Information Package / Course Catalogue
| Elementary Mathematics Education | |||||
| 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) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | |||||
| 2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | |||||
| 3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | |||||
| 4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | |||||
| 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | |||||
| 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | |||||
| 7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | |||||
| 8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | |||||
| 9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | |||||
| 10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | |||||
| 11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | |||||
| 12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | |||||
| 13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | |||||
| 14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | S | Participation,Project |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | S | HW,Project |
| 3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | N | |
| 4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | H | HW,Project |
| 5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | S | HW,Project |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | N | |
| 7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | S | Participation |
| 8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | H | HW,Participation,Project |
| 9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | N | |
| 10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | S | HW,Participation |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | N | |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | S | Select,Project |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
| 14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | S | Select,Project |
| 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 | ||||||