AJohnson & LBurnham Week 6 Project EDAC 634
Names: Angela Johnson & Lanny Burnham
Angela’s Roles: Rationale definition and connection to module content, creation of activities within the modules, co-completed rationale, references
Lanny’s Roles: All training module content, formatting the modules, co-completed rationale, references
Project Title: Artificial Intelligence (AI) Acceptance
Goal: The goal of this course is to build an understanding of the benefits of AI in Education.
Learning Objectives
Discover why they view AI in a negative manner.
Discover the benefits of AI.
Gain an understanding of the different types of AI.
Discover how to implement AI within their current practice.
Rationale Transformative learning occurs when there is a transformation in the learner’s beliefs or attitude, or one’s entire perspective. This project was created using Mezirow’s Psychocritical Approach.
Experience – The learner must critically reflect on their experiences and examine where their assumptions came from.
Critical Reflection – Engage in discussion with other students and teachers to vocalize how those assumptions affected the learner.
Reflective Discourse – The learner participates in classroom discussions and teachings to discover new ideas.
Action – The learner applies the new knowledge and perspectives.
Design
Modules | Content | Activity | Rationale |
Module 1
| Participants are surveyed on their current understanding and beliefs of Artificial Intelligence (AI), usage of, and level of acceptance.
| Participants complete a short survey that allows them to state their current beliefs and preferences. They will give at least one example of an experience that affected their belief. The survey will consist of multiple choice as well as short answer questions. | This will allow participants to critically reflect on their own experiences. By determining where their assumptions came from, they can begin to understand the perspectives of others. |
Module 2
| Breakout participants into groups with similar survey results. Within the breakout groups conduct guided discussions on various likes and dislikes of AI.
| Using the survey, they filled out, participants will be placed into small groups based on their responses. Their responses to the multiple-choice questions will determine the groups. This will allow for individuals with similar thoughts and beliefs to be placed together. | Participants will engage in discussion within their small group and with the teacher to discuss how their individual assumptions affect their learning. By placing them in groups of similar beliefs their overall assumptions are likely to be similar. This will allow them to dive into a deeper understanding of how their experiences have affected them. |
Module 3
| Discuss AI concerns and introduce positive aspects and usage of AI. Examples include Personalized Learning, Language Learning, Intelligent Tutoring Systems, Assessment and Grading, Virtual Classrooms, Early Warning Systems. | Participants will be given content information via a visual and oral presentation. Small group as well as large group activities are built into the presentation that allow participants to discuss how their experiences relate to the new information.
| By participating in small and large group activities, participants will be able to discover new ideas. As the new information is delivered, participants can collaborate with one another in regard to what they think and how their beliefs may be shifting or changing. |
Module 4
| Demonstrate examples using real-world situations with positive outcomes. Participants will have the opportunity to utilize AI for themselves via ChatGPT while also developing a structured plan for delivery and execution.
| Participants will identify one new form of AI that they could use in their teaching practices. They will include what the program is, how they will use it, and why. They will walk away with a plan in hand and a reflective form to use to assess what worked, what didn’t work, and help guide them through how to successfully put their new thoughts and beliefs into action. | Participants will incorporate examples given in the previous Module and apply to current programs for use in the classroom environment.
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References
Merriam, S. B. & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th Edition). San Francisco: Jossey-Bass Publishers.
OpenAI. (2023). ChatGPT (Sept 25 version) [AI in Education].
