GenerationAI_IO1_Pedagogical Framework

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2020-1- NL01-KA201-064712] www.generation-ai.eu/ collaboration with the Ministries and Departments of Education of the Autonomous Communities and Cities. It is the second edition for 2020- 2021 and involves students from all stages and Autonomous Communities in Spain. This project aims to provide open educational resources (OERs), training and research to help Spanish teachers incorporate these practices into their teaching through programming and robotic activities. Beyond the game-based approaches and workshops, based on international level studies Dialogic Innovatie and Interactie, an independent research institute in the Netherlands investigated the opportunities of AI in education on behalf of the ministry of Education, Culture and Science, and summarized the four major categories for AI application in educational systems. The four different categories are: (i) AI as teaching assistant, (ii) AI for learning analytics, (iii) AI for personalization of education and (iv) AI for assessment (Vorst et al., 2019). For example, “chatbots” or “teacher bots” can work autonomously and help students to identify overcoming knowledge gaps. In this way, the bots not only function as a teaching assistant (i) for saving teachers’ time, but are also a method to personalize education to students (iii). AI for assessment (iv) refers to AI tools that can assess, provide feedback and detect plagiarism and AI for learning analytics (ii) can be used to create learning profiles of students. Such profiles can be used to adapt learning methods specifically to students’ individual needs, since administrators can use digital profiles of students to predict their study progress, admission decisions and even course scheduling (Chassignol et al., 2018; Guan et al., 2020; Popenci & Kerr, 2017; Zawacki-Richter et al., 2019). Additionally, modern technologies such as augmented reality, virtual reality or mobile technologies were implemented in lesson plans. For