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. - The LIS system can improve student outcomes: The data demonstrates that the LIS is associated with improved grades and reduced dropout rates, suggesting the system's potential to positively impact student success. - Early intervention is crucial: The strong link between early learning activity (ALA) performance and overall course success highlights the importance of timely feedback and support – areas where the LIS system excels. Student perception: - Students value the LIS system: The positive student feedback indicates that learners perceive the LIS as effective, useful, and supportive of their learning process. - Younger learners may derive greater benefit: The LIS system seems especially wellreceived by younger learners, possibly due to its role in aiding self-regulation and managing the demands of online learning. Benefits for Teachers: - The LIS augments teacher support: The system's data-driven insights enhance teachers' ability to identify struggling students early on. This allows for more proactive and focused interventions to keep students on track. Implications for practice N/A Μελέτη περίπτωσης 35: Έμφαση στη διαφορετικότητα από την ΤΝ. General information Reference/Source: Domínguez-González, M. de los Á., Hervás-Gómez, C., Díaz-Noguera, M. D., & Reina-Parrado, M. (2023). Attention to diversity from artificial intelligence. The European Educational Researcher, 6(3), 101–115. https://doi.org/10.31757/euer.633 Institution: University of Seville, Spain (public institution) Course/subject: Information and Communication Technology applied to Education, within the Degree in Primary Education Aim: - To explore how teachers in training design prompts (i.e., questions or instructions used with AI) that align with Bloom's Taxonomy and address the needs of students with Special Educational Needs (SEN). - Analyse teachers-in-training's understanding and application of Bloom's Taxonomy and their ability to create effective AI prompts for inclusive learning. Target group: Pre-service teachers enrolled in an undergraduate education course. Description of case Overview: - Students were asked to write an AI prompt focusing on students with SEN before and after receiving AI training sessions. - Prompts were classified according to Bloom's Taxonomy levels (remember, understand, apply, analyse, evaluate, create). - Researchers analysed the distribution of prompts across different taxonomy levels, as well as patterns and trends. Lessons learned - Emphasis on AI prompts: The study highlights the importance of well-designed AI prompts for inclusive learning. Teachers-in-training demonstrated the ability to craft prompts that stimulate higher-order thinking skills (apply, analyse, create) which aligns with effective AI tool usage. - Areas for development in prompt design: While a focus on application and creation is promising, the study suggests the need to strengthen prompts that target the 'understand', 'analyse', and 'evaluate' levels of Bloom's Taxonomy. This would help preservice teachers maximise AI tools to foster deeper understanding and critical thinking. Implications for practice Implications for AI integration in teacher training: The results offer insights into how pre-service teachers conceptualise using AI in the classroom. Teacher training programs could leverage these findings to emphasise the following: 1) Designing AI
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