How students can use ai in project based learning – Artofit

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How Students Can Use AI in Project-Based Learning

When you add the power of AI to project-based learning, you get empowered, engaged students who have time to focus on feedback.
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47K views · 416 reactions | Helping Students Navigate New Technology Responsibly | AI: Intriguing? Or stomach-ache inducing? Whatever your own feelings about it, chances are it’s starting to creep (or roar) into your students’ lives.... | By Edutopia | Lynnea Shafter: What if we asked an AI bot that question, what might happen? Kids don't recognize how much is AI-generated in their lives. I wanna give them the thinking skills to be really analytical of what they're using. You have a responsibility when you use it to look at what it gives you and really think about, is it useful, is it safe, is it true? What results did you get? (students chattering) Katie Mittleider: STEM Lab is a special that we have in our building. It's similar to other schools where they have their music, and your PE. Everybody in our building goes at least once a week. We have a phenomenal STEM teacher. She is jumping into the AI world with them and trying to teach them those responsible boundaries within AI. Lynnea Shafter: And that might be things like following copyright rules. Katie Mittleider: And then she gives them a lot of hands-on learning time. Lynnea Shafter: You need to figure out how are you gonna get a chat bot to give you feedback for our prompt? And our prompt is, What are some fun ways to say thank you to our family, friends, or community? Instead of just doing an art project and making a thank-you card, I wanted to see if we could kind of combine AI with that. I wanted them to keep asking the bot in different ways to see what the results would be and then critique the results they got. If we don't want it really broad, what are you gonna add into that? As they're working, I'm going around and there was a lot of frustration because they weren't getting the results I think they were expecting to get, and so I would ask them, Are you giving it enough? Seeing if they can recognize what they're including and what they're leaving out and then their results would keep regenerating. I'm hearing a few, This isn't what I want. Student: Yeah. Lynnea Shafter: We're gonna evaluate this tool. Then I introduced the concept of the rubric. To get a 3, the ideas are directly related to saying thank you in fun and meaningful ways. I want you to evaluate, what did it give you? And we went through the categories. Ana: Well, some of them were creative. So I would say like a 2 maybe. It wasn't answering my question. We gave it like an 8 out of 12 because it was ways to say thank you, but they weren't very good and like very fun. Lynnea Shafter: How would you score Raina? I want them to start really looking at the information they're given and really think about, was it what you really asked for? Did it stick to the prompt? Was it creative? Were all of those ideas kind? Are they inclusive? And I think always making sure that you're reinforcing with the students whose work is this, is this a tool to help me? And you really have to go back and analyze what it produces. It's strengthening their problem solving and thinking skills because they're constantly having to revise their prompt to get a better result for what they want. There's a lot of power in that. (no audio) (no audio)

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