Additional Reading
Kalenda, P., Rath, L., Abugasea Heidt, M., & Wright, A. (2015). Pre-service teacher perceptions of ChatGPT for lesson plan generation. Journal of Educational Technology Systems 53(3), 219-241. https://doi.org/10.1177/00472395241301388
Lo, L. S. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), 102720. https://doi.org/10.1016/j.acalib.2023.102720
About Your Presenters
Dr. Peter Kalenda is an assistant professor of Science and Math education at the Ella Cline Shear School of Education at SUNY Geneseo where he teaches courses in elementry science and math methods to future teachers.
Dr. Logan Rath is a Librarian at Drake Memorial Library at SUNY Brockport where he supports the development of information literacy in future teachers.
Updated Blooms for AI from Oregon State eCampus
Use this table as a reference for evaluating and considering changes to aligned course activities (or, where possible, learning outcomes) that emphasize distinctive human skills and/or integrate generative AI (GenAI) tools as a supplement to the learning process.
All course activities and assessments will benefit from ongoing review given the evolving capabilities of GenAI tools.
| Heading | How GenAI Can Supplement Learning* | Distinctive Human Skills |
|---|---|---|
| CREATE | Support brainstorming processes; suggest a range of alternatives; enumerate potential drawbacks and advantages; describe successful real-world cases; create a tangible deliverable based on human inputs. | Engage in both creative and cognitive processes that leverage human lived experiences, social-emotional interactions, intuition, reflection, and judgment to formulate original solutions. |
| EVALUATE | Identify pros and cons of various courses of action; develop and check against evaluation rubrics. | Engage in metacognitive reflection; holistically appraise ethical consequences of other courses of action; identify significance or situate within a full historical or disciplinary context. |
| ANALYZE | Compare and contrast data, infer trends and themes in a narrowly-defined context; compute; predict; interpret and relate to real-world problems, decisions, and choices. | Critically think and reason within the cognitive and affective domains; justify analysis in depth and with clarity. |
| APPLY | Operate, implement, conduct, execute, experiment, and test in the real world; apply human creativity and imagination to idea and solution development. | Make use of a process, model, or method to solve a quantitative or qualitative inquiry; assist students in determining where they went wrong while solving a problem. |
| UNDERSTAND | Accurately describe a concept in different words; recognize a related example; translate to another language. | Contextualize answers within emotional, moral, or ethical considerations; select relevant information; explain significance. |
| REMEMBER | Recall information in situations where technology is not readily accessible. | Retrieve factual information; list possible answers; define a term; construct a basic chronology or timeline. |
+ AI capabilities derived with reference to an analysis of the MAGE framework across multiple disciplines, based on ChatGPT 4 as of October 2023. See Zaphir, L., Lodge, J. M., Lisec, J., McGrath, D., & Khosravi, H. (2024). How critically can an AI think? A framework for evaluating the quality of thinking of generative artificial intelligence. arXiv preprint arXiv:2406.14769.
AI Thinks ICRSME stands for: International Conference on Robotics, Simulation and Manufacturing Engineering