Authentic Integration of Ethics and AI through Sociotechnical, Problem-Based Learning-猫眼课题宝

DOI：

10.1609/aaai.v36i11.21556

发表时间：

2022-06

期刊：

影响因子：

通讯作者：

中科院分区：

其他

文献类型：

作者：

A. Krakowski;E. Greenwald;Timothy Hurt;Brandie Nonnecke;M. Cannady

人们越来越意识到对人工智能（AI）专业知识的需求和人工智能系统的社会影响，这导致人们呼吁在人工智能课程和途径中，将道德学习与技术技能学习结合起来。在本文中，我们讨论了我们为高中青少年开发和试点TechHive:AI课程的经验，该课程将人工智能伦理和技术学习相结合。课程设计以以下教学目标为指导：(1)响应人工智能劳动力路径中关键社会技术能力的能力建设需求；(2)通过有意的教学设计来扩大人工智能途径的参与，以学习经验为中心。我们提供了30小时学习序列的教学设计概述，以及我们的“4D框架”，我们使用它作为启发式来帮助学生概念化和检查人工智能系统。然后，我们提供了组成该序列的三个8小时模块之一的重点描述。最后，我们通过一小部分学生对TechHive:AI进行了探索性研究，提出了有希望的证据，并讨论了实施的见解，包括我们在学习序列中使用人工智能学习的既定资源以及我们团队创建的资源。

Growing awareness of both the demand for artificial intelligence (AI) expertise and of the societal impacts of AI systems has led to calls to integrate learning of ethics alongside learning of technical skills in AI courses and pathways. In this paper, we discuss our experiences developing and piloting the TechHive:AI curriculum for high school youth that integrates AI ethics and technical learning. The design of the curriculum was guided by the following pedagogical goals: (1) to respond to the capacity-building need for critical sociotechnical competencies in AI workforce pathways; and (2) to broaden participation in AI pathways through intentional instructional design to center equity in learning experiences. We provide an overview of the 30-hour learning sequence’s instructional design, and our “4D Framework,” which we use as a heuristic to help students conceptualize and inspect AI systems. We then provide a focused description of one of three 8-hour modules that make up the sequence. Finally, we present evidence of promise from an exploratory study of TechHive:AI with a small sample of students, and discuss insights from implementation, including from our use of established resources for AI learning within the learning sequence as well as those created by our team.

Authentic Integration of Ethics and AI through Sociotechnical, Problem-Based Learning

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