Category: Uncategorised (Page 1 of 2)

1. Big Idea & Learning Outcomes

Overview

Artificial intelligence, or AI, is about creating systems that can handle tasks we usually associate with human thinking, like learning from experience, solving problems, or making decisions (Russell & Norvig, 2021). It’s all around us, from the voice assistants on our phones to self-driving cars on the road. John McCarthy, one of the early minds behind AI, saw it as a way to mimic how humans think, letting machines adapt to the world they’re in (McCarthy, 2007). This learning plan is here to pull back the curtain on AI. It’ll help students figure out how it works, where it pops up in their lives, and what it means for the world. With hands-on projects and group discussions, they’ll not only get the basics but also start thinking hard about where AI might take us next.

We’re designing this for high school students, ages 15 to 18, in a regular classroom setting. These kids are already at home with tech. They’re streaming music, scrolling social media, and gaming with friends. They’re curious about how stuff works and often dream of futures in science, tech, or engineering. Sure, they use AI tools every day, like Netflix suggestions or Siri, but most haven’t peeked under the hood or thought about its bigger impact. They’ve got a good foundation in math and science from school. Still, we’ll need to break down tricky ideas, like algorithms or ethics, into examples they can connect with. Our aim is to spark their interest and get them wrestling with big questions, even if they’re new to all this.

Learning Theory and Rationale

We’re building this around constructivism, the idea that people learn best by piecing things together themselves through experience and reflection (Piaget, 1970). It’s a great fit for AI because it’s not just facts to memorize. It’s a living, changing thing that touches everything from TikTok to hospitals. Students will connect what they already know, like how their phone works, to bigger ideas, like how AI learns. They’ll figure it out as they go. Talking it over with friends and tackling real examples helps them make sense of it all. This way, they’re not just taking in info. They’re ready to question and shape the AI world they’re growing into.

Learning Design and Rationale

We’re going with project-based learning. Think of it as learning by doing. Students will dig into AI examples, like how YouTube picks videos, and even build something of their own, like a simple chatbot. It’s perfect for high schoolers because it turns big ideas into stuff they can touch and play with. It ties back to their own lives. Working on projects together gets them solving problems and dreaming up new ideas. Those are skills they’ll need down the road. Plus, wrestling with questions like “Is AI fair?” keeps their minds sharp and engaged.

Technology Choices and Rationale

We’re bringing in some cool tools to make this work:

• AI Platforms (e.g., ChatGPT, Google’s Teachable Machine): These let students mess around with AI themselves. They’ll see how it thinks and what it can do.
• Simulation Tools: Things like TensorFlow give them a sandbox to test ideas without breaking anything.
• Teamwork Tech (e.g., Google Colab, Canva AI): These help them collaborate and show off what they’ve made, just like pros do.
  These picks keep things fun and familiar. Students already live online. The tools let them explore in a way that sticks. It’s all about giving them what they need to learn by doing and think ahead.

Big Idea 1: How is Artificial Intelligence Changing Everyday Life?

• Smart Assistants & Language Models (e.g., Siri, ChatGPT): These handy tools help with everything from setting reminders to writing a story. They make life smoother and more creative.
• Personalized Recommendation Systems (e.g., Netflix, YouTube, Spotify): They dig into what we like, using tons of data to suggest the next show or song we’ll enjoy.
• Smart Homes & Automation (e.g., Robot Vacuums, Smart Locks): From cleaning the floor to locking the door, these gadgets make home life easier and safer.

Key Considerations:
How does AI make our days better by learning what we need? What happens when we lean on it too much? Could we be giving up more than we gain, like our privacy?

Big Idea 2: The Role of AI in Key Industries

• Healthcare: Picture AI spotting diseases in X-rays or tailoring treatments to someone’s DNA. It’s changing how doctors keep us healthy.
• Education: Tools like Duolingo adjust to how each student learns. They make school feel more personal.
• Transportation: Self-driving cars and smart traffic lights are shaking up how we get around. They aim for safer, faster trips.

Key Considerations:
Could AI ever take over from doctors, teachers, or drivers completely? As it speeds things up, what tough questions do we need to face, like fairness or job losses?

Learning Outcomes

By the time we wrap up, students will:

• Get a grip on what makes AI tick, like machine learning or neural networks, and point to examples they see every day.
• Break down how AI’s shaking up fields like healthcare or transportation, with real stories to back it up.
• Weigh the good and the tricky sides of AI, from privacy worries to job shifts to ethical debates, and sharpen their thinking along the way.
• Dream up their own AI idea and bounce it around with classmates, building on what they’ve learned.

2.Evidence of Learning & Reference

Artificial intelligence (AI) is transforming daily life by enhancing automation, decision-making, and efficiency. It powers virtual assistants, smart homes, healthcare diagnostics, self-driving cars, and personalized recommendations. AI improves industries like finance, education, and entertainment through data analysis and predictive algorithms. While it boosts convenience and innovation, ethical concerns such as privacy, bias, and job displacement remain challenges. AI continues to evolve, shaping the future of human interactions and technology.

Evidence of Learning: Learning will be demonstrated through various forms of assessment and participation

• Perform tasks accurately: students will successfully use artificial intelligence tools such as chatbots or machine learning models in practical exercises.
• Use terminology correctly: learners will use ai-related vocabulary correctly in discussions, written assignments, and presentations.
• Critical analysis and applications: students will analyze case studies and provide strong supporting arguments for Ethics of artificial intelligence and social impact.
• Problem solving and innovation: Learners will demonstrate creativity and applied knowledge by proposing ai-driven solutions to industry-specific challenges.
• Collaboration and communication: participation in panel discussions, debates and presentations will demonstrate the ability to present and defend ideas based on research.

1. Perform Tasks Accurately

Engage students in practical exercises using AI tools such as chatbots and machine learning models. Hands-on activities could include:

• Training a chatbot to answer FAQs using tools like ChatGPT, IBM Watson, or Dialogflow.
• Developing an image recognition model using platforms like Google’s Teachable Machine or TensorFlow.
• Implementing AI-powered recommendation systems to personalize learning content for students.
• Exploring AI-based sentiment analysis to analyze social media trends and opinions.

These exercises reinforce AI applications by bridging theory with practice and preparing students for real-world AI problem-solving.

Resource:

https://ditchthattextbook.com/ai-tools/

2. Use Terminology Correctly

Encouraging students to accurately use AI-related vocabulary in discussions, written work, and presentations is essential for building confidence and technical fluency. To strengthen their understanding, this section combines vocabulary-focused strategies with real-world case studies and project-based learning.

Strategies to Reinforce Vocabulary:

• Build an AI Glossary: Students collaboratively define key terms such as neural networks, supervised learning, deep learning, and natural language processing.
• Peer Teaching: Learners take turns explaining AI terms and concepts to classmates in simplified language or with real-life examples.
• Contextual Usage: Vocabulary is embedded in class debates, essays, presentations, and responses to ethical dilemmas involving AI.
• Interactive Reinforcement: Use flashcards, quizzes, or vocabulary games to support retention and engagement.

Project-Based Learning & Real-World Application:

To apply terminology in meaningful contexts, students will also:

• Analyze real-world AI case studies, such as facial recognition in public surveillance, AI in healthcare diagnostics, or recommendation algorithms on social media platforms.
• Develop small-scale AI projects (e.g., building a sentiment analysis app or chatbot), where students must document and present their process using accurate AI terminology.
• Reflect on current events related to AI by writing blog posts or opinion pieces using appropriate technical language.

By combining vocabulary learning with applied, real-world tasks, students will develop both fluency and confidence in discussing and implementing AI concepts.

Resource: https://www.educationalinnovation360.com/blogs/empowering-students-in-the-digital-age-the-role-of-ai-in-developing-essential-skills

3. Critical Analysis and Applications

Assign students to analyze case studies on AI ethics and social impact. Activities may include:

• Investigating algorithmic biases in AI-powered hiring systems and facial recognition technology.
• Evaluating the ethical implications of AI surveillance systems and privacy concerns.
• Studying the impact of AI on employment and the future of work.
• Discussing AI-driven misinformation and the spread of fake news.
• Assessing the fairness of AI decision-making in criminal justice and credit scoring.

A useful case study is Dr. Joy Buolamwini’s research on biases in facial recognition technology, which sheds light on ethical considerations in AI.

Resource: https://en.wikipedia.org/wiki/Joy_Buolamwini

4. Problem Solving and Innovation

Encourage students to propose AI-driven solutions to real-world challenges. For example:

• Developing AI applications for healthcare, finance, or education.
• Addressing ethical and accessibility concerns in AI development.

Resource: https://www.eklavvya.com/blog/ai-edtech-tools/

5. Collaboration and Communication

Facilitate participation in panel discussions, debates, and presentations. AI tools can enhance engagement through:

• AI-generated interactive presentations using tools like Canva AI or PowerPoint Designer.
• AI-assisted research on discussion topics using platforms like Elicit and Perplexity AI.
• Hosting AI-driven debates where students defend ethical positions based on AI research.
• Collaborative AI coding projects using platforms like Google Colab.

Encouraging discussion and teamwork ensures students develop strong communication skills and a deeper understanding of AI applications.

https://youtube.com/watch?v=b9aEd76g4vU%3Ffeature%3Doembed

By incorporating these strategies, students will demonstrate their understanding of AI through practical applications, accurate terminology use, critical thinking, innovative problem-solving, and effective communication. AI education not only prepares learners for future careers but also fosters ethical and responsible AI development.

3. Assessments （misunderstanding and mistakes）

With the continuous development of science and technology, artificial intelligence (AI) has penetrated into our daily lives—from mobile assistants to voice control to intelligent driving. These technologies surround us and affect how we live and work. However, many people still hold some misunderstandings about AI and often make avoidable mistakes in how they use or view it.

Common Misunderstandings

1. AI is completely objective
AI’s decisions rely on the data it is trained on. If the training data is biased—intentionally or unintentionally—then the AI’s output will also reflect that bias. Therefore, AI is not absolutely objective, as people often assume. This is crucial to understand because people may be misled by AI-generated conclusions that appear neutral but are actually biased.

2. AI will replace all human jobs
While AI may replace some repetitive or simple jobs, it is more accurately a tool to assist humans and improve their efficiency. Many movies depict AI developing emotions or attacking humans to take over the world, which has led to the false belief that AI is a threat. In reality, current AI is still at the stage of “weak” artificial intelligence—it can simulate human behavior but has no true consciousness or emotions. It is not capable of autonomous action or decision-making in the way that people fear.

Common Mistake

Over-reliance on AI
Although AI can be highly accurate and convenient, relying on it too much may weaken our own ability to think critically and make decisions independently. We must remember that AI is created by humans, and it is only through human innovation and independent learning that AI can continue to improve. If we stop thinking for ourselves and let AI do everything, technological and societal progress may stagnate.

Test

Quiz 1 （50%）

Quiz 2 （50%）

Complete all quizzes

Calculate Grades example

• Quiz 1 （4/5）=80% /2 40%
• Quiz 2 （3/5）=60%/2 30%

Total grade ： 40% + 30% = 70%

Quiz 1

Test 1

Quiz 2

Test 2

Notes

There is only one chance to take the exam and there is no chance to retake it. Please plan your trip in advance.

To pass the course, you need an average score of 50% on both exams.

4. Learning Activities (Learning Activity Design)

Reasons for Developing Learning Resources

Artificial intelligence is changing our lives, and it involves a wide range of areas that only humans can imagine. There is nothing that artificial intelligence cannot cover. Learning AI can help us better understand and adapt to this rapidly developing world.

Activity 1: Case Study Analysis (Exploring Recommendation Systems)

Activity Description:

• Students form groups to select a common AI recommendation system (such as Netflix, TikTok, or Douyin) and investigate the underlying algorithm logic.
• Each group collects authentic data, examines algorithmic personalization and its influence on user behavior, and assesses its societal impacts and ethical implications.

Example:

• Students analyze YouTube’s recommendation patterns, observing how different users’ interest tags and viewing history influence recommended video results.

Implementation Methods:

• Data collection and compilation.
• Writing a report (including algorithm overview, societal impacts, and ethical considerations).
• Group presentations and discussions.

Learning Objectives:

• Enhance understanding of AI recommendation algorithms and their societal impact.
• Improve skills in analytical thinking, data interpretation, and academic writing.

Activity 2: Simulation and Comparative Analysis (AI Capabilities and Limitations)

Activity Description:

• Students utilize AI tools such as ChatGPT or Google Translate to perform tasks involving complex text translation, summarization, or creative content generation.
• Parallel tasks are completed by students themselves, allowing comparison of the quality and efficiency between AI and human performances.

Example:

• Translating literary works (e.g., Shakespearean poetry) and comparing the translation quality produced by AI tools versus human translators.

Implementation Methods:

• Task setup and distribution.
• Comparative analysis and evaluation of outcomes.
• Summarizing findings in a comprehensive report (including performance comparisons and analysis of AI limitations and capabilities).

Learning Objectives:

• Provide students with a clear understanding of AI capabilities and limitations.
• Stimulate deeper reflections on practical scenarios for AI applications.

Activity 3: Interactive Group Discussions (Debating Ethical Issues in AI)

Activity Description:

• Students engage in structured debates around ethical and regulatory issues related to artificial intelligence.

Discussion Topics Include:

• Should artificial intelligence technology be fully regulated by the government, or is it better for companies to self-regulate?
• Will the widespread application of artificial intelligence technology lead to large-scale unemployment for the majority of people?

Implementation Methods:

• Pre-read relevant literature and materials.
• Clearly define positions and arguments within groups (pro vs. con).
• Conduct debates and instructor-led evaluations during class.

Learning Objectives:

• Develop critical thinking and public speaking skills.
• Encourage profound contemplation on ethical implications related to AI technologies.

Activity 4: Practical Project (Chatting with AI Tools and Presentation)
Activity Description:
• Students collaborate in small groups to explore and interact with artificial intelligence tools. Students will use existing AI platforms (such as ChatGPT, Google Teachable Machine, or other available tools) to engage with AI through conversations or image recognition experiments.
• The goal is to help students understand how AI behaves, what it can and cannot do, and reflect on its potential real-world applications.

Example:
• Use a conversational AI chatbot like ChatGPT to simulate a virtual “campus assistant” that answers common student questions (e.g., “Where is the library?”, “How can I join a club?”).
• Try out an AI image recognition tool to test how accurately it can identify objects, animals, or hand gestures, and discuss its limitations or errors.

Implementation Methods:
• Project Planning and Identification of Objectives:
  Students decide on a theme or purpose for their AI interaction project (e.g., exploring how well AI understands daily language or how reliable AI is in identifying objects).
  Each group sets a clear goal for what they want to learn or demonstrate.

• Exploration of AI Tools and Teamwork:
Students select one or more AI tools to use.
Each team member takes on a specific role (e.g., prompt designer, tester, presenter).
Teams interact with the AI tools, document the process, and analyze the outcomes (e.g., when the chatbot made mistakes or gave helpful answers).

• Presentation and Defense of Project Outcomes:
Each group presents their project to the class, showcasing their findings and reflecting on what surprised them, what worked well, and what challenges they encountered.
They will also answer questions from peers or teachers, encouraging critical thinking about AI’s capabilities and limitations.

Learning Objectives:
• Develop hands-on skills in using AI technologies and evaluating their behavior in realistic scenarios.
• Enhance students’ ability to work in teams, communicate findings clearly, and solve problems collaboratively.
• Foster awareness of how AI tools are used in everyday contexts and promote critical thinking about their ethical and practical implications.

Project Plan:

• Yixuan Lu: Big Idea & Learning Outcome(s) Part 1
• Minyuan Ye: Evidence of Learning & Reference Part 2
• Tianxiang Wang: Assessments Part 3
• Diyuxie: Learning Activities Part 4

References

• McCarthy, J. (2007). What is Artificial Intelligence? Stanford University.
• Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
• Russell, S., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
• 1.Artificial Intelligence and the Future of Teaching and Learning
• This report from the U.S. Department of Education discusses the integration of AI in educational settings, emphasizing the importance of minimizing bias in AI systems, promoting fairness, and ensuring that AI tools are explainable and support educators’ professional judgment.
• U.S. Department of Education. (2023). Artificial Intelligence and the Future of Teaching and Learning. Retrieved from https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
• 2.A Scoping Review on How Generative Artificial Intelligence Transforms Assessment in Higher Education
• This scoping review investigates the transformative impact of generative AI on assessment practices in higher education, providing insights into the evolving landscape of AI applications in educational assessments.
• Zawacki-Richter, O., & Jung, I. (2023). A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education, 20(1), 1-27. https://doi.org/10.1186/s41239-024-00468-z

Post 4

​I read your Post 4 on integrating the “Alzheimer’s Disease: Risk Factors, Testing, Treatments” video into your Interactive Design Blueprint (IDB). Your structured approach to learner-content interaction, incorporating note-taking, targeted questions, and Kahoot assessments, effectively promotes engagement and knowledge retention.​

To further enhance interactivity, consider embedding discussion prompts or quizzes directly within the video. This strategy can transform passive viewing into active learning, encouraging deeper cognitive engagement. Additionally, ensuring accessibility through captions or transcripts will make the content more inclusive for all learners.​

Introducing collaborative activities, such as group discussions or peer reviews, could also enrich the learning experience by fostering critical thinking and diverse perspectives. Overall, your thoughtful integration of multimedia and interactive elements demonstrates a strong commitment to creating an effective and inclusive educational resource on Alzheimer’s Disease.

Post 4

​I read your reflections on integrating a YouTube video to teach effective AI questioning techniques. Your approach to encouraging students to engage actively by taking structured notes and experimenting with different query structures in ChatGPT effectively promotes learner-generated responses.​

The post-video activities you’ve proposed, such as the AI prompt refinement exercise and AI query comparison task, are well-designed to develop technical proficiency and critical thinking skills. Incorporating peer and instructor feedback, along with self-assessment rubrics, provides a comprehensive feedback mechanism that supports iterative improvement.​

Your attention to managing workload and scalability ensures that the activities are feasible for various class sizes. Additionally, your commitment to inclusivity by providing transcripts, subtitles, and multiple engagement modes demonstrates a thoughtful approach to accommodating diverse learning needs.​

Overall, your strategies effectively blend content delivery, active learning, and inclusivity, serving as a commendable model for integrating multimedia resources into educational settings.

Post 3

Post 3

​I read your reflections on adapting your Interactive Learning Resource (ILR) on Alzheimer’s Disease to better accommodate diverse learner needs. Your awareness of the challenges posed by reading-intensive activities, especially for high school students, is commendable. By proposing the integration of videos, diagrams, and labeled images, you’re effectively employing Universal Design for Learning (UDL) principles to provide multiple means of representation and engagement.​

Your reference to the “Selective Attention Test” video underscores the importance of designing materials that capture and maintain learner attention. Incorporating varied multimedia elements can indeed reduce cognitive overload and enhance comprehension.​

To further support inclusivity, consider implementing interactive elements such as quizzes or discussion prompts within the multimedia content. Additionally, providing transcripts for videos and ensuring that all visual materials have descriptive captions can aid learners with visual or auditory impairments.​

Overall, your proactive approach to identifying and addressing potential barriers in your ILR demonstrates a strong commitment to creating an inclusive and effective learning environment.

Post 2

​I read your reflections on implementing inquiry-based learning (IBL) in your course on Alzheimer’s Disease. Your emphasis on encouraging students to ask questions, conduct research, and critically evaluate sources aligns well with the principles of IBL. By providing a variety of learning methods, such as online articles and resources from health organizations, you offer students multiple pathways to explore the topic deeply.​

Your approach not only fosters a deeper understanding of Alzheimer’s Disease but also equips students with essential skills in research and critical thinking. This method empowers learners to take ownership of their education, promoting engagement and curiosity. Additionally, incorporating assessments to test learning competency ensures that students can apply their knowledge effectively.​

Overall, your integration of inquiry-based learning strategies into your course design serves as an excellent model for creating interactive and student-centered learning environments.

Post 2

I read your reflections on experiential learning and its application to mastering AI tools. Your emphasis on “learning by doing” aligns well with the principles of experiential learning, highlighting the importance of practical experience and self-reflection in achieving proficiency.​

Your discussion on the challenges of implementing experiential learning, such as the need for substantial time and resources and the difficulty in standardizing outcomes, is insightful. Balancing real-world engagement with resource allocation and incorporating effective assessment methods are indeed crucial considerations.​

Your plan to integrate assignments, lab work, discussions, and presentations into your course design demonstrates a comprehensive approach to experiential learning. These strategies not only foster learner autonomy and problem-solving skills but also encourage active exploration and peer discussions, enhancing overall learning effectiveness.​

Overall, your reflections provide valuable insights into the practical application of experiential learning theories in skill development. Your approach serves as an excellent model for creating engaging and effective learning environments.

Post #1

I read your reflections on your experience in Computer Science 375 and how you applied a constructivist approach to enhance your communication and teamwork skills. Your initiative in creating an Instagram group chat and taking on the role of Project Manager demonstrates a proactive approach to collaborative learning. These strategies not only facilitated effective communication among team members but also provided you with hands-on experience in leadership and project coordination.​

Your experience highlights the importance of active engagement and the application of theoretical concepts in real-world scenarios. By immersing yourself in the dynamics of team collaboration, you effectively bridged the gap between academic learning and practical application. This approach aligns well with the principles discussed in our course materials, emphasizing the value of experiential learning in developing essential skills.​

Overall, your post offers valuable insights into the application of constructivist learning theories in a team-based academic setting. Your proactive strategies and reflective analysis serve as an excellent example for peers aiming to enhance their communication and leadership skills through active participation and real-world application.

Post 1

​I read your reflections on learning theories and your experiences with rock climbing. Your insights into how constructivist and cognitivist approaches have influenced both your personal learning and teaching methods are compelling.​

Your emphasis on fostering a supportive and encouraging environment for learners is commendable. By highlighting the importance of positive reinforcement and setting achievable challenges, you effectively address the ARCS model components of Attention, Relevance, Confidence, and Satisfaction. This approach not only enhances motivation but also promotes a growth mindset among learners.​

Your strategies for maintaining engagement, such as providing timely feedback and adjusting the difficulty of climbing routes, demonstrate a thoughtful application of cognitivist principles. Encouraging learners to share their progress on social media also adds a personal and relevant dimension to their learning experience.​

Overall, your reflections offer valuable insights into the practical application of learning theories in skill-based education. Your approach serves as an excellent model for creating engaging and effective learning environments.

Designing Meaningful Video Interaction for Cybersecurity

For our interactive learning module on cybersecurity, I found a video on YouTube titled “Protecting Your Privacy Online – Explained for Teens” (by Common Sense Education). It’s a short animated explainer that breaks down key concepts like data sharing, password safety, and social media risks in youth-friendly language. I plan to integrate this into the “Social Media Safety” section of our module.

What kind of interaction does it require?
Inherently, the video doesn’t force interaction—but its animated style, direct address, and use of relatable scenarios naturally invite engagement. Learners are prompted to reflect on their own habits, which supports cognitive interaction.

Learner-generated response
Many students may instinctively make personal mental notes (“Oh, I use that same password for everything!”) or discuss with peers. To support this, we’ll include a “Pause and Reflect” prompt in the module, asking students to jot down one thing they learned and one thing they might change in their online behavior.

Designed follow-up activity
After watching, students will complete a digital role-play simulation where they must choose how to respond to privacy risks on a fictional app. They’ll use Google Forms or Padlet to submit a short response explaining their decision-making. This develops critical thinking and digital citizenship skills.

Feedback mechanism
We’ll use peer review + instructor comments. Responses will be anonymously shared in a Padlet wall, allowing learners to comment constructively on each other’s choices. I’ll follow up with short audio feedback to reinforce strong reasoning or clarify misunderstandings.

Workload and scalability
The activity is relatively light in terms of instructor workload and easily scalable. Peer feedback makes it sustainable even for large groups, while my audio feedback adds a personal touch without taking much time.

Addressing barriers
To ensure inclusive design, we’ll provide closed captions, a full transcript, and an alternative version of the video with audio description. For students with limited internet access, a downloadable version and printable reflection sheet will be available.