http://dl.gi.de/handle/20.500.12116/37476 2026-07-22T23:55:50Z 2026-07-22T23:55:50Z Ragni, Marco http://dl.gi.de/handle/20.500.12116/37488 2021-10-04T12:30:53Z 2021-01-01T00:00:00Z

Cooperative Human Artificial Intelligence Ragni, Marco

2021-01-01T00:00:00Z Alexandre, Frédéric Becker, Jade Comte, Marie-Hélène Lagarrigue, Aurélie Liblau, Romain Romero, Margarida Viéville, Thierry http://dl.gi.de/handle/20.500.12116/37490 2021-10-04T12:30:53Z 2021-01-01T00:00:00Z

Why, What and How to Help Each Citizen to Understand Artificial Intelligence? Alexandre, Frédéric; Becker, Jade; Comte, Marie-Hélène; Lagarrigue, Aurélie; Liblau, Romain; Romero, Margarida; Viéville, Thierry A critical understanding of digital technologies is an empowering competence for citizens of all ages. In this paper we introduce an open educational approach of artificial intelligence (AI) for everyone. Through a hybrid and participative MOOC we aim to develop a critical and creative perspective about the way AI is integrated in the different domains of our lives. We have built and now operate a MOOC in AI for all the citizens from 15 years old. The MOOC aims to help understanding AI foundations and applications, intended for a large public beyond the school domain, with more than 20,000 participants engaged in the MOOC after nine months. This study addresses the pedagogical methods for designing and evaluating the MOOC in AI. Through this study we raise four questions regarding citizen education in AI: Why (i.e., to which aim) sharing such citizen formation? What is the disciplinary knowledge to be shared? What are the competencies to develop? How can it be shared and evaluated? We finally share learning analytics, quantitative and qualitative evaluations and explain to which extent educational science research helps enlighten such large scale initiatives. The analysis of the MOOC in AI helps to identify that the main feedback related to AI is “fear”, because AI is unknown and mysterious to the participants. After developing playful AI simulations, the AI mechanisms become familiar for the MOOC participants and they can overcome their misconception on AI to develop a more critical point of view. This contribution describes a K-12 AI educational project or initiatives of a considerable impact, via the formation of teachers and other educators.

2021-01-01T00:00:00Z Chklovski, Tara Jung, Richard Anderson, Rebecca Young, Kathryn http://dl.gi.de/handle/20.500.12116/37489 2021-10-04T12:30:53Z 2021-01-01T00:00:00Z

Comparing 2 Years of Empowering Families to Solve Real-World Problems with AI Chklovski, Tara; Jung, Richard; Anderson, Rebecca; Young, Kathryn Over the course of 2 years a global technology education nonprofit engaged ~ 20,000 under-resourced 3rd-8th grade students, parents and educators from 13 countries in a multi-week AI competition. Families worked together with the help of educators to identify meaningful problems in their communities and developed AI-prototypes to address them. Key findings included: (1) Identifying a high level of interest in underserved communities to develop and apply AI-literacy skills; (2) Determining curricular and program implementation elements that enable families to apply AI knowledge and skills to real problems; (3) Identifying effective methods of engaging industry mentors to support participants; (4) Measuring and identifying changes in self-efficacy and ability to apply AI-based tools to real-world problems; (5) Determining effective curricula around value-sensitive design and ethical innovation.

2021-01-01T00:00:00Z Heintz, Fredrik http://dl.gi.de/handle/20.500.12116/37492 2021-10-04T12:30:53Z 2021-01-01T00:00:00Z

Three Interviews About K-12 AI Education in America, Europe, and Singapore Heintz, Fredrik As the impact and importance of artificial intelligence (AI) grows, there is a growing trend to teach AI in primary and secondary education (K-12). To provide an international perspective, we have conducted three interviews with practitioners and policy makers from AI4K12 in the US (D. Touretzky, C. Gardner-McCune, and D. Seehorn), from Singapore (L. Liew) and from the European Commission (F. Benini).

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