Hello and thank you for taking the time to watch our video!  We'd love to hear your comments and questions about any aspects of this project. In our next phase, we have started offering Teacher Professional Development on the curriculum and would love to hear where you think you would integrate AI into middle school classes.  

Thank you for sharing this project! I appreciated the focus on addressing bias as a first class topic in AI literacy alongside more complex technical topics like GANs and neural networks. I am curious how the curriculum frames conversations about what students can do today in terms of imagining and building their own AI systems. As mentioned in the video, services that allow students to build their own AI systems are fairly inaccessible or limited in what they can accomplish. How do instructors and students navigate the question of how most people lack the sheer resources (if not the expertise/literacy) to build complex AI systems, but are nevertheless exposed to these AI systems everyday in, for instance, their use of social media?

Hi Irene, thanks for carrying out this important research on the educational outcomes of AI curriculum. Was it mostly through presentation materials, or did you include some hands-on experiences using existing ML sandbox environments that students could use to experiment with ML algorithms. Regarding your conclusions, why do you think that gains in NN and GANs were limited? Deep learning could be seen as one of the more exciting topics currently (with applications such as text generation, artistic style transfer, deep fakes, etc), maybe the underlying algorithms are too complex to be sufficiently engaging to the students?

BTW, just a quick comment the aieducation.mit.edu does no longer work, is this one the correct page: https://raise.mit.edu/daily/ ?

Hi Helen and colleagues! It's great to learn about the exciting work you are doing with AI and literacy. Your video is thought provoking. We share your interest in making science more accessible and understandable. See our work exploring the ways teachers use data while teaching for social justice in science--including helping students interpret scientific data. Enjoy, Marcia

I agree with the previous comments that its great to see how you intertwined learning about AI with learning about its ethics. And its so cool that you were able to do this all during remote learning. So what's next for your team? I always love when a first project doesn't give us just an answer (e.g. students can learn this) but also a better question. What new question do you now want to ask?

Hello, Jeremy.

Thanks for your question.  We are embarking on the next stage of our project in which we are focusing on developing and studying a teacher professional development program aimed at supporting middle school teachers to offer the curriculum to middle school students during the regular school day. We are investigating

1. the extent to which middle school students can understand AI concepts and gain interest in AI careers and future endeavors (a continuation of the previous study with revision and refinement of the curriculum), 
2. productive approaches to prepare teachers to support students’ learning of AI concepts and skills, and to expand youths’ notions of future selves, and
3. the effectiveness of the DAILy curriculum when implemented by educators other than the curriculum developers.

We have developed and used an AI concept inventory to assess student learning. Recently we conducted an IRT analysis.  Revisions will follow.  The analysis was submitted for publication - I'll let you know if/when it can be shared.

We would not only be interested in assessment materials, but wonder whether the content materials could be adapted for our collaborative network of students internationally as a means to break into AI more fully as a topic of self-directed project activities that kids in different countries manage together.  If you have any thoughts, they would be welcome.  Thank you.

Great project!  I really liked the focus on ethics and career exploration, both of which are important for middle level students.