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<\/p>\n\n

Welcome to our study materials page \u201cArtificial Intelligence in Studies\u201c!<\/span><\/strong><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"b6a54962-5547-48c0-a5aa-5b43f24713e2"},"useSeparator":"auto"},{"content":{"params":{"decorative":false,"contentName":"Pilt","file":{"path":"images\/file-6523cfa9716f8.jpeg","mime":"image\/jpeg","copyright":{"license":"U"},"width":1920,"height":223}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"88c41c4a-d9b4-4d0e-9469-8b98a6687390"},"useSeparator":"auto"},{"content":{"params":{"text":"

NB! To have a better view of the materials, open the window in full screen mode \u2013 click on the crossing arrows button in the top right-hand corner, to exit full screen mode, press ESC on your keyboard.<\/span><\/strong><\/p>\n\n

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These materials have been created to support university teaching staff in defining the impact of artificial intelligence (AI) on learning and teaching and help understand how AI could be used in studies in an informed manner.<\/strong><\/p>\n\n
After completing the materials, the learners:<\/p>\n\n
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Are aware of the recommendations provided by TLU for the use of AI and of its possible impact on learning and teaching;<\/p>\n\t<\/li>\n\t
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Are aware of the possibilities of integrating AI in different stages of the learning process;<\/p>\n\t<\/li>\n\t
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Analyse their possibilities of using AI in studies and supporting the development of students\u2019 digital competences.<\/p>\n\t<\/li>\n<\/ul>\n\n
It is important to note that the materials do not aim to give an exhaustive overview of the topic of AI but serve as an introduction to AI-related issues in studies. Due to the fact that the field of AI is developing at great speed, the study materials will be updated on a running basis. At the end of each chapter, it is therefore possible to see when the chapter was last updated.<\/p>\n\n
We invite you to keep an open mind - get engaged in the topic, test and help improve!<\/p>\n\n
This introduction has been compiled with the help of ChatGPT-3.5. <\/em><\/p>\n\n
<\/p>\n\n
Moving about the study materials<\/span><\/strong><\/h3>\n\n
It is possible to move about the study materials by either:<\/p>\n\n
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Clicking on the item in the table of contents<\/strong> on the left, or<\/p>\n\t<\/li>\n\t
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Clicking on the arrows<\/strong> in the upper and bottom right-hand corner.<\/p>\n\t<\/li>\n<\/ul>\n\n
To have a better view of the materials, open the window in full screen mode \u2013 click on the crossing arrows button in the top right-hand corner, to exit full screen mode, press ESC on your keyboard.<\/p>\n\n
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Created: September 2023<\/em><\/p>\n\n
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Referencing:<\/em><\/p>\n\n
Tallinn University (2023). Artificial Intelligence in Studies. Retrieved \/date\/, https:\/\/oppevara.tlu.ee\/en\/node\/159<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"d0096902-c182-4955-8c46-f2c5804a1539"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"c686eedc-155f-4bec-bbb8-8dc536aec544","metadata":{"contentType":"Column","license":"U","title":"Introduction"}},{"params":{"content":[{"useSeparator":"auto","content":{"params":{"visuals":{"fit":true,"controls":true},"playback":{"autoplay":false,"loop":false},"l10n":{"name":"Video","loading":"Videom\u00e4ngija laadib...","noPlayers":"Ei leitud antud videoformaati toetavaid videom\u00e4ngijaid.","noSources":"L\u00e4htevideo puudub.","aborted":"Meedia taasesitus on katkestatud.","networkFailure":"V\u00f5rgu viga.","cannotDecode":"Ei saa meediat dekodeerida.","formatNotSupported":"Videoformaat ei ole toetatud.","mediaEncrypted":"Meedia on kr\u00fcpteeritud.","unknownError":"Tundmatu viga.","invalidYtId":"Mittetoimiv YouTube ID.","unknownYtId":"Ei leia antud YouTube ID-le vastavat videot.","restrictedYt":"Selle video omanik ei luba videot esitada teistel lehtedel."},"sources":[{"path":"https:\/\/vimeo.com\/863496363\/15e50ca646?share=copy","mime":"video\/unknown","copyright":{"license":"U"}}]},"library":"H5P.Video 1.6","metadata":{"contentType":"Video","license":"U","title":"Untitled Video"},"subContentId":"0a23d89b-e026-4aa9-bc88-8c2bb8d79efb"}}]},"library":"H5P.Column 1.15","subContentId":"9a838159-3f1b-4ecb-a4db-24cc36f3264d","metadata":{"contentType":"Column","license":"U","title":"Rector's introduction"}},{"params":{"content":[{"useSeparator":"auto","content":{"params":{"visuals":{"fit":true,"controls":true},"playback":{"autoplay":false,"loop":false},"l10n":{"name":"Video","loading":"Videom\u00e4ngija laadib...","noPlayers":"Ei leitud antud videoformaati toetavaid videom\u00e4ngijaid.","noSources":"L\u00e4htevideo puudub.","aborted":"Meedia taasesitus on katkestatud.","networkFailure":"V\u00f5rgu viga.","cannotDecode":"Ei saa meediat dekodeerida.","formatNotSupported":"Videoformaat ei ole toetatud.","mediaEncrypted":"Meedia on kr\u00fcpteeritud.","unknownError":"Tundmatu viga.","invalidYtId":"Mittetoimiv YouTube ID.","unknownYtId":"Ei leia antud YouTube ID-le vastavat videot.","restrictedYt":"Selle video omanik ei luba videot esitada teistel lehtedel."},"sources":[{"path":"https:\/\/vimeo.com\/863496127\/42ec2eef02?share=copy","mime":"video\/unknown","copyright":{"license":"U"}}]},"library":"H5P.Video 1.6","metadata":{"contentType":"Video","license":"U","title":"Untitled Video"},"subContentId":"e193139c-9ba1-43c0-9476-258fc835ebb8"}}]},"library":"H5P.Column 1.15","subContentId":"a1e0c823-7ae2-4bd5-a2c9-4ebaecbfacef","metadata":{"contentType":"Column","license":"U","title":"Vice-rector's introduction"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
TLU recommendations for the use of AI<\/strong><\/span><\/p>\n\n
https:\/\/www.tlu.ee\/en\/recommendations-use-artificial-intelligence<\/a><\/p>\n\n
<\/p>\n\n
Recommendations created: spring 2023<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"6d283d91-da8f-444d-a762-010c64812483"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"4c41df1c-c5bf-49c5-b257-fb592d0067fc","metadata":{"contentType":"Column","license":"U","title":"TLU recommendations for the use of AI"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
Online AI applications, instructions for their use<\/strong><\/span><\/p>\n\n
Compiled by: Andres Karjus, Research Fellow in Cultural Data Analytics, School of Humanities<\/em><\/p>\n\n
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Online text generators<\/strong><\/h3>\n\n\n\t
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ChatGPT: chat.openai.com<\/a> > Sign up > Create an account or log in by using your Google account (needs phone number validation). The use of GBT-3.5 model is free, The paid version enables access to GBT-4 (it also works better in Estonian than version 3.5), plugins (e.g. PDF readers and Wolfram Alpha mathematics and other additional functions.<\/p>\n\t<\/li>\n\t
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Bing Chat: www.bing.com<\/a> > Click on Chat in the upper left-hand corner. It is now supported by all browsers; integrated in Edge (blue icon B in the upper right-hand corner). It works similarly to ChatGPT, but additionally it carries out web searches and makes references.<\/p>\n\t<\/li>\n\t
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Perplexity: www.perplexity.ai<\/a> \u2013 very similar to Bing. It does not require login; however, when logging in, one gains limited free access to a model based on GBT-4 (which functions somewhat differently when linked to search).<\/p>\n\t<\/li>\n\t
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Claude: claude.ai<\/a> > Create an account or log in by using your Google account; free. Similar to ChatGPT, can also handle Estonian.<\/p>\n\t<\/li>\n\t
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Bard: bard.google.com<\/a> > log in by using your Google account; free. Also works in Estonian but not as well as other applications (yet).<\/p>\n\t<\/li>\n<\/ul>\n\n
Sample commands that can be used in text engines<\/strong><\/p>\n\n
Commands can be given in Estonian and in English and they can be used for translating. Giving commands in English might sometimes work better but it is worth giving it a try.<\/p>\n\n
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Find all the names and their roles in the text. Add a short (couple of words) extract of the text where the names have been mentioned. Present the results in table format, in columns Name, Role, Example. Text: [add a short text]<\/p>\n\t<\/li>\n\t
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Write a short but interesting essay on the topic [topic\/question]. Academic style, 200 words, be specific.<\/p>\n\t<\/li>\n\t
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Fix grammar in this text and make sure it is academic English. [add a text that needs fixing]<\/p>\n\t<\/li>\n\t
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Rewrite the text [target group: e.g. journalists, 7-year-old child, a person with A2 level of Estonian]. Use words and expressions that correspond to the language skills and expected level of education of the target group. Text: [add an extract from a complicated text]<\/p>\n\t<\/li>\n\t
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Write Python [or any other programming language] code to do [something to be done]<\/p>\n\t<\/li>\n\t
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Create a study course programme\/syllabus\/tasks for a course of [e.g. BA] level study programme in the field of [field] that would meet the following criteria [criteria]. Create assessment criteria, topics and types of exercises.<\/p>\n\t<\/li>\n\t
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Provide constructive feedback about this text from the point of view of the field of [field], list the strengths and weaknesses. Be polite but concrete and concise, academic tone. For assessment and feedback, take into consideration that the text is [essay\/reading journal\/composition\/etc] and the author is a [level] student of the field of [field]. Text: [add a short sample text]<\/p>\n\t<\/li>\n<\/ul>\n\n
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Online image generators<\/strong><\/h3>\n\n\n\t
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Clipdrop: clipdrop.co<\/a> \u2013 free for a limited use, Stable Diffusion can be used, including uncrop, reimagine and other functions.<\/p>\n\t<\/li>\n\t
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Bing Image Creator: www.bing.com\/images\/create -<\/a> DallE2 picture model is free of charge. Pictures can directly be requested from Bing Chat.<\/p>\n\t<\/li>\n\t
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DreamStudio: dreamstudio.ai<\/a> \u2013 the free version enables to generate a limited number of pictures by using Stable Diffusion. Login is not required, but logging in offers more choices.<\/p>\n\t<\/li>\n\t
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The use of Midjourney: www.midjourney.com<\/a> > Join the beta with the help of Discord. The older model can be used for free on a limited basis, the paid version offers a newer and more photo realistic model. <\/p>\n\t<\/li>\n<\/ul>\n\n
Sample commands that can be used in image generators<\/strong><\/p>\n\n
When using image generators, it is better to give commands in English.<\/p>\n\n
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Concept art depicting a [character, object] for a [cartoon, movie, game] in the [genre] genre, in the style of [style, artist etc.]<\/p>\n\t<\/li>\n\t
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Drawing of a [character] in the style of [favourite artist]. Coloring book material, sharp thin black outlines, white background, no color<\/p>\n\t<\/li>\n\t
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Product photo of [a product or an idea for prototyping], on a monochrome background, professional photo, studio lighting, high quality photograph<\/p>\n\t<\/li>\n\t
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Powerpoint slide background illustration, [style], [theme]<\/p>\n\t<\/li>\n<\/ul>\n\n
It is worth keeping in mind that not all AI-s can manage with all the tasks but they are developing fast. For example, while ChatGPT version 3.5 of last year produced texts in Estonian with some errors, produced erroneous factual statements and non-existent references, then GPT4 version has a much better command of languages and it makes less factual errors. Neither is referencing a big problem as far as models related to search engines are concerned since it is now possible to click on the reference and check where it comes from and whether it is appropriate. However, it is a good idea to always check all the generated texts.<\/p>\n\n
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Recommendations created: September 2023<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"cb213cf9-40e4-4d88-a4bf-5f88676f127c"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"8aff1578-54d1-4653-8557-71427f7e856b","metadata":{"contentType":"Column","license":"U","title":"AI applications"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
Artificial intelligence, thinking muscles and learning<\/strong><\/span><\/p>\n\n
Anneli Veispak, Associate Professor of Technology Enhanced Learning, Estonian Business School<\/em><\/p>\n\n
<\/p>\n\n
We know now that large language models (e.g. ChatGPT) do not mean that education is doomed and that the humankind is destined to eternal underdevelopment (hyperbole) as it was first feared. It has become clear that AI can be implemented in the classroom and in independent learning to support learning as much as it can hinder learning.<\/p>\n\n
Teachers can use text generators to give classes in a novel manner and they can reduce the workload if handled skilfully (Mollick & Mollick, 2023). Students can use text generators to facilitate learning but they can also use it for cheating and plagiarism. The aspect of cheating and plagiarism is what caused global panic in the field of education at the end of 2022. No surprise. ChatGPT can respond to questions and generate (at least in English) fluent and well-structured long texts on every topic, from Socrates to quantum physics. Every generated response\/essay is unique and it is almost impossible to detect the authorship.<\/p>\n\n
The fact that ChatGPT facilitates plagiarism and presenting the ideas and texts of other people as one\u2019s own has received much attention in the field of education and in media. Margit Sutrop (15.07.2023) writes in P\u00e4evaleht how ChatGPT plagiarises and calls for plagiarism among its users. \u201cBy collecting text fragments form real authors and creating a story, the system revokes authorship and facilitates the use of the produced text as an anonymous input to produce new texts\u201d she writes and concludes that the \u201cauthor is dead\u201d. Likewise, cheating in the context of measuring study results has been tackled. When evaluating essays and discussions it is not clear whose ideas and knowledge we are actually evaluating and who is getting the result. At the same time, there has not been much discussion of the fact that any piece of writing, essay or discussion is not only useful for measuring the results, but they should be, first and foremost, seen as learning tools. When students delegate the essay writing task to a text generator, they fail to train their thinking muscles. We can be systematic thinkers and analysers but there are skills that need training. They can only be shaped by way of consistent mental effort.<\/p>\n\n
Just a short while ago, teachers faced a situation where they needed to learn to find their way in online environments and engage students in their pyjama pants who refused to switch on their cameras when participating in an online class. Now they need to adjust again \u2013 it is not possible to just ignore text generators; however, putting them into use requires time, effort and new skills.<\/p>\n\n
Recent years have seen various speculations concerning the apocalyptic plans of AI and people are afraid that text generators will turn white collar workers, including teachers, redundant. I have to admit I have been distressed to see the speed at which ChatGPT can generate a meaningful text and have been afraid of cutbacks arising from cost-effectiveness. The thougths of Karim Lakhan, professor of Harvard Business School, have offered some consolation: \u201cAI is not going to replace humans, but humans with AI are going to replace humans without AI\u201c. Therefore, I call on the teachers to pull themselves together and find ways to use AI for our own benefit. However, learning to use AI is as important as knowing how to share the responsibility for learning with the learners. Even the best teachers can only create an environment that facilitates learning. It is not possible, neither reasonable for a teacher to aim for total regulation and control of the application of text generators in the context of learning. The hard work of learning \u2013 training thinking muscles \u2013 can only be done by learners themselves. And it is only the students who can opt for the use of text generators having reasonable goals in mind.<\/p>\n\n
<\/p>\n\n
Social media humour:<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"a376a18f-6cd2-4f75-a5f5-ff789c0055cb"},"useSeparator":"auto"},{"content":{"params":{"decorative":false,"contentName":"Pilt","file":{"path":"images\/file-6523b62588e35.png","mime":"image\/png","copyright":{"license":"U"},"width":2832,"height":996}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Ilma pealkirjata Image"},"subContentId":"733726c1-8d1c-47da-b6a7-7155e0bdd77e"},"useSeparator":"auto"},{"content":{"params":{"text":"
Lyons, D. (06.08.2023). Thought this group could use a laugh. ChatGPT for Teachers. [Image attached]. Facebook. https:\/\/www.facebook.com\/photo?fbid=6040899749344043&set=gm.827024218828897&idorvanity=703007927897194<\/a><\/span><\/p>\n\n
Abdel, K. (27.07.2023). Ditto. The Laughing Librarian. [Image attached]. Facebook. https:\/\/www.facebook.com\/photo\/?fbid=10168526701260604&set=gm.1055981379163419&idorvanity=583028159792079<\/a><\/span><\/p>\n\n
<\/p>\n\n
This article therefore attempts to discuss why all sorts of pieces of writing and essays provide a good source for training thinking muscles and what happens to learning when the text generator writes the text for the student. We will also dedicate some lines to teacher responsibility in achieving learning outcomes and how it can be shared with students and how to convince students to write their essays themselves.<\/p>\n\n
<\/p>\n\n
The purpose of learning<\/strong><\/h3>\n\n
No matter what we study, the purpose of learning should always be deep and systematic understanding. It means that in addition to facts, we can see connections between pieces of information, understand how the different variables influence one another and the whole and we can use this understanding to solve problems, create values etc.<\/p>\n\n
Such deep and systematic understanding and capacity to operate information can only occur as a result of carrying out various so-called mental operations and making our thinking muscles work.<\/p>\n\n
<\/p>\n\n
More social media humour:<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"26b3b5d5-8807-4324-8012-8d69d5308c54"},"useSeparator":"auto"},{"content":{"params":{"decorative":false,"contentName":"Pilt","file":{"path":"images\/file-6523b652bf565.png","mime":"image\/png","copyright":{"license":"U"},"width":1026,"height":383}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Ilma pealkirjata Image"},"subContentId":"9c2384b0-8291-40ad-909d-9b0dc3717349"},"useSeparator":"auto"},{"content":{"params":{"text":"
Science Stories (08.06.2023). [Facebook page], [Image attached]. Facebook. https:\/\/www.facebook.com\/ScienceStoriesPage\/posts\/pfbid02uyxG1j4hQMoqf8bkoscwwKQLiGkq5sYw2eM2WfTi9qTKy8nz5zaTMvwjvZm7y9R8l<\/a><\/span><\/p>\n\n
Coach Lisle (10.07.2023). Hungry to Win vs. Hungry To Do What It Takes. [Image attached]. Facebook. https:\/\/www.facebook.com\/ChalkTalkWithCoachLisle\/posts\/pfbid0e8jVrergniPfgc8qL4nNNKsStTbKqbZZZCZTNqMkFaZ9UwzXJ2wHWQf9d6XpTWavl<\/a><\/span><\/p>\n\n
<\/p>\n\n
Thinking muscles<\/strong><\/h3>\n\n
Knowledge and skills are purposeful outcomes of the learning process. In addition to knowledge and skills, people need skills to use and regulate their cognitive machinery for being able to manage in life. All tasks and papers students have to complete during their courses can be seen as mental training programmes with the aim of training cognitive skills and different groups of thinking muscles. Consistency in doing the tasks will enable to reach the knowledge and skills described in the learning outcomes.<\/p>\n\n
For instance, when students have to learn many complicated terms by heart, the process helps them train their working memory and develop their memory strategies that will, in the long-run, optimise memorising.<\/p>\n\n
If students have to read articles in order to understand a theory, reading itself is just the tip of an iceberg. Our cognitive machinery works in full capacity during reading, attempting to attach meaning to the words and their combinations, search for counterparts, similarities and differences from the long-term memory. In order to understand the theory, you must synthesise, visualise, verbalise and reword the information you read. Metacognitive monitoring system keeps an eye on the cognitive mechanics (how our attention, working memory and ability to inhibit irrelevant obstructions function) as well as on higher level goals (why we are reading the text in the first place, whether the chosen strategy works, whether we are approaching the goal or not) and makes us choose a new and better approach in case the current approach is not working (Nelson & Narens, 1990; Domenech & Koechlin, 2015). When focusing on reading and giving meaning to it, students train their functional reading skills and using strategies (underlining important words, using different colour markers, taking notes etc.) and self-regulation skills. In the end, when the student understands the theory, the muscles of functional reading and self-regulation have also become a little stronger.<\/p>\n\n
When we train our bodies, we often have coaches to give us advice on how to perform a certain exercise in the most optimised manner so it can be effective and does not cause injuries. But coaches of thinking muscles, teachers, very rarely do that. As teachers we create a training plan, i.e. we set the tasks which, when completed, should enable students to achieve the learning outcomes and then we hope for the best.<\/p>\n\n
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Essay as a method<\/strong><\/h3>\n\n
Academic discursive essay is one of the most complex forms of education with various nuances and it requires learners to apply and develop different cognitive skills. Drawing parallels again with physical training we can refer to essay writing as a full body workout, involving all muscle groups.<\/p>\n\n
Writing academic essays develops critical thinking, i.e. dismantling arguments into initial segments and putting them together again, making connections between them, weighing their strengths and weaknesses, seeing the problem from different angles and making a difference between evidence-based and anecdotal viewpoints. Students must have the ability to structure thoughts in a logical manner and present ideas coherently, making sure that the argument is traceable and convincing. Essay writing also requires precise and clear language use and appropriate style. And we should not underestimate the useful impact of essay writing on the learners\u2019 metacognitive competence \u2013 skills that concern planning, setting goals, using different strategies and applying self-discipline.<\/p>\n\n
As far as learning is concerned, the most useful part of essay writing is the need to verbalise thoughts, ideas, discoveries and viewpoints and the ability to form coherent sentences. <\/strong>Only when the students are able to explain the learned concepts in their own words, we can be sure that there is understanding behind the words (Craik & Lockhart, 1972; Willingham, 2003). The effect that verbalisation has on supporting learning has been demonstrated in various contexts: in the development of critical thinking (Paul & Elder, 2006), creating connections between new and existing knowledge (Bransford et al., 2000), as a means of self-evaluation (Zimmerman, 2002) and simply as a tool to help improve memorising capacity (Roediger & Karpicke, 2006).<\/p>\n\n
Essay writing means that learners have to verbalise their viewpoints, i.e. describe in their own words how they understand the topic, which arguments they take into consideration and why. When we write we have to go until the end with our thoughts, put them in logical order and see the argumentation as a whole. In short \u2013 when writing essays, we learn to think.<\/p>\n\n
Having all this in mind, it is no surprise that teachers make their students write essays. As it is no surprise that essay writing may seem difficult to many learners, being the reason why essay writing has been often delegated to ChatGPT.<\/p>\n\n
<\/p>\n\n
Artificial intelligence and natural intelligence<\/strong><\/h3>\n\n
What happens to the training of thinking muscles when the text generator writes the paper for the learner?<\/strong><\/p>\n\n
The biggest value of the text generator for the student in need is that the complicated task of verbalisation can be completed in just a few seconds. ChatGPT can bring together an infinite number of complex concepts and reword them in numerous ways.<\/p>\n\n
This function is a big benefit for the learners when trying to understand the concepts being studied. At times we may need to hear\/read the explanation of a new idea in ten different ways to be really able to understand it. Sometimes we need for understanding more examples than the teacher or author of the book\/article has been able to provide. This is where AI can provide valuable support to natural intelligence.<\/p>\n\n
At the same time, a text generator should not free the student from verbalising and organising new ideas, concepts and arguments since this is the process through which we generate and acquire knowledge. If a student asks ChatGPT to write an essay, the situation can be compared to when we ask someone to do sit-ups or lift weights for us ... and then expecting our muscles to grow.<\/p>\n\n
<\/p>\n\n
More social media humour:<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"a630b1b0-f8d3-4bc0-a368-8cef1df59201"},"useSeparator":"auto"},{"content":{"params":{"decorative":false,"contentName":"Pilt","file":{"path":"images\/file-6523b67816fb5.png","mime":"image\/png","copyright":{"license":"U"},"width":1026,"height":415}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Ilma pealkirjata Image"},"subContentId":"08c3754e-f766-4278-9dd3-86bc67bdf5d9"},"useSeparator":"auto"},{"content":{"params":{"text":"
Hamilton, L. K. (31.03.2023). Especially as deadline approaches. [Image attached]. Facebook. https:\/\/www.facebook.com\/LaurellKHamiltonOfficial\/posts\/pfbid02LxjdmYH4az1qiamFq1LHSDU8BVqhNdh6n9egr3xFpSFXi7Ge97yMRU1omrktuB4Gl<\/a><\/span><\/p>\n\n
Lyons, D. (08.08.2023). Another funny for you. ChatGPT for Teachers. [Image attached]. Facebook. https:\/\/www.facebook.com\/photo?fbid=6046808168753201&set=gm.828032778728041&idorvanity=703007927897194<\/a><\/span><\/p>\n\n
<\/p>\n\n
Learning is hard work indeed. It requires effort, challenging your limitations and consistency, and, what is more, a conscious decision to develop and grow. It is easier for all of us to make good decisions when we understand how one or another practice fosters or inhibits development. This is something teachers can help learners with, thereby sharing with the learners the responsibility for achieving learning outcomes.<\/p>\n\n
<\/p>\n\n
Sharing the responsibility<\/strong><\/h3>\n\n
Even if teachers review and reorganise all the tasks where learners have previously had to write overviews and discussions and answer questions in written form, the possibilities for learners to present a paper produced by a text generator as one\u2019s own will still be there.<\/p>\n\n
Even if there are very clear agreements and rules to regulate the use of text generators during studies, there will always be a chance that someone cheats and uses plagiarism. This possibility was actually there before the ChatGPT and Bing craze.<\/p>\n\n
And it is not reasonable to expect that text generators are not used when studying. There are various ways how AI can be integrated into studies to support teachers and learners alike.<\/p>\n\n
However, as teachers we can do more. We can help students understand which thinking muscles they are training when completing a task we have given them and how this training benefits them.<\/p>\n\n
Various studies have shown that if learners know how the tasks they have to complete help them study and develop, their motivation increases and they are willing to put more effort in their actions (Ambrose et al., 2010), they feel greater autonomy and more responsibility for their studies (Deci & Ryan, 2000).<\/p>\n\n
A good way to share this information with students is by way of defining the task. As a student who has studied in different universities and with different teachers, I have experienced various approaches. Some teachers define the tasks in a very detailed and concrete manner, some show slides and talk, some just talk. The purpose of defining the task is to ensure that the students know what is expected from them, how they should approach the task and what the assessment is based on. Writing it down is always a good idea as it is also the only way one can make sure that everyone understands the task in the same way, including those who were not present or who have taken notes that appear to be illegible later on.<\/p>\n\n
<\/p>\n\n
Thinking activity<\/strong><\/h3>\n\n
The following thinking activity aims to help teachers review task definitions from a different angle and see possibilities of turning the task into a learning tool for the learner.<\/p>\n\n
1. Think if you as a teacher have thought of the tasks given during studies as assessment methods\/assessment tools or learning tools?<\/p>\n\n
2. Think about and define for yourself the components you consider important for the definition of a task.<\/p>\n\n
3. Read the example of a task definition given below and think whether you as a student would understand what you are required to do and how it helps you study.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"f6c43056-3a2d-4fd5-91e0-c4ce65e198ea"},"useSeparator":"disabled"},{"content":{"params":{"text":"
Title of the task: LOCI experiment and reflection<\/strong>\n\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t
Description of the task<\/strong><\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
1.<\/span> Read the materials of module x in the course folder.<\/div>\n\n\t\t\t
2. Watch a video where LOCI method is described<\/a><\/div>\n\n\t\t\t
3. Find one possibility during next week to use the method to memorise something (e.g. to-do-list, shopping list etc.)<\/div>\n\n\t\t\t
4. Check if you remember it the next day.<\/div>\n\n\t\t\t
5. Write a reflection (1000 words).<\/div>\n\n\t\t\t
6. In the reflection:<\/div>\n\n\t\t\t
- Describe how you prepared for the experiment;<\/div>\n\n\t\t\t
- Describe how you carried it out;<\/div>\n\n\t\t\t
- Explain in your own words which cognitive processes LOCI method is based on;<\/div>\n\n\t\t\t
- Create clear connections between topics discussed in the seminar and described in the reading materials and your own experience related to LOCI experiment.<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t
Learning outcomes<\/strong><\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
A dedicated learner: - Knows the principles of how the memory works and understands the role of connections between pieces of information when memories are recorded; - Can recognise the principles of how the memory works during one\u2019s own learning and thinking process.<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t
How does completion of this task help learn more about the topic<\/strong><\/td>\n\t\t<\/tr>\n\t\t
LOCI method includes several important principles of how the memory works. Experimenting with this method is in the context of our daily life and writing about this experience enables to link theoretical knowledge obtained in the seminar and in reading materials with personal experience.<\/td>\n\t\t<\/tr>\n\t\t
Which thinking muscles and skills does the task help to train<\/strong><\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
- Ability to create connections between different pieces of information - Ability to visualise abstract ideas - Ability to recognise theoretical concepts on the basis of practical\/real life examples - Ability to word and explain new ideas and discoveries<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t
The use of AI in the learning process<\/strong><\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
How to use AI in completing the task in a way as not to inhibit but enhance your learning. - Write down the first ideas even if it is hard to find the right words. - Copy your text to ChatGPT and ask the AI to write the text in other words. This is like a reflection \u2013 you can see if you expressed your ideas clearly. - Ask the AI which essential aspects you have missed or which are contradictory. - Ask the AI to bring examples to explain the same principle described in your text. - Ask the AI to ask questions from you which would enable you to understand how well you understand the topic and where you have gaps. - Even if ChatGPT offers you an ideal way of describing cognitive processes associated with LOCI method, try to make the text your own. Explaining ideas in your own words is how knowledge is created and how we remember it.<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t
Submission<\/strong><\/td>\n\t\t<\/tr>\n\t\t
Please save your reflection (PDF file) in the course folder.<\/td>\n\t\t<\/tr>\n\t\t
Deadline<\/strong><\/td>\n\t\t\t dd.mm.yyyy<\/td>\n\t\t<\/tr>\n\t\t
Assessment criteria<\/strong><\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
The maximum number of points for the task is 15: - The experiment has been carried out and appropriately described (max 5 points) - The cognitive processes LOCI method is based on have been clearly explained in one\u2019s own words (max 5 points) - Clear connections have been created between topics discussed at seminars and described in the reading materials and what was experienced during the experiment (max 5 points)<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n

\n <\/div>\n<\/div>\n"},"library":"H5P.Table 1.1","metadata":{"contentType":"Table","license":"U","title":"Ilma pealkirjata Table"},"subContentId":"ba66aeea-b1ab-4743-8adc-849b29bf6d2a"},"useSeparator":"disabled"},{"content":{"params":{"text":"
<\/p>\n\n
4. Please find one task definition, i.e. description of what the students should do, from among the materials of courses you teach. It can be for an exam paper or for a smaller task, group work or individual task.<\/p>\n\n
5. Which components in your task definition coincide with the example given above and which do not?<\/p>\n\n
6. Which components in the example above you consider useful\/appropriate to add to your task definition? Why, why not?<\/p>\n\n
7. Do you believe that writing such task definitions would help solve\/mitigate the problem of cheating and plagiarism associated with the use of ChatGPT? Define for yourself why and how.<\/p>\n\n
<\/p>\n\n
Materials used<\/strong><\/h3>\n\n
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass.<\/p>\n\n
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.<\/p>\n\n
Craik, F.I.M. & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.<\/p>\n\n
Deci, E. L., & Ryan, R. M. (2000). The \"What\" and \"Why\" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.<\/p>\n\n
Domenech, P., & Koechlin, E. (2015). Executive control and decision-making in the prefrontal cortex. Current Opinion in Behavioral Sciences, 1, 101\u2013106.<\/p>\n\n
Mollick, E. R., & Mollick, L. (2023, March 17). Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts. Available at SSRN: https:\/\/ssrn.com\/abstract=4391243<\/a> or http:\/\/dx.doi.org\/10.2139\/ssrn.4391243<\/a><\/p>\n\n
Nelson, T.O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. Psychology of Learning and Motivation, 26, 125\u2013173.<\/p>\n\n
Paul, R. & Elder, L.\u2009(2006). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 30(2), 34-35.<\/p>\n\n
Roediger, H.L. & Karpicke, J.D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249-255. doi: 10.1111\/j.1467-9280.2006.01693.x<\/p>\n\n
Sutrop, M. (15.07.2023). ChatGPT tegelikult plagieerib ja kutsub ka kasutajaid \u00fcles plagieerima. Eesti P\u00e4evaleht. Vaadatud 15.07.2023 https:\/\/epl.delfi.ee\/artikkel\/120216927\/poliitkolumnist-margit-sutrop-chatgpt-tegelikult-plagieerib-ja-kutsub-ka-kasutajaid-ules-plagieerima<\/a><\/p>\n\n
Willingham, D. T. (2003). Ask the Cognitive Scientist: Students Remember... What They Think About. American Educator, 16, 77-81.<\/p>\n\n
Zimmerman, B.J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.<\/p>\n\n
<\/p>\n\n
Materials created: September 2023<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Ilma pealkirjata Text"},"subContentId":"c110c029-2093-4658-9c17-27b316e152a0"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"16ef3bdd-6c70-47f3-b979-6cf0e191a888","metadata":{"contentType":"Column","license":"U","title":"The impact of AI on learning"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
Designing, preparing and conducting studies<\/strong><\/span><\/p>\n\n
Mairi Matrov, Junior Research Fellow, School of Educational Sciences<\/em><\/p>\n\n
<\/p>\n\n
This chapter aims to give an overview of the principles of designing (planning), preparing and conducting studies at a higher education institution and to offer some examples for reflection on how teachers could include AI in this process to make it more effective.<\/p>\n\n
<\/p>\n\n
Learning process<\/strong><\/h3>\n\n
Learning process is a series of arranged and supervised activities aimed to develop and increase learners\u2019 knowledge and skills under the supervision of a teacher.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"19480a82-d794-4817-a759-613f0e7674d8"},"useSeparator":"auto"},{"content":{"params":{"decorative":false,"contentName":"Pilt","file":{"path":"images\/file-6524f693a75c5.png","mime":"image\/png","copyright":{"license":"U"},"width":2706,"height":1138}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"308b746b-34d3-47f1-a4f2-4a467591baba"},"useSeparator":"auto"},{"content":{"params":{"text":"
Figure 1. The 3P model of teaching and learning (Biggs)<\/em><\/p>\n\n
<\/p>\n\n
In higher education institution, the planning of studies is closely related to the course description, therefore the framework provided in the course description should be the basis for designing, preparing and conducting studies. A course description sets out course aims, content, provides a short description of the course, learning outcomes and assessment form (differentiated or non-differentiated). Teachers can find even more important information in the course description. For instance, the prerequisite courses, which study programmes the course belongs to, the language of instruction and the group size. A course description therefore provides terms of reference for planning studies.<\/p>\n\n
<\/p>\n\n
Course programme<\/strong><\/h3>\n\n
As a result of planning studies, the course description becomes a course programme. A course programme is a document that defines the content and achievement requirements of a subject conducted in contact mode where, in addition to the information given in the course description, the responsible teacher also establishes the requirements for sitting and passing examinations\/assessments, principles and criteria of assessment; outlines the times, topics and participation requirements for seminar work; describes the content of the course.<\/p>\n\n
Please check he guidelines HERE.<\/a><\/p>\n\n
The course programme is an important document for the teacher and the student alike \u2013 it is like a map that includes all the essential information to reach the destination (desired learning outcome) and summarises the entire planned learning process. The more accurate the map is, the more likely you are to reach the destination. When creating the course programme, it must be considered that learners should be able to get much necessary information from it to base their studies on: plan how to get, collect and get acquainted with the study materials, plan their personal calendar for study meetings and create an agenda and goals for preparing for their exams\/assessments. The course programme should therefore be thoroughly planned to include sufficient information for making the above-mentioned decisions. This information can be entered to the course programme as result of careful planning.<\/p>\n\n
When planning the learning process on the basis of the course description the desired results of the course have already been determined. The next step in the planning stage should be getting to know the target group and mapping\/activating their background knowledge.<\/strong><\/p>\n\n
\n\t
Beginning teaching staff have pointed out in their interviews that they often lack information about the students attending their course and about their background knowledge, what they have studied before and what their expectations in relation to the course are. They also wished to know about their students\u2019 previous learning habits \u2013 if they have experience in group work, they have more experience in individual learning, which methods they are familiar with etc.<\/li>\n\t
Meeting the team who is responsible for the study programme might help, as well as asking information about the students\u2019 background from the study programme administrator. The entire teaching staff should be invited to a study programme meeting.<\/li>\n\t
In case a prerequisite course is included in the course description, the teacher of this course could be contacted to get more information about the topics tackled. It prevents situations where the teacher presupposes that certain topics have been covered when they actually have not, or deals with topics that have already been covered.<\/li>\n\t
It is also possible to map students\u2019 prerequisite knowledge with the help of questionnaires created by AI \u2013 you can study the question generator https:\/\/www.questionwell.org<\/a> that can create questionnaires on different topics in various environments.<\/li>\n<\/ul>\n\n
<\/p>\n\n
Getting attuned<\/strong><\/h3>\n\n
When planning studies, it is important to base it on the logic behind acquisition: getting attuned and bringing out previous knowledge, getting acquainted with new information, practicing and reflection.<\/strong><\/p>\n\n
\n\t
In the process of planning studies, it should be born in mind that each course should have a beginning, i.e. introduction, content and end, i.e. conclusion. The introduction phase should enable the teachers and students to get to know one another, make agreements and be introduced to the structure of the course and conditions for completing the course. The time dedicated to introduction provides good prerequisites for successful participation in the course and hopefully leads to a smaller drop-out rate. Getting to know one another should be part of the introduction. Students have mentioned in the feedback given in \u00d5IS that they would have liked to know more about the teacher but the teacher did not introduce himself\/herself at all and started with a new topic instead.<\/em><\/li>\n\t
The same applies to study meetings: learning needs getting attuned and study meetings need reflections\/conclusions. Sometimes a course has been divided into submodules where a similar structure should be taken as the basis: introduction and bringing out previous knowledge; content and activities, assessment and reflection.<\/li>\n\t
In case it has not been possible to obtain advance information about the course (from other teachers of the study programme, study programme administrator, teachers of prerequisite courses or by using a test), the first study meeting can be used to map the background knowledge and for revision of what has been studied before!<\/li>\n\t
Sometimes there are so many students enrolled in the course that getting to know each one of them might prove to be difficult, if not impossible. But the introduction phase should not be skipped. There are ways to make at least some students get to know one another. The easiest way is to form groups of three students who sit by one another and help them getting to know their neighbour a little better!<\/li>\n<\/ul>\n\n
<\/p>\n\n
Creating the content<\/strong><\/h3>\n\n
When you plan your study activities the topics are divided into study meetings related to achieving one or more learning outcome. Major topics might need attention during several study meetings, some study meetings may include several different topics.<\/p>\n\n
\n\t
In the planning phase, teachers might find help by applying the learning arch technique which helps visualise the learning process (it is also possible to visualise a module or a study programme).<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f17db4f6-283d-433e-b5d1-7272a3c42677"},"useSeparator":"auto"},{"content":{"params":{"decorative":false,"contentName":"Pilt","file":{"path":"images\/file-6524f2bd07414.png","mime":"image\/png","copyright":{"license":"U"},"width":2850,"height":918}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"bc617f1a-d452-4e7d-9184-ce6456adeb63"},"useSeparator":"auto"},{"content":{"params":{"text":"
Figure 2. Learning arch by S. Kavanagh, edited by M. Matrov<\/em><\/p>\n\n
<\/p>\n\n
\n\tThe use of the learning arch helps distribute the topics over the planned period on the basis of the logic behind acquisition.<\/li>\n<\/ul>\n\n
Have a look at the example of learning arches HERE<\/a>.<\/p>\n\n
\n\t
A learning arch can be created with the help of a special application; you can learn about it HERE<\/a>.<\/li>\n<\/ul>\n\n
<\/p>\n\n
Study materials<\/strong><\/h3>\n\n
Choosing literature to support the course and creating study materials on the basis of that literature is also part of planning the course.<\/p>\n\n
\n\t
Distinctions should be made between mandatory and recommended literature when choosing literature.<\/li>\n\t
For mandatory literature it is important to consider that students have enough time to process the literature and that it is accessible.<\/li>\n\t
Study materials are created to support learning and teaching. Creating study materials should start with defining the goal, followed by planning during which the format is chosen and the necessary input is collected. Finally, the study materials are compiled.<\/li>\n\t
Study materials can be categorised by their type, for example: print material, visual and audio-visual materials, games.<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"3ec3697e-2fe5-4e3b-a43f-ec2fbd95253f"},"useSeparator":"disabled"},{"content":{"params":{"text":"
\n\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t
Print materials<\/td>\n\t\t\t Textbooks, brochures, handouts, worksheets, study instructions<\/td>\n\t\t<\/tr>\n\t\t
Audio files<\/td>\n\t\t\t Podcasts and other sound recordings<\/td>\n\t\t<\/tr>\n\t\t
Visuals<\/td>\n\t\t\t Information graphs, photos, drawings, pieces of art, graphs, presentations<\/td>\n\t\t<\/tr>\n\t\t
Audio-visual materials<\/td>\n\t\t\t Videos, films, TV interviews, TV programmes, documentaries<\/td>\n\t\t<\/tr>\n\t\t
Games<\/td>\n\t\t\t Learning games, simulations, role plays<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n
<\/div>\n<\/div>\n"},"library":"H5P.Table 1.1","metadata":{"contentType":"Table","license":"U","title":"Untitled Table"},"subContentId":"a749178e-7059-4e79-97ce-76f5316e056e"},"useSeparator":"disabled"},{"content":{"params":{"text":"
\n\t
If possible, students could be involved in the creation of study materials \u2013 for example, you could create a learning task which includes creation of study materials and teaching fellow students.<\/li>\n<\/ul>\n\n
<\/p>\n\n
Learning methods<\/strong><\/h3>\n\n
Learning methods should be chosen so that the objectives of the learning process, learning outcomes, the subject and the special nature of the learners, their experience in using the methods, conditions of the learning environment, the skills and experience of the teacher in using the methods (Karm, n.d) are considered. There is no single and right method \u2013 the choice should first and foremost be in accordance with the achievement of the desired learning outcomes.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"78a3336f-bec2-4bcb-b04d-643b890364eb"},"useSeparator":"auto"},{"content":{"params":{"decorative":true,"contentName":"Pilt","file":{"path":"images\/file-6524f74b95742.png","mime":"image\/png","copyright":{"license":"U"},"width":2688,"height":1494}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"7257bc26-bdab-4e7e-ab47-4bc4d9c5e60c"},"useSeparator":"auto"},{"content":{"params":{"text":"
Table 1. Comparison of different methods<\/em><\/p>\n\n
<\/p>\n\n
Examples of the use of AI in studies:<\/strong><\/p>\n\n
\n\t
For the creation of different learning scenarios.<\/li>\n\t
Creating branching scenarios by using case studies created by AI.<\/li>\n\t
Creating scenarios of problem-based learning.<\/li>\n<\/ol>\n\n
Source: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education.<\/a> A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.<\/em><\/p>\n\n
There are three slides, move the mouse to the right side of the slide to get to the next slide.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"51ed7762-c5a2-40a5-bcc6-f96345e30988"},"useSeparator":"auto"},{"content":{"params":{"imageSlides":[{"params":{"image":{"params":{"decorative":true,"contentName":"Pilt","file":{"path":"images\/file-6523c04b409bc.png","mime":"image\/png","copyright":{"license":"U"},"width":3250,"height":2098}},"library":"H5P.Image 1.1","subContentId":"e94eb0be-4be3-4d36-8b99-779d0880f257","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"}}},"library":"H5P.ImageSlide 1.1","subContentId":"27f1a4df-7de5-475d-b7ad-4eae375dcba5","metadata":{"contentType":"Image Slide","license":"U","title":"Untitled Image Slide"}},{"params":{"image":{"params":{"decorative":true,"contentName":"Pilt","file":{"path":"images\/file-6523c04fe4147.png","mime":"image\/png","copyright":{"license":"U"},"width":3250,"height":2104}},"library":"H5P.Image 1.1","subContentId":"98f2b4bb-9e35-41f3-b74d-b02a9f7d06ae","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"}}},"library":"H5P.ImageSlide 1.1","subContentId":"f53f324d-949f-4ce5-aa17-44d7a3069e43","metadata":{"contentType":"Image Slide","license":"U","title":"Untitled Image Slide"}},{"params":{"image":{"params":{"decorative":true,"contentName":"Pilt","file":{"path":"images\/file-6523c054e8d6a.png","mime":"image\/png","copyright":{"license":"U"},"width":3248,"height":2112}},"library":"H5P.Image 1.1","subContentId":"c8db6c40-0599-491c-bf3f-ba409ee4f900","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"}}},"library":"H5P.ImageSlide 1.1","subContentId":"2fba31ba-e3bf-4e88-af2d-96f0bb1bd705","metadata":{"contentType":"Image Slide","license":"U","title":"Untitled Image Slide"}}],"aspectRatioMode":"auto","aspectRatio":{"aspectWidth":4,"aspectHeight":3},"a11y":{"nextSlide":"J\u00e4rgmine pilt","prevSlide":"Eelmine pilt","gotoSlide":"Mine pildile %slide"}},"library":"H5P.ImageSlider 1.1","metadata":{"contentType":"Image Slider","license":"U","title":"Untitled Image Slider"},"subContentId":"8d4880bf-a609-49d3-bdd9-c72b05247a13"},"useSeparator":"auto"},{"content":{"params":{"text":"
<\/p>\n\n
Feedback<\/strong><\/h3>\n\n
The purpose of the learning process is to support the learner in achieving the desired learning outcomes. The study meetings, chosen materials and tasks planned by the teacher support the achievement of learning outcomes, but it is also important to make sure that learners can get feedback about their progress while being part of the process. It is also important to pay attention to the timing of giving and receiving feedback. Feedback that is planned and forwarded to the learner at the right time gives the learner the possibility to detect the gaps between the current situation and desired results and what should be paid more attention to in order to achieve the learning outcomes. Feedback given at the right time supports learning in the best possible way in case it can be applied at once.<\/p>\n\n
\n\t
Feedback does not have to come from the teacher! When planning studies, it is a good idea to think about how collection of feedback is organised. There are some possibilities described below:<\/li>\n\t
Automated tests \u2013 learners can get information about their performance at once and have a chance to improve their knowledge.<\/li>\n\t
Key to the task. Students practise independently. Once the task is completed, the key can be shared with the students and they can check how they performed. This activity can be extended: students complete the task, then they exchange the task with a fellow student and check the task completed by the fellow student.<\/li>\n\t
Feedback is given by fellow students. Such feedback is highly appreciated by students since the feedback is usually detailed and thorough. However, before students are involved in giving feedback, the basic principles of giving feedback should be agreed upon. This method has several advantages:<\/li>\n<\/ul>\n\n
\n\t
Students have pointed out in their reflections that after having had to give written feedback to their fellow students they realise how complicated the task is and are more empathic towards the teachers\u2019 feedback;<\/li>\n\t
Students have also pointed out that reading other students\u2019 papers their own level of anxiety has decreased as they have understood that their own expectations to their independent work have been too high \u2013 feedback has made them realise that the paper does not have to be perfect for submission, what counts is personal development;<\/li>\n\t
Students have said that they have learned a lot from giving feedback to other students as far as the form and the content are concerned.<\/li>\n<\/ol>\n\n
\n\t
For presentations, it is possible to give feedback together with the students. It can be in free form but it can also be structured. For example, a group who has already made the presentation gives feedback about a group presentation, or each student can be asked to bring out an aspect that they consider successful and a recommendation as to what could be considered when making presentations in the future.<\/li>\n\t
Feedback does not have to be in written form. Feedback can be in the form of a video, it can be recorded as a voice message.<\/li>\n<\/ul>\n\n
Example: Feedback in the form of a poem, created by ChatGPT on the basis of the teacher\u2019s input.<\/strong><\/p>\n\n
Source: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education.<\/a> A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"49fb866c-cc15-468f-8d1f-193f8bfcaa7d"},"useSeparator":"auto"},{"content":{"params":{"decorative":true,"contentName":"Pilt","file":{"path":"images\/file-6523c14b52d3f.png","mime":"image\/png","copyright":{"license":"U"},"width":3248,"height":2106}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"e9f12930-e4a1-4ed2-846e-85c55d4764f8"},"useSeparator":"auto"},{"content":{"params":{"text":"
AI as a learning partner<\/strong><\/h2>\n\n
While planning studies, you might find yourself in a situation where you want to consult your colleague but your colleague\u2019s advice might not always be available. Beginning teachers have pointed out in their interviews that they often miss having a partner to have a discussion with. They do not expect to have direct advice from anybody but would rather like have the possibility to discuss different issues with someone. Often the discussion is not started because teachers do not want to \u201cwaste\u201d their colleague\u2019s time. Could AI be a discussion partner for the teacher when planning, preparing and conducting the course?<\/p>\n\n
Example: ChatGPT as a mentor.<\/strong><\/p>\n\n
Source: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education.<\/a> A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"9c4fa980-e9bf-4bdb-aa3d-818da66a5466"},"useSeparator":"auto"},{"content":{"params":{"decorative":true,"contentName":"Pilt","file":{"path":"images\/file-6523c163f1247.png","mime":"image\/png","copyright":{"license":"U"},"width":3250,"height":2106}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"6d4279ed-e7d0-4c9a-b9fb-c7234d87eeea"},"useSeparator":"auto"},{"content":{"params":{"text":"
\n\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t
\n\t\t\t
Task<\/strong><\/div>\n\n\t\t\t
Imagine that a colleague comes to you to ask for advice. Think how you would answer his\/her question. A question from the colleague:<\/div>\n\n\t\t\t
1. What would be the best way to organise a discussion in the classroom with 120 students when I have 45 minutes for it?<\/div>\n\n\t\t\t
2. What are the most important questions to consider when planning studies with the aim of introducing reflection models to 50 students from a creative field?<\/div>\n\n\t\t\t
Compare your answer with the one received from ChatGPT \u2013 what differences do you notice? What do you think, how reliable is the text generated by AI? Which additional questions would you ask?<\/strong><\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
Example 1 <\/strong><\/div>\n\n\t\t\t
Question:<\/strong><\/div>\n\n\t\t\t
What would be the best way to organise a discussion in the classroom with 120 students when I have 45 minutes for it?<\/div>\n\n\t\t\t
Reply provided by ChatGPT: <\/strong>Arranging a discussion with 120 students in the classroom in 45 minutes can be challenging, but there are some strategies to consider:<\/div>\n\n\t\t\t
Preparation:<\/div>\n\n\t\t\t
- Prepare a clear structure and topic to focus on the discussion.<\/div>\n\n\t\t\t
- Ask students to send in advance questions and ideas they would like to discuss.<\/div>\n\n\t\t\t
Creating smaller groups:<\/div>\n\n\t\t\t
- Divide students into smaller groups, for example with 10 members.<\/div>\n\n\t\t\t
- Each group has a small discussion where they can share their thoughts.<\/div>\n\n\t\t\t
Rotation-based discussions:<\/div>\n\n\t\t\t
- Divide the class into different sectors with a separate discussion taking place in each sector.<\/div>\n\n\t\t\t
- Students can participate in several discussions on a rotating principle.<\/div>\n\n\t\t\t
Discussion in pairs:<\/div>\n\n\t\t\t
- When you are limited by time, you can divide the students in pairs and give them a certain time limit (e.g. five minutes) for discussion.<\/div>\n\n\t\t\t
- Each pair can present a summary of their discussion in bigger groups.<\/div>\n\n\t\t\t
Using online platforms:<\/div>\n\n\t\t\t
- Use online platforms where students can write and share their thoughts virtually.<\/div>\n\n\t\t\t
- The teacher can easily monitor and lead the discussion.<\/div>\n\n\t\t\t
Presentations and discussions:<\/div>\n\n\t\t\t
- Ask a volunteer to make a presentation on the topic tackled.<\/div>\n\n\t\t\t
- Open the topic for discussion in the classroom where students can ask questions which are based on the presentation.<\/div>\n\n\t\t\t
Staying focused:<\/div>\n\n\t\t\t
- Before the discussion, encourage students to think of and write down 1-2 important points or questions they would like to discuss.<\/div>\n\n\t\t\t
- It will help to stay focused during the discussion.<\/div>\n\n\t\t\t
Conclusions and joint discussion:<\/div>\n\n\t\t\t
- Finish the discussion with a short conclusion provided by each group or pair.<\/div>\n\n\t\t\t
- You can then highlight some important points during the joint discussion.<\/div>\n\n\t\t\t
It is important to create a structure which would enable everyone to participate and would lead the discussion in the productive direction. Be prepared to react flexibly when you notice that some discussion is really interesting and you would like to allocate more time to it.<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t
\n\t\t\t
Example 2 <\/strong><\/div>\n\n\t\t\t
Question:<\/strong><\/div>\n\n\t\t\t
What are the most important questions to consider when planning studies with the aim of introducing reflection models to 50 students from a creative field? <\/div>\n\n\t\t\t
Reply provided by ChatGPT:<\/strong> When planning studies with the aim of introducing reflection models to 50 students from a creative field, it is important to consider the following questions:<\/div>\n\n\t\t\t
- What are the main goals of the studies? \u2013 Think what you want your students learn and achieve when they finish the learning process. Do you wish to deliver them knowledge of the basic principle of reflection or you wish that they could be able to apply these principles in practice?<\/div>\n\n\t\t\t
- Who are your students? \u2013 Consider your students\u2019 prerequisite knowledge of reflection, the specificity of their creative field and previous experience in art and other creative fields.<\/div>\n\n\t\t\t
- What are students\u2019 needs and interests? \u2013 Think how you can teach reflection models in a way that would motivate students and is relevant for their creative work.<\/div>\n\n\t\t\t
- Which learning methods would be the best? \u2013 Consider different learning methods to enable students to practice reflection, e.g. group discussions, written reflections, practical tasks etc.<\/div>\n\n\t\t\t
- Which resources and materials are suitable? \u2013 Think about teaching materials that would support your teaching, technology or tools to be used.<\/div>\n\n\t\t\t
- How can you assess the reflection skills of your students? \u2013 Consider which assessment methods you can use to measure the students\u2019 reflection skills and how they apply their knowledge in the creative process.<\/div>\n\n\t\t\t
- How can you create a supportive learning environment? \u2013 Think how you can create an environment where students would feel comfortable with reflecting and creative work and how you can encourage their cooperation and exchange of ideas.<\/div>\n\n\t\t\t
- How can you communicate with the students and engage them? \u2013 Consider how you can create open communication with the students and encourage them to actively participate in the learning process. <\/div>\n\n\t\t\t
These questions help you understand how to plan the studies and adjust studies according to your concrete learning objectives and students\u2019 needs within the context of a creative field.<\/div>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n
<\/div>\n<\/div>\n"},"library":"H5P.Table 1.1","metadata":{"contentType":"Table","license":"U","title":"Untitled Table"},"subContentId":"4f89194a-2421-4261-935e-43fa00d83171"},"useSeparator":"auto"},{"content":{"params":{},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"02c1d97a-4106-4e79-8532-7583fe154cfb"},"useSeparator":"auto"},{"content":{"params":{"text":"
Materials used<\/strong><\/h2>\n\n
Biggs, J. (2003). Teaching for quality learning at university. The Society for Research into Higher Education and Open University Press. <\/p>\n\n
Bano. R. (2023, 14. vebruar). From Beginner to Expert: Top Training Material Examples to Inspire You. https:\/\/scribehow.com\/library\/training-material-examples<\/a><\/p>\n\n
Diginobe. (2020, 9. aprill). \u00d5pikogemuse kavandamine. https:\/\/www.diginobe.ee\/post\/opikogemuse-kavandamine<\/a><\/p>\n\n
Holland, R., Muziki, R., & Frederik Hartman, A. (2012). Designing and implementing training programs in Managing Access to Medicines and Health Technologies programshttps:\/\/msh.org\/wp-content\/uploads\/2013\/04\/mds3-ch51-hrmgmt-mar2012.pdf<\/p>\n\n
Innowise. (n.d). Kuidas luua \u00f5ppimist toetav \u00f5ppematerjal? https:\/\/innowise.ee\/blogi\/kuidas-luua-oppimist-toetav-oppematerjal<\/a><\/p>\n\n
Kavanagh, S. (2020, 15 .aprill). LEARNING ARCHES FOR ONLINE LEARNING. https:\/\/medium.com\/@simonkavanagh\/learning-arches-for-online-learning-b322cae49d6c<\/a><\/p>\n\n
Nerantzi, C., Abegglen, S., Karatsiori, M. & Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.<\/p>\n\n
M\u00e4rja, T.(toim.). (2011). Koolitaja k\u00e4siraamat. Kirjastus SE&JS<\/p>\n\n
Pilli, E., Karm, M., Poom-Valickis,K., Pilt, L.,& Marandi. T. (n.d). Aktiiv\u00f5ppe meetodid e-\u00f5ppes. Meetodid. https:\/\/sisu.ut.ee\/aktiivope\/%C3%B5ppemeetodid<\/a><\/p>\n\n
Tallinn University. (n.d). The Guide to Course Programme. https:\/\/www.tlu.ee\/sites\/default\/files\/\u00d5ppeosakond\/\u00d5IS\/Kursuseprogrammi%20juhend%20ENG.pdf<\/a> <\/p>\n\n
<\/p>\n\n
Materials created: September 2023<\/em><\/p>\n\n
<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"dc4ecfe0-57b9-4e6a-8ff6-dc09e0d4c50d"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"506cf00e-2f51-4acf-bde7-66971648ddec","metadata":{"contentType":"Column","license":"U","title":"Learning design"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
Workshops<\/span><\/strong><\/p>\n\n
Keep an eye on the Training Calendar<\/a> to find information about new workshops.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6869dfaf-f0ec-4a68-8dfe-502562cc329e"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"62ca14e7-5d9e-4745-a790-003d0178d9f8","metadata":{"contentType":"Column","license":"U","title":"Workshops"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
Examples, articles, links and guidelines<\/strong><\/span><\/p>\n\n
\n\tArticle by G. Appel, J. Neelbauer & D. A. Scweidel \"Generative AI Has an Intellectual Property Problem.<\/a>\" Harward Business review. (07.04.2023)<\/li>\n\t
Article by A. Mills & L. M. E. Goodlad \"GUEST FORUM: Adapting College Writing for the Age of Large Language Models such as ChatGPT: Some Next Steps for Educators \u2013 Critical AI<\/a>\" (17.04.2023) <\/li>\n\t
Article by T. Abudawood \"What cybersecurity threats does generative AI expose us to?<\/a>\" World Economic Forum. (28.06.2023). <\/li>\n<\/ul>\n\n
\n\t
\n\t
Youtube channel \u201c They Call Me Hoz<\/a>\u201d<\/p>\n\t<\/li>\n<\/ul>\n\n
\n\t
\n\t
Collection \u201c 101 Creative ideas to use AI in education. A collection curated by #creativeHE.<\/a>\u201d (2023)<\/p>\n\t<\/li>\n<\/ul>\n\n
\n\t
\n\t
Article by Rajani Naidoo \u201c AI study in universities must be broad, multidisciplinary<\/a>\u201d (16.08.2023)<\/p>\n\t<\/li>\n<\/ul>\n\n
<\/p>\n\n
List created: September 2023<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"12046941-3569-4fb5-bec8-0fcc9ca469ef"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"2b9924b2-0bda-4fb0-a28d-f2866bb91bd0","metadata":{"contentType":"Column","license":"U","title":"Futher reading"}},{"params":{"content":[{"content":{"params":{"text":"
<\/p>\n\n
Recommendations and feedback after completing the study materials<\/strong><\/span><\/p>\n\n
As we mentioned in the introduction, the study materials do not aim to give an exhaustive overview of the topic of AI but serve as an introduction to AI-related issues within study activities at the university.<\/p>\n\n
The field of AI continues to develop and teachers get more experienced while using AI in teaching. Therefore, our aim is to keep the materials updated and create new possibilities for collective learning.<\/p>\n\n
We appreciate if you could dedicate some time to give meaningful and constructive feedback. It is a great opportunity for all of us to create new knowledge. We invite you to contribute in the development!<\/p>\n\n
Please open the questionnaire to give your recommendations and feedback.<\/a><\/strong><\/p>\n\n
The questionnaire opens in new window.<\/em><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"900b9e23-f3ba-4f8d-9e33-2f84732373fd"},"useSeparator":"auto"}]},"library":"H5P.Column 1.15","subContentId":"d5b5006d-ce44-4926-b5b2-94b177fee5e5","metadata":{"contentType":"Column","license":"U","title":"Feedback"}}],"behaviour":{"baseColor":"#b30630","defaultTableOfContents":true,"progressIndicators":true,"progressAuto":true,"displaySummary":false},"read":"Loe","displayTOC":"Kuva 'sisukord'","hideTOC":"Peida 'sisukord'","nextPage":"J\u00e4rgmine lehek\u00fclg","previousPage":"Eelmine lehek\u00fclg","chapterCompleted":"Peat\u00fckk l\u00e4bitud!","partCompleted":"@pages \/ @total l\u00e4bitud","incompleteChapter":"Peat\u00fckk pooleli","navigateToTop":"Liigu lehk\u00fclje \u00fclaossa","markAsFinished":"Olen selle lehe l\u00e4binud","fullscreen":"T\u00e4isekraan","exitFullscreen":"V\u00e4lju t\u00e4isekraanilt","bookProgressSubtext":"@count of @total pages","interactionsProgressSubtext":"@count of @total interactions","submitReport":"Submit Report","restartLabel":"Restart","summaryHeader":"Kokkuv\u00f5te","allInteractions":"K\u00f5ik harjutused","unansweredInteractions":"Vastamata harjutused","scoreText":"@score \/ @maxscore","leftOutOfTotalCompleted":"@left \/ @max harjutusest t\u00e4idetud","noInteractions":"Harjutused puuduvad","score":"Tulemus","summaryAndSubmit":"Kokkuv\u00f5te & vastuste esitamine","noChapterInteractionBoldText":"Sa ei ole veel lehtesid vaadanud.","noChapterInteractionText":"Pead v\u00e4hemalt \u00fchte lehte vaatama enne kui soovid kokkuv\u00f5tte lehte vaadata.","yourAnswersAreSubmittedForReview":"Vastused on edastatud \u00fclevaatamiseks!","bookProgress":"Edenemine","interactionsProgress":"Harjutuste edenemine","totalScoreLabel":"Tulemused","a11y":{"progress":"Lehek\u00fclg @page kokku @total lehest.","menu":"Ava v\u00f5i sulge navigeerimismen\u00fc\u00fc"}}