Modeling Unstructured Data: Teachers as Learners and Designers of Technology-enhanced Artificial Intelligence Curriculum. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), (pp. 617-620). Bochum, Germany: International Society of the Learning Sciences.de Vries, E. ; Hod, Y. ; Ahn, J. (Ed.)
In this paper, we present a co-design study with teachers to contribute towards development of a technology-enhanced Artificial Intelligence (AI) curriculum, focusing on modeling unstructured data. We created an initial design of a learning activity prototype and explored ways to incorporate the design into high school classes. Specifically, teachers explored text classification models with the prototype and reflected on the exploration as a user, learner, and teacher. They provided insights about learning opportunities in the activity and feedback for integrating it into their teaching. Findings from qualitative analysis demonstrate that exploring text classification models provided an accessible and comprehensive approach for integrated learning of mathematics, language arts, and computing with the potential of supporting the understanding of core AI concepts including identifying structure within unstructured data and reasoning about the roles of human insight in developing AI technologies.