Case Study: Teaching Generative AI to High School Students and Teachers
by Jason Caston
- Introduction
In June 2024, a 5-day pilot program was launched to introduce high school students and teachers to the world of generative AI. The program, co-led by Jason Caston of AWS and Gina Grant from Discovery Partners Institute (part of the Illinois University Network), was sponsored by Google. The primary objective was to equip students and teachers with practical skills in generative AI, enhance their understanding of AI’s applications, and foster creativity and ethical awareness. This initiative was designed to bridge the gap between theoretical AI concepts and real-world applications, making AI education accessible and engaging for a younger audience.
- Methodology
The course was structured around the “Think Digix” methodology, a comprehensive approach developed specifically for teaching AI. This methodology emphasizes the integration of AI into digital platforms, the importance of prompt engineering, the creative potential of AI-driven content creation, and a strong focus on human-centered design.
Teaching Framework: The “Think Digix” methodology provided a structured, iterative approach, where students built on their knowledge and skills each day. The curriculum followed a cycle of introduction, practice, and refinement, allowing students to revisit concepts and improve their work continuously. This iterative method was critical in helping students understand complex AI concepts and apply them effectively in their projects.
Interactive Learning: The program was designed to be highly interactive, with a strong emphasis on practical, hands-on learning. Students engaged in a variety of tasks, such as crafting and optimizing prompts for AI models, creating digital content, and participating in group discussions on AI’s ethical implications. This interactive approach ensured that students were not just passive recipients of information but active participants in their learning journey.
Human-Centered Design: A significant aspect of the Think Digix methodology was its emphasis on human-centered design. This approach integrated social and human-related issues into the curriculum, teaching students how AI technologies can be developed and applied responsibly. Key topics included ADA compliance, the risks of AI hallucinations, and biases in AI systems. Students explored how AI could both address and exacerbate these issues, fostering a deep understanding of the ethical considerations necessary for responsible AI development.
Use of Tools and AAIQ Framework (by VisioTech): A range of generative AI tools were introduced, including ChatGPT for text generation, DALL-E for image creation, and Google Music FX for composing music. The AAIQ framework played a crucial role in selecting and implementing these tools, ensuring they met the necessary accessibility standards. This framework guided the integration of accessibility features into the curriculum, allowing all students to participate fully, regardless of their abilities.
- Implementation
The 5-day program was carefully structured to build upon each day’s learning, gradually introducing more complex concepts and tools.
Daily Breakdown:
- Day 1: Introduction to AI, historical context, and the basics of prompt engineering. Students set up accounts on various AI platforms and began experimenting with basic prompts.
- Day 2-4: Focused on content creation, where students engaged in digital writing, AI-generated art, music composition, and video creation. These sessions included hands-on workshops where students could explore the creative possibilities of AI.
- Day 5: Culminated in project presentations, where students showcased their AI-generated projects and reflected on their learning experiences.
Iterative Learning Process: The Think Digix methodology’s iterative approach was a standout feature of the program. Students were encouraged to refine their work continuously, with each day’s lessons building on the previous day’s activities. This approach allowed students to deepen their understanding of generative AI gradually, improving their outputs through ongoing feedback and self-assessment.
Challenges and Solutions: One of the challenges faced during the program was varying levels of technical proficiency among students. To address this, instructors provided additional support and resources, including one-on-one guidance and supplementary materials. The AAIQ framework also ensured that all materials and tools were accessible, helping to mitigate these challenges and allowing every student to progress at their own pace.
Student Engagement: The hands-on approach of the program, combined with the iterative learning process, significantly enhanced student engagement. By allowing students to directly interact with AI tools and create their own projects, the program kept their interest levels high. The combination of creative tasks and collaborative discussions also helped students develop a deeper understanding of AI and its potential applications.
- Impact and Outcomes
The pilot program yielded impressive results, both in terms of student output and teacher feedback.
Student Projects: The highlight of the program was the student projects, which included AI-generated artworks, music compositions, and short videos. These projects demonstrated not only the students’ grasp of AI tools but also their ability to apply these tools creatively. For example, one student created a short film using AI-generated scripts and visuals, while another composed an original piece of music with AI-generated lyrics. The iterative approach of the Think Digix methodology allowed students to refine these projects over several days, resulting in polished, thoughtful creations.
Teacher Feedback: Teachers who participated in the program reported that it was highly effective in demystifying AI for students and making it approachable. They appreciated the balance between theory and practice and noted that students were particularly enthusiastic about the creative aspects of the program. The teachers also highlighted the potential of such programs to be integrated into the regular curriculum, suggesting that AI education could become a core component of modern education.
Quantitative Results: Preliminary data from the program indicated a significant increase in student engagement and understanding of AI concepts. Surveys conducted before and after the program showed that students’ confidence in using AI tools increased by 75%, and their interest in pursuing further AI studies or careers was heightened by 60%. These metrics demonstrate the program’s success in achieving its educational goals.
- Conclusion
The 5-day pilot program successfully introduced high school students and teachers to the possibilities of generative AI, combining practical skills with creative exploration. The program not only equipped participants with a strong foundation in AI but also inspired them to think critically about its ethical implications and future applications. The success of this pilot suggests that similar programs could be scaled to reach more students, potentially integrating AI education into the standard curriculum. Future iterations could build on this foundation, exploring more advanced AI topics and applications to further enhance students’ skills and understanding.
The integration of the AAIQ framework ensured that the program was accessible to all, highlighting the importance of inclusivity in educational initiatives. Meanwhile, the Think Digix methodology’s iterative and human-centered approach proved to be an effective teaching strategy, allowing students to build their knowledge and skills progressively while addressing important social and ethical considerations. This case study highlights the effectiveness of combining theoretical knowledge with hands-on practice in teaching complex subjects like AI, making AI both accessible and exciting for students.
