Personalized learning strategies in the AI ​​era (opinions)

How do we teach and teach effectively in this era of AI?

New advances in artificial intelligence break news at such a rapid pace that many of us have a hard time keeping up. Dinuka Gunaratne outlines many different AI tools in his July article “Carpenter Career”; more tools may appear in the coming months and years. As an educator (new and established PhD) design courses and release these new AI tools every few weeks? How do we design effective tasks to teach critical analysis and logical thinking while knowing that our students can use these tools too?

Many existing AI tools can be used to assist with course design. However, I will provide some insights on pedagogical approaches that emphasize personalized learning, regardless of new technologies available.

Some issues that some educators are considering include:

1. How do I design my homework so that students can’t just prompt the AI ​​tool to complete it?
2. How do I design a course so that students can choose whether to use AI tools and how to evaluate both groups of students?

Below, I outline some wise teaching practices to help students develop core skills including critical thinking, problem solving, teamwork, creativity, and most important skills (most important skills).

Make the most of class time

Effective curriculum utilizes the combination of teaching strategies. I’ve outlined three here.

1. Make sure your class is generated so that it goes back to day one when you do your homework. Generative learning models are models built on the previous week’s model each week, in which they are evaluated based on their accumulated knowledge.

2. An interactive activity activity is held in each class, based on previous assignments and content.
3. Flip the classroom so that class time is used for discussion, not your monologue presentation. If you can assign videos or reading assignments for students to view or read before class, you can use class time to discuss content or enhance your learning through group activities.

Here is an example of combining these tools in a stack into my presentation for one of my lessons.

• Week 1: Each student wrote and brought a page of the study summary so that peers could provide feedback. I will provide feedback training in class before peer reading.
• Week 2: Using the abstract peer feedback, each student creates a slide that summarizes their three-minute paper (3MT) research and brings the slides to the classroom to receive peer feedback.
• Week 3: Students practice demonstration techniques through an activity called “Slide Karaoke,” in which students have a minute to introduce simple slides they have never seen before. Peers and lecturers then provide feedback on general demonstration techniques. Before the speech, I provide peer feedback training.

• Week 4: Students implemented general feedback from Slide Karaoke and conducted a Practical 3MT presentation to receive feedback from specific peers and mentors about content. These mentors are often students who re-examine the previous year of the class.
• Week 5: Students evaluate the final 3MT in front of judges and peers.
• Week 6: The students summarize what they learned from the entire generative experience.

This task sequence is personalized, so the final report can only be related to the student’s personal experience. While students may want to use AI tools to edit or organize their ideas, it is impossible for Chatgpt or other AI tools to know what is going on in the classroom, and only students can write about it.

Here is another example for larger classes that may not be able to provide a presentation for each student.

• Week 1: Videos assigned to students to view/read or read before discussing the foundations of DNA and inheritance in class. A classroom assignment involves a panel discussion on a set of Mendel inheritance questions.
• Week 2: Before class, students read an article about how DNA is packaged. The focus of the classroom discussion is on the molecules involved in the structure of chromatin.
• The next course has previews or videos that students discuss in class, and the content is built on more complex genetic mechanisms, such as elucidating the genes of the disease. The final report can be “summarizing how to use our discussion points in the classroom to find the gene responsible for a certain disease.” In this case, students are also taking personalized class experiences and integrating these ideas into the final report, which cannot be completely outsourced to any AI tool.

If you decide to include AI tools in your classroom, you can still teach critical thinking and creativity by asking students to use AI to write reports on topics discussed in the classroom, and then in the second part of the assignment, ask them to evaluate reports generated by AI, citing appropriate references, and correcting any misleading discrimination, content, content or Grammar or Grammar wins.

Sometimes I show an example in class to prove to students that AI makes mistakes instead of using it as homework. But this may be an optional method you might want to try making an assignment. Students can declare whether they used AI when submitting it. As a lecturer, you need to design two columns for these different groups. The first group will provide slogan-based based on content, grammar, reference, logical thinking and organization, and clarity. The second group (people using AI) will have a title consisting of the same components in addition to assessing the extent to which students find AI errors.

Apply for teaching positions

If you are applying for a teaching position, you should address AI in your teaching archives and how or may not include it, but at least discuss its impact on higher education. There are many articles and books on this topic, including Teaching with AI: A practical guide to the new era of human learning, José Antonio Bowen and C. Edward Watson (Johns Hopkins Press, 2024); Robots: Higher Education in the Age of Artificial Intelligenceby Joseph Orn (MIT Press, 2017); and Generative AI in higher educationby Cecilia Ka Yuk Chan and Tom Colloton (Routledge, 2024).

Yet even if we consider how AI can be integrated into our teaching, we must forget about the human experience in all the work we do. We can highlight things like 1) encouraging students to meet us in person, or even walks instead of virtual meetings, and 2) assessing the emotions students bring in during meetings or classes and how this may affect dynamics. As educators, we should leverage the human aspects of teaching, including classroom experience and the work of classroom groups, so that the “final” assessments can be conducted directly from these personalized learning.

For those involved in a career in teaching or mentoring, develop teaching strategies and tools that focus the human experience in your teaching archives. Your app will glow.