Lessons Learned from Co-Designing Phenomena Driven Student Centered AI Curriculum with Teachers New to AI

Abstract

This poster describes the collaborative design process between researchers and teachers to create student centered phenomena driven middle school artificial intelligence content. The co-design process is based on the CT-Integration Cycle which has been successfully used to co-design CT-integrated science units. The initial findings highlight the successes and challenges in our current design process and outline how others can uptake components of the PL model to co-design their own AI-integrated units.