Abstract
The following study is based on the experiences of two art-related subjects that implicate the use of creativity and critical thinking from 10th and 11th-grade students in the MYP Art and DP Film classes in an international school in Mexico. These experiences are a precedent for the refinement and development of AI applications and how the curriculum design, learning experiences, and feedback are benefited and amplified by Lyah, an AI learning assistant 24/7. The creators of this Application opened the possibility of using the teacher and students’ feedback to improve the experience that meets the needs of the curriculum design, learning outcomes, and students’ learning process. The first experience was in a project where the students in DP Film were provided with the scaffolding of learning experiences that derive into the production of their storyboard. The challenges were many, since the use of Artificial Intelligence in education is controversial, even more so in creative fields like the Arts. The students use AI constantly, and the objectives of the educators were to learn best practices to enhance the learning process with a powerful tool that can promote creative and critical thinking, optimize time management from both educators and students, devote the majority of the time in class for collaboration between peers and facilitators and redesign learning strategies. Through this journey, both educators and students found considerable advantages and some features that could be improved. The rapidness of response from all parts provoked a stimulating and productive exchange and outcome.
Presenters
Jennie HernándezStudent, Master in Pedagogy, American School Foundation of Puebla, Puebla, Mexico
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Artificial Intelligence, Learning, Creativity, Collaboration, Application
