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Transforming Education Through AI and Media Arts: An inquiry-Based Workshop

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Session description

In this interactive, inquiry-based workshop, attendees will engage collaboratively in the process of reinventing education through AI and media arts tools, principles, and processes. This process will result in transdisciplinary projects and curricula, as well as deep understanding of the possibilities, problems, and solutions for effective AI integration.

Outline

Workshop Outline:
Time: 90 minutes
Introduction (10 minutes)
Welcome and Introductions: Briefly introduce myself and the workshop topic.
Icebreaker Activity: Engage participants in a fun and interactive icebreaker to get them acquainted and set a positive tone for the workshop.
Workshop Overview: Outline the key objectives and agenda for the session.
Understanding AI and Media Arts (20 minutes)
Defining AI and Media Arts: Provide clear definitions and examples of AI and media arts tools.
Exploring Applications in Education: Discuss potential applications of AI and media arts in various educational contexts.
Interactive Demonstration: Demonstrate how to prompt AI to develop transdisciplinary media arts/AI projects, along with standards-based curricula, formative assessments, and holistic learning objectives.
Collaborative Curriculum Design (30 minutes)
Brainstorming Session: Groups utilize AI to support brainstorming for developing and implementing transdisciplinary AI/media arts projects
Curriculum Development: Groups develop a preliminary curriculum outline and instructional components, beginning to consider the practicalities and problems with implementation within current school settings.
Workshop Sharing: Padlet provides a virtual wall where participants can post notes, images, and links, creating a collaborative space for idea generation and discussion.
Addressing Potentials, Challenges and Solutions (15 minutes)
Open Discussion: Facilitate a discussion about the possibilities and potentials of this approach for educational transformation, as well as the implications, challenges and limitations associated with AI/media arts integration.
Problem-Solving Activities: Encourage participants to brainstorm possible solutions and strategies for overcoming challenges.
Determining Best Practices: What are the principles, protocols and lessons learned that may be considered in the development and implementation of AI and/or media arts-based reformations?
Closing and Next Steps (10 minutes)
Recap of Key Learnings: Summarize the main points covered in the workshop.
Action Planning: Encourage participants to develop individual action plans for implementing AI and/or media arts in their own classrooms or schools.
Networking and Follow-Up: Provide information about additional resources and opportunities for continued learning and collaboration.

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Supporting research

Media Arts Education: Transforming Education Through Multimodal Cognition, Holistic Learning, and Techno-Embodiment 1st Edition by Dain Olsen (Author)
https://www.amazon.com/Media-Arts-Education-Transforming-Techno-Embodiment/dp/1032554681
https://www.dainolsen.com/
https://www.mediaartsedu.org/

Anderson, J. L., & Barnett, M. (2013). Learning physics with digital game simulations in middle school science. Journal of Science Education and Technology, 22(6), 914–926. https://doi.org/10.1007/s10956-013-9438-8
Bass, K. M., Hu Dahl, I., & Panahandeh, S. (2016). Designing the game: How a project-based media production program approaches STEAM career readiness for underrepresented young adults. Journal of Science Education and Technology, 25, 1009–1024. https://doi. org /10.10 07/s10956 - 016 -9631-7
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). National Academy Press.
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California Department of Education. (2021). California Arts Education Framework for public schools. Retrieved December 13, 2023, from https://www.cde.ca.gov/ci/cr/cf/documents/ caartsedfw.pdf
Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363–402. https://doi.org/10.3102/0002831213507973
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.
Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., & Tilson, J. L. (2015). Powerful learning: What we know about teaching for understanding. John Wiley & Sons.
Delacruz, E. M. (2009). Art education aims in the age of new media: Moving toward global civil society. Art Education, 62(5), 13–18. https://doi.org/10.1080/00043125.2009.11519032
Dondi, M., Klier, J., Panier, F., & Schubert, J. (2021). Defining the skills citizens will need in the future world of work (Vol. 25). McKinsey & Company.
Echazarra, A., Salinas, D., Méndez, I., Denis, V., & Rech, G. (2016). How teachers teach and students learn: Successful strategies for school. OECD education working papers, Vol. 130. https://doi.org/10.1787/5jm29kpt0xxx-en
Erickson, C. W. (1955). The effectiveness of joint pupil-teacher motion picture production as a method of teaching general science [Doctoral dissertation]. Boston University. https:// open.bu.edu/handle/2144/6772
Ferguson, M. (2022). Washington View: Is education reform dead? Phi Delta Kappan, 103(7), 60–61. https://doi.org/10.1177/00317217221092239
Freire, P. (2000) Pedagogy of the Oppressed: 30th Anniversary Edition. Bloomsbury Publishing. Kindle Edition.
Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production & social change (Vol. 36). Teachers College Press.
Gordon, E., D’Ignazio, C., Mugar, G., & Mihailidis, P. (2017). Civic media art and practice: Toward a pedagogy for civic design. Interactions, 24(2), 66–69. https://doi. org /10.1145/3041764
Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.
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International handbook of literacy and technology (pp. 15–28). Routledge.
Hobbs, R., Donnelly, K., Friesem, J., & Moen, M. (2013). Learning to engage: How positive attitudes about the news, media literacy, and video production contribute to adolescent civic engagement. Educational Media International, 50(4), 231–246. https://doi.org/10.1
080/09523987.2013.862364
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new media. The MIT Press.
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the 21st century. John D. and Catherine T. MacArthur Foundation.

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Presenters

Dain Olsen

President & CEO

National Assoc for Media Arts Education

Session specifications

Topic:

Artificial Intelligence

TLP:

Yes

Grade level:

PK-12

Audience:

Curriculum Designer/Director, School Level Leadership, Teacher

Attendee devices:

Devices required

Attendee device specification:

Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows

Participant accounts, software and other materials:

Access to an AI application, such as Google Gemini.
Ability to record video and audio and access video editing software platforms (WeVideo, Adobe Express, Canva) to test out multimedia production capacities.

Subject area:

Interdisciplinary (STEM/STEAM), Other: Please specify

ISTE Standards:

For Coaches:
Learning Designer

Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.

For Education Leaders:
Connected Learner

Develop the skills needed to lead and navigate change, advance systems and promote a mindset of continuous improvement for how technology can improve learning.

For Educators:
Designer

Design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.

TLPs:

Connect learning to learner, Ignite Agency

Disclosure:

The submitter of this session has been supported by a company whose product is being included in the session