Agile XR
  • Welcome
  • Key Project Learnings and Reflections
  • Project Result 1
  • 1 - Guide: Agile Teamwork in Web-Based Learning
    • Chapter 1 - Agile in Software
      • 1.1 Values in Agile Software Development
      • 1.2 Principles in Agile Software Development
      • 1.3 Agile Project Management and practices
      • 1.4 Agile Mindset
    • Chapter 2 - Agile in Education
      • 2.1 Agile Compass for Education
      • 2.2 eduScrum
      • 2.3 Agora schools
      • 2.4 Agile Learning Centers
    • Chapter 3 - Agile practices for project-based learning
      • 3.1 Sprint Planning and Execution
      • 3.2 Daily Stand-Up Meetings
      • 3.3 Collaborative Learning and Projects
        • 3.3.1 Project initiation
        • 3.3.2 Project planning
        • 3.3.3 Project execution
        • 3.3.4 Project performance/monitoring
        • 3.3.5 Project closing
        • 3.3.6 Agile rituals using Mural
    • Conclusions
    • Bonus: Interviews with Agile Experts
      • Interview with Yeremi Marín, ALC Facilitator at EduCambiando, Mexico
      • Interview with Ryan Shollenberger, Co-director ALC NYC
      • Interview with Willy Wijnands, Cofounder eduScrum
  • 2 - Video Tutorials: Agile Teaching Techniques
  • Project Result 2
    • 3 - Guide: Implementing VR/XR in Team-Based Education
      • Our Approach: Design-Research
      • State of VR for Education
      • How To Choose VR Hardware and Software
      • Testing and Benchmarking VR Platforms
      • Designing Virtual Environments for VR Learning
    • 4 - Manual: Spatial.io for VR-Enhanced Teamwork
      • Terminology in XR
  • Project Result 3
    • 5 - Workshop: Designing Blended Learning Courses
      • Session 1 - Redesign Project Framing
      • Session 2 - Understanding the Student Experience
      • Session 3 - Understanding the Teacher Experience
      • Session 4 - Blended Course Plan
    • 6 - Workshop: Enhancing Existing Lessons for Blended Learning
      • Session 1 - Quick Scan
      • Session 2 - Deep Scan
    • 7 - Lesson Plan Templates for Online and Hybrid Learning
      • LP1 - Intro to AI - Elementary School
      • LP2 - Planning Skills - Lower Secondary Level
      • LP3 - Intro Radioactivity - Higher Secondary Level
      • LP4 - Berlin Wall - Upper Secondary Level
      • LP 5-10 - Lifelab Project - Upper Secondary Level
  • Project Result 4
    • 8 - Guide: Mastering Effective Distance Learning
      • Module 1: Introduction
        • What is distance learning and is it expanding so fast?
        • Online learning
      • Module 2: Methods of implementing distance learning
        • Synchronous online learning
        • Asynchronous online learning
        • Blended learning and flipped learning/classroom
      • Module 3: Classroom management in online learning
        • Class management in distance learning and how to engage students in distance learning
      • Module 4: Promoting collaborative learning in distance learning
        • Collaborative learning in distance learning
        • Problem-based learning and project-based learning in distance learning
        • Cooperative learning in distance learning
      • Module 5: How to promote social interactions in distance learning
      • Module 6: Educational technology tools for distance learning
      • References
    • 9 - Reference Guide: EdTech Tools for Interactive Teaching
      • Module 1: Introduction
        • How to get more student engagement?
        • How can we make it more collaborative?
        • What can be done with less or no teacher support? (e.g. for flipped classrooms)
      • Module 2: EdPuzzle
      • Module 3: Socrative
      • Module 4: Trello
      • Module 5: Nearpod
      • Module 6: Google Drive, Microsoft OneDrive, etc. (Shared document tools)
    • 10 - Digital Tool: EdTech Decision-Maker
    • 11 - Report: Evaluating Agile and VR/XR Teaching Pilots
      • Introduction
        • The project "Augmented Agile teamwork for hybrid learning at Schools” (AgileXR)
        • Project Result 4: Pilot and Impact Evaluation and Lessons Learned
        • Brief Theoretical Framework
        • Pilot Teaching Experiences in the AgileXR Project
      • Aim of the report
      • Method
        • Participants
        • Materials
        • Data Analysis
        • Procedure
      • Results and discussion
        • Students' perspectives
        • Teachers’ perspectives
      • Educational implications
      • Conclusions
      • Bibliographical references
      • Appendix
        • Appendix 1. Pilot evaluation student questionnaire
        • Appendix 2. Pilot evaluation teacher questionnaire
        • Appendix 3. GDPR - Family authorisation for secondary school students
  • Translations
    • 12 - Multilingual Publication Translations
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On this page
  • Audience & Context
  • Online Teaching Experience Storyboard
  1. Project Result 3
  2. 7 - Lesson Plan Templates for Online and Hybrid Learning

LP1 - Intro to AI - Elementary School

Lesson: First steps in AI land.

Audience & Context

Class/Course

Social Skills , IT

Teacher Name

Created by Niels Dillen (VBS OLV) & Joos Van Cauwenberghe (RHIZO 1)

Audience

Elementary school, 6th year (students are 10 - 11 old)

Lessons Topics

  1. Explore how AI works in the background. (MEge1)

  2. Test out the possibilities of AI. (MEge1, MEge5, MEmw1, IVoc5)

  3. Express in their own words how they can use the possibilities of AI responsibly. (MEmw1, MEmw3, MEge5, MEva3, IKwn2)

Learning Objectives

IKwn2 - Act conscientiously and responsibly IVoc5 - Handle information sources MEva3 - Develop digital information skills MEmw1 - Use media enthusiastically and positively MEmw2 - Critically evaluate one's own and others' media content and media use in terms of form and content MEmw3 - Use media thoughtfully and carefully MEge1 - Discover and understand the uniqueness and possibilities of various media tools and their applications MEge5 - Experience and illustrate the function and value of media in one's own world.

Online Teaching Experience Storyboard

Flow
Timing
Description
Support Tools & Resources

OPEN

Hook/ Icebreaker/ Recap

5 min

  • Discuss with the students what they already know about AI, have them articulate what AI stands for, and ask them to provide examples of AI applications they are familiar with. Use Google Slides to add their answers collaboratively.

  • Then, explain what AI is capable of doing.

  • Video Conferencing (loom, zoom, meet, etc.)

  • Google Slides in student workspace (or share link upfront, use this google slide presentation as guide throughout the whole lesson.

Agenda

2 min

  • Review what you will explore together with them during this lesson (2nd slide)

Google slides

PROCESS

Activate

5 min

  • On slide 3, allow students to note ideas they want to create using AI.

  • Log in to Canva

  • Google

  • Slides Canva

Content

15 min

  • Demo some AI applications in Canva

    • Magic Write

    • Magic Edit

    • AI-generated images

Practice & Evaluate

30 min

  • Let students test this application themselves.

  • If in doubt, allow students to watch pre-recorded demos of each application.

  • Application 1: magic write

  • This tool helps students enhance, formalize, or complete a text, aiding in writing. Ask them about the right way to use it. Remind them to verify the text's information and rephrase it in their own words.

  • Application 2: Magic Edit

  • This feature allows students to add or modify elements in a photo. Discuss appropriate usage. Caution them against using it harmfully, like altering someone's photo without consent. Emphasize AI's purpose is to assist, not harm, and highlight the need for permission to use or share someone’s photo.

  • AI-generated Images:

  • In Canva, students can describe what they want in an image, and AI will create it. Note that this requires significant computing power, limiting users to 500 monthly images.

  • Loom prerecorded videos

  • Google Slides

CLOSE

Summary

5 min

True/false statements

  • Review the key takeaways from the lesson using the true/false statements with the students. Students can use loom/teams/Meet functions or chat to vote.

  • Emphasize that AI can be extremely useful, but we must carefully consider when and how to use AI daily. AI can assist in writing, but we should always verify the accuracy of AI-generated content. Additionally, it's best to rewrite the text in our own words, using AI's output as a reference.

  • Also, ask the students if they can provide other examples of proper AI usage.

Closing nugget

5 min

  • Inform the students that a new law called the 'AI Act' has been passed in Europe. This law sets out regulations for the development and use of AI.

  • Mention that the school has also adopted a similar AI Act, outlining guidelines for AI usage. Review these guidelines with the students and relate them to the examples discussed.

  • Place the poster about the AI Act in the classroom.

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