Thirty-Second International Conference on Learning

Abstract

Based on an original data set with over 300 students this project designs, tests, and implements new instructional pedagogies in experiential learning settings that ask students to employ entrepreneurial strategies when using AI. The project engages students in courses on social entrepreneurship and engineering with an emphasis on the tech ethics of Information Communication Technologies for Development (ICT4D). The project takes a mixed-methods approach to matched quantitative and qualitative data to generate innovative pedagogies undergirded by a growth mindset orientation. We answer questions including: How does entrepreneurial problem solving enhance students’ ability to use AI appropriately? How can interdisciplinary perspectives optimize the development of curricular tools to be employed regarding AI use? For example, across disciplines, what digital skills do students need for critical thinking and misinformation identification when using AI? Our approach relies on learning-by-doing pedagogies in which students produce a curated work product through which they interact with and critically evaluate AI. Thanks to our learning-by-doing angle of vision, our pedagogies provide students with enhanced learning experiences and critical reflection opportunities as they acquire critical AI skills that prepare them to understand and utilize AI-driven tools. The results generate new approaches that may be used across disciplines for students to learn digital skills, including effectively understanding AI as a tool to critically generate information, identify misinformation generated by AI, and problem solve in experiential learning settings. Our paper shares our transferable model of AI classroom use to both maximize benefits and meet challenges in higher education.