Creation and Evaluation of a Pre-tertiary Artificial Intelligence (AI)
Curriculum
- URL: http://arxiv.org/abs/2101.07570v1
- Date: Tue, 19 Jan 2021 11:26:19 GMT
- Title: Creation and Evaluation of a Pre-tertiary Artificial Intelligence (AI)
Curriculum
- Authors: Thomas K.F. Chiu, Helen Meng, Ching-Sing Chai, Irwin King, Savio Wong
and Yeung Yam
- Abstract summary: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created an AI curriculum for pre-tertiary education.
A team of 14 professors with expertise in engineering and education collaborated with 17 principals and teachers from 6 secondary schools to co-create the curriculum.
The co-creation process generated a variety of resources which enhanced the teachers knowledge in AI, as well as fostered teachers autonomy in bringing the subject matter into their classrooms.
- Score: 58.86139968005518
- License: http://creativecommons.org/licenses/by/4.0/
- Abstract: Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for
the Future Project (AI4Future) co-created an AI curriculum for pre-tertiary
education and evaluated its efficacy. While AI is conventionally taught in
tertiary level education, our co-creation process successfully developed the
curriculum that has been used in secondary school teaching in Hong Kong and
received positive feedback. Background: AI4Future is a cross-sector project
that engages five major partners - CUHK Faculty of Engineering and Faculty of
Education, Hong Kong secondary schools, the government and the AI industry. A
team of 14 professors with expertise in engineering and education collaborated
with 17 principals and teachers from 6 secondary schools to co-create the
curriculum. This team formation bridges the gap between researchers in
engineering and education, together with practitioners in education context.
Research Questions: What are the main features of the curriculum content
developed through the co-creation process? Would the curriculum significantly
improve the students perceived competence in, as well as attitude and
motivation towards AI? What are the teachers perceptions of the co-creation
process that aims to accommodate and foster teacher autonomy? Methodology: This
study adopted a mix of quantitative and qualitative methods and involved 335
student participants. Findings: 1) two main features of learning resources, 2)
the students perceived greater competence, and developed more positive attitude
to learn AI, and 3) the co-creation process generated a variety of resources
which enhanced the teachers knowledge in AI, as well as fostered teachers
autonomy in bringing the subject matter into their classrooms.
Related papers
- First Steps towards K-12 Computer Science Education in Portugal -- Experience Report [49.1574468325115]
This paper reports on the efforts of the ENSICO association to implement such aims in Portugal.
Starting with pilot projects in a few schools in 2020, it is currently working with 4500 students, 35 schools and 100 school teachers.
The main aim is to gain enough experience and knowledge to eventually define a comprehensive syllabus for teaching computing as a mandatory subject.
arXiv Detail & Related papers (2024-11-15T12:32:52Z) - Navigating the Future of Education: Educators' Insights on AI Integration and Challenges in Greece, Hungary, Latvia, Ireland and Armenia [1.7205106391379026]
This paper aims to explore how teachers currently use AI and how it can enhance the educational process.
We conducted a cross-national study spanning Greece, Hungary, Latvia, Ireland, and Armenia, surveying 1754 educators.
arXiv Detail & Related papers (2024-08-28T10:22:05Z) - Understanding Teacher Perspectives and Experiences after Deployment of
AI Literacy Curriculum in Middle-school Classrooms [12.35885897302579]
We investigate the experiences of seven teachers following their implementation of modules from the MIT RAICA curriculum.
Our analysis suggests that the AI modules expanded our teachers' knowledge in the field.
Our teachers advocated their need for better external support when navigating technological resources.
arXiv Detail & Related papers (2023-12-08T05:36:16Z) - Transdisciplinary AI Education: The Confluence of Curricular and
Community Needs in the Instruction of Artificial Intelligence [0.7133676002283578]
We examine the current state of AI in education and explore the potential benefits and challenges of incorporating this technology into the classroom.
This paper delves into the AI program currently in development for Neom Community School and the larger Education, Research, and Innovation Sector in Neom, Saudi Arabia s new megacity under development.
arXiv Detail & Related papers (2023-11-10T17:26:27Z) - The AI Revolution in Education: Will AI Replace or Assist Teachers in
Higher Education? [0.0]
The study provides a comprehensive perspective on the future role of educators in the face of AI technologies.
Participants argue that human teachers possess unique qualities, such as critical thinking, creativity, and emotions, which make them irreplaceable.
The research proposes that teachers can effectively integrate AI to enhance teaching and learning without viewing it as a replacement.
arXiv Detail & Related papers (2023-05-02T03:39:34Z) - An Experience Report of Executive-Level Artificial Intelligence
Education in the United Arab Emirates [53.04281982845422]
We present an experience report of teaching an AI course to business executives in the United Arab Emirates (UAE)
Rather than focusing only on theoretical and technical aspects, we developed a course that teaches AI with a view to enabling students to understand how to incorporate it into existing business processes.
arXiv Detail & Related papers (2022-02-02T20:59:53Z) - The MineRL BASALT Competition on Learning from Human Feedback [58.17897225617566]
The MineRL BASALT competition aims to spur forward research on this important class of techniques.
We design a suite of four tasks in Minecraft for which we expect it will be hard to write down hardcoded reward functions.
We provide a dataset of human demonstrations on each of the four tasks, as well as an imitation learning baseline.
arXiv Detail & Related papers (2021-07-05T12:18:17Z) - Building Bridges: Generative Artworks to Explore AI Ethics [56.058588908294446]
In recent years, there has been an increased emphasis on understanding and mitigating adverse impacts of artificial intelligence (AI) technologies on society.
A significant challenge in the design of ethical AI systems is that there are multiple stakeholders in the AI pipeline, each with their own set of constraints and interests.
This position paper outlines some potential ways in which generative artworks can play this role by serving as accessible and powerful educational tools.
arXiv Detail & Related papers (2021-06-25T22:31:55Z) - Engaging Teachers to Co-Design Integrated AI Curriculum for K-12
Classrooms [11.726528038065764]
We organized co-design workshops with 15 K-12 teachers to identify opportunities to integrate AI education into core curriculum.
We found that K-12 teachers need additional scaffolding in the curriculum to facilitate ethics and data discussions.
We present an exemplar lesson plan that shows entry points for teaching AI in non-computing subjects.
arXiv Detail & Related papers (2020-09-22T00:56:41Z) - Dual Policy Distillation [58.43610940026261]
Policy distillation, which transfers a teacher policy to a student policy, has achieved great success in challenging tasks of deep reinforcement learning.
In this work, we introduce dual policy distillation(DPD), a student-student framework in which two learners operate on the same environment to explore different perspectives of the environment.
The key challenge in developing this dual learning framework is to identify the beneficial knowledge from the peer learner for contemporary learning-based reinforcement learning algorithms.
arXiv Detail & Related papers (2020-06-07T06:49:47Z)
This list is automatically generated from the titles and abstracts of the papers in this site.
This site does not guarantee the quality of this site (including all information) and is not responsible for any consequences.