S8-O/LT6-3 - Transversal System of Teaching-Learning and Virtual learning environment to teach Artificial Intelligence

2. Research-to-Practice Work In Progress
Adalberto Bosco Castro Pereira1 , Stela Conceição Bertholo Piconez2
1 Senac University Center
2 University of São Paulo

This Work in Progress (WIP) present initial results on pedagogical implications by using Transversal System of Teaching-Learning (TSTL) and Virtual Learning Environment (VLE). Both were used in the module Artificial Intelligence in the Technology in Digital Games course available at a specific University Center. This investigation is qualitative and adopts action research methodology. This study adopted some specific steps. First there was a diagnostic analysis from teacher interviews and literature review to identify the common challenges in teaching AI in Higher Education. Having identified the problems, research was made to identify different possibilities to face these issues. It was established that the TSTL fits the proposal of the module of artificial intelligence due to its transversality. Moreover, a curriculum analysis and syllabus of the module taught at the University Center was done. Data collection was composed by field diaries, focus groups, group work delivered by the VLE, tests with open questions, and evaluation form of module and material support. In addition to the analysis, it was proposed a script of episodes in which the relationship with the content to be studied was established. For each episode a pedagogical support material was elaborated based on the TSTL handouts. In parallel was also created an application script for each episode. This episode planning varies in application time, where some episodes fit into a 4-hour lesson, and other episodes require 8-hour lessons or up to 10-hour lessons. After elaborating this planning and supporting material, the AI teacher, responsible for the module in the course of the Digital Games Technology applied the planning and support material. After data collection, they were triangulated to cross the information and perform the analyzes according to theorist Feuerstein his theory of Structural Cognitive Modifiability (SCM). Results revealed that the TSTL can also be used in lessons to teach complex topics in Computing as AI. The TSTL was instrumental in assisting in the planning of a transversal module such as AI as well as cooperation between teachers from other modules. Their help in the creation of support material was fundamental for the success of the class and engagement of the students of the proposed challenges. Finally, the appreciation of students' prior knowledge and their use in the teaching and learning dynamics as well as the discussions in groups fomented in the classroom were also of great importance. Every theoretical and practical guide to the application of classroom activities was made possible by the TSTL. It is concluded that the TSTL, in addition to facilitating the activities and tasks of the teachers, significantly helps students, because in addition to the development of critical thinking and student engagement, the teacher has a support material to guide the classes and evaluate students in various aspects.