Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. MEÁN FÓMHAIR 30, 2024 WP2 AI UIRLISÍ LITEARTHACHTA OLLSCOIL NA NICOSIA GACH COMHPHÁIRTITHE
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Tá an obair seo foilsithe faoi fhreagracht cuibhreannas an Tionscadail INFINITE. Ní gá go léiríonn na tuairimí agus na hargóintí a úsáidtear anseo tuairimí oifigiúla an Choimisiúin Eorpaigh. Tá Foireann Uirlisí Litearthachta INFINITE AI ag an Tionscadal INFINITE ceadúnaithe faoi CC BY-NC-SA 4.0. Chun cóip den cheadúnas seo a fheiceáil, tabhair cuairt ar: Creative Commons — Attribution-NoncommercialShareAlike 4.0 International — CC BY-NC-SA 4.0 Éilíonn an ceadúnas seo go dtabharfaidh athúsáideoirí creidmheas don chruthaitheoir. Ligeann sé d’athúsáideoirí an t-ábhar a dháileadh, a athmheascadh, a oiriúnú agus tógáil air in aon mheán nó i bhformáid ar bith, chun críocha neamhthráchtála amháin. Má dhéanann daoine eile an t-ábhar a mhodhnú nó a oiriúnú, ní mór dóibh an t-ábhar modhnaithe a cheadúnú faoi théarmaí comhionanna. ● AG: Ní mór creidmheas a thabhairt duit, an cruthaitheoir. ● NC: Ní cheadaítear ach úsáid neamhthráchtála as do chuid oibre. Ciallaíonn neamhthráchtála nach bhfuil dírithe go príomha ar bhuntáiste tráchtála nó ar chúiteamh airgeadaíochta nó atá dírithe ar bhuntáiste tráchtála nó cúiteamh airgid. ● SA: Ní mór oiriúnuithe a roinnt faoi na téarmaí céanna. Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an Tionscadail: 2023-1-NL01-KA220-HED-000155675.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cur síos ar an doiciméad Dáta dlite an inseachadta 26/09/2024 Dáta aighneachta 26/09/2024 Ainm comhaid WP2_AI Literacy Toolkit Inseachadta freagrach Ollscoil na Nicosia Athbhreithneoir(í) Deliverable title Uimhir athbhreithnithe 01 Stádas Dréacht Leibhéal scaipthe PU Focail eochair Toolkit, Artificial Intelligence, Higher Education, Professional Practices, Pedagogical Practices Stair Athbhreithnithe Leagan Dáta Athbhreithneoir(í) Tuairimí 1.0 27/08/2024 Athbhreithneoir Doiciméad Eolas ábhartha faoi athbhreithniú 2.1 30/09/2024 Athbhreithneoir Doiciméad Eolas ábhartha faoi athbhreithniú 2.2 09/10/2024 Athbhreithneoir Doiciméad Aiseolas ó chomhpháirtithe Rannpháirtithe Eagraíocht Ainm(neacha) Ollscoil na Nicosia Eleni Trichina, Efi Nisiforou Ollscoil Groningen Francisco José Castillo Hernández, Lucy Avraamidou Coláiste na hOllscoile, Baile Átha Cliath Levent Görgü, Eleni Mangina ALL DIGITAL Selin Tagmat CARDET Eleni Shaili Ollscoil Aeigéach Apostolos Kostas, Alivisos Sofos, Dimitrios Spanos, Filippos Tzortzoglou
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Clár na nÁbhar STAIR ATHBHREITHNITHE ....................................................................................................................................................... 3 RANNPHÁIRTITHE........................................................................................................................................................................... 3 CLÁR NA NÁBHAR .......................................................................................................................................................................... 4 CUID 1: RÉAMHRÁ ........................................................................................................................................................................... 5 CUID 2: CÚLRA TEOIRICIÚIL ................................................................................................................................................... 6 CUID 3: UIRLISÍ AI-BHUNAITHE ......................................................................................................................................... 10 CUID 4: BAILIÚ TREOIRLÍNTE MAIDIR LEIS AN GCAOI AR FÉIDIR LE HACADÓIRÍ HE CUMHACHT AI A GHIARÁIL LE HAGHAIDH CLEACHTAIS GHAIRMIÚLA AGUS OIDEOLAÍOCHA FEABHSAITHE ........................................................................................................................................ 12 CUID 5: HEICLIOSTA ULLMHACHTA AI ....................................................................................................................... 20 CUID 6: CÁS-STAIDÉIR............................................................................................................................................................... 24 TAGAIRTÍ ............................................................................................................................................................................................... 67
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cuid 1: Réamhrá Is pacáiste tacaíochta idirghníomhach é Foireann Uirlisí Litearthachta INFINITE AI d’acadóirí Ardoideachais (HE) chun a gcleachtais ghairmiúla a chur chun cinn chun uirlisí Intleachta Saorga (AI) a chomhtháthú ina gcleachtas gairmiúil agus oideolaíoch. Is iad na cuspóirí sonracha: ● feasacht a ardú faoi na buntáistí agus na dúshláin a bhaineann le AI chun cleachtas nuálaíoch gairmiúil agus oideolaíoch a spreagadh san Ardoideachas; ● sonraí, torthaí agus riachtanais náisiúnta/Eorpacha a chur i gcomparáid i dtéarmaí cur chuige bunaithe ar AI a chomhtháthú san Ardoideachas; ● treoirlínte praiticiúla agus dea-chleachtais a thabhairt d’acadóirí HE maidir le conas uirlisí AI-bhunaithe sonraí a roghnú agus a chomhtháthú le haghaidh cleachtas gairmiúil agus oideolaíoch; ● acadóirí HE a spreagadh chun uirlisí AI a úsáid a bhfuil freagracht eiticiúil agus ionracas orthu ina gcleachtas gairmiúil agus oideolaíoch; ● claochlú digiteach institiúidí AU a chur chun cinn trí ullmhacht an phobail AU, chun AI a ghiaráil le haghaidh cleachtas gairmiúil agus oideolaíoch. Beidh an Fhoireann Uirlisí ina threoir bhunúsach ar na cleachtais is fearr, ar féidir le hInstitiúidí Ardoideachais iad a ghlacadh agus a oiriúnú go héasca. Ar thaobh amháin, cuireann an ghníomhaíocht taighde atá mar chuid den WP seo tuiscint dhomhain agus saineolas ar fáil don chomhpháirtíocht ar na buntáistí agus na castachtaí a bhaineann le húsáid uirlisí AIchumhachta. Soláthróidh sé seo táirgí insoláthartha d'ardchaighdeán a fhreastalóidh ar riachtanais an lucht féachana. Tabharfar ardán freisin do dhaoine tábhachtacha sa réimse chun iad féin a chur in iúl go saor agus na hathruithe is mian leo a fheiceáil san earnáil Ardoideachais a mholadh.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cuid 2: Cúlra Teoiriciúil Cuireann an chuid seo cúlra teoiriciúil na hUirlisí i láthair le sainmhínithe ar phríomhthéarmaí agus nóisin a bhaineann le húsáid AI san Ardoideachas mar aon le ról na nardteicneolaíochtaí seo san oideachas, a ndúshláin, agus na buntáistí a bhaineann leo. Trí na sainmhínithe a leagtar amach go luath a dhéanamh, leagtar síos talamh comónta d'úsáid an Fhoireann Uirlisí, ligeann sé do gach léitheoir agus úsáideoir a bheith ar an leathanach céanna agus teacht suas beag beann ar a leibhéal eolais reatha. Glossary of key terms Adaptive Learning Adaptive learning is a pedagogical approach that utilises advanced technology, specifically machine-learning algorithms to offer personalised learning experiences tailored to individual students’ needs, preferences, knowledge level and learning style. It uses data-driven algorithms and AI to dynamically adjust the content, the delivery, and the pace of instruction based on students' performance and engagement. By adapting to the specific requirements of each student, adaptive learning promotes effective and efficient learning, increases engagement, and enhances educational outcomes. (Gligorea et al., 2023) Artificial Intelligence (AI) Artificial Intelligence (AI) in education is a promising field that has attracted researchers’ attention. AI is the machine’s capacity to think like a human, learn and evolve (Limna et al., 2022). In educational practices, AI creates new opportunities, potentials, and challenges. It can support administrative tasks such as grading, teaching, and learning activities such as feedback provision. To some extent, AI can act like tutors by explaining concepts, giving feedback, and modifying teaching as in the case of adaptive systems, but also pedagogical tools, which students
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. can use during the learning process (e.g., for cognitive tasks, scaffolding) (Hwang et al., 2020). Automatic grading system An automatic grading system is a professional computer programme based on AI that simulates a teacher's behaviour to assign grades to student tasks in an educational setting. It evaluates student knowledge, analyses responses, provides feedback, and creates personalised training programmes. It is used in many AI education apps. The automatic grading systems provide the student with an evaluation score during his/her test. This method can assist teachers in better understanding their students' learning situations while students are more aware of their learning achievement and mastery of knowledge. Overall, these automatic grading systems can deal with the complexities of the teaching context and support students' learning process by giving them feedback and guidance (Limna et al., 2022; Yufeia et al., 2020). Automation The computer system automates tasks that typically require human intervention. By automating repetitive tasks like timetabling, attendance, and enrolment, schools and teachers can free up time for more meaningful interactions with students (European Commission, 2022). Bias Bias is the predisposition towards or against something that can manifest in AI systems in various ways. Data-driven AI, often built using machine learning, can inherit biases present in the training data. Logic-based AI, like rule-based systems, may reflect the biases of the knowledge engineer who defines the rules. Bias isn't always harmful; it can be beneficial in certain contexts. However, when it leads to discriminatory or unfair outcomes, it is a concern. It can arise unintentionally, due to limited exposure to diverse situations, or intentionally, if designed to favour a particular group. (European Commission, 2022)
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Chatbots Chatbots, often referred to as dialogue systems or conversational agents, are programmes that communicate with people through text or voice commands in a way that mimics humanto-human conversation (European Commission, 2022). They are increasingly used in HE through various AI technologies. Their strength lies in their ability to engage users in a natural, conversational tone. For example, Georgia State University implemented a text-based chatbot called "Pounce" to assist students with tasks such as registration, admissions, financial aid, and other administrative processes. (Akgun & Greenhow, 2021) Facial recognition systems Facial recognition systems are utilised to track and analyse students' facial expressions. These systems offer valuable Insights Into student behaviour during learning activities, enabling educators to respond accordingly. This, in turn, supports teachers in adopting learner-focused approaches and enhancing student engagement. (Akgun & Greenhow, 2021) Learning Analytics Participants’ activities and interactions are available through the digital tools implemented, which provide teachers and learning designers with vast information regarding the formers’ learning progress. By collecting and analysing such data properly, education stakeholders can act to follow a practical approach (Klašnja-Milićević et al., 2020). Personal data Information relating to an identified or identifiable natural person, either directly or indirectly, by reference to one or more elements specific to that specific person (European Commission, 2022).
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Personalised learning systems Personalised learning systems or adaptive learning platforms or intelligent tutoring systems, are typical and valuable applications of AI to support students and teachers. These platforms give students access to a range of learning materials based on their specific learning needs and subjects. (Akgun & Greenhow, 2021) Predictive analytics Predictive analytics refer to the use of statistical algorithms and machine learning techniques to make predictions about the future using current and historical data (European Commission, 2022). They are primarily employed to recognise and uncover patterns related to students by leveraging statistical data. For instance, these systems can be used to identify university students who may be in danger of failing or dropping out of a course. By pinpointing these individuals, educators can step in and provide the necessary support to help them succeed. (Akgun & Greenhow, 2021) Virtual Assistant A virtual personal assistant is a software application that can respond to spoken commands and carry out actions like dictation, reading aloud, and calendar management (European Commission, 2022). Virtual Reality Virtual reality technology uses computer-generated imagery and haptic feedback to create a sense of presence in a simulated world. It provides immersive experiences that can be customised to individual needs and preferences. (European Commission, 2022)
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cuid 3: Uirlisí AI-bhunaithe Tá réimse an AI atá ag athrú de shíor ag athrú an chaoi a dtugaimid faoi fhoghlaim, oibriú agus fiú cruthú. Tairgeann an tírdhreach nua seo raidhse uirlisí AI-bhunaithe atá deartha chun taighdeoirí, foghlaimeoirí, oideachasóirí agus comhoibrithe a chumasú. Ó thascanna taighde a uathoibriú go dtí an fhoghlaim ar feadh an tsaoil a chothú, tá poitéinseal ollmhór ag na huirlisí seo chun sreafaí oibre a shruthlíniú, smaointe cruthaitheacha a spreagadh, agus an t-eispéireas foghlama agus measúnaithe iomlán a fheabhsú. Bunaithe ar thaighde deisce a rinneadh sa Chipir, sa Ghréig, san Ísiltír, in Éirinn agus sa Bheilg, liostaímid agus mínímid thíos cuid de na féidearthachtaí seo, ag fiosrú iarratais AI ar thaighde (cosúil le Elicit), foghlaim ar feadh an tsaoil (cosúil le ChatGPT), comhoibriú (cosúil le Bit. ai), teagasc, foghlaim agus measúnú (lena n-áirítear grádú le Gradescope, tacaíocht do mhic léinn le Adaptiv, agus fiú cúnamh scríbhneoireachta a chruthú le huirlisí AI mar ChatGPT, Gemini agus Quillbot). The table below presents a summary of the AI-based tools. We have grouped and divided the tools based on what support they offer, i.e., which teaching and learning aspects they can augment. Type of support AI generative tools Personalised Learning & Assessment ● For students (adaptive learning, selfassessment) ● For teachers (offer recommendations for personalised teaching and accommodations, analyses student work) ● ALEKS ● Century ● Comproved ● DreamBox by Discovery Education ● Engage ● Knewton Alta ● Smart Sparrow ● Simbound
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Teaching, Learning and Assessment ● For teachers (they assist teachers in the design of a course, the creation of the material, and managing coursework and grading). ● ClassVR ● Cognii ● Course Hero ● Designs.ai ● Dodona ● Dwengo Simulator ● Fast ForWord ● Gradescope ● MATHia Conversational Learning & Skills Development ● For teachers (they improve communication and practical skills) ● Alelo ● AutoTutor ● Braille AI Tutor ● Dwengo Simulator ● Linguineo Research & Writing Assistance ● For students & teachers (support students, teachers, and researchers with research and writing tasks) ● ASReview ● Bing Chat ● ChatGPT ● ChatPDF ● Connected Papers ● Consensus ● Elicit ● Gemini ● Grammarly ● Quillbot ● ResearchRabbit ● Squire AI Learning Collaboration & Knowledge Management For students & teachers (collaborate effectively and manage knowledge resources) ● Bit.ai ● NOLEJ Other tools For students & teachers (support content creation, accessibility, and improving the learning experience) ● Bing Image Creator ● Cognii Chatbot ● DALL-E ● Deepl ● D-ID ● Ivy Chatbot ● Midjourney ● Nuance Dragon
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. ● Quizlet ● Sonix ● zSpace This list provides a broad picture of how AI is impacting various aspects of education. The potential applications continue to evolve, offering possibilities for personalised learning, enhanced research capabilities, and improved teaching support. Cuid 4: Bailiú Treoirlínte maidir leis an gcaoi ar féidir le hacadóirí HE cumhacht AI a ghiaráil le haghaidh cleachtais ghairmiúla agus oideolaíocha feabhsaithe Mar a léirigh torthaí an taighde deisce a rinneadh faoi WP2, tá feidhmeanna leathana ag uirlisí AI-bhunaithe san Ardoideachas, a théann chun sochair múinteoirí agus mic léinn araon. Is féidir leo tascanna riaracháin a shruthlíniú, eolas a chur ar chinntí atá bunaithe ar shonraí, agus an fhoghlaim a phearsantú. Cuidíonn na huirlisí seo freisin le measúnú agus aiseolas, ag cur le rannpháirtíocht na mac léinn agus le tacaíocht fhíorúil. Is féidir leis an bpoitéinseal seo cáilíocht an teagaisc, éifeachtúlacht riaracháin agus an taithí foghlama iomlán a fheabhsú go suntasach. While AI offers many advantages, its integration into education raises ethical, legal, technological, and implementation concerns. These challenges require clear guidelines, training, and a focus on responsible use. The study also emphasises the need for critical evaluation of AI tools due to potential reliability and effectiveness issues. Therefore, given how AI applications could lead to harmful consequences, HE staff should ensure that the AI tools they are using are reliable, fair, safe, and trustworthy and that the data included is secure and protects the privacy of individuals.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. The guidelines provided below are based on shared guidelines such as the OECD Framework for the Classification of AI systems1, OECD’s AI Principles2, EC’s Ethics Guidelines for Trustworthy AI3, the EC’s 2022 Ethical guidelines on the use of AI and data in teaching and learning for educators4 and the recent UNESCO AI competency frameworks5. According to the guidelines and frameworks above, several key principles underpin the ethical use of AI and data in teaching, learning, and assessment. These can be categorised under guidelines related to understanding AI systems, ethical considerations, and guidelines related to practical implementation. 1https://www.oecd.org/en/publications/oecd-framework-for-the-classification-of-aisystems_cb6d9eca-en.html 2 https://oecd.ai/en/ai-principles 3 https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines-trustworthy-ai 4https://education.ec.europa.eu/news/ethical-guidelines-on-the-use-of-artificialintelligence-and-data-in-teaching-and-learning-for-educators 5https://unesdoc.unesco.org/ark:/48223/pf0000391104; https://www.unesco.org/en/articles/generation-ai-navigating-opportunities-and-risksartificial-intelligence-education The guidelines provided can help HE staff to understand the affordances of AI and raise awareness of the possible risks, so that all stakeholders are engaged positively, critically and ethically with AI systems to maximise their potential.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Understanding AI Systems ● Assess Purpose: Clearly define the intended purpose of any AI tool you plan to use. Align it with your educational objectives and the needs of your students. ● Evaluate Autonomy: Determine the level of autonomy the AI system has. This will help you understand the extent of human oversight required and potential risks. ● Consider Environment: Be aware of the social, cultural, and legal context in which the AI system operates. This will help you anticipate potential challenges and ensure appropriate use. ● Assess AI Competency: Evaluate your own AI literacy and consider professional development opportunities to deepen your understanding of AI applications in education. Ethical Considerations ● Beneficial Use: Ensure that AI tools are used to benefit students and enhance their learning experience. Focus on personalised learning, fostering critical thinking, and addressing inequalities. ● Transparency: Explain to students how AI systems work and how they are used in the learning process. Encourage students to critically evaluate AI outputs. You could also consider using open-source AI tools that are transparent and allow for customisation and modification. ● Fairness: Avoid using AI tools that could create biases or discrimination. Ensure all students have equal access to resources and opportunities, addressing potential gender, socioeconomic, or ability-based disparities. ● Privacy and Data: Respect students' privacy and handle their data responsibly. Adhere to data protection regulations and obtain informed consent when collecting or using student data. ● Human Agency: Maintain human oversight and allow students to have a say in their learning process. Encourage students to explore AI responsibly and creatively. ● Democratic Values: Ensure that AI tools are used in education In a way that aligns with democratic principles. This ensures that AI promotes and supports democratic
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. values, such as the freedom of expression and inquiry (open discussion), equality of opportunity and access, and accountability. Practical Implementation ● Professional Development: Seek training and professional development on AI to understand its capabilities and limitations. Stay updated on the latest developments in AI and adjust your practices accordingly. Embrace lifelong learning and encourage a culture of continuous learning among students. ● Critical Evaluation: Evaluate AI tools carefully, considering their effectiveness, reliability, alignment with your educational goals, and potential impact on student learning outcomes. ● Student Engagement: Involve students in the decisionmaking process regarding AI use in the classroom. Encourage them to explore AI responsibly and participate in discussions about its potential benefits and risks. ● Ethical Dilemmas: Be prepared to address ethical dilemmas that may arise from AI use and have a plan for responding to such situations. Develop a culture of open discussion and ethical decision-making in the classroom. ● Promote AI Literacy: Integrate AI literacy into your curriculum, encouraging students to understand how AI works, its potential benefits and risks, and how to use it responsibly. ● Discuss with colleagues: Collaborate with other educators to make more informed decisions and ensure a more consistent approach to using AI and data systems across schools. ● Collaborate with other schools: Share experiences and best practices and learn how other schools have implemented AI systems. This can also be useful in identifying and dealing with reliable providers of AI and data systems that adhere to the key requirements for trustworthy AI.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Figure 1 below presents a visualised proposed framework that outlines the key principles for ethical and effective AI use in HE. A strong foundation in understanding AI systems is crucial, as it enables educators to assess the purpose, autonomy, and environmental context of AI tools. Building upon this foundation, ethical considerations, such as ensuring beneficial use, transparency, fairness, privacy, and human agency, must guide the implementation of AI. Finally, practical guidelines, including professional development, critical evaluation, student engagement, addressing ethical dilemmas, promoting AI literacy, and fostering collaboration, provide a roadmap for educators to successfully integrate AI into their classrooms while upholding ethical standards and maximising its benefits for students. Practical Example: Using AI-powered Adaptive Learning for Personalised Instruction Scenario: A primary school wants to personalise maths instruction for students using an Intelligent Tutoring System (ITS). The school implements an ITS that adapts maths problems to each student's individual learning pace and style. The system uses data on student performance, engagement, and errors to predict their knowledge level and tailor subsequent problems accordingly.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Implementation following the Framework: Understanding AI Systems Purpose: The school clearly defines the purpose - to provide personalised maths instruction and track student progress. Autonomy: The ITS has a degree of autonomy in adapting problems, but human teachers still oversee the learning process and provide guidance. Environment: The school considers the age and developmental level of students, ensuring the ITS is appropriate for their cognitive abilities. AI Competency: Teachers receive training on the ITS to understand its capabilities and limitations, as well as how to interpret student data. Ethical Considerations Beneficial Use: The ITS is used to help students achieve their maths learning goals and close any knowledge gaps. Transparency: Teachers explain to students how the ITS works and how it adapts to their individual needs. The system provides clear feedback on student progress. Fairness: The ITS is designed to avoid bias in its recommendations, ensuring all students have equal access to resources and support. Privacy and Data: The school ensures that student data is handled securely and in compliance with privacy regulations. Practical Implementation Professional Development: Teachers receive ongoing training on the ITS to stay updated on its features and best practices. Critical Evaluation: The school regularly evaluates the effectiveness of the ITS in improving student learning outcomes and addresses any issues or concerns.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Student Engagement: The ITS is designed to be engaging and interactive, with features like gamification and real-time feedback to motivate students. Ethical Dilemmas: The school has a plan to address ethical dilemmas that may arise, such as concerns about overreliance on AI or potential biases in the system. Promote AI Literacy: Students are taught about how AI works and how it is used in the ITS, fostering understanding and critical thinking. Discuss with colleagues: Teachers collaborate with each other to share experiences and best practices in using the ITS.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Fíor 1: Creat Amharcléirithe Forbairt Ghairmiúil Meastóireacht Chriticiúil Rannpháirtíocht Mac Léinn Aincheisteanna Eitice AI Litearthacht Comhoibriú Déan an Cuspóir a Mheas Déan Féinriail a mheas Smaoinigh ar an Timpeallacht Déan measúnú ar Inniúlacht AI Úsáid Thairbhiúil Luachanna Daonlathacha Trédhearcacht Cothroime Príobháideacht agus Sonraí Gníomhaireacht Daonna
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cuid 5: Heicliosta ullmhachta AI Cuireann an chuid seo dearadh seicliosta cuimsitheach ar fáil chun cabhrú le hacadóirí HE measúnú a dhéanamh ar a leibhéal ullmhachta maidir le AI a úsáid le haghaidh cleachtais ghairmiúla agus oideolaíocha. Bunaithe ar uirlisí atá ann cheana féin amhail an Measúnú Ullmhachta do Chomhaltaí Dáimhe ag an bhFondúireacht Eolaíochta Náisiúnta agus an Cumann Innealra Ríomhaireachta, agus Uirlis Féinmheasúnaithe Ullmhachta AI, ag Tionscadal Oideachais AI in Ollscoil Harvard, tá sé mar aidhm ag an seicliosta seo creat cuimsitheach a sholáthar do oideachasóirí chun a dtuiscint, a scileanna agus a n-ullmhacht a mheas chun AI a Chomhtháthú go héifeachtach ina bpróisis teagaisc, foghlama agus measúnaithe. Seicliosta Ullmhachta AI 1. Feasacht agus Tuiscint AI Critéir Tá Níl Tuairimí An bhfuil cur amach agat ar phríomhchoincheapa AI (m.sh. foghlaim meaisín, líonraí néaracha)? An dtuigeann tú conas atá AI ag dul i bhfeidhm ar HE agus ar do smacht? An bhfuil iniúchadh déanta agat ar uirlisí feabhsaithe AI don teagasc, don mheasúnú agus don fhoghlaim? An aithníonn tú na himpleachtaí eiticiúla a bhaineann le AI i gcomhthéacsanna oideachais (m.sh., claonadh, cothroime)? An eol duit conas is féidir le AI cabhrú le sreafaí oibre taighde (m.sh., anailís sonraí, uathoibriú)? An bhfuil tú eolach ar na buntáistí agus na dúshláin a d’fhéadfadh a bheith ag baint le húsáid AI san oideachas? An féidir leat samplaí d'uirlisí agus d'fheidhmchláir oideachasúla AIchumhachtaithe a shainaithint?
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. 2. Comhtháthú Oideolaíoch AI Critéir Tá Níl Tuairimí Ar smaoinigh tú ar conas is féidir le huirlisí AI feabhas a chur ar do mhodhanna teagaisc (m.sh. foghlaim bunaithe ar thionscadail)? An úsáideann tú AI chun eispéiris foghlama a phearsantú do dhaltaí? An ndearna tú úsáid nó iniúchadh ar uirlisí oideachais AI-tiomáinte cosúil le córais chliste teagaisc nó cúntóirí fíorúla? An féidir le huirlisí AI a úsáideann tú bealaí foghlama oiriúnaitheacha a sholáthar do mhic léinn bunaithe ar a ndul chun cinn? An bhfuil tú ag comhtháthú ábhar a bhaineann le AI isteach i do churaclam chun litearthacht AI na mac léinn a fheabhsú? An ailíníonn na huirlisí AI le do chuspóirí foghlama agus do thorthaí sonracha? An soláthraíonn an uirlis AI aiseolas foirmitheach agus anailísíocht foghlama chun feidhmíocht na mac léinn a mheas? An bhfuil léargais bunaithe ar AI á n-úsáid chun rannpháirtíocht agus rátaí ratha na mac léinn a fheabhsú? 3. Forbairt Ghairmiúil in AI Critéir Tá Níl Tuairimí Ar ghlac tú páirt i gceardlanna nó i gcúrsaí forbartha gairmiúla ar AI san oideachas? An dtéann tú i dteagmháil le pobail taighde AI nó an bhfreastalaíonn tú ar chomhdhálacha acadúla a bhaineann le AI? An bhfuil tú go gníomhach ag lorg acmhainní oideachais atá dírithe ar AI nó comhoibriú le saineolaithe AI? An bhfuil tú sásta teicneolaíochtaí nua AI a chomhtháthú i do chleachtas múinteoireachta?
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Ar smaoinigh tú ar conas is féidir le AI do mhodheolaíochtaí taighde nó do straitéisí teagaisc a fheabhsú? An gcomhoibríonn tú le baill dáimhe eile nó le saineolaithe tionscail ar thionscadail a bhaineann le AI? An bhfuil tú tiomanta do bheith cothrom le dáta ar na forbairtí is déanaí in AI agus a fheidhmchláir san oideachas? 4. Úsáid Eiticiúil AI san Oideachas agus sa Taighde Critéir Tá Níl Tuairimí An eol duit na himpleachtaí eiticiúla a bhaineann le húsáid AI san oideachas? An ndéanann tú príobháideacht sonraí a mheas agus tú ag úsáid uirlisí AI san oideachas? An gcomhlíonann na huirlisí AI a úsáideann tú na rialacháin um chosaint sonraí (m.sh. GDPR)? An bhfuil beartais soiléire ann maidir leis an gcaoi a láimhseáiltear sonraí na mac léinn, a stórálann siad agus a n-ainmnítear iad le huirlisí AI? An féidir le mic léinn agus oideachasóirí bailiú sonraí agus úsáid na huirlise AI a rialú? An eol duit aon laofacht a d’fhéadfadh a bheith sna halgartaim AI a úsáidtear i do sheomra ranga? An gcuireann an uirlis AI cothroime, éagsúlacht agus cuimsitheacht chun cinn? An bhfuil trédhearcacht ann maidir leis an gcaoi a ndéantar cinntí AI (m.sh., maidir le grádú, aiseolas)? An ndéantar impleachtaí eiticiúla a mheas agus AI á chomhtháthú i dtaighde (m.sh., uathoibriú anailíse, laofacht)?
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. 5. Tacaíocht Institiúideach agus Éiceachóras AI Critéir Tá Níl Comments An soláthraíonn d’institiúid acmhainní don oideachas AI (m.sh., maoiniú, bonneagar, oiliúint)? An bhfuil tacaíocht institiúideach ann chun AI a chomhtháthú sa teagasc (m.sh. comhtháthú LMS, ceadúnais uirlisí AI)? An bhfuil beartais agus creataí i bhfeidhm chun tacú le heitic AI agus le húsáid fhreagrach? An spreagtar baill na dáimhe chun dul i ngleic le taighde nó forbairt curaclaim a bhaineann le AI? An dtugann d’institiúid deiseanna comhoibríocha oibriú ar thionscadail a bhaineann le AI? An bhfuil tacaíocht riaracháin ann chun tionscnaimh teagaisc atá faoi thiomáint ag AI a fhorbairt agus a mhaoiniú? An bhfuil comhpháirtíochtaí ag d'institiúid le cuideachtaí AI nó institiúidí taighde? Tar éis duit an Seicliosta Ullmhachta AI a chomhlánú, tá sé riachtanach machnamh a dhéanamh ar do chuid freagraí chun réimsí láidreachta agus réimsí ina bhfuil gá le tuilleadh forbartha a shainaithint. Smaoinigh ar cheisteanna mar: Cad iad na réimsí AI is mó muiníne ina leith? Cá bhfeiceann tú deiseanna fáis? Cén cineál tacaíochta, cibé acu institiúideach, teicniúil nó oideolaíoch, a theastaíonn uait chun d’ullmhacht AI a chur chun cinn? Ina theannta sin, tá sé ríthábhachtach machnamh a dhéanamh ar na himpleachtaí eiticiúla a bhaineann le AI san oideachas, na buntáistí agus na rioscaí a d’fhéadfadh a bheith ann, deiseanna comhoibrithe, agus inrochtaineacht agus cuimsitheacht AI a chinntiú do gach mac léinn. Cabhróidh an féinmhachnamh seo leat d’iarrachtaí forbartha gairmiúla agus comhtháthú AI a oiriúnú chun freastal ar do riachtanais agus spriocanna sonracha.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cuid 6: Cás-Staidéir Soláthraíonn an rannán seo tríocha sé (36) cás-staidéar náisiúnta/AE a thairgeann paraidímí fianaise-bhunaithe maidir le comhtháthú uirlisí AI in Institiúidí Ardoideachais, a nacmhainneacht agus a ndúshláin maidir le cleachtas gairmiúil agus oideolaíoch. Cás-Staidéar 1: Creat comhtháite chun córas uathoibrithe measúnaithe ar stíl léachta a fhorbairt agus a mheasúnú General information Dimitriadou, E., & Lanitis, A. (2023). An integrated framework for developing and evaluating an automated lecture style assessment system. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2312.00201 The study aims to develop and evaluate an integrated system that provides an automated evaluation of an instructor's lecture style. This system aims to help teachers by giving instant feedback on their lecturing style, to improve quality and enhance student learning experiences. Description of case The proposed application analysed and extracted measurable biometric characteristics from video cameras and audio sensors using machine learning. These characteristics included facial expressions, body activity, speech rate and tone, hand movements, and facial pose. These features, in combination, provided a score reflecting the quality of the lecture style. The system’s performance was evaluated by comparing its assessments with human evaluations and through feedback from education officers, teachers, and students. Lessons learned The results indicated that the system effectively provided automated feedback that participants received well. It performed comparably to humans and, in some cases, even outperformed them. Participants appreciated the application's utility in enhancing lecture delivery through immediate feedback. Implications for practice With similar or even fewer differences between AI-driven and human evaluation of lecture quality, the system can be used in natural settings (e.g., a university classroom) to support teachers in improving their lecturing and increasing student engagement. The researchers aim to further improve the system by refining the biometric metrics used in the automated lecture-style evaluation
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. system, expanding its capabilities to include additional and wearable cameras and conducting real-time testing in classroom settings. Cás-Staidéar 2: Aitheantas gníomhaíochta mac léinn chun aiseolas ó mhúinteoirí a fheabhsú le linn teilea-oideachas General information Dimitriadou, E., & Lanitis, A. (2024). Student action recognition for improving teacher feedback during tele-education. IEEE Transactions on Learning Technologies, 17, 569–584. https://doi.org/10.1109/tlt.2023.3301094 The aim of the research was to develop and evaluate a student action recognition system, reviewing students' behaviour participation and disaffection, intended to support teacher feedback during distance education. This system was designed to monitor student actions in online courses while protecting student privacy and providing real-time feedback to educators about student engagement without direct visual contact. Description of case An AI system was developed to recognise specific student actions using deep neural network architectures like GoogleNet, Inception-v3, and Faster R-CNN. The system used videos of student actions, processed locally on student devices, to train these networks. The effectiveness of the system was assessed through a comprehensive user evaluation involving students, parents, and educators, who provided feedback via online questionnaires and interviews. Lessons learned The results indicated that the system was effective in recognising student actions and was well-received by all stakeholders. Educators, in particular, found it useful for improving interaction and engagement in online settings. The system was well accepted due to the personal data protection measures applied. Implications for practice The AI system could enhance the effectiveness of online learning and distance education by providing insights into student behaviour, thus facilitating better educational outcomes.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Cás-staidéar 3: Ionracas acadúil agus muinín i dtimpeallachtaí foghlama ar líne a chinntiú: Staidéar fadaimseartha ar chóras proctoring AIlárnach in institiúidí oideachais treasacha General information Fidas, C., Belk, M., Constantinides, A., Portugal, D., Martins, P., Pietron, A. M., Pitsillides, A., & Avouris, N. (2023). Ensuring academic integrity and trust in online learning environments: A longitudinal study of an AI-Centered proctoring system in tertiary educational institutions. Education Sciences, 13(6), 566. https://doi.org/10.3390/educsci13060566 The research aimed to enhance the credibility of online examinations in HE by identifying scenarios/cases that threaten the credibility of online exams and proposing AI-driven solutions to address these threats. A longitudinal study involving stakeholders from three European HE institutions was conducted. Description of case The researchers designed and implemented an intelligent system titled TRUSTID. The system incorporates advanced biometric technologies for identity verification and continuous monitoring. Students first register their biometric data, such as facial and vocal characteristics, which TRUSTID continuously uses to verify the student's identity throughout the exam. The system is privacyfriendly, allowing students to securely control their personal biometric information. Additionally, TRUSTID monitors behavioural patterns and physical examination contexts, detecting unusual activities that may be related to cheating. This integrated system ensures that the same student remains throughout the test and supports examiners by offering real-time alerts and a secure, user-friendly interface for data security. Lessons learned The TRUSTID system, evaluated by stakeholders, showed resilience against impersonation attacks and received positive feedback in terms of usability and user experience. The system was robust in monitoring student behaviours and identifying anomalies, receiving positive feedback from students and instructors for its usability and ease of use. Privacy concerns were addressed with a privacypreserving biometric wallet, allowing secure control and sharing of biometric data. Overall, the TRUSTID system was well-received across various stakeholder groups, showing its potential applicability and effectiveness in maintaining academic integrity in online educational settings.
Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Implications for practice The system has the potential to enhance the integrity of online examinations by using advanced biometric verification methods to prevent common threats such as impersonation and cheating. Cás-Staidéar 4: Aiseolas Uathoibrithe do Dhaltaí i dTascanna Eolaíochta Sonraí: Cur i bhFeidhm agus Torthaí Feabhsaithe General information Alessandra Galassi & Pierpaolo Vittorini, CHItaly 2021: 14th Biannual Conference of the Italian SIGCHI Chapter, July 11–13, 2021, Bolzano, Italy, Association for Computing Machinery (ACM), New York, NY, USA, 8 pages. The research discusses the development and implementation of an automated feedback system for assignments in data science. This system focuses on grading assignments that involve language commands, their outputs, and natural language comments. The primary objective is to change students' learning experiences by providing fast and detailed feedback that can identify mistakes and offer improvement suggestions. The study evaluated the effectiveness of this system using student feedback collected through standardised and custom questionnaires. Description of case The research presents a case study on the development, implementation, and evaluation of an automated feedback system for data science assignments at the University of L’Aquila, Italy. The system was specifically designed to grade assignments involving R language commands, their outputs, and accompanying natural language comments. It used static code analysis and machine learning techniques to evaluate the correctness and quality of the R code and the associated comments. The system provided feedback with explanations for grading decisions, identification of errors, and suggestions for improvements. This feedback was intended to be detailed and instructive to help students learn from their mistakes. Lessons learned The study observed an increased engagement of students in the process. The automated feedback system led to higher levels of student engagement, as students could receive immediate feedback and make corrections quickly. Perceived Usefulness: Students found the feedback to be useful in understanding their mistakes and learning how to correct them.
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