By the end of the session participants will be able to:

1. Hone competencies related to ethics in AI integration in Education through document review, discussion and several practical exercises assessed through specific discussions during week 1.

2. Critically analyze best practices through the review of varied scenarios related to AI integration into classroom contexts by providing a reflection on at least one scenario at the end of week 2 and 3.

3. Define and document relevant strategies that support AI integration into teaching by sharing at least three samples or models by the end of week 3. 

4. Determine AI tools currently used in education through discussion forums and a checklist that will inform a summarized report by the end of weeks 3 and 4.

5. Design recommendations on AI incorporation to education through an ethical approach and share them through an infographic at the end of the 5-week session.

Session Description:

Content:

The content of this session is linked throughout which means each week builds on the previous one as well as on prior knowledge. Participants need to register during the registration window to engage in the pre-session work and begin each week's work on time.

Certificate and Badges: 

1. 1. 1. Participants who want a session of completion certificate would need to attain all the week's badges, one per week for a total of 5.

      2. Participants who do not attain all badges, meaning were not completed 100%, but participate actively during the 5 weeks will receive a session participation certificate

      3. To obtain a badge participants need to: 

         • Complete all weekly activities, within and outside the LMS chosen

         • Actively engage in collaboration and conversation with colleagues.

         • Reflection is a big component of this session, while being succinct is accepted, substantive messages are encouraged.

         • Complete final product model of ethical and practical approaches to AI, task to be explained live during week 1

         • Share their model with peers and self- and co-assess the models from all the group

         • Attend 70% of live sessions or complete reflection questions after listening to the weekly recording.

Introductory Week: January 5 - 12

Moderator: Grazzia Mendoza / Everyone

Focus: Getting to know each other 

Activities:

1. Complete or Create Canvas Profile

2. Enroll in course using the link provided

3. Watch the orientation video on how to use canvas or read the document shared

4. Explore the content space site (Canvas) to get a general feel on how to use the platform

5. Introduce themselves in the Discussion forum set up for introduction

6. Needs Analysis Survey 

7. Review the padlet sandbox for the AI ethical and practical model to start their own draft and own sandbox padlet

8. Review Netiquette and Avoiding Plagiarism pages.

Week 1: January 13–1

Moderators:  Graciela Martin / Grazzia supports as needed during the week

Synchronous session: Demonstration on to create awareness on the use of AI through ethical approaches.

Focus: AI tools discovery and their ethical approach 

Specific Objectives: (aligned with session outcome 1)

By the end of the week participants will be able to:

1. develop competencies related to ethics of AI integration through completing at least two practical exercises during the week. 

2. Increase awareness of ethical approaches to AI integration through review of at least two documents and participation in at least one discussion during the week.

Tasks

In case participants did not complete introductory week - Introduce yourself, review Netiquette and Avoiding Plagiarism as well as Respecting Copyright information: 

1. Case Study Analysis: Participants will review a document outlining a real-world case study where AI was integrated into an educational setting. 

2. Forum discussion: Participants will listen to a podcast episode discussing AI ethics in education: ChatGPT Has Colleges in Emergency Mode to Shield Academic Integrity. 

3. Reflection: Participants read an article on AI checkers teachers have been using to determine whether AI has been used in assignments. When they have completed the reading, they create a podcast using NotebookLM from Google 

Week 2: January 20–26

 Moderators:  Graciela Martin / Grazzia supports as needed during the week

 Synchronous session: Share best practices, ethical approaches, personal experiences on AI integration. Do’s,  Don’ts and How Tos, Literature on ethical approaches

 Focus:  Collaboration and Sharing Best practices to implement AI ethically

Specific Objectives: (aligned with session outcome 2)

By the end of the week participants will be able to:

1. Discern best practices when integrating AI into the classroom by reviewing and discussing at least 2 scenarios during the week

2. Analyze concerns of AI integration by sharing at least one experience (personal or from someone they know) in the discussion forum during the week. 

Tasks 

1. Scenario Analysis and Reflection: Participants will review two provided scenarios that illustrate different approaches to AI integration in the classroom. 

2. Personal Experience Sharing in Discussion Forum: Participants will share an experience related to AI integration in education, either from their own teaching or from someone they know. 

3. Collaborative Best Practices:  In small groups, participants will collaborate to create a list of "Top 5 Best Practices" for integrating AI into the classroom

Week 3: January 27–February 2 

Moderators:   Araceli Salas / Grazzia supports as needed during the week

Synchronous session: Demonstration on the most common AI tools used in the field 

Focus: Common use and how this should be linked to ethical and practical considerations 

Specific Objectives: (aligned with session outcome 3 and 4)

By the end of the week participants will be able to:

1. Reflect on AI tools currently used in education by using a checklist and a padlet during the week.

2. Analyze the uses of AI tools by using the socratic method in discussion forums during the week

3. Differentiate on the strategies used to integrate AI into the classroom by creating a column type infographic at the end of the week

Tasks 

1. Share best practices and experiences from their own context on the use of common AI tools in the classroom through a checklist and padlet. Content to be added in November)

2. Review different documents and analyze them through a discussion forum using the Socratic questioning technique

3. Following checklist template participants share which are the AI tools that they have seen are being most used in teaching environments and the purpose of its use. (Link to template to be added in November)

Week 4: February 3–9

Moderators:  Laureta Vavla / Grazzia supports as needed during the week

Synchronous session: Analysis and Reflection, peer feedback

Focus: Strategy analysis 

Specific Objectives: (aligned with session outcome 3 and 4)

By the end of the week participants will be able to:

1. Analyze their own strategies to integrate AI through responses in a padlet sandbox

2. Become aware of other perspectives of the use of AI in their lessons by reviewing their peers feedback from their padlet sandbox

Tasks 

1. Draft a reflection paragraph on how you will integrate AI in your own teaching

2. Share insights on conversations or experiences with peers through their own sandboxes after reviewing the model shared

3. Discuss feedback they have received on AI integration and what the main concerns are.

Week 5: February 10–16

Moderators: Juana de Ayestas / Grazzia supports as needed during the week

Synchronous session: Share their learnings, insights and perspectives on ethical and practical approaches to integrate AI

Focus:  Sharing their products of reflection and closing

Specific Objective: (aligned with session outcome 5)

By the end of the week participants will be able to: Share reflections on their AI integration model

Tasks  

1. Share your model for AI integration into your context, describe why you included each of the elements, and provide a clear rationale for the choices made.  

2. Prepare a poster to share reflections on the model to use AI in education within your own context 

3. Final EVO Survey, reflect on the session what was relevant and what can be improved

IMPORTANT: Weekly tasks need to be completed by participants during the week; all work has to be completed by or before the deadline and no work on prior weeks will be possible. 

• Interactive space: Canvas messaging tool

• Content space: Canvas and Google Drive (Folders per session), Padlet Sandbox for AI model

• Live meeting space: Zoom  

1. D-id:https://studio.d-id.com

2. Padlet: https://padlet.com/

3. TEDed: https://ed.ted.com

4. TikTok: https://www.tiktok.com

5. ThingLink: https://www.thinglink.com

6. Giphy: https://giphy.com

7. Instagram: https://www.instagram.com

8. Kahoot: https://kahoot.com  

9. Mural: https://mural.co

10. Nearpod: https://nearpod.com

11. Peardeck: https://app.peardeck.com/join

12. Synthesia: https://www.synthesia.io/

13. Chatgpt:  https://chatgpt.com/

14. Copilot: https://copilot.microsoft.com/

15. Microsoft Bing - DALL-E: https://www.bing.com/images/create

16. Gemini: https://gemini.google.com/

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2. Center for Teacher Innovation (2024). Ethical AI for Teaching and Learning.: https://teaching.cornell.edu/generative-artificial-intelligence/ethical-ai-teaching-and-learning

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8. Loveless, B. (2023). Are Learning Apps Helping or Hurting Education? https://www.educationcorner.com/learning-apps-helping-hurting-education.html.

9. Meier, P Hanham, J (2018). A Framework for Digital Media Literacies for Teaching and Learning in Higher Education. E-learning and Digital Media https://www.researchgate.net/publication/325555057_A_Framework_for_Digital_Media_Literacies_for_Teaching_and_Learning_in_Higher_Education

10. Pearson L, (2023). Online language teaching tools: A comprehensive guide for educators. https://www.pearson.com/languages/community/blogs/2023/12/online-language-teaching-tools.html

11. Sturman, S. (2018, August). Integrating Apps into Education. Benefits of using Apps in Education. https://ubwp.buffalo.edu/happe/home-page/integrating-apps-into-education/. 

12. Harfst, Krystof-Sandor ( 2023) The Power of Digital Resources: Using online tools for language teaching. https://www.howtolearnalanguage.info/teach-languages-online/materials-and-methods/online-tools

13. Harunasari, S. Y. (2023). Examining the Effectiveness of AI-integrated Approach in EFL Writing: A Case of ChatGPT. International Journal of Progressive Sciences and Technologies (IJPSAT) ISSN: 2509-0119. https://ijpsat.org/index.php/ijpsat/article/view/5516/3447

14. Herane, M. (2024). AI in Education, Balancing Innovation with Ethics. Higher Education Digest. Lewes, Delaware https://www.highereducationdigest.com/about-us/

15. Holter, A. R. (2024). Crafting ethical AI landscapes in K-12 education https://www.eschoolnews.com/digital-learning/2024/04/02/crafting-ethical-ai-landscapes-in-k-12-education/#:~:text=Conclusion-,The%20journey%20toward%20integrating%20AI%20into%20K%2D12%20education%20ethically,core%20human%20and%20organizational%20values

16. Rubin, J. C. (2023). Thoughtful and ethical approaches to using AI in schools. Medium. https://medium.com/the-foundry10-voice/thoughtful-and-ethical-approaches-to-using-ai-in-schools-7c36797f2c68#:~:text=Teach%20students%20to%20critically%20evaluate,%2C%20and/or%20discriminatory%20content

17. Thomas, D. (2024). Ethical considerations and education. https://www.linkedin.com/pulse/ethical-considerations-ai-education-daisy-thomas-felee#:~:text=Student%20agency%20should%20be%20a,their%20intellectual%20growth%20and%20wellbeing

18. Washington Office of Superintendent of Public Instruction. (2024). Ethical Considerations for AI: A framework for responsible Use. Human Inquiry, Human Empowerment. Washington, USA. https://ospi.k12.wa.us/sites/default/files/2024-01/human-centered-ai-guidance-k-12-public-schools.pdf

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20. Yuyun, I. (2018). Curriculum and Technology Design: A Course to explore technology applications in EFL curriculum design. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 3(1), 78–86. https://doi.org/10.22236/JER_Vol3Issue1pp78-86

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