Week 7 - AI and learning
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AI Literacy Workshop - October 18, 2024
AI Literacy Workshop - October 18, 2024
An optional task during this week, was to participate in a workshop about AI Literacy, that was coordinated by the LET-X research team. This was an exciting opportunity to get better insight on this developing field.
Below I have collected information from that workshop as well as personal reflections.
(Optional) AI Literacy Workshop on Friday 18th October 2023
9:00-10:00 AI in Education Discussion
10:00-12:00 Mindset training for learning and teaching in the age of AI
12:00-13:00 Joint Lunch
13:00-15:00 AI training for prompting and using in learning and teaching.
AIED Discussion
AIED Discussion
During this starting point of the workshop, we were introduced by Prof. Andy Nguyen to the theoretical model of Ηuman and AI Shared Regulation (HASRL), and throughout the discussion a wide variety of research works around hybrid intelligence was presented.
Some takeaways from this session:
It has been found that the interest of the learner if the AI is in human form is amplified
Any change in education takes a long time - so we have to forsee things
Ethics and privacy in AI is a big issue - the complication doesn't come from right/wrong, it's kind of a philosophical question
How is AI affecting research?
How is AI affecting research?
It saves time, for example in transcribing audio data
In collaborative learning research, AI is used for facial expressions recognition to reveal learners' emotion regulation.
Multimodal AI Deep learning:
Taking different kinds of data and analyzing them
Feedback the new knowledge that you gain from the interactions to the Edutech tool
Session 1: Mindset training
Session 1: Mindset training
During the 1st session of the workshop, Tam Hong Le shared an interactive presentation about building the right mindset around AI and AI Literacy as educators. This is an essential step to be able to adapt to the changes happening in education, but also as practitioners, to inspire learners and infuse this mindset to them.
In this session, many interesting subtopics as well as AI-related frameworks were discussed, and we tried to examine things through transformative teacher's lenses.
The basic question that we attempted to target was: How can we use AI for learning and teaching?
How does our role as teachers change?
How does our role as teachers change?
Based on the new guidelines of UNESCO, they are suggesting competencies for students and teachers:
For teachers:
1) Facilitator : Our role is not to be the person of the stage, our position is more on the side, we observe and guide learning experiences
2) Collaborator: No one knows everything, we have to learn how to collaborate
3) Model & Inspirer of Learning : Teachers used to hold the knowledge, because the knowledge in the world was not changing as fast, but now learners learn from Tiktok, youtube, all sorts of platforms - so now the role of a teacher to inspire students to take action and to learn more, to motivate them, be the model of learning, of how students learn
1) Mentor: it's not just providing knowledge - it's having the best interest of the students and understand the perspective of socioemotional development based on the students development
Can AI Detection work?
Can AI Detection work?
Short answer: No
Long answer:
AI has revolved so rapidly that it's not possible anymore to detect AI-generated texts by using AI detector software/applications. In the workshop, this was demonstrated by a simple case study, where making minor changes in an AI-generated text, like changing the linking words, or simplifying some words, yielded negative results in AI intervention - meaning that the AI detector concluded that the text is 100% human, when it was completely AI-generated.
A thought-provoking question, highlighting the other size of this issue was also posed:
"How would you feel if you had completed an assignment yourself and then you were accused of having AI-generated results?"
Therefore, all the above are strong indicators that AI detectors are NOT trusted sources.
This ultimately leads to the thought that it's not the role of teachers to 'police' the AI use, and it's out of the educators' control nowadays whether a student will choose to present AI-generated work or not. What teachers can try to target is students' critical thinking regarding AI use, nurture a responsible stance around it, facilitate conversations.
Big questions!
Big questions!
Why do we need to learn [insert subject] in school?
Why do we need to learn [insert subject] in school?
How does the role of schooling change?
How does the role of schooling change?
The first question really made me uncomfortable, because my mind went completely blank. It made me go back to the time when I myself was a teenager, being very frustrated and ranting to my friends about "why do I need to learn this in school", "this seems useless to me". So, I felt very weird that now, that now that I don't share this view anymore, I could not support it with words.
There were a lot of interesting answers voiced in the workshop:
The school has a much broader meaning than the time that is spent inside the classroom
It's important for students to socialize, to play together, to develop their fine motor skills
Students don't learn in a vacuum but interact with other learners
But then, another challenging question was posed:
How much actual time do the teachers have nowadays to observe the students?
4 pillars of Education
4 pillars of Education
This is a relatively old framework, presented by UNESCO in 1996, but it is still relevant.
The key idea here is that until now, we focused too much on the "Know", whereas we should focus on the other pillars as well. So effort is being made now to focus on all of them.
Growth Mindset
Growth Mindset
Practicing a growth mindset, especially in the era of AI, as people in the educational field is highly important and is related to the transformative teacher's lenses!
It is all based on the concept of reforming seemingly negative thoughts into positive ones, and being willing to challenge ourselves and our beliefs.
Big questions!
Big questions!
A question, based on the slide on the left, that was posed at the end was:
"How will humanity take that extra time that AI is giving us?"
I took some time to think about this personally and I brought it out of the AI context.
Whenever I have free time in my life, either because I have a break from studies/work either simply on the weekends, it is often that I don't know what to do with myself. I can waste hours mindlessly scrolling through social media, or I can be completely idle, sitting in my room all day. It also happens that I utilize my free time creatively, or for self-care activities, but mostly it's not the case.
It is an interesting contrast to observe that at times in life when I'm really busy, I somehow manage to fit all activities into my schedule, whereas when I have a more relaxed schedule, I struggle a lot with time management but also, contradicting emotions! Taking time-off often brings feelings of self-consciousness, guilt, and maybe shame as well.
The above contrast I believe expands to many aspects of human life.
A very strong example that I have in mind is that of retirement. My personal experience within my family but also observation of other older population in Greece, is that once someone retires from their workplace and no longer has a fixed routine, the result is that they get deactivated from other aspects of their life as well, resulting in a more house-centered life, loneliness, and even degrade in health.
Therefore, all the above observations bring me to the conclusion that this is a multifaceted issue that challenges the human experience from different perspective, social, emotional. Maybe AI is not introducing a new issue here, but furthering an already existing one. I would pose those questions for further thinking:
(1) What are humans already doing (or not doing) when they have extra time?
(2) How do we perceive ourselves - are we supposed to be productive all the time? How does it make us feel when we assign work to something non-human?
Session 2: AI Training
Session 2: AI Training
During the 2nd session, the main task was to explore AI tools that assist teachers in daily time-consuming tasks. For each AI-tool exploration, we focused on first detecting the repetitive, time-consuming task, such as creating presentation slides or creating assessment rubrics.
Based on this session, I collected those tools into the AI Toolkit that can be found below.
AI TOOLKIT
LARGE LANGUAGE MODELS (LLMs)
LESSON PLANS - CONTENT
Kahoot AI features
Kahoot AI features
Quizlet AI features
Quizlet AI features
VISUALS
IMAGE
AUDIO
VIDEO
PODCASTS
This week's assignment
This week's assignment
Design a lesson plan and teaching materials with assistance of AI tools (discipline or level of education at choice) – create a documentation for your use of AI in assisting it.
Submit your work here: https://forms.gle/xuPizSxBGsjJPTDb8
You can download my lesson plan package HERE
Reflections on this week's assignment
Reflections on this week's assignment
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Lesson planning with AI increased my cognitive load by 100%
Lesson planning with AI increased my cognitive load by 100%
Lesson planning with AI is supposed to be time-efficient and easy, but what I found out from my own experience is that there was a big learning curve in AI literacy and a need to rethink and reshape my workflow from scratch in order to incorporate AI throughout the learning design process.
Some key issues in incorporating AI into my workflow that I had to face were:
Which AI resources do I have available? What tools does each one have for lesson planning? How do they work?
Which AI resource is more efficient for which task?
How do I incorporate AI in my workflow? Which tasks do I do traditionally and which ones do I ask for assistance by AI?
What is my purpose when I use an AI tool?
How do I prompt an AI tool efficiently? How analytical do I have to be?
How do I evaluate the AI's results - how do I make sure they are pedagogically accurate?
How much level of trust do I put into the AI tool? Do I re-check everything or trust that it has done what I told it to do?
Throughout the conversation with an LLM, how do I maintain efficient prompting so that the tool changes only the parts that I want and not the whole pre-generated answer?
Also, besides the practical issues, there were also subject-related issues to be solved, such as:
Am I familiar with AI competencies? What do I know about them, what should I learn?
How do I combine AI competencies with the discipline that I want to teach?
References and Resources
References and Resources
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