• to practise using corpus search tools on the freely available https://www.english-corpora.org/ concordancer.
• to explore and share practical ideas for using corpus tools to prepare lessons and teach language points such as collocations and verb patterns.
• to consider the pedagogical implications of corpus findings on real-life frequency and authentic use.
• to consider a Usage-Based Acquisition approach to principled and evidence-informed curation of language for data-driven teaching and learning

· to foster critical thinking skills in relation to concept of trust in self, teacher and resources in learning journey

. to predict how AI can be utilised in a language learning context 

· to observe how AI can allow for autonomous learning

· to consider its use from both a learner and a teacher’s perspective

· to use what we observe as a springboard for ideas

· to consider the role of critical thinking in the use of AI

· to consider what it means to be a teacher, and a learner in the early 21st century 

Toolkit for the Ethical Use of GenAI

·      To learn of the challenges of constructing such a policy

·      To compare and contrast with the policies (or lack of them) in your context

·      To envisage how policies will need to change

To guide on how to make the most from the course

To present a short overview of AI and technology use in the modern language learning context

To allow for sharing of resources, which we use to enhance teaching and learning in our contexts and a discovery of why and how they are utilised

• To introduce the SAMR model and its principles

• To share and discover effective AI and tech and to allow for experimentation 

• To apply the SAMR model to the AI and tech resources which our peers presented

• To examine what appropriate tech use is to enhance language learning

·     

• to reflect on the course input and work towards establish key take away points and how they will impact and inform our approach to teaching and leanring

• to use the AI resources presented over the two-weeks to discover how we can harness these to create a diverse variety of language games and activities which allow for personalised and accelerated language learning for various student needs and at various levels

•  to foster collaborative learning

•  to reflect on ethical use of AI

• to consider what it means to be a teacher, and a learner in the early 21st century 

• to allow for experimentation and material generation

We will explore the background and ethics of AI use and how these affect our teaching contexts.

We will explore how to promote our students' AI literacy to better understand both its affordances and its shortcomings. ​

• the implications of GenAI on a high stakes programme

• how to deal with students who use GenAI inappropriately or against institutions policy

• how assessments can be adapted in order to ensure GenAI is taken into account

  
  

· contemporary student perspectives on academic integrity;

· learners’ beliefs regarding the parameters of ethical AI use in education;

· learner’s thoughts on meaningful responses to GenAI by education institutions;

· critical evaluation of the role of GenAI in learning and in professional formation.

• consider whether AI might represent the end of the "pitch to the middle";

• investigate how AI might support the development of learners' plurilingual competence and strategies in a multi-level classroom environment;

• discuss how AI can support the implementation of Universal Design for Learning in the language classroom;

• explore the opportunities AI offers for localisation of learning materials and for ensuring cultural relevance;

• determine how AI can support nuanced feedback practices and opportunities for application of feedback;

• discover how learner autonomy can be developed more effectively across levels in your classroom using AI.

Grammar:

We will discuss:

• how AI can enhance both the teaching and the learning of new grammar and grammatical structures;

• how we can leverage AI to build grammatical accuracy;

• whether or not AI can meaningfully help learners and teachers to "dust off the fossils" and move beyond grammar learning plateaus.

Vocabulary:

In our session on vocabulary learning and teaching, we will be concerned with:

• how AI can assist us in modifying input texts;

• how we can (and why we might) generate effective glossaries for learning, teaching and assesment purposes;

• optimising pre-teaching, monitoring and feedback in vocab development tasks;

• developing awareness of register, style, and context, including flexible use of appropriate collocation, for example.

• whether AI can achieve "authenticity" in materials generation;

• if AI is best used to author materials or to adapt existing input texts;

• how best we can mitigate the challenges of AI-generated materials (e.g. biases);

• how we can use AI to work with genre across the four skills; and

• how we can foster durable learning using AI tools.

• our typical challenges in teaching a selection of the traditional "four skills";

• options for enhancing the teaching and learning of reception, interaction, production and mediation skills;

• embedding the multiple means of representation and expression in language skills learning and teaching using AI;

• reviewing, revising and recontextualising your skills teaching materials;

• remaking (integrated) skills assessment with AI.

https://quaycoop.com/

https://www.jacquesrestaurant.ie/

https://www.farmgatecork.ie/

https://www.theglasscurtain.ie/

Video 2 (a pre-pandemic perspective): https://www.youtube.com/watch?v=o08ykAqLOxk

We will also be accessing, downloading from, and reuploading to the Google Drive folder linked in this post.

Twee Link:

https://twee.ai/l/sl3t13f2

Diffit links:

Approx B1+: https://app.diffit.me/packet/b0a7e0ee-45a3-4d47-9d9c-534b6c10e8fe

Approx B2: https://app.diffit.me/packet/90e398e6-049b-4c9f-9d9b-513de32d62a4

Approaching C1: https://app.diffit.me/packet/f8933d9c-7bf9-4315-8cf2-40f8f7d9a7f0

Edpuzzle link:

https://edpuzzle.com/media/66b011a84b1d71cf181830bf

Over to you: Padlet link:

https://padlet.com/marianhurley/week-4-ias-example-h69k0ki2d4zxdzdh

In today’s workshop, we worked through a demonstration of how I have adapted some materials which I have used in my practice using Twee, Diffit and Edpuzzle. Links to the input materials (two videos) and to the AI-generated materials can be found within the Google Doc linked above. During the workshop, my demonstrations were centred on materials I generated on video 1.

We have discussed the potential applications of all three applications, and compared and contrasted their potential benefits and limitations. We have suggested some means by which we can integrate materials generated using Twee with content sourced from Diffit.

We used the example of an in-sessional Academic English class comprising students with a broad range of English language proficiency levels. This allowed us the opportunity to investigate how we might use tools such as Diffit and Twee to differentiate learning materials effectively.

While we focused on listening and speaking skills in this demonstration, the principles and procedures we discussed can be applied to reading, writing, and more skill areas.

Your extension task:

Toward the close of our session, I asked you to analyse a second input text. Since the students in our scenario will soon take part in a structured critical discussion on the likelihood that the UN SDGs will be achieved by 2030, students will need to be conversant with the challenges to the achievement of the global goals. Where video 1 presented an optimistic, pre-pandemic position, video 2 outlines a more up-to-date perspective and enumerates the challenges which threaten our capacity to achieve the global goals.

In class, we worked in groups of 2-3 to analyse video 2 and determine how you would propose to use it with the students. You were asked to agree in your groups what you would like to do with video 2.

Three questions informed our group discussions:

1. What outcomes can be achieved by using this as part of our lesson?

2. Which kinds of tasks would allow these outcomes to be realised?

3. How could the AI tools we have worked with today be applied to build such tasks effectively?

By the end of the session, each group had analysed the video, its thematic content and the relevant language it contains. Each group had also agreed the task types they would like to develop. We made good progress toward developing our tasks using the AI tools.

Instructions for extension task:

For Wednesday, I am requesting each group to finalise their lesson plan extract, indicating clear responses to the three prompts above. Once this is finalised, please capture your thoughts on parts 1 and 2 in a Word/Google document. Beneath this outline of objectives (1) and activity plans (2), please add links to the materials you have developed (3) using Twee, Diffit, or any other AI application you feel would be applicable.

Each group should save their document with a filename which includes the names of your group members. Once this is completed, please upload your document to the subfolder which I have added to today’s Google Drive folder. You will have an opportunity to present your work on Wednesday and to receive feedback from your peers and from your tutor.

• to increase awareness of the history of technology in language teaching from CALL to TELL.​

• to reflect and share our experiences of integrating technology on our own teaching journeys.​

• to practise evaluating and utilising technological tools based on research and evidence on what actually works in language learning.