[Kylie Peppler]
Informatics & Education, UC Irvine Assoc. Professor


*Introduction


The past decade has revealed amazing breakthroughs in the use of domestic Artificial Intelligence tools, including voice assistants, planning agents, natural language-, vision- and gesture-processing tools, and smart objects of many kinds. However, the use of AI for the purposes of helping educators manage tools, create social groupings, manage learning activities, and track outcomes (i.e., "classroom orchestration") is an understudied application of this technology. This presentation will discuss a recent partnership between researchers, industry developers, and educators that seeks to implement, refine, and understand the learning affordances of a natural-language processing assistant (named “Merlyn”). This presentation will orient attendees to how emerging AI-technologies can support teachers and students as they undertake sequences of varied collaborative activities, including possible benefits (e.g. saving time, smoother flow, greater support) and risks (privacy, bias, disrupting flow); share insights from research in classrooms with early prototypes of AI-assistive technologies for orchestration; and present an opportunity for participants to brainstorm core challenges, design conjectures, and research questions that could be explored in further research.




[Young jae Jang]
KAIST Professor


*Introduction


TBA




[JongHye Kim]
Seowon High School Teacher


*Introduction


In 2020, the government presented core capabilities for AI talent development and emphasized the need for training in AI literacy and capacity development. Based on this need, this study introduce a case of AI inquiry classes in high schools.
Firstly, AI developed and operated an AI inquiry activity class through the reorganization of the informatics curriculum for AI Literacy. Inquiry activities were carried out to implement various machine learning models by extracting artificial intelligence education content elements and exploring data related to fields of interest.
Secondly, the AI convergence inquiry project was carried out to improve AI capabilities. In addition to exploring topics and data in the field of interest, the necessity of research was suggested by reviewing related papers. The project process from preprocessing the collected data to completing the neural network model was carried out.
It was confirmed that the core competency of artificial intelligence talent nurturing improved through the AI inquiry class. In addition, it was possible to confirm the necessity and possibility of AI inquiry class in secondary informatics education.