COURSE TITLE:
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
50 50 50 |
INSTRUCTOR:
Michael Boll
michael@bollnet.com
COURSE DESCRIPTION:
Do you ever feel like you're living in a sci-fi movie? With artificial intelligence (AI) in education, you might as well be! But don't worry; I am here to help you navigate this brave new world and leverage AI’s transformative magic.
In this practical, hands-on course, I’ll show you how to harness the power of AI to engage your students and transform their learning experience. I’ll introduce you to AI tools and techniques that help you teach everything from math to rap battles (yes, you read that right).
It does not stop there! Be ready to cover topics like how it all works, how to master communicating with AI, so it serves your needs, using AI in your teaching situation, and much, much more. So, what are you waiting for? Join us in this AI revolution, and let's make teaching and learning a little more...robotic.
This course is appropriate for teachers K-12.
This course may be taken as a group. With the uses for AI changing so fast, working in a group is an excellent way to expand how you use AI and help set the narrative at your school. See here for more information.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
None. All reading is online.
None. All reading is online.
MATERIALS FEE
A Chat GPT account from Open AI is free. A paid version is available too, but not required.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Who Are You?
Getting to know each other better is an excellent way to start this course, and it helps us all to understand our individual situations and teaching expectations.
Take a few moments and kindly complete a 250+ word description about yourself.
Possible items to include:
Resources
See what ChatGPT (AI) wrote about me when I asked it to “Write an introduction for Michael Boll.” Much of it was not accurate, but it sure made me sound awesome!
Assignment #2: An Introduction to Artificial Intelligence
Woah! What's up with this Artificial Intelligence (AI) thing? Should we embrace it or be wary of it? It kinda reminds me of how we reacted when the internet first came out. I mean, back then, I was thrilled that I could just go to a website, type in my favorite burrito ingredients, and boom, get a full-on personality analysis. Little did I know that one day, I'd be cruising at 33,000 feet, working on my beast of a laptop, typing up this paragraph for an online course.
In education, acknowledging AI's current and impending influence on our classrooms and students is essential. Contemporary apps harnessing AI capabilities have already emerged—think filters that alter one's appearance with a mere tap. (Talk about instant transformations!) The potential of AI is boundless, and our response as educators must be proactive. Equipping our students with the necessary skills and knowledge for a future intertwined with AI technology is non-negotiable.
Assignment
https://www.youtube.com/embed/2schgdnf-ME?si=IqJRF2Pr6x8_qzPN
Resources
Checkout this video demonstrating the power of Google's Gemni AI system
https://www.youtube.com/embed/UIZAiXYceBI?si=SxTsICCERH2MgUcF
Assignment #3: Set Up Your AI Account
Here we go! If you have not already, it is time to sign up for your accounts! I say accounts as there are a bunch of really good ones out there. As of this writing, my favorites (in order) are:
All are free and all have paid versions. So far, the free versions appear to meet our needs.
Additional Notes:
Google Gemini should already be there ready to go on your personal account if you have a Gmail account. If you have the school version, it might not be activated. That is likely a decision each district makes on its own. In other words, you will probably only find Google Gemini on your personal account.
The same situation should apply to Microsoft CoPilot as well
Now since this is not my first time at the rodeo, I know that you might be using AI to “help” you with the writing prompts in this course. No worries, I encourage that! I used AI to help me with big chunks of this course. AI suggestions are often very helpful.
We will learn more about this in upcoming lessons.
Sign up for at least one (more is better) of the accounts above.
Play! Have a blast. Need some ideas? Check out this list of 100-plus ideas for using AI.
Also, here is a list of ideas from other teachers in this course.
In 250 words or more, respond to some of the prompts below:
Explain your initial thoughts out of the gate. Easy to use? Confusing? A feeling of “How am I supposed to use this thing?
How did you use AI? Where do you find it helpful? Where is it lacking?
After using AI, how would you describe it to someone you know, such as a colleague, a friend, or a family member?
Any other thoughts or ideas? Please share them.
Take your writing and drop it into your AI platform with this prompt: Improve this writing: (Then paste in your writing).
If you are using Google Docs, it is even easier to just click the AI button after highlighting some text.
Modify your written work to add some or all of the suggestions.
List of 100 plus ways to use AI (Same as above)
Assignment #4: A Guide to Creating Effective Prompts & Parameters, Pt 1
We now have an AI account; maybe we have done a few tricks, but after the initial excitement is over, what do we do with it? Well, we need to learn to communicate with AI, and to do that, we have to understand how to craft effective prompts.
Prompts are questions or orders we write or say to our AI system. Prompts often contain parameters as well, and parameters add rules to the prompt. For example, in the real world, you might tell someone (prompt) to go inside the house and grab your shoes. You might add some details (parameters) by telling them to grab the small pair of shoes next to the fireplace.
In essence, prompts are questions or instructions we provide to our AI systems in written or spoken form. Parameters are often incorporated into prompts, serving as rules to guide the AI's response. Think of it like this: in the real world, you might instruct someone (prompt) to enter your house and retrieve your shoes. To provide further clarification (parameters), you could specify that they should get the small pair of shoes located near the fireplace.
This exercise introduces us to the basics of prompts and parameters, and we will get more detailed in the next lesson.
Watch my video: Creating Effective Prompts
Write up a few of your own prompts. Be sure to try a few that kick out long responses. For example, “Write a 500-word explanation of why Martians are unlikely to invade the earth soon.”
Use the “As a” prompt to change the tone of the response. For example, “Write it as Dr. Suess.”
Add a parameter to the same or different response to change the explanation's depth. For example, “Explain it for a grade three student.”
In 250 words or more, respond to some of the “prompts” below:
What prompts did you try?
What “As a” ideas did you try?
What additional parameters did you add to help change the depth of the information?
How would you use prompts and parameters in your work? Just a few ideas are fine, as more ideas will drop into your brain later on in the course.In your work, how might you incorporate prompts and parameters? Please give a few ideas; more thoughts will come to you later in the course.
List of 100 plus ways to use AI (Same as above)
Introducing GPT 4.o(Omni)
Assignment #5: A Guide to Creating Effective Prompts & Parameters, Pt 2
Overview
Artificial intelligence (AI) is not limited to one-way conversations that rely on super-detailed prompts loaded with parameters. In fact, AI can engage in two-way conversations, which opens up exciting possibilities for classroom activities.
Imagine having a rap battle with an AI or asking it to quiz your students on a topic they're studying. Even better, what if AI asked your students questions, prompting them to think creatively and outside the box? The possibilities are endless.
For instance, you could ask AI to generate questions about a student, teacher, or even the entire class. Then, you could challenge your students to write a story based on the answers. This not only makes learning fun and engaging but also encourages critical thinking and creativity.
Assignment
a. Write a prompt for your AI platform and add a very specific and detailed list
of parameters. Something similar to the college essay example in the video.
b. Set up a two-way prompt where AI asks you questions and writes a story.
Something similar to my example in the video.
i. Sample prompt for help: “Ask five questions about me. Make sure the first
question is my name. Ask me one at a time, and wait for me to answer each
one. After I have responded to all questions, write a 400-word story based on
my answers. Make the story a little silly.”
ii. Modify this prompt as needed, or come up with your own great idea.
3. In 250 words or more, respond to the prompts below:
a. What did you decide to ask your AI platform? Long detailed prompt with
parameters or a two-way conversation?
b. How did it go? Was it accurate and interesting? Or did it make mistakes?
c. Feel free to paste in your prompt(s) and the result. I enjoy reading it.
Resources
Assignment #6: AI As A Teaching Resource
Alright, Team, you're officially AI experts! Or at least, you're above average. Congrats! Now, it's time to put that knowledge to good use.
Understandably, AI can initially appear daunting. Like the popular kid in school, you may hesitate to approach it/him. But fear not, I have your back.
In this lesson, we're going to brainstorm some awesome ideas for using AI in your teaching practice. Whether you're a math teacher, a history buff, or a science nerd, there's something here for everyone.
In this lesson, we will engage in brainstorming various innovative ideas for integrating AI into your teaching practices. Regardless of your subject specialty, be it mathematics, history, or science, there are exciting possibilities for everyone.
So, put on your thinking caps, grab a cup of coffee (or tea, if that's your thing), and let's get to work. By the end of this lesson, you'll have a model that's tailored to your specific situation. And who knows, you might just revolutionize the way you teach with AI.
Full Disclosure: The above overview is a complete copy and paste of an improved version of my first draft using AI. I like the humor and voice in it!
Assignment
Watch my video: AI as a Teaching Resource. It will explain how to build your own model of resources.
Open the model of resources spreadsheet and begin to build your own model. A Google Account is required, let me know (michael@bollnet.com) if that causes any difficulties for you, and I can send an alternative.
Add at least five ways you can use AI as a resource.
In 250 words or more, reflect on the five ideas you included.
How will it help you with your teaching situation, and what additional areas or ideas might you explore?
Assignment #7: Explore Resources About AI
Overview
The world of Artificial Intelligence is super fluid and changing all the time. To keep up, I have a set of resources to help me to help you find some interesting articles and other resources.
If you are new to Magic Schoo, check out my HOL Canva course (yes, another one). You can access all the resources for free by clicking on the Syllabus tab.
Assignment
Resources
Assignment #8: Using AI in Your Own Life
Overview
Like the Internet, AI is and will become a regular part of our personal life. As systems like Siri and Alexa improve and add AI, we will be able to verbally prompt them to plan vacations, menus, shopping lists, etc. Rather than search the web, these devices, and others, will use their large language models to provide helpful (most of the time) guidance.
Assignment
Resources
Assignment #9: Share with the Community
Overview
With AI and education changing so quickly, sharing your learnings, experiences, and successes with others in this community is super helpful. As this course matures, we will end up with a nice set of shared ideas and experiences. Thank you!
Assignment
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #10: From Theory to Practice: Using AI to Enhance Your Teaching Workflow
Overview
As the title suggests, this assignment asks you to bring AI into your daily workflow. There are so many ways to do this, and new ones are being added all the time. You now understand how to use AI, have built a model of ways it interests you, and have browsed a variety of resources.
The key is to find AI ideas that fit your work interests and goals. So let's mix things up and embrace the AI revolution! Who knows, maybe someday we'll be taking coffee breaks with our robot friends. (Full disclosure: AI-assisted in the writing of this last paragraph)
Assignment
Assignment #11: AI & The Future of Education: Robots are Coming to Save (or Take Over) Your Job!
Overview
Satya Nadella, CEO of Microsoft, once said, “The most exciting thing about AI is not its ability to perform tasks, but its ability to help humans think better.” While this is certainly a positive viewpoint, it's important to consider both the potential benefits and downsides of AI in education.
One important question to ask is how students will use AI in their learning. Will schools embrace it or ban it? And how might AI impact students' abilities to learn from helpful adults, both in and outside the classroom? As we continue to explore the role of AI in education, it's important to approach the technology with an open mind and consider all of its potential implications.
Below is AI’s version of my writing above. I did not tell it to be funny or sarcastic; it just did that. Oops!
Let's talk about AI, baby! Satya Nadella, the big boss over at Microsoft, once said that AI's most exciting aspect isn't its ability to perform tasks but rather its potential to enhance human thinking. And while that's certainly an optimistic view, we can't ignore the potential downsides of AI in education.
One question we need to consider is how students will use AI in their learning. Will it be widely adopted or strictly prohibited? And what impact might AI have on students' interactions with their teachers and mentors? As we dive deeper into the role of AI in education, we need to approach the technology with both excitement and caution and consider all of its potential implications.
So, buckle up, buttercup. We're about to take a wild ride through the world of AI and education. Get ready to explore the possibilities, and remember to keep an open mind.
Assignment
Watch my video: The Future of Artificial Intelligence.
In 750 words or more, reflect on AI and its potential impact on the future of education.
Choose only two (2) of the options below.
Option A)
How will AI impact students and their learning?
i. Will they benefit from an incredible source of help and personalized learning?
ii. Will AI remove the incentive to learn to read and write well? Goodbye to critical thinking skills?
AND/OR
Option B)
How will AI impact the career and day-to-day teaching experience for teachers?
i. Will teachers be expected to change how they teach? How will they present information,
and how will a typical school day be conducted?
ii. Will the education establishment drag its feet with the changes and focus more on
banning AI than embracing it?
iii. Will the need for connection still make the role of a teacher as relevant as ever?
AND/OR
Option C)
How will AI impact both teachers and students?
Be sure to run your response through AI and ask for suggestions to improve your writing. Add as many parameters as needed.
Resources
Use your AI platform (Chat GPT, Bing, Etc.) to help you find resources. For example, I used the prompt “Find helpful articles on AI and the future of education.”
Assignment #12: (500 Level ONLY)
Applying Your Learning to Professional Development or Student Education (500 Level)
Overview
We have talked extensively about the impact artificial intelligence will have on education and society. Your students and colleagues may not be as aware as you are now of the details of AI and its trajectory.
This is your chance to help them.
Assignment
Complete two (2) of the following options.
Option A)
Create a 30-minute or longer professional development presentation. Something worthy of presenting in a professional setting such as a workshop, team, or school meeting.
It should relate to some (not all) of the themes discussed in this course, such as:
AND/OR
Option B)
Create a 30-minute or longer presentation aimed at a student audience.
It should relate to some (not all) of the themes discussed in this course such as:
Resource: Washington Post article “Snapchat tried to make a safe AI. It chats with me about booze and sex.”
AND/OR
Option C)
Create another assignment of your own design with the instructor’s prior approval.
C. INTEGRATION PAPER
Assignment #13: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Michael Boll is an Apple Distinguished Educator and former Technology Coach at international schools in China and Thailand.
Now based in the United States, Michael is an enthusiastic instructional designer and presenter. He works to make his courses and presentations information-packed, slightly provocative, and fun.
Michael has an adult son with profound autism and is keenly interested in the special needs community and its population of diverse learners.
BIBLIOGRAPHY
Integrating Artificial Intelligence (AI) into your classroom: A Hands-On Guide