🤖 Artificial Intelligence (AI) Literacy
A crowdsourced guide to the emerging competencies of artificial intelligence.
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The purpose of this document is to outline the facets of AI literacy for students and educators. These are also the emerging competencies we all rely on as we explore and interact with these tools.
The audience are curious educators, teachers and students.
The problem we are solving with this documentation, is How educators and students can leverage Artificial Intelligence (AI) tools as assistants and coaches in the learning and creative process.
🤖 AI Literacy
References and Readings
💡What are the mindsets and dispositions critical to effective use of AI assistive technology?
Critical thinking / healthy skepticism
Recognise that output from AI is not necessarily totally accurate or complete
AI technologies have large elements of open source development. Tools, sites and uses of AI are appearing regularly. Some of these could be scams, used to steal data or for other undesirable practices. A cautious approach to sharing data, requests for payment needs to be used.
Competent use of AI tools develops through practice.
Use of creative resilience to adjust an approach, respond to feedback and persist.
Understanding the ‘intent’ behind posts and content and how to present authentically.
Process as product
Have an increasing awareness and perspective that the process of creating is part of the outcome.
AI can produce divergent and, at times, unexpected output. It has the capacity to generate many different kinds of ideas, manipulate ideas in unusual ways and make unconventional connections. This will often demand approaches that involve innovative problem-solving techniques.
AI evolves rapidly, therefore, constant revision of new nuances and features (as well as new harms) must take place.
There are appropriate and less appropriate AI applications in the classroom. Critical assessment should judge (if or) where AI is applicable.
💡What skills (existing, emerging, new) are needed to fulfil the potential of an AI assistive technology?
A new type of citation and attribution is required that displays the use of AI assistance.
AI requires effective prompts to produce a desired output.
Prompt engineering / Drafting / Iteration
AI output often requires fine-tuning, expansion of ideas and/or greater precision in prompts to get a desired outcome. Editing and adapting prompts to alter the outcomes.
Reading comprehension and analysis
To be able to critically analyze written text and deconstruct meaning and information. This is crucial to consider the accuracy of the information created.
Having a clear intention for what you are attempting to create is helpful, but not always essential.
Being able to determine when to utilise AI assistance, when not to and determine which part of learning or the creative process needs AI assistance.
To understand the significance of learning skills even though AI tools might be able perform tasks easily. Eg basic mathematics, basic writing, basic reading, basic drawing; as these are necessary to develop physical and cognitive skills necessary to build on further in life.
💡What knowledge and understanding of AI, machine learning or LLMs contribute to higher levels of competency?
ALPHA, BETA software development phases
Appreciating that ChatGPT and other tools are often in research or BETA stages of development and will likely change in a variety of ways including their interface, how they work, etc.
Knowledge of what is actually being output from the AI tool - knowledge-elements or statistically optimal word-pairings
Ethics & Social Impact
That technology is not neutral. Bias detection, societal representation
Information interrogation and sensemaking; awareness of datafication and platformisation
Any data shared online while using AI tools is owned by the tool provider. This includes the data input and the output provided
AI tool limitations
Knowing that the AI tool may have been trained with data from a specific time period.
AI and data governance
(for educators mostly) what are your responsibilities in relation to regulation. Who has access to data, how do you check and take responsibility for data quality,)
What it means to create something and based on whose labour something is created. (e.g. the current ownership challenges of training larger AI models on public but not un-licensed data-points).
💡What tools, methods and technologies are relevant and accessible to students and teachers? (not just AI tools)
Autocomplete in GMail or Docs, GPT-3, Github Co-pilot, OpenAI, Codex, Canva Magic Write, Copy.AI, Wordtune
Grammarly, Spellchecks, Quillbot
Socratic questioning routines, Conker.ai
Keyword online search techniques (example needed)
Digital curation methods (example needed)
Image + Art generators
DALLE-2, Midjourney, Stable Diffusion. Text to Image - Canva
Video, Audio capture, transcription, editing
Descript, Microsoft Word (365) built-in transcription tools.
PhotoMath (answering math-assignments), Socratic
AI Tool Curators and Aggregators
* How different is this literacy to any other tech or media related literacy?
* WIll some of the skills become swept aside by better technology?
* Are the mindsets/dispositions of educators and students different when using AI tools?
* How can AI be helped to tackle the bias and historical challenges contained in the data/information it has learned from?
References and Readings
K-12 AI curricula: a mapping of government-endorsed AI curricula https://unesdoc.unesco.org/ark:/48223/pf0000380602
Artificial Intelligence at Google: Our Principles
Ness Labs Human Writer
ChatGPT data deletion process
How to…use AI to generate ideas | Ethan Mollick
Introduction to Artificial Intelligence (lesson for 8th grade students created by HS students)
Intro to Artificial Intelligence - GWC - Capstone Project - Group 7.pptx
Promises of AI in Education (SURF) https://www.surf.nl/en/promises-of-ai-in-education (p.20-25 specifically discusses GPT-3 and PhotoMath)
Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators (European Commission) https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-en (p.28 'emerging competences for ethical use of AI and data' is relevant for educators)
“the technical and economic features of platforms leave imprints on both the data processes they modulate (Helmond, 2015) and the social practices of their users (Gillespie, 2018), a phenomenon known as “platformization” (Poell, Nieborg, & van Dijck, 2019). In education, platformization is evident in the tendency for platforms to shape instructional and learning practices.” (https://static1.squarespace.com/static/59da73f0f6576ed92f1593fa/t/62f1794e2d9af14f73ea9c8a/1659992400938/Pangrazio-et-al_Datafication-meetings-platformization.pdf)
AI Padlet : Impact on T&L
 Built from the generous contributions of the education community.
 I used Microsoft Word (365) to transcribe the interviews I had with my participants in a recent study. It was more accurate than Otter.AI. ~ Juliana Peloche