from typewriters, which build on skills from reading and writing.

While it’s a pedantic, and somewhat obvious, observation that some technology creates some new skills, and some technology builds on already existing skills, I think it’s an important distinction as it has significant impacts on the way we teach. Learning a completely new skill and building upon an existing skill are two different propositions, and being able to tell them apart separates adequate learning outcomes from exceptional.

It also prevents us from becoming too single-minded in our approach to delivering on the promise of higher education. If, we can recongise the right approach, then outcomes for students and other stakeholders surpass expectations.