CIS Ontario Connects Unconference 2024 Impact Report

UNLEASHING THE POTENTIAL

Exploring the Impact of AI on K-12 Teaching, Learning & School Operations

IMPACT REPORT

The CIS Ontario Connects Unconference 2024 engaged 160 attendees from 36 schools in exploring Generative AI's (GAI) role in K-12 education. Participants collaboratively discussed GAI impacts and applications in classroom teaching, student assessments, and school administration, aiming to inspire innovative educational strategies.The event emphasized interactive learning and the potential of AI to transform education.

AI in the Classroom

GUIDING QUESTIONS

How might we leverage AI to enhance instructional practices?

TIPS, TRICKS & ADVICE

AI can significantly aid in the instructional planning process, offering tools for creating diverse and engaging educational materials. By integrating AI, educators can develop lessons that capture students' interest and facilitate deeper understanding.

Enhancing Instructional Planning and Content Creation

● Use AI as a thought partner to generate ideas for lesson and unit plans

● Lean into efficiencies of content creation (rubrics, visual provocations, reading activities, vocabulary lists, code, math problems)

● Differentiate and adapt resources to personalize learning (personalized questions, reading levels, graphic organizer creation, look at material from different points of view)

Developing CriticalThinking

● Focus on the skills (critical thinking, analysis) and the process of learning rather than only the final product

● Help students to evaluate the reliability of AI-generated information

● Use AI as a tool that supports learning, NOT a way to avoid doing the work

Developing AI Literacy

● Be aware of bias and representational harms that are inherent in the systems, the risks associated with AI and the ethical implications of using AI

●Teach students about how AI works and how to prompt AI tools effectively

SCHOOLS TO CONNECT WITH ANSWERS & INSIGHTS

RESOURCES TO FOLLOW UP WITH

People to follow:

● Ethan Mollick (One UsefulThing)

● Philippa Hardman (Dr. Phil’s Newsletter)

● Eric Hudson (Learning on Purpose)

● Matt Miller (AI for Educators)

● Amanda Bickerstaff (AI for Education)

AI as aTeaching Assistant:

● Magic School AI and Eduaide - simple AI assistants for all things related to teaching

● Create text about any topic at various reading levels & generate questions - Diffit

● Creating visuals: Gamma for slide decks, Adobe Firefly for graphic design, Copilot for image generation

● Prompt libraries to use with your favourite AI - AI for Education Prompt Library

AI for Student Use:

● AI tutors such as Flint

● AI simulations from Instage Practice

● Reading practice - coach.microsoft.com

● Learn about bias - How AI Image Generators Make Bias Worse (The London Interdisciplinary School)

●TheYork School –Teacher-generated chatbots. www.flintk12.com

● Havergal College – AI-powered, scenario-based learning experiences. ametroslearning.com

● Upper Canada College – Lesson planning, differentiated learning, assessment writing, IEP writing and more. - www.magicschool.ai

● “What if, instead of banning AI we shifted how we teach and assess to a model where students work alongside and with AI...So, how well did you prompt it? How well did you validate what it told you? How well did you compare the output of the AI versus academic research? All of these big questions are, I think, going to be incredibly valuable in in future.” - Philippa Harman

● Continue to explore, make mistakes and use generative AI tools to learn more about them

● “Question everything, trust nothing” - Simon Chow

● Learn the tools you have access to and know your school policy

● As you experiment, share your knowledge and success

● Find people one step ahead of you - learn from colleagues and students

● Find a compelling story to help others see the value of using it with students

➔ Link to Session Slides

AI for Student Assessment & Feedback 2

GUIDING QUESTIONS

How might AI be meaningfully implemented into the cycle of assessment and feedback?

ANSWERS & INSIGHTS

1. Enhancing Student Agency in Learning: Generative AI can significantly empower students to take control of their own learning journey.This includes allowing students to create their own revision materials and practice tasks. By leveraging AI, students can receive personalized learning experiences and resources catering to their individual needs and learning styles.This approach not only fosters independence and self-directed learning but also ensures that each student's unique learning requirements are met effectively.

2. Real-Time Feedback and Ongoing Assessment: One of the most impactful uses of AI in education is providing real-time feedback to students.This immediate response allows for a more dynamic and interactive learning experience. AI can assist in ongoing assessment, transforming assessment from a static, one-time event into a continuous learning process.This real-time feedback loop can significantly enhance learning, allowing students to understand and rectify their mistakes promptly, thereby reinforcing learning and understanding.

3. Creation of Differentiated and Inclusive Assessments: AI's capability to create and improve assessment resources such as rubrics, checklists, and success criteria is invaluable. It allows for the development of more differentiated assessments tailored to meet diverse learning needs, including those of neurodivergent learners.This differentiation ensures that assessments are not only more inclusive but also more effective in evaluating a wider range of skills and competencies. By customizing assessments to suit different learning styles and abilities, AI can help provide a more equitable and inclusive learning environment.

RESOURCES TO FOLLOW UP WITH

● Gradescope byTurnitin – AI-assisted grading

● Microsoft Reading Coach – Web-based literacy tool with personalized AI-powered stories generated by students

● Sherpa Labs – Voice-enabled assignments for students to chat about class material

● InStage – AI-powered conversational simulations

● Conker – AI-powered assessments

● Classpoint - AI-powered interactive quizzes, gamification, and more, within PowerPoint

SCHOOLS TO CONNECT WITH

● Appleby College

● Ashbury College

● Bayview Glen

● Hillfield Strathallan College

● Lower Canada College

● St. Andrew's College

● St. Clement's School

●The Bishop Strachan School

●The Rosedale Day School

●TMS

● Upper Canada College

PLAGIARISM PREVENTION

● Passed.ai – AI Detection and Student Use Guidance

● Origin by GPTZero – AI Content Detector Chrome Extension

● Copyleaks – AI-Based Plagiarism & AI Content Detection

TIPS, TRICKS & ADVICE

● AI is not perfect. It should be embraced so that we can share and learn alongside its evolution.

● AI doesn’t remove the human factor; the teacher still needs to be actively involved.

● You still need to vet the feedback generated by AI - review output with a critical eye.

● Learn how to create strong prompts. Prompt accuracy and iteration are needed for efficient use.

● Know your prompts and test them before a live in-class demo.

● The feedback loop is essential; AI can enhance the loop if used properly

● Selecting the right level of AI integration (no integration to full integration)

● Think about what you want to assess (process vs. product)

● Great tool for students to use for formative assessment, real-time feedback, and improvement.

● Use AI to make complex texts gradeappropriate and accessible.

● Use what you already have available to you as many tools are embedding AI (Quizziz, Canva, etc.)

➔ Link to Session Slides

The Positionality of the Educator in the Era of AI 3

GUIDING QUESTIONS

1: What elements of the educator need to be unlearned, repositioned, supported, and amplified in the age of AI?

2: How might schools effectively support faculty with meaningful professional development?

1. Educators need to understand the tools. Understanding how to use generative AI will soon become a core competency for educators, similar to internet use. Building experience with how GAI works and approaches to different tools should be a priority for educators.

2. Embracing the Role of a Facilitator or Coach. Teachers should prioritize skill development rather than mere knowledge transfer. The shift requires educators to guide students in the ethical and effective use of AI tools, promote critical thinking, and assist students in managing the vast information AI can generate.

3. Policy Development and Ethical Considerations. Teachers need to be involved in creating and understanding policies related to the ethical use of AI and how it aligns with the core values of their educational environment. Policies should be clearly and philosophically centered around the responsible use of GAI. Educators in the classroom should be prepared to address concerns about bias in GAI and data privacy and ensure that GAI is used in a way that benefits and enhances student learning.

4. Access toTime and Money as Important Considerations for PD. When implementing Generative AI in schools, it is crucial to ensure equitable access by providing a common platform and funding for all staff, irrespective of their specific roles.This includes allocating time for professional development. Schools should consider what foundational knowledge faculty should have (how Large Language Models work, what they can and cannot do, risks and opportunities), allow them to play (explore different models, prompts and outputs, evaluate the inputs and outputs), and to practice (build out lesson plans, rubrics, refine and apply them to their planning).

TIPS, TRICKS & ADVICE

● Schools should communicate what is professionally acceptable early and often.

● Meet faculty where they are at, and ensure you are tending to every element of the learning curve.

● Involve faculty in the creation of meaningful Generative AI PD. What are the challenges and opportunities?

SCHOOLS TO CONNECT WITH ANSWERS & INSIGHTS

5. Faculty as Adult Learners. Faculty are new to Generative AI as are our students, and so schools should apply the best of adult learning to their PD.To this end, having a clear understanding of expectations of what faculty should know and what they can and cannot do will go a long way to building capacity.These are good practices for any PD, as is meeting the faculty where they are, and providing the space for ongoing learning of this dynamic and iterative field. Any new faculty should have GAI coaching as part of their onboarding. With this in mind, faculty should be consulted on what needs to be learned, what policies and guidelines can help, what challenges they are experiencing in their practice, and in the creation of responsive, ongoing PD.

6. PD should Focus on Dispositions, not onTools. PD should focus not on the tools or platforms because they will be changing, new ones being introduced and others being retired. Indeed, the same could be said for organizations offering PD for education. PD should be focussed on how faculty see themselves as learners, and as educators, being open to learning alongside students, and comfortable asking questions about unknowns in this field. A key question to address is “How can Generative AI support faculty to optimize the student learning experience?”

7. Key Dispositions for Faculty. These are the ability to embrace ambiguity, have constructive doubt, and curiosity about the potential of GAI, its risks and opportunities. As well, faculty should consider how they can learn and teach within an environment that may have seismic changes happening at an increased rate.

RESOURCES TO FOLLOW UP WITH

● AIforEducation.io

● SchoolAI.com

● OECD: Education and AI

● 6Tenets of Post-Plagiarism

● Future Design School: Building Mindsets PD

● IDEO: DesignThinking PD

● The Algorithmic Bridge

● Global Online Academy: AITraining

● Dan Fitzpatrick:The AI Classroom

● Guiding Student AI Usage: Stoplight Graphic

● Use the CIS Ontario Policy Manual to support policy development.

● Establish guidelines on how generative AI tools may be used in report card creation.

● Establish how schools will support their faculty on accessibility to different platforms.

● PD should include experimentation and practical application.

● PD should not focus on particular tools; rather, it should focus on mindsets and dispositions.

➔ Link to Session Slides

● Ashbury College

● Havergal College

● St. Mildred's-Lightbourn School

●TheYork School

●Trinity College School

AI and School Operations 4

GUIDING QUESTIONS

How might we leverage AI to support school administration and operational excellence?

ANSWERS & INSIGHTS

What adjustments are needed in organizational professional development to facilitate AI integration?

● Tailored PD programs are essential to bridge the knowledge and skills gap across all departments.

● Emphasis should be placed on the importance of continuous learning and flexibility as new technologies emerge.

● PD should enable staff proficiency and confidence in their ability to integrate AI into their workflows.

● Establish cross-departmental teams dedicated to an AI strategy to enhance collaborative efforts and learning to support the seamless integration of AI technologies into school operations.

How can AI provide language support and enhance communication with families?

● AI-powered translation services can break down language barriers, enabling schools to communicate in multiple languages to ensure all families are informed and engaged.

● Chatbots equipped with real-time language processing abilities can communicate with families in their language of choice, providing instant responses to inquiries and support.

How can AI assist in maintaining compliance with policies on privacy, bias, and intellectual property?

● Trained AI tools can review, analyze and potentially update privacy agreements and school policies to ensure they comply with the latest regulations and best practices.

How might AI improve scheduling and event management in schools?

● AI-assisted scheduling tools can flag and possibly resolve conflicts between assessment calendars, athletics, and other school events, ensuring smooth school operations.

● Predictive analytics can optimize the use of facilities and resources by forecasting event attendance and required capacities.

● Custom AI solutions can integrate with existing calendars and school management systems to provide real-time updates and notifications.

InspirationalTakeaway: By engaging your entire community, being open to learning and innovation, and starting with attainable and practical projects, you can create a strong foundation for a future where AI supports and enhances your school’s operational goals.The idea is to incorporate new technology into your workflows and use it as a tool to create a more connected, efficient, and forward-thinking organization.

RESOURCES TO FOLLOW UP WITH

● AI for Education Prompt Library

● AI for Marketing & Admissions

● MakeYour Own Custom GPT

● Your Own Personal Assistant

● All-in-One AI Assistant

● AI Guidance For Schools

● Learn withThe AI Educator

FACILITATORS: Kathleen Peak, Ryan Archer

SCHOOLS TO CONNECT WITH

● Upper Canada College - PIA Agent, Acronym Chatbot, Custom Chatbot

● TheYork School - Admissions Chatbot

● St. Clements School - Risk Assessment

OTHER AI RESOURCES TO TRY

● Dr. Philippa Hardman

● HeyGen

● Poe.com

● ChatPDF

TIPS, TRICKS & ADVICE

● Create focus groups across the organization involving faculty, staff, students, parents, and alumni to gather a wide range of insights and foster a sense of shared purpose and understanding of the AI strategy.

● Leverage the expertise of your external community, including alumni and parents, as a valuable resource for innovative ideas and practical advice on implementing AI.

● Be courageous in facilitating open and honest conversations about AI, ensuring you engage all perspectives and address any concerns head-on.This transparency builds trust and buy-in.

● Communicate with vendors about AI developments. Staying ahead of technology trends enables your school to adapt and evolve with the changing educational landscape.

● Think creatively about your administrative processes. Instead of automating existing tasks with AI, consider how to improve these processes for greater efficiency and effectiveness.

● Experiment with low-risk applications, such as internally facing chatbots for navigating employee handbooks, curriculum guides, or FAQs.These initial steps allow for learning and adaptation in a controlled environment, setting the stage for broader AI implementation.

➔ Link to Session Slides

LEARNING

We need to rethink how we do things to manage the new tech that is already here.

This experience was equal parts affirmation and provocation about what I see at my school while connecting me with a community on whom I know I can rely for support, ideas and new challenges down the road.

Embracing the REALities of AI because it’s here and it’s only going to grow. Informative, stimulating, and collaborative conversations!

We need to play with AI, understand how we can leverage it and its limitations, and then create space for people to continue to play with it in meaningful, productive ways through sound policy and informed teaching.

Wow! Such fascinating stuff. The time spent today was so, so worth it...as we communicate and plan for next year and simply being offered the opportunity to collaborate. Talk. Share. Think.

I just saw the future!

CONNECTING

I took tools away from this conference that will serve both myself and my students in navigating the future of education and AI.

We tend to overestimate the effect of a technology in the short run and underestimate the effect of a technology in the long run.

Mind-bending, overwhelming but informative and motivating.

A wonderful day of connecting and learning with excellent educators. I have walked away with new ideas and a collection of resources that I will continue to explore and share.

The CIS Connects Unconference on AI in Education will open your eyes to the change coming in the realm of MLLs and learning. It provides a wide breadth of what is currently available and a sneak peek at what is to come. It felt like sitting with "The Oracle" and learning about all the good, bad and fantastical changes to come.

INSPIRING Unconference SOUNDBYTES from the exit survey data

I’m freaked out but inspired! I can now explore many tools on my own after opportunities to discuss with other people.

AI is here, and embracing it with curiosity and a healthy dose of caution is needed. We need to rethink “what is school actually for?

Inspiring, lots of great tools to use, and the opportunity to learn from others is always valuable.

The future is bright! The conference was a treasure trove of tools, ideas and experiences. I learned about some new AI tools that I am eager to try out on my own and then, hopefully, implement in my pedagogical practice. I picked up some new ideas about implementing AI in my assessment practice, and I can't wait to share them with my colleagues.

So much Inspiration. I’m inspired to take on the challenge of AI step by step. Resources and conversations shared were meaningful, and it was reassuring to see that many teachers have similar concerns and questions. The unconference gave me the spark to move forward with AI in the classroom. Getting the bigger picture during the opening and closing sessions were useful in this respect. Thank you!