Design-based Learning and Constructionist Learning Principles to Promote Artificial Intelligence Literacy and Awareness in K-12: A Pilot Study (67223)
Session: On Demand
Room: Virtual Video Presentation
Presentation Type:Virtual Presentation
There is a strong interest in engaging young learners in Artificial Intelligence (AI) providing opportunities to develop skills and competencies both from a technical and ethical perspective. However, how we should teach AI is still to be in-depth discussed. There are relatively few studies that investigate the methodology of learning programmes for K-12 students. The literature has highlighted how Design-Based Learning (DBL) could successfully lead learners to develop their knowledge of AI thanks to its iterative, creative, and collaborative process and how a constructionist pedagogy could foster understanding and building connections with the ‘real-world’. In this paper, we describe the implementation of a learning programme on AI, based on DBL and constructionism, co-designed with primary school teachers, and piloted with a 6th class (11-13 years of age) in Ireland. During the programme students engaged firstly in a series of hands-on activities and then experienced the whole design process working in groups. They conducted some research on health and well-being to identify potential issues they could tackle using AI. Lastly, they ideated and created a prototype of their solution using Scratch and Machine Learning for Kids. We report reflections from the teacher and insights on participants’ learning experience besides developed material and data collection instruments. The study illustrates how through DBL it was possible to give students the agency, as creators, to shape technologies for good, and how a programme based on DBL and constructionist learning principles created a felicitous environment to learn and reflect on AI while developing 21st-century skills.
Authors:
Enrica Amplo, Dublin City University, Ireland
Deirdre Butler, Dublin City University, Ireland
About the Presenter(s)
Ms Enrica Amplo is a University Doctoral Student at Dublin City University in Ireland
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