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In what ways can educators incorporate multimodal learning into their classroom?

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In what ways can educators incorporate multimodal learning into their classroom?

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In the context of connectivism, how do you think the dynamics of personal learning networks (PLNs) contribute to the acquisition and application of knowledge, and what role do digital technologies play in shaping and expanding these networks?

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In the context of connectivism, how do you think the dynamics of personal learning networks (PLNs) contribute to the acquisition and application of knowledge, and what role do digital technologies play in shaping and expanding these networks?

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With the rapid advancements in technology (AI, VR, etc.), what do you think are some potentially new methods of multimodal learning that we should prepare for?

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With the rapid advancements in technology (AI, VR, etc.), what do you think are some potentially new methods of multimodal learning that we should prepare for?

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Break topics down into chunks that use varied media to engage learners in the content. Changing it up - video, verbal discussion, formative quizzes, shared documents, discussion boards, etc.  

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Break topics down into chunks that use varied media to engage learners in the content. Changing it up - video, verbal discussion, formative quizzes, shared documents, discussion boards, etc.  

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Multiple sensory channels or modes (such as visual, auditory, kinesthetic)

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Multiple sensory channels or modes (such as visual, auditory, kinesthetic)

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Learning how to interact with AI effectively (ex. prompts)

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Learning how to interact with AI effectively (ex. prompts)

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https://zspace.com/blog/a-multimodal-ar-vr-approach-for-interactive-immersive-learning

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Students can tap into their critical thinking skills by examining artificial intelligence outputs to see if they meet learning standards.

Visual Generation / iStock

In my time as a secondary teacher, I've heard a number of colleagues' comments that reveal their fears about students using technology. "If we give them calculators, they won't learn how to do the math." "If they have access to the internet, they won't learn research skills." "If they use a word processing program, they won't be able to spell."

Concerns about technology and its impact on student learning aren't new. So when people say that if we allow students to access artificial intelligence (AI), it will negatively impact their ability to learn and think, I don't believe that to be the case. I think it's simply a matter of reframing how we use AI. Just as we are able to foster student learning with calculators, the internet, and word processing software, we can do the same with AI.

AI As a Tool for Learning

AI tools can generate everything from essays to artwork to music. In order to be able to use it as a learning tool, we need to have students assess AI's performance. We know what AI can do, but we need to ask, can AI do it well?

By allowing students the opportunity to assess the products that AI generates, we can prompt their learning and their development of critical thinking skills. In a previous piece, I shared how technology fosters engagement when it prompts students to construct, collaborate, create-what I call the 3Cs. AI can be used to allow students to construct knowledge, collaborate with their peers, and create something new in any content area. If we can design AI tasks that foster the 3Cs, we can use it as a tool for learning and thinking.

AI In an English Classroom

Students are often asked to read a text and then share their interpretation of or conclusion about the text by writing a paragraph. Once they've finished reading a text such as a selection from early in a novel, we can give them a prompt with a prediction question like, "In the book Of Mice and Men, will George and Lennie ever be able to achieve their dream? Support your answer by writing a paragraph and offering three reasons."

Students can construct their own yes or no answer in their mind and then ask an AI tool like ChatGPT for its answer. In groups, students should collaboratively read the ChatGPT response and assess it using a rubric that the teacher has provided for them. This will allow students to assess the quality of the AI response while also familiarizing them with the evaluation tool that the teacher will use to assess their work.

Finally, individually, ask students to create a paragraph that is written to defend the opposite position. For example, if ChatGPT said that George and Lennie wouldn't be able to achieve their dream, students need to write a paragraph arguing that they would achieve their dream. This allows students to know what points support the opposite opinion and then develop rebuttal points that refute them. This provides students with the opportunity to gather and assess relevant information, which strengthens their critical thinking skills.

AI In a Music Classroom

In a music appreciation classroom, a teacher can prompt learning and thinking by having students construct a list of criteria of what good music is. Once this list is created, students can collaborate in groups to ask an AI tool like Soundraw to create a piece of music that meets the specifications of good music.

Then, individually, students can confer with the teacher to share their response if they believe that the AI's music was good, but they can also share what they would change to make the music even better. This process challenges students to identify problems along with viable solutions-allowing them to develop as a critical thinker.

AI In a Math Classroom

Mathematical thinking fosters students' problem-solving skills, and AI can be used to engage students in that process. Teachers can give students a math problem that students input into an AI tool like Photomath.

Once the AI creates an answer, students can collaborate in groups to construct their own answer by using the mathematical problem-solving approach they've been taught. With the two answers in hand, AI's and their own, students can create a response to the question, "Which solution is more correct?" This allows students to test solutions to complex problems against criteria that the classroom teacher has provided through a rubric or by testing it against the process that the teacher has taught. This leads students to form a conclusion, which is another important facet of critical thinking.

Students Will Draw Their Own Conclusions

"I like it for research, but I'm not happy with the work it produces, so I wouldn't use it as my own."

"It's a good place to start if you're stuck and need some ideas."

"[AI's] work isn't very good and wouldn't get me a very good grade."

I've used AI tools with students on several occasions within different subject areas, and I've seen students do the activities I've already shared. Students have made the following comments:

Teachers are concerned about AI, with many schools banning ChatGPT and other AI tools. However, I believe that educators need to use AI as a research tool. Doing so will allow students to see that an AI-generated product is a starting point, not the finished product. We can do this by reimagining how we use AI so that it fosters critical thinking while supporting the 3Cs of tech engagement-encouraging students to construct, collaborate, and create.

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Guiding Students to Assess the Merits of Artificial Intelligence Tools

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Students can tap into their critical thinking skills by examining artificial intelligence outputs to see if they meet learning standards.

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Normalizing Universal Design For Learning

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Normalizing Universal Design For Learning

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Monotropism is a theory of autism developed by autistic people, initially by Dinah Murray and Wenn Lawson. Monotropic minds tend to have their attention pulled more strongly towards a smaller number of interests at any given time, leaving fewer resources for other processes.

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Science, Health & Technology

The use of artificial intelligence tools like ChatGPT for educational purposes raises questions about the ethical and safety implications of students leaning heavily on these tools to finish their schoolwork.

Dr. Ron Darvin, an assistant professor in the department of language and literacy education at the faculty of education, discussed how artificial intelligence is changing how we teach students and how they learn.

How can educators use AI to supplement their teaching?

Artificial intelligence is a broad term covering things like machine learning, language processing, computer vision, and robotics. Teachers already use AI when they Google for info or use tools like Kahoot in class. Teachers have been using AI to enhance their teaching for a while, and they can keep doing so with more tools coming out. For example, they can use chatbots like ChatGPT to help with explaining complex ideas, answering questions, or practicing language skills. Teachers should learn what AI can and cannot do, see if it fits their teaching, and use it wisely.

How can the use of AI in classrooms benefit young students?

Chatbots are not just for simplifying tough concepts. They are handy for students in many ways, like giving writing tips, suggesting presentation ideas, or even having virtual chats with historical figures to learn about history. The Khan Academy, for example, is trying out Khanmigo, a tutoring platform powered by ChatGPT-4, to help with math homework and essays. The key is to use chatbots not to give answers but to support their learning by asking questions and helping students think and reflect on their ideas.

Are there any risks with children using AI?

When students depend on chatbots for assignments and answers without learning how to think critically, it can hinder their critical thinking and problem-solving skills. Relying on AI to just provide answers could also make students less motivated to explore and learn independently. Plus, chatbots might give out wrong, inappropriate, or biased information. While they are handy for some stuff, it is essential to verify AI-generated info by referring to trusted sources.

What about ethical and safety concerns?

Chatbots work by using big language models (LLMs), which are computer algorithms that predict words that can be strung together into an answer. They learn from massive data sets from news articles to social media. This raises questions about who owns the content they generate. Since chatbots do not give sources, using their work without proper credit becomes an issue of academic integrity. The problem is that AI detectors cannot always tell if a text is written by a human or a chatbot.

Also, engaging with chatbots that do not have age-verification tools means kids might share personal details and provide info in their conversations that can pose privacy risks. Parents need to be aware of what data is collected, how it is used, and if it is shared with others.

Are K-12 schools cracking down on AI? What does the future look like?

K-12 schools have different approaches to AI in education. Some schools limit access to AI tools like ChatGPT on school Wi-Fi and devices, but this could be unfair, as wealthier students with personal devices can readily access these tools at home. Others embrace AI, teaching them how to use it responsibly.

I believe AI is pushing us towards flipped classrooms, where students learn content outside of classrooms and focus on practical applications and problem-solving activities in class. Going forward, teachers may need to use more oral exams and presentations, while essays will need to involve more personal reflection that a chatbot cannot replicate.

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From chalkboards to chatbots: How to use artificial intelligence in the K-12 classroom

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Dr. Ron Darvin, an assistant professor in the faculty of education, discussed how artificial intelligence is changing how we teach students and how they learn

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They can utilise various and diversified sources. I find gamification and game based websites effective such as Wordwall which allows students to drag and drop answer boxes or to click on the class digital board the right answer. It elicits their kynesthetic and also their visual skills.

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They can utilise various and diversified sources. I find gamification and game based websites effective such as Wordwall which allows students to drag and drop answer boxes or to click on the class digital board the right answer. It elicits their kynesthetic and also their visual skills.

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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AI-generated characters for supporting personalized learning and well-being

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Teaching students to think critically about responses given and checking for correctness/if it is reputable.

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Teaching students to think critically about responses given and checking for correctness/if it is reputable.

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Author links open overlay panel Weipeng Yang

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Highlights

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This report discusses the key considerations for developing an embodied AI curriculum for young children.

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Why: AI literacy is an organic part of digital literacy for all citizens in an increasingly intelligent society.

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What: The core AI knowledge that can be explored with young children has been identified.

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How: An embodied, culturally responsive approach should be used to enable young children's exploration with AI technologies.

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The "AI for Kids" curriculum is described to demonstrate this innovative pedagogical model.

Abstract

Artificial intelligence (AI) education has posed fundamental challenges to early childhood education (ECE), including (1) why AI is necessary and appropriate for learning in the early years, (2) what is the subset of key AI ideas and concepts that can be learned by children, and (3) how to engage children in a meaningful experience that allows them to acquire these fundamental AI concepts. This report from the ECE field discusses the key considerations for developing an AI curriculum for young children. These key considerations altogether present an innovative pedagogical model for AI literacy education in early childhood. This model argues that AI literacy is an organic part of digital literacy for all citizens in an increasingly intelligent society. The core AI knowledge that can be explored with young children is: Using large amounts of data input, AI algorithms can be continuously trained to identify patterns, make predictions, and recommend actions, even though with limitations. Based on the theoretical notions of learning-by-making and pedagogy- as-relational, an embodied, culturally responsive approach should be used to enable young children's exploration with AI technologies. Finally, an exemplary curriculum named "AI for Kids" is introduced to demonstrate this pedagogical model and explain how educators can provide children culturally responsive inquiry opportunities to interact with and understand AI technologies. The synthesis of knowledge regarding "Why", "What", and "How" to do with AI education for young children informs a new way to engage children in STEM and understanding the digital world.

Keywords

Artificial intelligence education

Early childhood education

Pedagogical considerations

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Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation

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Artificial intelligence (AI) education has posed fundamental challenges to early childhood education (ECE), including (1) why AI is necessary and appr...

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With AI, we can create a specialized learning journey that is tailored to particular learner based on their pace, availability and learning preferences.

With the VR and simulation, many field such as engineering and medicine can use these tools to have more of 3D and simulating real scenarios.

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Transforming Medical Education with Microsoft HoloLens