The artificial intelligence competency package
Lars Nordmo and Lars Gimse, Norwegian Directorate of Education (UDIR)
UDIR has developed a competency package on artificial intelligence. This competency package is intended to support teachers, school leaders and school owners in managing the emergence of artificial intelligence.
The package addresses challenges and opportunities with this technology – especially in relation to teaching practices, assessment, source criticism, privacy and information security. You will also find discussion tasks and activities that will contribute to reflections in professional communities.
The package has its own pages with leadership support for school leaders and owners and will be updated continuously. You will receive an introduction to this competence package at the conference.
AI Randaberg School
Odin Nøsen, Game Pedagogues/Randaber School
AI in Randabergskolen is a website where you can test various Chatbots adapted to teaching in schools that use ChatGPT.
The experiences with Chatbots give students a good starting point for understanding how bots can be adapted to different needs, have different personalities and thus solve specific problems. The website also has many good examples for both teachers and students of how ChatGPT can be used in good ways.
The solution requires no login and thus solves problems related to ChatGPT/GDPR. The AI in Randaberskolen was created by Odin Nøsen (Spillpedagogene).
DIY AI robot with micro:bit
Kenneth Fossland, Trondheim Science Center
Jørn Hafver, Science Circus
Kenneth and Jørn are science center educators with a passion for technology and creativity. They believe that everyone should learn how to make their own AI killer robot before their neighbor does. In this workshop, you will create an AI robot that is programmed with micro:bit.
Artificial Intelligence for Teachers: A Practical Approach in and Outside the Classroom
Kenneth Bareksten, teacher at Engebråten School
Artificial Intelligence for Teachers is a practice-oriented book for use in an environment with a high documentation requirement. School is one such environment, and teachers spend a lot of time ensuring that students receive the right and necessary training. However, artificial intelligence can do much of the administrative work, such as simplifying time-consuming tasks in brainstorming, overview, texts, audio and video, in addition to mathematics and coding. It will create space for teachers to spend on students. With an understanding of the principles of technology and simple prompts, artificial intelligent software can create and facilitate good learning for students and time to do it for teachers.
Artificial intelligence in practice
Magne Hognestad and Jørn Hafver, Science Circus
In this session we explore artificial intelligence through simple hands-on activities that illustrate some of the concepts behind the technology. Using the classic game "Nim", we create an AI without the use of a computer. We also need a neural network to be able to distinguish between different flags.
AI image generation
Hanne Madsen, The Science Factory
AI can generate images that appear real, like a photograph, or that imitate the expression of famous artists. All you have to do is type a prompt into an AI image generator. For example, the image above was created with the prompt "“A photo of an astronaut riding a horse” using Dalle 2.
Hanne Madsen from Vitenfabrikken goes through various tools for creating "AI art" for use in teaching in schools, where she also describes the advantages and disadvantages of the various tools as well as ethical dilemmas.
DIY sorting machine with micro:bit
Daniel Lacey-McDermott and Kenneth Fossland, Trondheim Science Center
Artificial intelligence is used to recognize content, everything from pawnshops to facial recognition on mobile phones such as FaceID to monitor society. In this workshop we create an artificial intelligence and use it to control a sorting machine. We use tools such as "Google Teachable Machine", the programming platform "MakeCode" and various equipment such as micro:bit and servos to create a sorting machine that can perhaps sort out the best twist (yes, there is a banana).
Programming with the help of ChatGPT
Jon Haavie, Oslo Science Centre
Can artificial intelligence help you learn text-based programming? In this session, we test using a coding assistant that uses ChatGPT to explore text-based programming in Python for micro:bit. We explore the possibilities and discuss challenges with this solution. The coding assistant was created by Odin Nøsen.
Film screening:
Be right back, Black Mirror
2013, IMDB score 8.0 , 50 min
A woman loses her partner in an accident. A friend tells her about a service that can create a virtual replica of her partner. An artificial intelligence is trained on the partner's communication and can then chat with the woman. The model is then trained on the man's voice so that a synthetic voice can be created that resembles the partner.
The episode is from 2013 and this is no longer Science Fiction, but actual services that are offered today. This raises a number of ethical dilemmas that may be interesting to debate/discuss with students. The discussion can be linked to SnapChat's MyAI which has become many students' new AI friend.
