Aww, thanks, Julie! Great to see you here! I was just visiting a Corporate Storytelling class based on your own brilliant work--the teacher was so grateful for your syllabus! I love that we share our materials in this profession. :)
This is a great question. I work in school education and this question is still being dodged by most people. Your explanations are great. If you’re afraid of AI - good. Be thoughtful.
Be cautious.
But don’t freeze at the edge of the future.
Apollo 11’s crew were scared too. But they lit the Saturn booster anyway.
This is the future and getting prepared is the best option.
I’ve created a series of AI-assisted children’s picture books, vibrant, imaginative stories that also kickstart practical conversations about AI in classrooms. At the moment there is still a lot of pushback and reluctance in the AI Education area.
Thanks, Annette. I appreciate that you’ve provided sample exercises to support teaching these concepts. I am still trying to wrap my head around integrating critical AI literacy teaching without seeing it as yet another competing priority. Your junk drawer analogy is spot-on as our FYC course attempts to do all the things you mention, in a compressed format and effectively without any prerequisite. I’m curious to learn how colleagues overlay the concepts without adding more content or class time. Is it possible to do so?
This is such a hard question! I do think that we can't simply add more--at some point the drawer won't close. But the conversations about AI are crucial, and students really appreciate them. The exercises here could fit in a 50-1h15min class if needed, and could support further conversations later.
As a higher ed person sometimes struggling with AI use with contemporary students, this is great. Thank you!
Thank you! Best, John Hansen
Really enjoyed reading this. Thanks Annette. This is so helpful for teachers trying to navigate all this new material. Fantastic!
Aww, thanks, Julie! Great to see you here! I was just visiting a Corporate Storytelling class based on your own brilliant work--the teacher was so grateful for your syllabus! I love that we share our materials in this profession. :)
This is so helpful, Annette!
glad you think so, Kate!
Hi Annette,
This is a great question. I work in school education and this question is still being dodged by most people. Your explanations are great. If you’re afraid of AI - good. Be thoughtful.
Be cautious.
But don’t freeze at the edge of the future.
Apollo 11’s crew were scared too. But they lit the Saturn booster anyway.
This is the future and getting prepared is the best option.
I’ve created a series of AI-assisted children’s picture books, vibrant, imaginative stories that also kickstart practical conversations about AI in classrooms. At the moment there is still a lot of pushback and reluctance in the AI Education area.
Thanks, Annette. I appreciate that you’ve provided sample exercises to support teaching these concepts. I am still trying to wrap my head around integrating critical AI literacy teaching without seeing it as yet another competing priority. Your junk drawer analogy is spot-on as our FYC course attempts to do all the things you mention, in a compressed format and effectively without any prerequisite. I’m curious to learn how colleagues overlay the concepts without adding more content or class time. Is it possible to do so?
This is such a hard question! I do think that we can't simply add more--at some point the drawer won't close. But the conversations about AI are crucial, and students really appreciate them. The exercises here could fit in a 50-1h15min class if needed, and could support further conversations later.