The following are activities that educators should consider and can undertake to work on their AI literacy competencies:
Activities
| Professional Development | – To critically reflect on one’s own AI and pedagogic practice. – To identify competence gaps and areas for improvement. – To seek the help of others in improving one’s AI and pedagogical practice. – To seek targeted training and use opportunities for continuous professional development. – To seek to continuously expand and enhance one’s repertoire of AI pedagogical practices. – To help others in developing their AI pedagogical competence. – At the organisational level, to reflect on and provide critical feedback on AI policies and practices. – To actively contribute to further developing organisational practices, policies, and visions on the use of AI technologies. |
| Ethical Use of AI Tools & Resources | – To formulate appropriate search strategies to identify AI resources for teaching and learning. – To select suitable AI resources for teaching and learning, consider the specific learning context and learning objectives. – To critically evaluate the credibility and reliability of AI sources and resources. – To consider possible restrictions to the use or reuse of AI resources. – To assess the usefulness of AI generated resources in addressing learning objectives. – To investigate tools and resources such as: * AI assistants, * Video generation, * Research, * Graphic design, * Music generation. |
| Creating Teaching and Learning Content | – To critically reflect on AI and pedagogic practice. – To use AI technologies to create learning resources and information for learners. – To use AI to create teaching and learning content to share via Aula. – To use AI to design and implement learning activities, which generate data on learner activity and performance. – To use AI technologies to synthesize data for learners. – To use AI technologies to generate data that can be used to inform teaching and learning. – To consider and respond to potential accessibility issues when creating AI based resources. – To reflect on the suitability of the AI created content to improve accessibility |
| Use of AI in the Application of Teaching and Learning | – To use AI technologies to visualise and explain new concepts in a motivating and engaging way. – To employ AI technologies to create activities that are motivating and engaging. – To adapt teaching practices, based on the data generated by the AI technologies used. – To use AI technologies to allow learners to actively engage with the subject matter at hand. – To select appropriate AI technologies for fostering active learning. |
| Assessment of Learning | – To use AI technology to design and create formative and summative assessments. – To use AI technology to grade and give feedback on electronically submitted assignments. – To use assessment management systems to enhance the effectiveness of feedback provision. – To use AI to enable learners to evaluate and interpret the results of formative and summative assessment. – To adapt assessment practices, based on the data generated by the AI technologies used. – To use AI technologies in innovative ways to create knowledge. |
| Developing Learners’ AI Competence | – To provide equitable access to appropriate AI technologies and resources. – To use AI to articulate information needs, to search for data, information, and content. – To analyse, compare and critically evaluate the credibility and reliability of data generated by AI technologies. – To facilitate opportunities for learners’ self-empowerment through appropriate AI technologies. – To enable learners to modify, refine, improve, and integrate information and content created through AI technologies. – To understand how to use and share information created through AI while being able to protect oneself and others from damage. – To identify, evaluate, select, and use AI technologies to solve a given task or problem. |
