Collaboration-based learning has become a 21st century learning trend [1]. Researches have shown that professional development of teachers through collaborative- and reflective-based approach provide the teachers with shared goals with encouragement and essential support needed for experimenting new approaches to teaching [2&3]. Collaborative and reflective based learnings can be useful, specifically, in the rapidly evolving field of AI education as these methods enable teachers to share their own experiences in using AI, learn from their peers, assessing how they can integrate AI tools into their teaching practices and, consequently, navigate the challenges and opportunities presented by AI in a collective way.
This investigation takes the form of a case-study of the implementation and efficiency of a half-day collaborative discussion-based event with a focus on developing Karlstad University Library staff’s competence in academic AI tools. Moreover, the event also aimed at identifying advantages and disadvantages of selected AI tools, for the library staff to be able to provide researchers with optimal support on AI tools. The current case-study aims to evaluate the effectiveness of the event in enhancing library staff’s competence in understanding and integrating AI into their practices. This work will provide fresh insight into possibility and efficacy of collaborative and reflective based learning in field of AI education for teachers.
[1] Laal, M., Laal, M., & Kermanshahi, Z. K. (2012). 21st century learning; learning in collaboration. Procedia-Social and Behavioral Sciences, 47, 1696-1701.
[2] Kaur, B., & Wong, L. F. (2016). A Collaborative and Reflective Approach to Teaching for Metacognition. Mathematics Education Research Group of Australasia. https://eric.ed.gov/?id=ED572373
[3] Britt, M. S., Irwin, K. C., & Ritchie, G. (2001). Professional conversations and professional growth. Journal of Mathematics Teacher Education, 4(1), 29-53.
