Recommended for: 16 year old students or older
Tags: artificial intelligence, technology, robots, fake news
Building block 4. What will artificial intelligence do for our future?
Investigate and discuss what the learners can do to understand and better control the effects of AI on their lives. What might the future hold for them and why.
1. Top 10 hot artificial intelligence AI technologies
https://www.forbes.com/sites/gilpress/2017/01/23/top-10-hot-artificial-intelligence-ai-technologies/ [Open from webarchive if link broken/inactive]
2. Notre Dame fire - fake news
https://www.independent.co.uk/news/world/europe/notre-dame-fire-youtube-video-911-terror-attack-hoax-fake-news-a8871906.html [Open from webarchive if link broken/inactive]
3. Is AI the key to combat fake news
https://www.marutitech.com/artificial-intelligence-fake-news/ [Open from webarchive if link broken/inactive]
4. Artificial Intelligence: the possibilities and the threats posed
https://www.information-age.com/ai-possibilties-warnings-123462679/ [Open from webarchive if link broken/inactive]
View from 2016 - what came true, what didn't.
The learning outcomes represent the competences which learners are expected to develop as a result of the training intervention:
1. Evaluate the material through discussions and predicting outcomes for their own future.
2. Evaluate and comment on their own actions to minimise the negative effects of AI on them.
Suggested teaching methods
We plan to use some standard classroom practices:
> Instructor led sessions to introduce ideas and guide discussions.
> Small group work to consolidate and support learning.
> Short quizzes for fun and consolidation.
> Plenary sessions to check understanding.
Suggested learning activities
1.5 to 2 hour per lesson over 2 sessions. The structure of the class work related to the case study will be roughly as follows:
> Lesson 1: Class based discussion on pillars and especially reference frames (15). Group work on good vs bad, see if this is important (30). Class based Q & A on psychological drivers and their possible importance (30). Group based review of the game and the impact it had on their thinking, discussion about how they would do the game if they were asked (30)- feedback to peers (15)
> Lesson 2: Supported group work for learners to devise their own set of questions for learners who are not the same as them (i.e. 16-18 if learners are adult) (60). Class based discussion with learners to share their thoughts and observations (30). Plenary session on the use of "good" and "bad" for framing AI (15)."
De Facto pillars
Motivated Cognition: Question and answer session with learners about what can be done at society, local or personal level.
Systemic Causality: Investigate in groups how board game and apps help foster understanding and change in behaviour and understanding.
Frames and Framing: Short group work for learners to develop their own "cards" for game or app and discuss why.
Equivalence and Emphasis Frames: Explore in groups if equivalence can be spotted and used to inform better decisions.
De Facto app
Analogue board game and cards
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