Medžiaga ir rezultatai
Šioje svetainėje rasite visą medžiagą ir rezultatus, kurie buvo ar bus sukurti įgyvendinant „TrainDL“ projektą. Viena vertus, čia galima rasti ataskaitas ir analizes apie dabartinę situaciją, susijusią su mokymu apie dirbtinį intelektą ir duomenų raštingumo ugdymu mokyklose bei mokytojų rengimu, kita vertus, čia pateikiamos įžvalgos apie su šiomis temomis susijusią mokymo medžiagą ir įdomias koncepcijas, taip pat politikos eksperimentinio projekto rezultatai.
Kviečiame susipažinti su visa medžiaga.
Klasteris: Švietimas
Švietimo klasteris "TrainDL" vykdo ir politinius eksperimentus, ir praktinius bandymus su mokytojais. Parengta ši medžiaga, santraukos ir rezultatai:
>> Introducing Artificial Intelligence Literacy in Schools: A Review of Competence Areas, Pedagogical Approaches, Contexts and Formats (Deliverable 2.1)
This literature review examines which practices and formats have already been evaluated with students and are being used repeatedly, and which are challenging or should be explored further. This is necessary to facilitate the teaching of AI and encourage the development of new activities.
>> Report on first round of interventions (Deliverable 2.3)
The report summarizes the training formats, the evaluation process, the implementation of the training, and the challenges encountered during the first round of interventions.
>> Report on second round of interventions (Deliverable 2.6)
This report provides an overview of the formats and implementation of the training courses for the third round of interventions and the feedback from the focus groups.
>> Report on third round of interventions (Deliverable 2.9)
This report describes the third round of interventions, for which training took place and was evaluated between August 2023 and January 2024.
>> Final Experience Report (Deliverable 2.11)
This is a summary report that summarizes the experiences from all three rounds of interventions and includes both good practices and challenges identified in the field studies.
>> DL and AI Teaching Methodologies and Primary Teacher Education Formats Research Summary (Deliverable 3.1)
The purpose of this publication is to better capture current approaches to teaching AI and data literacy, as well as to analyze the teaching materials provided in elementary school.
>> Report on primary school teacher interventions (Deliverable 3.4)
This report describes the experiences from the training courses for primary school teachers that were organized and analyzed in the project.
>> Final experience report (Deliverable 3.6)
This document contains the lessons learned from the interventions implemented, the reflections of the teachers who participated in the project's training, as well as their views on AI and data literacy training and the TrainDL project itself.
Why should AI and data literacy be part of general teacher education? This poster looks at necessary key competencies and how to embed them in curricula. The accompanying text can be found here.
This monitor aims to visualize the state of digital education policy, with a focus on assessing the areas of data literacy and AI - including teacher training.
Klasteris: Politika
Politikos klasteris yra susijęs su politinių rekomendacijų dėl duomenų raštingumo ir dirbtinio intelekto mokyklose ir mokytojų rengimo rengimu. Iki šiol TrainDL gali pasiūlyti šias santraukas ir ataskaitas:
>> Policy Research Summary (Deliverable 1.1)
This report is the first in a series of project deliverables aimed at developing a policy monitor on digital literacy, with a focus on assessing the state of data literacy and AI education.
>> Policy Compare System (Deliverable 1.2)
The focus of this report is to develop a policy monitor comparison system, taking into account the recommendations made as a result of the initial analysis in the first report (D1.1) in this series.
>> Policy Monitor (Deliverable 1.5)
>> Research & State of the Art Summary (Deliverable 5.1)
>> Development of policy and curricula recommendations (CS teachers) (Deliverable 5.3)
This report presents and discusses the development of the policy recommendations from their initial conception through the changes made based on two iterations of refinement and testing of the strategies. The focus is initially on teachers of computer science.
>> Prototype policy and curricula recommendations (STEAM teachers) (Deliverable 5.5)
This report describes the policy recommendations for STEAM education derived from the TrainDL project in the context of AI & DL education and builds on the recommendations for computer science educators.
>> Prototype policy and curricula recommendations (primary teachers) (Deliverable 5.7)
This report describes the policy recommendations for primary education derived from the TrainDL project in the context of AI & DL education and builds on the recommendations for computer science teachers.
>> Set of consolidated recommendations (Deliverable 5.9)
This report is the latest in the series of reports presenting the TrainDL recommendations for computer science, STEAM (Science, Technology, Engineering, Arts, Mathematics) and primary education, which follow the iterative TrainDL Policy Experimentation approach. This document contains a compilation of the recommendations.
Klasteris: Vertinimas
Vertinimo klasteris rengia politinių eksperimentų gaires ir prižiūri, kaip tyrimų partneriai juos įgyvendina ir pasiekia rezultatus:
>> State of the Art Report (Deliverable 4.1)
This report provides an overview of relevant literature and results of related projects that contribute to the further design of the project activities.
>> Report on First Evaluation Phase (Deliverable 4.4)
This report summarises the evaluation results of the first project phase, in which four workshops were held with pre- and in-service secondary school computer science teachers.
>> Report on Second Evaluation Phase (Deliverable 4.5)
This report presents the evaluation results of the second round of interventions and focuses on the implemented training concepts for computer science and STEAM teachers at secondary school. The evaluation included four training courses that were held between March and May 2023 in Berlin, Vilnius and Graz.
>> Report on Third Evaluation Phase (Deliverable 4.6)
This report presents the evaluation results of the third round of interventions and focuses on the implemented training concepts for secondary school and primary school teachers of computer science and STEAM. The evaluation included 11 training courses that were conducted between April 2023 and January 2024 in Austria, Germany and Lithuania.
>> Final Evaluation Report (Deliverable 4.7)
This report summarizes the results of three rounds of interventions, which included a total of 22 evaluated training courses in Germany, Austria and Lithuania. The most important results include training impact and competence development, feedback on training content and formats, integration challenges and teacher motivation, as well as recommendations for policy and practice.
"Closing The Policy Gap In The Academic Bridge": Potsdamo universiteto leidinys, parengtas remiantis TrainDL intervencijų vertinimo rezultatais.
How will the educational concepts developed be evaluated? The purpose of this report is to provide an overview of relevant literature and results of related projects that can contribute to the further design of the project activities.
Kiti leidiniai
Olari V. & Romeike R. (2021): Addressing AI and Data Literacy in Teacher Education: A Review of Existing Educational Frameworks. In: The 16th Workshop in Primary and Secondary Computing Education (WiPSCE ’21), October 18–20, 2021, Virtual Event, Germany. ACM, New York, NY, USA, Article 17, 1-2. https://doi.org/10.1145/3481312.3481351.
Olari V., Zoppke T., Reger M., Samoilova E., Kandlhofer M., Lieckfeld A. S., Dagienė V., Lucke U. & Romeike R. (2023): Introduction of Artificial Intelligence Literacy and Data Literacy in Computer Science Teacher Education. In: 23rd Koli Calling International Conference on Computing Education Research (Koli Calling ’23), November 13–18, 2023, Koli, Finland. ACM, New York, NY, USA, Article 47, 1-2. https://doi.org/10.1145/3631802.3631851.