INFINITE_WP2_Toolkit_Irish

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. Clár na nÁbhar CUID 1: RÉAMHRÁ ........................................................................................................................................... 5 CUID 2: CÚLRA TEOIRICIÚIL ....................................................................................................................... 6 CUID 3: UIRLISÍ AI-BHUNAITHE ............................................................................................................. 101 ROINN 4: TREOIRLÍNTE CHUN LEAS A BHAINT AS INTLEACHT SHAORGA LE HAGHAIDH CLEACHTAIS GHAIRMIÚLA AGUS PEIDEAGÚLA ............................................................................ 134 CUID 5: HEICLIOSTA ULLMHACHTA AI ................................................................................................ 21 CUID 6: CÁS-STAIDÉIR ................................................................................................................................ 29 TAGAIRTÍ .......................................................................................................................................................... 76 BUÍOCHAS ....................................................................................................................................................... 80

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) Generative AI Generative AI uses algorithms to produce original content like text, images, or audio. It does this by learning the patterns within existing data and then creating new data that shares those same characteristics. (Oluwagbenro, 2024) 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).

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. Machine Learning Machine learning (ML) is a part of artificial intelligence (AI) that lets machines learn from data without needing explicit programming. Its goal is to train machines using given data and algorithms so they can learn to make decisions. ML is adaptable, meaning it can change and improve as it gets more data. The "learning" in ML means its algorithms work to reduce errors and make their predictions as accurate as possible. Essentially, ML is a method for achieving AI. (Jakhar & Kaur, 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). 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)

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 ● 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. Roinn 4: Treoirlínte chun leas a bhaint as Intleacht Shaorga le haghaidh cleachtais ghairmiúla agus peideagúla 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. 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. 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. 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. 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

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. 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 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.

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: 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. 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

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. 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. 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.

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. 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. 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. 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. Critéir Tá Níl Tuairimí 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 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. AI Readiness Checklist: Scoring System and Benchmarks This section provides an interpretation of your AI readiness across the five thematic areas included in the checklist (a. AI Awareness and Understanding, b. Pedagogical Integration of AI, c. Professional Development in AI, d. Ethical Use of AI in Education and Research, e. Institutional Support and AI Ecosystem). By calculating your score, you can see your strengths and identify certain areas for improvement. I. Scoring System For each question included in each thematic area of the checklist, assign yourself points according to your responses: • Yes: 1 Point (This shows that you meet relevant criterion and you possess the specific understanding/skill.) • No: 0 Points (This shows that you do not meet the relevant criterion or you need further development in this area.) Calculate your score for each thematic area based on your answers and then sum them up for your total score. For example, to find your score in a thematic area, simply calculate the number of “Yes” that you have given in each question. Thematic Areas Number of Questions Max Score per Thematic Area Your Score 1. AI Awareness and Understanding 7 7 2. Pedagogical Integration of AI 8 8 3. Professional Development in AI 7 7 4. Ethical Use of AI in Education and Research 9 9 5. Institutional Support and AI Ecosystem 7 7 Total Possible Score 38 38

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. II. Interpreting your Overall AI Readiness Score Based on your final score as per the previous analysis, you may refer below to corresponding levels to understand your general AI readiness level. Level 1: AI Basic User (Total Score: 0-9 points) • Interpretation: You have limited knowledge and understanding of AI as well as limited practical experience and awareness of AI’s implications in education and professional settings. This score suggests that significant learning and exploration is needed. • Suggested Actions: o Prioritise learning by attending some introductory courses, workshops, and focusing on readings/articles related to AI topics, its applications, and ethical principles. o Experiment with simple AI tools to grasp their functionality and consider how these can be used in your professional and pedagogical practices. o Engage in discussions about AI with your colleagues. Level 2: AI Developing User (Total Score: 10-19 points) • Interpretation: You have more than basic awareness of AI’s potential and you have begun experimenting with some AI tools and their applications. However, you are still developing deeper practical skills, and critical understanding. • Suggested Actions: o Deepen your knowledge by looking for more specialised AI courses or certifications relevant to your discipline and pedagogical interests. o Seek concrete opportunities to integrate AI tools into your daily professional tasks or simple pedagogical activities (e.g., using AI for designing interactive presentations). o Check and utilise available AI-related resources or training offered by your institutions.

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. Level 3: AI Proficient User (Total Score: 20-29 points) • Interpretation: You are confident and competent in using AI for both professional and pedagogical purposes. You have a solid understanding of AI concepts, are skilled in using various AI tools and consistently consider ethical implications. You are also actively integrating AI into your professional and pedagogical practices. • Suggested Actions: o Move beyond basic use to more strategic integration of AI into core professional processes or pedagogical design knowledge. o Start sharing your own best practices for AI use based on your experience. Regularly evaluate the effectiveness and impact of your AI integration and explore ways of enhancing your knowledge. o Proactively participate in discussions on AI ethics with your colleagues within your department or institution. o Stay up to date with emerging AI technologies and developments. Explore more advanced AI applications relevant to your field. Level 4: AI Master User (Total Score: 30-39 points) • Interpretation: You are an expert in AI integration in your professional and pedagogical practices and competent in using AI for both professional and pedagogical purposes. You can responsibly use AI and innovate with it. • Suggested Actions: o Lead new AI initiatives and conduct research on AI’s impact. o Actively contribute to the development of guidelines, and ethical frameworks. o Share your expertise and best practices with a broader audience.

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. III. Interpreting each thematic area’s score While your total score provides you with a general idea of your AI readiness level, examining your score in each individual thematic area can highlight certain strengths and weaknesses. For each thematic area included in the AI Readiness Checklist, think about the relevance of your score to the maximum possible score (please refer to the table above). • High Score in a thematic area (e.g. all or nearly all “Yes” in your answers): This demonstrates a strong area of readiness for you. You most likely possess significant knowledge, skills, or resources in this area. Think about how you can enhance this strength. o Example (AI Awareness thematic area): If your score is 6 or 7 out of 7, you have a very strong understanding of AI concepts. • Moderate Score in a thematic area (e.g., roughly half to two-thirds of "Yes" answers): This suggests you have a good knowledge in this area, but there is room for significant improvement. Focus on targeted learning, practical application, or seeking out specific resources to improve. o Example (Pedagogical Integration): If your score is 4 or 5 out of 8, you are starting to integrate AI, but you can explore more diverse applications and deepen your knowledge. • Low Score in a thematic area (e.g., fewer than half of "Yes" answers): This thematic area indicates a key area for immediate focus and improvement. Allocate specific time and resources to enhance your knowledge, skills, or addressing gaps in this area. o Example (Ethical Use): If your score is 3 or less out of 9, you need to prioritise learning about AI ethics and responsible use in your professional and pedagogical practices. By combining your overall readiness level with a detailed analysis of your scores on each thematic area included on the AI Readiness Checklist, you will gain a comprehensive understanding of your AI readiness and a clear roadmap for your ongoing development.

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