AI ‘student’ components
This was part of previous work for an unsuccessful bid (we went with a completely different bid based on chatbot design only).
However this outline was based on initial review of AI in Education journal (below) for a literature module that focused on human interaction with technology in literature (including AI).
This is because writing capabilities for a bot are still mostly extremely limited. I wrote them as potentially independent components because away from the AI hype of some kind of ‘thinking’ humanoid student that could take a BA 2nd year English literature module, the components would not have to be linked to each other for the purposes of a small research project i.e. the coding produced for a chatbot and any interactions of the chatbot with real students would not necessarily link to any potential writing capabilities or written interaction with a tutor. And a robotic ability to e.g. hold a smartphone camera and take a picture would also be independent.
Interactions with digital / technologies with AI student components
Possible pre assessment (for ‘AI student components’ only)
AI overt student set of 4-5 potentially linked components that can interact with BA English Literature 2nd year students and academic / department staff:
- An ability to take part in weekly class discussions synchronous or asynchronous (approx £x) see seminar questions in appendix for examples
- An ability to read articles or books and post blog entries, demonstrating evidence of comprehension (£x) Marking criteria for a top scoring blog:
- Demonstrate continuous reading and development of subject knowledge;
- Show familiarity with the set texts, and especially your independent research and reading beyond those texts;
- Demonstrate critical reflection not just class summaries
- Demonstrate evidence of thoughtful engagement with the material studied, and with ideas presented through seminars and by your peers.
- Optional use of other media inserted into blog entries including e.g. Instagram, YouTube
- Be clear, confident, well expressed and impeccably presented, as appropriate to undergraduate-level study, and will be consistently referenced in accordance with MLA style;
- Demonstrate academic presentation and referencing skills including a full bibliography of the material you have read during the module.
- An ability to read articles or books and submit an essay see essay questions (£ unknown, yet to be discussed). Marking criteria is in the appendix but 80 and above (argues its case exceptionally clearly and rationally with sustained originality and independent thought; elegant expression, authoritative and persuasive; brilliantly demonstrates breadth and depth of knowledge and understanding of primary texts/ relevant issues; highly informed engagement with secondary material; uses extremely well-chosen quotations, integrated successfully into its argument; shows outstanding independent critical analysis; no errors in presentation and referencing)
- An ability to send messages to an online tutor and personal tutor to ask questions about the module, indicate emotion to express satisfaction or concerns with their learning experience (£x)
- An ability to use motor movement to take photos which can be used in an ‘aurasma’ AR group project or other contribution (£x)