Williams Randi, Ali Safinah, Devasia Nisha, DiPaola Daniella, Hong Jenna, Kaputsos Stephen P, Jordan Brian, Breazeal Cynthia
MIT Media Lab, Cambridge, MA 02142 USA.
Int J Artif Intell Educ. 2022 Aug 1:1-59. doi: 10.1007/s40593-022-00298-y.
Artificial Intelligence (AI) is revolutionizing many industries and becoming increasingly ubiquitous in everyday life. To empower children growing up with AI to navigate society's evolving sociotechnical context, we developed three middle school AI literacy curricula: and In this paper we discuss how we leveraged three design principles-active learning, embedded ethics, and low barriers to access - to effectively engage students in learning to create and critique AI artifacts. During the summer of 2020, we recruited and trained in-service, middle school teachers from across the United States to co-instruct online workshops with students from their schools. In the workshops, a combination of hands-on unplugged and programming activities facilitated students' understanding of AI. As students explored technical concepts in tandem with ethical ones, they developed a critical lens to better grasp how AI systems work and how they impact society. We sought to meet the specified needs of students from a range of backgrounds by minimizing the prerequisite knowledge and technology resources students needed to participate. Finally, we conclude with lessons learned and design recommendations for future AI curricula, especially for K-12 in-person and virtual learning.
人工智能（AI）正在彻底改变许多行业，并在日常生活中变得越来越普遍。为了让在人工智能环境中成长的孩子们能够适应社会不断演变的社会技术环境，我们开发了三门中学人工智能素养课程：[此处可能缺失课程名称]。在本文中，我们讨论了如何利用三个设计原则——主动学习、嵌入式伦理和低获取障碍——来有效地让学生参与到学习创建和批判人工智能制品的过程中。2020年夏天，我们招募并培训了来自美国各地的在职中学教师，让他们与本校学生共同指导在线工作坊。在工作坊中，动手实践的非编程活动和编程活动相结合，促进了学生对人工智能的理解。当学生们将技术概念与伦理概念结合起来探索时，他们形成了一种批判性视角，以便更好地理解人工智能系统是如何工作的以及它们如何影响社会。我们试图通过尽量减少学生参与所需的先修知识和技术资源，来满足来自不同背景学生的特定需求。最后，我们总结了经验教训，并为未来的人工智能课程，特别是针对K - 12面对面和虚拟学习的课程，提出了设计建议。
