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Auflistung nach Schlagwort "AI Literacy"

1 - 4 von 4
  • Konferenzbeitrag
    Better ready than just aware: Data and AI Literacy as an enabler for informed decision making in the data age
    (INFORMATIK 2023 - Designing Futures: Zukünfte gestalten, 2023) Schüller, Katharina; Rampelt, Florian; Koch, Henning; Schleiss, Johannes
    Data and AI literacy is an important enabler for informed decision making in the data age. To inform educational programs and policies, it is important to create a common understanding about the required knowledge and skills. In this paper, we propose a novel taxonomy to data and AI literacy based on qualitative literature analysis and expert group discussions. We introduce three key roles related to Data and AI Literacy: the informed prosumer, the skilled user, and the expert creator. Moreover, we argue that Data and AI Awareness as the lowest level of understanding and recognizing is a necessary prerequisite but not a sufficient condition to Data and AI Literacy. We rather equate Data and AI Literacy with Data and AI Readiness. Further work will focus on defining the core knowledge, skills and competences of the taxonomy.
  • Konferenzbeitrag
    Bildung mit und uber KI in der Schule: Umsetzung einer partizipativen Unterrichtsplattform
    (Proceedings of DELFI Workshops 2024, 2024) Schönbrodt, Sarah; Dohmen, Hanna; Pommer, Paul; Schneider, Steffen; Berberich, Nicolas; KI macht Schule Team
    Künstliche Intelligenz (KI) hat längst Einzug in zahlreiche Berufszweige und in unseren Lebensalltag gehalten – auch in den von Lehrkräften und Schüler:innen. Aufgrund der enormen Relevanz von KI für unsere Gesellschaft ist Bildung über KI bereits in der Schule unerlässlich. Das gemeinnützige Unternehmen KI macht Schule hat sich zum Ziel gesetzt, Bildung über und mit KI in deutschsprachige Schulen zu tragen, damit Schüler:innen fachlich fundiertes Orientierungswissen und zentrale Kompetenzen zu KI erwerben können. In diesem Beitrag stellen wir eine neue Unterrichts- plattform vor, die Lehrkräfte bei der Gestaltung von Unterricht mit und über KI und damit bei der Förderung von AI Literacy im eigenen Unterricht unterstützt. Dafür liefert die Plattform vielfältiges Lehr-Lernmaterial über KI und maschinelles Lernen. Zugleich stellt sie einen flexiblen Zugang zu DSGVO-konformen KI-Tools (u. a. Chatbot, Bildgenerator) und die technische Infrastruktur zur Verfügung, damit Schüler:innen eigene Projekte mit KI und weiteren digitalen Tools umsetzen können. Damit deckt die Plattform neben Kompetenzen im Bereich des Erinnerns, Verstehens und Anwendens auch komplexere kognitive Prozesse ab.
  • Konferenzbeitrag
    Interdisciplinary Perspectives on the Use of Competency-Based Learning and AI in Personalized Learning Environments
    (INFORMATIK 2023 - Designing Futures: Zukünfte gestalten, 2023) Selmanagić, André; Ahlborn, Juliane
    Contemporary personalized learning environments emphasize the importance of compe- tency-based learning, while leveraging the growing potential of AI-based techniques. The authors present a joint perspective on personalized learning environments integrating both computer and educational science, considering the influence of educational policies. The publication emphasizes the need for critical reflection of competency-based approaches in educational settings. Furthermore, it discusses the challenges of designing educational settings and the promotion of AI literacy among educators and learners. The paper highlights the importance of interdisciplinary collaboration to ensure a comprehensive understanding and responsible use of AI in education.
  • Konferenzbeitrag
    What do Construction Workers Know about Artificial Intelligence? An Exploratory Case Study in an Austrian SME
    (Mensch und Computer 2022 - Tagungsband, 2022) Maitz, Katharina; Fessl, Angela; Pammer-Schindler, Viktoria; Kaiser, Rene; Lindstaedt, Stefanie
    Artificial intelligence (AI) is by now used in many different work settings, including construction industry. As new technologies change business and work processes, one important aspect is to understand how potentially affected workers perceive and understand the existing and upcoming AI in their work environment. In this work, we present the results of an exploratory case study with 20 construction workers in a small Austrian company about their knowledge of and attitudes toward AI. Our results show that construction workers’ understanding of AI as a concept is rather superficial, diffuse, and vague, often linked to physical and tangible entities such as robots, and often based on inappropriate sources of information which can lead to misconceptions about AI and AI anxiety. Learning opportunities for promoting (future) construction workers’ AI literacy should be accessible and understandable for learners at various educational levels and encompass aspects such as i) conveying the basics of digitalization, automation, and AI to enable a clear distinction of these concepts, ii) building on the learners’ actual experience realm, i.e., taking into account their focus on physical, tangible, and visible entities, and iii) reducing AI anxiety by elaborating on the limits of AI.