Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. Μελέτη περίπτωσης 13: Ενσωμάτωση της ΤΝ στη διδασκαλία του μαθήματος της διδακτικής μεθοδολογίας. General information Mavropoulou, E., Koutsoukos, M., & Oikonomou, A. (2023). Integration of Artificial Intelligence on Teaching the Course of Didactic Methodology: A Case Study. European Journal of Social Science Education and Research, 10(3), 36-51. https://revistia.com/index.php/ejser/article/view/6992 University/ HEI: School of Pedagogical and Technological Education (ASPAITE) Course and subject domain: Didactic Methodology Aim: Examine the use of AI in teaching the course of Didactic Methodology as part of the pedagogical education of Secondary school teachers Target group: AI was used to support teachers Description of case AI tool used: Anthropic Claude AI and ChatGPT A detailed description of what happened: AI was asked to create learning materials for a whole lesson within the course. Based on the course needs, learning materials were collected and structured. After generating the learning material, it was analysed and studied accordingly. This short study examined (1) how a teacher of the course “didactic methodology” communicates or collaborates with an AI Chatbot and (2) how well an AI chatbot responds to the intended goals of the experienced foreign language teacher. Lessons learned ChatGPT gave the definition of the context - framework of the course “Didactic Methodology”, prepared a 13-week laboratory course, each week separately, 2 hours per week, provided detailed instructions about the topic and the sessions, composed the theory to teach for week 9”, provided the key concepts outlined in the theory of integrating technology in teaching, provided activity description and learning outcomes, created a “fill in the blanks” exercise for week 9 and provided the correct answers, created a multiple-choice exercise with 10 items for week 9 and provided the correct answers, provided 10 open-ended questions followed by the instructions the correct answers, provided existing references. Implications for practice ChatGPT is useful for helping teachers design and organise their lesson plans and material, reducing design time. Μελέτη περίπτωσης 14: Αποκαλύπτοντας τον αντίκτυπο των chatbots ΤΝ στην τριτοβάθμια εκπαίδευση: Απόψεις από τους/τις φοιτητές/τριες. General information Bjelland, Camilla & Ludvigsen, Kristine & Mogelvang, Anja. (2024). Unveiling the impact of AI chatbots on higher education: Insights from students. Proceedings of INTED2024 Conference 4th-6th March 2024, Valencia, Spain. https://www.researchgate.net/publication/378942626_Unveiling_the_impact_of_AI_cha tbots_on_higher_education_Insights_from_students University/ HEI: Western Norway University of Applied Sciences (HVL), in Norway Course and subject domain: Institutional-wide research, not on specific course Aim: Explore the extent of students' engagement with AI chatbots in higher education and investigate students' use and perception of AI chatbots in higher education Target group: 2822 HVL students Description of case AI tool used: ChatGPT-3.5 A detailed description of what happened: To investigate the students' attitudes, and use of AI and AI chatbots to support teaching and learning in HE, an anonymous survey was conducted with closed-ended and open-ended questions, based on a previous
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