AI Literacy

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.

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AI Literacy

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.

machine learning, AI, teaching, OpenAI

🤖 Artificial Intelligence (AI) Literacy[a]

A crowdsourced[1] guide to the emerging competencies of artificial intelligence.

Thanks for reading, reviewing or contributing, you have full add, edit and delete rights for this document.

▸ When you contribute, consider the audience and if further elaborations are needed.

▸ Approve or Improve is the protocol for participation, editing and critique.

▸ Assume we are wrong, together, let’s try and be less wrong.

If you have any questions please contact Tom Barrett

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.

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🤖 AI Literacy

Dispositions

Skills

Knowledge

Tools

Ponderings

References and Readings

Dispositions

💡What are the mindsets and dispositions critical to effective use of AI assistive technology?

Critical thinking / healthy scepticism

Recognise that output from AI is not necessarily totally accurate or complete

Caution

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.

Patience

Competent use of AI tools develops through practice.

Resilience

Use of creative resilience to adjust an approach, respond to feedback and persist.

Authenticity

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.

Creative thinking

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.

Revision

AI evolves rapidly, therefore, constant revision of new nuances and features (as well as new harms) must take place.

Critical assessment

There are appropriate and less appropriate AI applications in the classroom. Critical assessment should judge (if or) where AI is applicable.

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Skills

💡What skills (existing, emerging, new) are needed to fulfil the potential of an AI assistive technology?

Attribution

A new type of citation and attribution is required that displays the use of AI assistance.

Prompt craft

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 analyse written text and deconstruct meaning and information. This is crucial to consider the accuracy of the information created.

Goal setting

Having a clear intention for what you are attempting to create is helpful, but not always essential.

Use determination

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.

Discipline

To understand the significance of learning skills even though AI tools might be able to 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.

Knowledge

💡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.

AI Foundations

Elaboration needed

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[2]. Bias detection, societal representation

Algorithms

Elaboration needed

Data literacy

Information interrogation and sensemaking; awareness of data generation and platform-ization

Data privacy/sharing

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,)

Ownership

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).

Tools

💡What tools, methods and technologies are relevant and accessible to students and teachers? (not just AI tools)

Search, Image + Art generators

Keyword online search techniques (example needed)

Bing, Perplexity

Text Generators

Autocomplete in GMail or Docs, GPT-3, Github Co-pilot, OpenAI, Codex, Canva Magic Write, Copy.AI, Wordtune, PEER (German)

Text Editing

Grammarly, Spellchecks, Quillbot, DeepL Write

Questioning

Socratic questioning routines, Conker.ai

Curation

Digital curation methods (example needed)

Chatbots

ChatGPT; Claude; Bard

Text to image

DALLE-2, Midjourney, Stable Diffusion. Text to Image - Canva, Adobe Express

Image editors

LensAI, cleanup.pictures

Video editors

RunwayML, Capcut

Voice editors

Voicemod

Video, Audio capture, transcription, editing

Descript, Microsoft Word (365) built-in transcription tools[3].

Otter.ai, Elevenlabs

Others

PhotoMath (answering math-assignments), Socratic

AI Tool Curators and Aggregators

gpte.ai, Poe

Ponderings

* 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?

* How can we move from the creators of learning pathways and content towards facilitating students in the design of their own pathways and related content?

References and Readings

* K-12 AI curricula: a mapping of government-endorsed AI curricula

* Google AI Principles

* How to delete your account | OpenAI Help Center

* How to... use AI to generate ideas - by 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) Promises of AI in Education | SURF.nl (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) Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators - Publications Office of the EU (p.28 'emerging competences for ethical use of AI and data' is relevant for educators)

* Platformisation Platform Pedagogies –Toward a Research Agenda

* “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.” (Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning)

* Microsoft Introduction to Prompt Engineering.

* AI Padlet : Impact on T&L https://padlet.com/DarenWhite/jt3xhxs25xipojxa

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[1] Built from the generous contributions of the education community.

[2] https://plato.stanford.edu/entries/technology/#NeutVersMoraAgen

[3] 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

[a]Hi - I’ve added a few ideas. This is great by the way! Darren Coxon

AI Literacy
Info
Tags Machine learning, AI, Teaching, OpenAI
Type Google Doc
Published 04/04/2024, 18:51:42

Resources

The ChatGPT Prompt Book - LifeArchitect.ai - Rev 2
ChatGPT & Education
ICML2020_Machine Learning Production Pipeline
=GPT3() Demo Template