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CCD690 - AI IN ED: ADVENTURE I
JoEllen McPeak
Created on July 14, 2024
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Transcript
Adventure #1 - JoEllen McPeak
AI-Enhanced Curriculum Development
Created with Gemini, Gamma, and Genially
Curriculum Unit Grade 12 - English Literature Mary Shelley's Frankenstein
Create a 4-week curriculum unit for high school English literature class in the United States to read, study, and discuss Mary Shelley's Frankenstein. Provide at least one background, pre-reading activity. Throughout the unit, explore themes in the story that speak to generative AI technology advancement and use, specifically, the ethical considerations, biases, and non-inclusive language. Create and provide answer keys for reading comprehension quizzes, short-answer response questions about symbolism, figurative language, and characterization. Outline one Socratic seminar activity, two discussion boards on essential passages from the text, and develop a culminating activity where students will create a presentation, giving them a choice of the medium to show their learning.
The Prompt:
READING COMPREHENSION QUIZ
Who is Robert Walton? Briefly describe his situation. What motivates Victor Frankenstein to pursue scientific study? What is the "daemon" that haunts Victor's dreams? Answer Key: Robert Walton is an explorer on a voyage to the North Pole. Victor Frankenstein is driven by a desire to understand the nature of life and death. The "daemon" is a monstrous creature Victor has created.
Week 1: Background & Setting the Stage Background Activity: Gallery Walk: Display images depicting scientific advancements throughout history (e.g., steam engine, electricity, early computers). Students write a brief reaction on sticky notes, analyzing the societal shifts each advancement brought. Class discusses the positive and negative consequences. Reading: Chapters 1-3
Unit Overview: This unit delves into Mary Shelley's classic novel, Frankenstein. Students will analyze the text, explore Gothic themes, and draw connections between the story's scientific ambition and the ethical considerations of modern artificial intelligence (AI) development.
Frankenstein: A Monster of Our Own Making? (4-Week Unit Plan) Grade Level: High School (9th-12th, adjust difficulty accordingly) Subject: English Literature
RESULTS
Huh, not quite what I need for a comprehension quiz...
Revised Prompt
New Prompt:
Create multiple choice reading comprehension quizzes with answer keys for each assigned chapter set
Results
Reflection
This revised prompt did not yield the desired result. It is difficult to see in the screen shot, but the quiz is three questions with two possible responses for each question. The potential answers are also incorrect. Questions were only provided for the first section of reading. Based on these results, it was clear that I needed to provide a more specific and detailed prompt.
For Mary Shelley's Frankenstein, chapters 1-3, create a 10-question, multiple choice reading comprehension quiz. Each question should have 4 possible responses. Provide an answer key.
Recreated Prompt
Reflection
The results are highly-dependent on the information provided in the prompt. Even then, sometimes a second prompt is needed to refine the results. Even though I received the quiz, I had to prompt a second time for the answer key. I have taught Mary Shelley's Frankenstein over several years. I think it is imperative to understand the content you are attempting to create a curriculum unit around if you are going to rely on generative AI to create that unit. An inexperienced educator or someone who lacks the knowledge of the content could produce materials that are inaccurate or unreliable.
Success!
I received a 10-question, multiple choice, reading comprehension quiz for chapters 1-3.
From last week's assignment to create a lesson plan, I found that Gemini was my preferred application. With a few adjustments in the prompts, I was able to create a quality curriculum outline. What I found is that there is more work to create a complete piece. It took several tries to get the quiz right. I will need to prompt for each section of reading. Some of the items are incomplete, such as the requested discussion boards. Gemini provided discussion prompts but did not create the boards or explanation on how to facilitate the discussions. Still, the application is a major time saver. After I created the unit plan. I created an example of the culminating activity. First, I asked Gemini to provide an example of the student presentation. Gemini gave me a written description of a slide presentation. Well, that's fine for me, but if I want top provide my students with a guide, I need something more concrete. I used Gamma to create a sample presentation using the written description provided by Gemini. I also added information from my initial prompt to Gemini to give context. The results are linked on the next slide. I used Genially and OpenArt to create this presentation.