The increasing proliferation of AI tools brings with it many challenges and considerations. On the one hand, many AI tools are available, offering users a wide range of options. On the other hand, this multitude of options often leads to quality concerns, as not all tools are equally reliable and effective. Technical failures are also a common problem, as AI tools usually do not perform as expected in practice.
Another critical issue is the ethical dilemma associated with the use of AI. Implementing AI technologies raises questions about responsibility, data protection, and the potential negative impact on society. Sharing information about the use of AI tools is crucial in discussing these ethical issues and finding solutions.
In addition, many users lack the skills to use AI tools effectively. This lack of competence can significantly limit these technologies’ successful implementation and benefits. Overall, using AI tools requires careful consideration and a sound understanding to maximize the benefits and minimize the risks.
| Learning Scenario Identity | |
| Title | Teachers guide to generative AI Tools |
| Creator Creator | Seyma Kocak, Lana Sattelmaier and Jan Pawlowski |
| Main Idea / Description | The increasing proliferation of AI tools brings with it many challenges and considerations. On the one hand, many AI tools are available, offering users a wide range of options. On the other hand, this multitude of options often leads to quality concerns, as not all tools are equally reliable and effective. Technical failures are also a common problem, as AI tools usually do not perform as expected in practice.Another critical issue is the ethical dilemma associated with the use of AI. Implementing AI technologies raises questions about responsibility, data protection, and the potential negative impact on society. Sharing information about the use of AI tools is crucial in discussing these ethical issues and finding solutions.In addition, many users lack the skills to use AI tools effectively. This lack of competence can significantly limit these technologies’ successful implementation and benefits. Overall, using AI tools requires careful consideration and a sound understanding to maximize the benefits and minimize the risks. |
| Target Group (students’ age, learning level, background, disabilities) | The scenario is for TeachersIt will take 120 min |
| Curriculum & Learning Subjects | All subjects |
| Learning Objectives | Learning Objectives:Recognizing reputable AI toolsKnowledge: Identify reputable sources and AI platforms.Understanding: Explaining the characteristics of reputable AI tools and interpreting ratings.Application: Applying checklists and comparing AI tools. Knowledge about the output of AI tools, differences and similaritiesKnowledge: Describing the types of AI outputs and basic terms.Understanding: Explaining similarities and differences and the quality factors of the outputs.Application: Evaluate outputs and carry out comparative analyses. Knowledge of boundary conditions, prices, and data protectionKnowledge: Describing cost structures and data protection principles.Understanding: Explaining the price-performance ratio and data protection risks.Application: Carrying out cost-benefit analyses and applying data protection measures. |
| Teachers’ Wellness Competences | Competences Teachers Need for Technostress Mitigation: Knowledge of technostress risks and mitigation strategies.Ability to identify technostress risks in distance learning scenarios.Ability to design distance learning scenarios that mitigate technostress risks.Ability to support learners who are experiencing technostress.Ability to protect themselves from experiencing technostress. Select from list of Teacher socioemotional e-competencies (TABLE 1)Emotional e-independenceSocial e-ComptencyE-Self-ManagementEmotional e-awareness |
| Learning Scenario Framework | |
| Pedagogical Method | What positive learning strategies are incorporated into the scenario to prevent or mitigate technostress?What is the focus of these positive learning strategies?Foster collaboration and support (Teacher-student and peer relationships)Promotion of Individual emotional well-being Selection of suitable teaching methods for student-centred learning (effectiveness of learning) Select from list of positive pedagogical interventions (TABLE 2)Support and work well with othersLearn to cope and become resilientEngage in self-directed and dedicated learning |
| Software & Materials | Distance Learning Context:How will the scenario be delivered to learners? What platform will the scenario be delivered on? A learning management system (Moodle) and communication tools like Zoom, Webex, etc.What tools and resources will be needed? Computer and Internet (for example Google account), Microphone, Headphones How will learners interact with the scenario? Group workIn which space will learning take place on the learner’s side? Workplace (Table and Chair)Who are the actors involved? (facilitators) IT-SupportHow will technostress mitigation be addressed in this distance learning setting? (technology configuration,technology use and network connections) Knowledge of suitable and trusted AI tools and targeted teacher training will support the reduction of technostress in this distance learning setting. This includes optimized technology configuration, effective use of technology, and stable network connections.Teacher Training |
| Evaluation Tools | AssessmentHow will you assess learners’ learning? Discussion roundHow will you provide feedback to learners on their performance? Online Feedback via communication tools like Zoom, Webex or Microsoft TeamsHow will you assess the effectiveness of technostress mitigation? User diary, feedback, or discussion round with other participants. The exchange about possible challenges AssistanceDebriefing:How will you help learners reflect on their learning?What questions will you ask them to think about? How stressed were you about using the AI tools?Did the exchange with others help you to minimize your technostress?How will technostress mitigation be discussed in the debriefing? Experiences about worst and best cases |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets worksheets etc.) | Scenario Events:Introduction: The introduction is given with a PowerPoint presentation explaining what AI tools are and where and how they are used. (10)Elaboration: In the group, the participants should brainstorm at the beginning which AI tools they know and which they need in their teaching. (20)Use the tools from the given list and see which ones they can use for their teaching content or work. (50)Reflection: Exchange DiscussionNote-taking of experience reports and group discussion (40) |