When Should or Shouldn't We Use AI ?
Whakataukī
Tino rangatiratanga: mō tātou, ā, mō kā uri ā muri ake neiThe ability to create and control our destiny for generations to come.
Insights
How do we use AI, and what do we use?
What I noticed was that when identifying a cup, it was 100% happy for any cup to be in front of the camera. But with other smaller objects, it struggled to identify them; this could be because of the busy background. Once, it thought a book was a cup; this is possibly because of the screen area the book covered.
Similar to the 'iPads Padagogy'
AI Capabilities
What do we consider when creating a debate for the class?
- Relevant to akonga (students), interesting, engaging
- 2 sides Proc/Cons
- Allows for different points of view
- Age appropriate
- Not too divisive (contentious)
- Know the topic or easy to research
We were given a side, like in a real debate (no picking), then we added our thoughts to arguments for or against a statement (slices on the outer circle) or gave it a value. The darker the colour, the more people valued the idea made in the inner circle.
Takeaways
Guidelines for AI created collaboratively for AcademyEx; great model they thought guidelines rather than policy, as people need to be responsible for actions. Turnitin; creates space for discussions around use of AI in essays, not there to judge.
Which of the guidelines are most useful in helping understand 'AcademyEx AI guidelines': 10, 15, 16, 17, 18, 19.
Reflection
Kialo Edu would be great when needing to decide what to do when you need everyone's input, e.g., a staff meeting about which maths resources should be implemented - empowering all voices
AI tools to check out - Chalkie and Day of AI
Consider how the rapid changes in AI might impact classroom innovation in the future.
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