That true currently our global system of education is depends on Ai thinking that control our mentality and IQ it's a big issues to be considered and talking about that ,thank you for your description.
An incredibly important and refreshingly nuanced perspective on AI in education! It’s not about ‘bans,’ but rather about the right division of roles: AI can serve as a tool for routine tasks and feedback, while the human brain remains in the driver’s seat. This is exactly the kind of approach we need!
“Is this the step I am supposed to learn?” is a useful question 😊 Your interactive worksheets also point to something important: students can change a condition, see what happens, and develop an explanation of their own.
In my work on learning environments, I keep returning to experience before explanation. Give the learner room to form and test an initial idea, then offer support that helps them investigate further.
The timing matters too. A hint can open another path, or arrive so early that the student never gets to explore one.
I’d therefore add: what can the learner now notice, question or explain without the tool? A finished worksheet and a growing capacity to understand are different outcomes.
How do you decide when to offer a hint and when to leave more room for students to explore?
Ah, that’s a great question. It depends on the class make up, the level and time. In more advanced courses students can spend more time experimenting without a hint.
In principle courses, when student backgrounds are not fully aligned to the course, I find it better to give a hint for the first problem to get it started.
That helps make the timing question more concrete 😊 A first hint can give students a foothold when the course assumes background knowledge they have not yet had the chance to build.
For me, experience before explanation includes enough support to make exploration possible. Otherwise, we may be asking students to investigate without giving them a way in.
After that first supported problem, what tells you they are ready to take more of the next one into their own hands? I’d be interested in whether they can explain why the first approach worked, or adapt it when you change a condition.
That true currently our global system of education is depends on Ai thinking that control our mentality and IQ it's a big issues to be considered and talking about that ,thank you for your description.
Thanks for sharing this. It’s a global issue as you said and more conversation needed to understand better.
An incredibly important and refreshingly nuanced perspective on AI in education! It’s not about ‘bans,’ but rather about the right division of roles: AI can serve as a tool for routine tasks and feedback, while the human brain remains in the driver’s seat. This is exactly the kind of approach we need!
“Is this the step I am supposed to learn?” is a useful question 😊 Your interactive worksheets also point to something important: students can change a condition, see what happens, and develop an explanation of their own.
In my work on learning environments, I keep returning to experience before explanation. Give the learner room to form and test an initial idea, then offer support that helps them investigate further.
The timing matters too. A hint can open another path, or arrive so early that the student never gets to explore one.
I’d therefore add: what can the learner now notice, question or explain without the tool? A finished worksheet and a growing capacity to understand are different outcomes.
How do you decide when to offer a hint and when to leave more room for students to explore?
Ah, that’s a great question. It depends on the class make up, the level and time. In more advanced courses students can spend more time experimenting without a hint.
In principle courses, when student backgrounds are not fully aligned to the course, I find it better to give a hint for the first problem to get it started.
That helps make the timing question more concrete 😊 A first hint can give students a foothold when the course assumes background knowledge they have not yet had the chance to build.
For me, experience before explanation includes enough support to make exploration possible. Otherwise, we may be asking students to investigate without giving them a way in.
After that first supported problem, what tells you they are ready to take more of the next one into their own hands? I’d be interested in whether they can explain why the first approach worked, or adapt it when you change a condition.