Information Package / Course Catalogue
| English Language Teaching | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | EDS 332 | ||||
| Course Title in English | Mastering AI Chatbots | ||||
| Course Title in Turkish | Mastering AI Chatbots | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn about AI chatbots, their functions, limitations, and how to use them effectively. | ||||
| Course Description | The primary aim of this course is for students to become adept with AI chatbots and learn how to effectively use and apply these tools in various situations. Throughout the course, students will become proficient in AI chatbots, from grasping their technology to using them strategically. On the course, students will explore the basics of chatbots while also assessing their impact on education, jobs, and society. They will also delve into how AI is influencing themselves personally, as well as individuals and their relationships with learning, technology, and society. Additionally, students will discover ways to practically enhance their AI user experience, all while considering ethical concerns. They will also investigate the limitations and challenges of AI chatbots and their role in learning. Ethical considerations and real-world examples will be discussed to provide insights into AI chatbot development. Moreover, students will examine AI threats, ethical guidelines, and the responsibilities that educators, schools, and universities have in this context. They will also explore upcoming trends and innovations in AI chatbots, preparing them for the ever-changing landscape of AI technology. The course will emphasize hands-on experience, and by the end of it, students will have configured and trained an AI chatbot to meet their individual needs. Consequently, students will have acquired skills in AI comprehension, critical thinking, ethical considerations, and practical application, enabling them to navigate the world of AI effectively. | ||||
| Course Description in Turkish |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Develop strategies for fostering a responsible learning approach that adapts to the influence of AI technology. 2) Analyze the influence of AI on individuals, education, society, industries, and the global landscape. 3) Critically evaluate real-world AI dilemmas and appraise current efforts to address these dilemmas. 4) Configure and train a basic AI chatbot tailored to their specific needs using a variety of tools and platforms. 5) Demonstrate proficient use of AI chatbots through effective interaction strategies, ethical considerations, and informed decision-making. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | |||||
| 2) Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | |||||
| 3) Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | |||||
| 4) Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | |||||
| 5) Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | |||||
| 6) Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | |||||
| 7) Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | |||||
| 8) Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | |||||
| 9) Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | |||||
| 10) Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | |||||
| 11) Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | |||||
| 12) Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | |||||
| 13) Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | |||||
| 14) Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | N | |
| 2) | Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | N | |
| 3) | Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | N | |
| 4) | Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | N | |
| 5) | Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | N | |
| 6) | Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | N | |
| 7) | Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | N | |
| 8) | Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | N | |
| 9) | Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | N | |
| 10) | Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | N | |
| 11) | Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | N | |
| 12) | Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | N | |
| 13) | Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | N | |
| 14) | Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. | N |
| Prepared by and Date | CAROLINE KURBAN , |
| Course Coordinator | HANDE ÖZKAN |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. CAROLINE KURBAN |
Course Contents
| Week | Subject |
| 1) | Embarking on the AI Chatbot Journey |
| 2) | Navigating the Landscape of AI Chatbots |
| 3) | How AI Will Affect Me |
| 4) | Input Quality and Output Effectiveness of AI |
| 5) | Developing a Personalized Prompt Bank |
| 6) | Navigating Limitations and Challenges of AI |
| 7) | Understanding Perceived Human-Like Interactions with AI |
| 8) | AI as a Personal Tutor: Enhancing User Experiences |
| 9) | Navigating AI’s Impact on Learning and Responsibilities |
| 10) | Generalized Versus Specialized Bots |
| 11) | Ethical Considerations in AI Chatbots |
| 12) | AI Threats, Policies, and the Role of Educators |
| 13) | Future Trends and Innovations in AI Chatbots |
| 14) | Configuring and Training your Own AI Chatbot |
| 15) | AI Chatbot Presentations |
| 16) | AI Chatbot Presentations |
| Required/Recommended Readings | Readings will be provided based on the book The Impact of ChatGPT on Higher Education: Exploring the AI Revolution (Fell Kurban & Sahin, in print) | |||||||||||||||
| Teaching Methods | This course will follow the flipped learning approach. Students will be required to prepare in advance of each class by engaging with the pre-class videos and materials in the LMS. In class, students are expected to work both independently and in teams during in-class activities. The end-of-course performance task will be completed individually. | |||||||||||||||
| Homework and Projects | Pre-class Quizzes (20%) Participation activities throughout the course, to include: A critique of an AI detection tool (5%) A paper discussing how ChatGPT was used as a search engine, then fact-checked against primary sources (5%) A reflection paper on the importance of foundational learning, how AI may affect this, and what should be done to avoid this (5%) A critique of flowchart for AI-resilient teaching and learning (5%) The development of a personalized prompt bank (5%) A personal diary on how ChatGPT was used for other tasks outside the realm of education (5%) A SWOT analysis of generalized versus specialized bots (5%) Participation in a debate on the ethical implications of a real-world AI dilemma, such as, “Should self-driving cars be programmed to kill if it means saving the lives of more people?” (5%) End-of-Course Performance Task - Configuring an AI chatbot for personal use (40%) | |||||||||||||||
| Laboratory Work | ||||||||||||||||
| Computer Use | Free versions of AI Chatbots | |||||||||||||||
| Other Activities | ||||||||||||||||
| Assessment Methods |
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| Course Administration |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 1 | 84 | ||
| Homework Assignments | 6 | 2 | 12 | ||||
| Final Examination | 1 | 28 | 2 | 30 | |||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||