REFLECTION ON KEY CONCEPTS

MODULE I: INTRODUCTION TO ARTIFICIAL INTELLIGENCE AND DESIGN THINKING.

Some of the most important concepts I learned in this module are the following AI means the ability of a computer or any machine to perform different tasks that are normally thought of and require intelligence. For instance, this is one of my first prompts in Gemini that still needs to be improved. To create a lesson plan would normally take me an hour and a half to do on my own. Now, I can take advantage of this AI assistant to save time and prepare meaningful activities for my students.

I learned some programs like GAMA, which uses AI to create PowerPoint presentations from a prompt or file given. I created some PPT 👇

Also, I have learned that Generative AI tools are capable of giving us novel outputs that include text, code, graphics, audio, or music generators using for example the AI tool: SUNO. Using it, I could create a song for a group of students I taught English, and they loved it. As well, I could also generate images using CHATGPT, Gemini, Copilot, and Microsoft Designer. Here are some examples of my work done along the module. I generated them using Gemini and Microsoft Designer:

Link to the generated song using SUNO 👉Wishing you well

It’s incredible the way Deep Learning makes Generative AI tools different from others since it’s possible to recognize patterns learned from data and provide new examples. I can create endless language learning exercises or any other content to make the learning process innovative and easier for my students. Before, I did not have an idea how to manage these AI tools, but now I just want to take any chance to share it with my students so they can get more engaged in class. I would definitely use AI tools as they have an inclusive design and I can fulfill my learner’s needs. 

Moreover, my group and I learned about the Design Thinking Process and created a tool to help our user to solve her problem with her students.

Last but not least about the key concepts in Module I, I learned about the art of Prompt design and prompt engineering which stands for the process of optimizing the prompts to efficiently use language models. It’s now my responsibility to have appropriate AI content generated by giving a well-structured and detailed prompt and avoid hallucinations.

Link for the guide using AI tools for learning purposes: 

MODULE II: THE USE OF AI IN EDUCATION AND ELT. 

I learned that the use of AI in ELT provides personalized learning paths, for instance, I learned the AI tool READ ALONG. A very creative way to assign my ss practices where they can even improve their pronunciation. Another important process I learned was to create gems in order to assist different needs. Besides, I learned about different tools like Visme, Magic School for presentations, Curipod, and so on. I would definitely use Curipod to make my students interact in real-time with my presentations, so they can get feedback in real right at the moment. However, I fell in love with NOTEBOOKLM, it offers different sources to develop the 4 macro skills. I made a set of practices for my future teaching and assigned them from Tale. I generated a podcast about the fairy tale “The Three Little Pigs” podcast made with NOTEBOOKLM and I could create a mindmap and a study guide with the same data processed. Moreover, I got into IIElevenLabs and Luvvoice since they can be useful for generating text-to-speech or vice versa to improve their listening or writing skills. Text-to-speech using IIElevenLabs audio Some Gems I created in Gemini:

Gems for assisting using Gemini                                                              👉

Podcast generated from the tale using NOTEBOOKLM 🐷🐷🐷

Study Guide and Mindmap generated in NOTEBOOKLM:

MODULE 3: CREATING EFFECTIVE LESSON PLANS WITH AI AND DESIGN THINKING

This module has significantly enhanced my understanding of the diverse array of Language Learning Models (LLMs) available for creating, refining, and redesigning lesson plans and their associated activities. An example is LMArena, which facilitated a comparative analysis of various lesson plans, each featuring distinct activities. This tool allows us to select the most appropriate plan based on our students' specific needs and learning objectives. It's a tool I will definitely use for my future lesson planning.

A very fruitful aspect of the module was El Salvador's National Curriculum, specifically its approach to English language instruction. The curriculum is made of a detailed structure for each English lesson: "I activate," "I practice," and "I produce." Each of these stages is further subdivided into pre-, during-, and post-phases, adhering to the didactic sequence known as ESA (Engagement, Study, Activate). This comprehensive framework provides a structured approach to language teaching that promotes active learning and skill development. If I have the opportunity to work at any public school, it will be easier to make my lesson plans.

Furthermore, the module offered valuable insights into the methodological guides employed for high school English language learners in El Salvador. A challenging yet rewarding aspect of the course involved modifying activities within our assigned unit. This task was facilitated by our gem tool, which help us in developing and refining these activities to better align with pedagogical objectives.

The module also gave me a reminder about the various assessment types. Diagnostic assessments, administered at the outset of a course, provide crucial information about students' initial knowledge and skill levels. Summative assessments, which are typically graded, evaluate students' overall learning outcomes. Formative assessments, such as observational checklists and feedback, are employed throughout the course to monitor students' ongoing progress and inform instructional decisions. My work group focused primarily on developing formative and summative assessments in the Unit assigned. However, I can create the diagnostic one by using Gemini or ChatGPT in a future course beginning.

To illustrate the practical application of these concepts, I have included some examples of exercises completed during this module:

🎮🎲Games created using CANVAS in GEMINI

📖👏A sample of the Unit modified activities assigned to my team work:

💣💥💪💎My team work and I created this Gem to plan the new activities for the Unit.

💙😎I created some materials from the Unit using the AI tools in GAMA

As well I used Microsoft Designer and Gemini to generate the AI content added to our Unit work:

👉💥In a class activity, with my group created two evaluated activities using AI GOOGLE STUDIO

👦👧🕮🗣 I also generated AI content using GOOGLE AI STUDIO to teach my classes, and my students were more engaged in the grammar explanation. I got into the kind of AI content, and I am excited to use it in my future activities, such as speaking practices, where my students can describe what is happening in a video using the vocabulary or grammar studied.

🧠My group and I created an AI-Powered App called "PRONUNCIATION COACH" on Google AI Studio. Its main purpose is to help English learners with their pronunciation, targeting phonetic awareness, word stress, syllable breakdown, and articulation. I can use this tool with my advanced English students to improve not only listening but also speaking skills. 

MODULE IV: ASSESSMENTS WITH AI

In this module, a critical understanding emerged regarding the multifaceted nature of educational assessments and their distinct methodological approaches. Three primary assessment types were explored, each serving a unique pedagogical function:

Diagnostic Assessment: This initial evaluation mechanism serves to ascertain students' pre-existing knowledge and baseline competencies before course engagement. By identifying prior learning and potential knowledge gaps, educators can strategically design instructional interventions.

Formative Assessment: A non-graded evaluative process focused on monitoring and supporting student learning progression. Characterized by ongoing feedback mechanisms, formative assessments employ diverse strategies such as observation checklists, reflective exercises, and constructive feedback to facilitate continuous learning development.

Summative Assessment: Representing a comprehensive evaluation method that assigns quantitative measurements of student performance. These assessments are typically conducted throughout or at the conclusion of an instructional period, providing a holistic representation of acquired knowledge and skill mastery.

Another important concept I learned is the AI's potential to enhance educational assessment since it can improve the quality and effectiveness of assessment in the education sector. However, there are some principles such as transparency, sensitivity to context (equity for all the students), accountability (reliability on the results), and privacy (students' data must be protected). Also, the AI's tools when creating assessments, can provide constructive feedback making it fair. On the other hand, some of the risks of using AI tools to create assessments is that if the data is not accurate, there will be incorrect decisions. I will never forget this for my future teaching:

"AI-generated assessment doesn't have that human emotional connection. As well, it doesn't understand deeply the student's needs, it cannot replace the teaching skills required, it must be a source only"

I knew about this awesome Chrome extension "Brisk", it caught my attention because of the plenty of things it can assist not only the teacher but also the students. I can provide different types of feedback according to what the student submitted. 💥😮

I was excited to create my own guided learning experiences within Google Classroom that effectively can support both summative and diagnostic assessment methodologies. These pedagogical approaches enable comprehensive evaluation of student learning through strategically designed digital instructional frameworks. Besides, it shows the student's grade and feedback on their answers. By using YouTube's videos, I can also create a catchy and meaningful assignment. Here are my practices: 👇

Another useful AI tool for generating feedback is Magic School. I really like it since I can choose which type of feedback it will generate based on the student's writing assessment given.✅

I fell in love with Quizalize, it takes just a couple of minutes to generate a practice for the students to solve in a very playful way. I think it reduces the anxiety of thinking it's an evaluation like a traditional one. I created a practice for my advanced students, and they loved to play it. I could identify which students are still struggling with the content taught. Wayground, Copilot and Blooket are also really useful. I plan to use them later on in my classes. 👌

Last but not least, I could be part of an interesting Webinar. I heard for first time about OPAL, a tool for creating apps using a natural language, and my classmates developed some tools to help the teaching process.