AI Curriculum for European High Schools: An Embedded Intelligence Approach

Pingping Chen Zhijian Lin Lijia Chen

17 April 2020

The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors’ duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students’ assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students’ needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.

Brian Jordan C. Breazeal Nisha Devasia + 5 lainnya

1 Agustus 2022

Artificial Intelligence (AI) is revolutionizing many industries and becoming increasingly ubiquitous in everyday life. To empower children growing up with AI to navigate society’s evolving sociotechnical context, we developed three middle school AI literacy curricula: Creative AI, Dancing with AI, and How to Train Your Robot. In this paper we discuss how we leveraged three design principles—active learning, embedded ethics, and low barriers to access – to effectively engage students in learning to create and critique AI artifacts. During the summer of 2020, we recruited and trained in-service, middle school teachers from across the United States to co-instruct online workshops with students from their schools. In the workshops, a combination of hands-on unplugged and programming activities facilitated students’ understanding of AI. As students explored technical concepts in tandem with ethical ones, they developed a critical lens to better grasp how AI systems work and how they impact society. We sought to meet the specified needs of students from a range of backgrounds by minimizing the prerequisite knowledge and technology resources students needed to participate. Finally, we conclude with lessons learned and design recommendations for future AI curricula, especially for K-12 in-person and virtual learning.

Ikhlaas Gurrib Firuz Kamalov David Santandreu Calonge

12 Mei 2023

The recent high performance of ChatGPT on several standardized academic tests has thrust the topic of artificial intelligence (AI) into the mainstream conversation about the future of education. As deep learning is poised to shift the teaching paradigm, it is essential to have a clear understanding of its effects on the current education system to ensure sustainable development and deployment of AI-driven technologies at schools and universities. This research aims to investigate the potential impact of AI on education through review and analysis of the existing literature across three major axes: applications, advantages, and challenges. Our review focuses on the use of artificial intelligence in collaborative teacher–student learning, intelligent tutoring systems, automated assessment, and personalized learning. We also report on the potential negative aspects, ethical issues, and possible future routes for AI implementation in education. Ultimately, we find that the only way forward is to embrace the new technology, while implementing guardrails to prevent its abuse.

Shuchi Grover Derek Babb B. Broll

2 Maret 2023

Artificial Intelligence (AI) and cybersecurity are becoming increasingly intertwined, with AI and Machine Learning (AI/ML) being leveraged for cybersecurity, and cybersecurity helping address issues caused by AI. The goal in our exploratory curricular initiative is to dovetail the need to teach these two critical, emerging topics in highschool, and create a suite of novel activities, 'AI & Cybersecurity for Teens' (ACT) that introduces AI/ML in the context of cybersecurity and prepares high school teachers to integrate them in their cybersecurity curricula. Additionally, ACT activities are designed such that teachers (and students) build a deeper understanding of how ML works and how the machine actually "learns". Such understanding will aid more meaningful interrogation of critical issues such as AI ethics and bias. ACT introduces core ML topics contextualized in cybersecurity topics through a range of programming activities and pre-programmed games in NetsBlox, an easy-to-use block-based programming environment. We conducted 2 pilot workshops with 12 high school cybersecurity teachers focused on ACT activities. Teachers' feedback was positive and encouraging but also highlighted potential challenges in implementing ACT in the classroom. This paper reports on our approach and activities design, and teachers' experiences and feedback on integrating AI into high school cybersecurity curricula.

Belle Dang Yvonne Hong Andy Nguyen + 2 lainnya

13 Oktober 2022

The advancement of artificial intelligence in education (AIED) has the potential to transform the educational landscape and influence the role of all involved stakeholders. In recent years, the applications of AIED have been gradually adopted to progress our understanding of students’ learning and enhance learning performance and experience. However, the adoption of AIED has led to increasing ethical risks and concerns regarding several aspects such as personal data and learner autonomy. Despite the recent announcement of guidelines for ethical and trustworthy AIED, the debate revolves around the key principles underpinning ethical AIED. This paper aims to explore whether there is a global consensus on ethical AIED by mapping and analyzing international organizations’ current policies and guidelines. In this paper, we first introduce the opportunities offered by AI in education and potential ethical issues. Then, thematic analysis was conducted to conceptualize and establish a set of ethical principles by examining and synthesizing relevant ethical policies and guidelines for AIED. We discuss each principle and associated implications for relevant educational stakeholders, including students, teachers, technology developers, policymakers, and institutional decision-makers. The proposed set of ethical principles is expected to serve as a framework to inform and guide educational stakeholders in the development and deployment of ethical and trustworthy AIED as well as catalyze future development of related impact studies in the field.