Engaging Teachers to Co-Design Integrated AI Curriculum for K-12 Classrooms
Engaging Teachers to Co-Design Integrated AI Curriculum for K-12 Classrooms
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让教师为 K-12 课堂共同设计综合人工智能课程
DOI：
10.1145/3411764.3445377
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Phoebe Lin
中科院分区：
文献类型：
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作者：
Jessica Van Brummelen;Phoebe Lin
人工智能（AI）教育是K-12教师越来越受欢迎的主题领域。然而，很少有研究调查如何设计人工智能课程和工具，使所有教师和学习者更容易使用。在这项研究中，我们采取价值敏感的设计方法来理解教师价值观在人工智能课程和工具设计中的作用，并确定将人工智能融入核心课程以利用学习者兴趣的机会。我们与15名K-12教师组织了共同设计研讨会，教师和研究人员使用AI工具共同创建课程计划，并将AI概念嵌入到各种核心科目中。我们发现，K-12教师需要在人工智能工具和课程中增加额外的脚手架，以促进道德和数据讨论，并为学习者评估和参与，点对点协作和批判性反思提供价值支持。我们提出了一个示例课程计划，展示了在非计算学科中教授人工智能的切入点，并反思了与K-12教师在远程环境中的共同设计。
Artificial Intelligence (AI) education is an increasingly popular topic area for K-12 teachers. However, little research has investigated how AI curriculum and tools can be designed to be more accessible to all teachers and learners. In this study, we take a Value-Sensitive Design approach to understanding the role of teacher values in the design of AI curriculum and tools, and identifying opportunities to integrate AI into core curriculum to leverage learners’ interests. We organized co-design workshops with 15 K-12 teachers, where teachers and researchers co-created lesson plans using AI tools and embedding AI concepts into various core subjects. We found that K-12 teachers need additional scaffolding in AI tools and curriculum to facilitate ethics and data discussions, and value supports for learner evaluation and engagement, peer-to-peer collaboration, and critical reflection. We present an exemplar lesson plan that shows entry points for teaching AI in non-computing subjects and reflect on co-designing with K-12 teachers in a remote setting.
展望 K-12 的人工智能：每个孩子都应该了解哪些关于人工智能的知识？
DOI：
10.1609/aaai.v33i01.33019795
发表时间：
2019
期刊：
Proceedings of the AAAI Conference on Artificial Intelligence
影响因子：
--
作者：
Touretzky, David;Gardner-McCune, Christina;Martin, Fred;Seehorn, Deborah
通讯作者：
Seehorn, Deborah