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Teaching Innovation Workshop: Skill Transformation in AI-Enhanced Education

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Sandra Hummel
Sandra Hummel
Sandra Hummel
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Mana-Teresa Donner at TUD Dresden University of Technology
Mana-Teresa Donner
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Abstract

This ARQUS online workshop, organised by the University of Graz, will explore how intelligent technologies can enrich teaching practices and support the development of new competencies, while also addressing concerns that these innovations may reduce the relevance of certain academic skills. Participants will engage in discussions, review case studies, and receive practical guidance on how to integrate AI in ways that enhance both teaching and learning. The aim is to shed light on the influence of AI and provide approaches for its application in educational settings. By the end of the workshop, participants will be able to: Develop strategies for incorporating AI into educational practice to enrich the teaching and learning experience and assess their role in supporting skills development.
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Teaching Innovation Workshop:
Skill Transformation in AI-Enhanced Education
Arqus-Workshop
Mag. Dr.phil. Sandra Hummel
Mana-Teresa Donner, MSc MA
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Two Polarities of Learning
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
If you want to have the full
presentation, please contact
Mana-Teresa.Donner@tu-dresden.de
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 22
”Bildung” (Humboldt, 1966)
−Interplay between self and world
−Transformation of the relationship
−Development of personal skills / talents
−Self-determined life
▪Today: specific, measurable achievements (standards) (Heydorn, 2024)
▪Societal demands > individual education (e.g. Coetzee, 2023; Ivanova & Ivanova, 2016)
▪Education critics: current policies prevent individual development
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 6
Ette, 2018
Two Polarities of Learning
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 22
Learning as TASK COMPLETION Learning as ENACTMENT
(Hummel & Donner, 2024)
Competence Acquisition
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 9
(Hummel, 2024; Reinmann, 2023; Deutscher Ethikrat, 2023a; Rafner et al., 2021; Buck & Limburg, 2023)
DESKILLING
UPSKILLING
RESKILLING
▪Loss of human skills
▪Risk of forgetting or never developing
▪Expanding and enhancing existing skills
▪Coping with new demands
▪Acquiring new skills and knowledge
▪Different job role or task
illustrating the nuanced interplay between technological
advancements and the preservation of essential human skills
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Two Polarities of Learning
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 10
Interactive Learning Experience:
j
Case Studies of Deskilling,
Upskilling & Reskilling
▪You will be divided into groups (break-out rooms).
▪Each group will brainstorm and describe 1 example of deskilling,
upskilling, and reskilling in the context of education with AI.
▪Please write your example to the “Shared Note” on the Unimeet platform.
▪Group Discussion: One person will then present your example and
explain how they fit into the categories. (2 min)
15 Minutes
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
- Two Polarities of Learning
- Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 11
1. Didactic Framework and Objective Definition
2. Initial Exploration and Knowledge Gathering
3. Initial Design and Drafting Phase
8. Evaluation Phase with Final Editing
9. Presentation Phase
4. Comparison and Critical Reflection
5. Processing Phase
AI-
Enhanced
Education
6. Re-Exploration and Concept Adjustment
7. Elaboration or Writing Phase
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
- Two Polarities of Learning
- Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 35
Interactive Learning Experience:
j
Innovative Task Design with AI Integration
In groups, develop a short teaching-learning unit using the 9 phases of
the learning process. Select a topic, formulate a learning objective, and
develop a task, and plan how each of the 9 phases will be applied in
your learning unit.
Consider the following points:
▪Promotion of Learning as Enactment
▪Considerations of reskilling, upskilling & deskilling
▪Please write your results in the UniPad.
One person will then present it. (5 min)
30 Minutes
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
- Two Polarities of Learning
- Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
Additional Measures for AI-Free Phases
(1) Offline work and documentation
(2) Commitment declaration
(3) Interim presentations and peer feedback
(4) Learning logs and reflection reports
(5) Direct observation and support
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 23
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
- Two Polarities of Learning
- Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
14.02.2025 | Arqus Workshop Sandra Hummel & Mana-Teresa Donner 3
Agend
a
1Introduction
2
3
4
AI in Education
Interactive Learning Experience 1
AI-enhanced Education
-Skinner’s Teaching Machine
-Humboldt’s “Bildungs”-Concept
- Competence Acquisition
Interactive Learning Experience 2
Take Home Message
Didactic Implications
5
“Case Studies of Deskilling, Upskilling & Reskilling”
- Two Polarities of Learning
- Step-by-step: 9 Phases (project-based learning)
“Innovative Task Design with AI Integration”
6
7
- Meet our Research Group
- Guidelines
- Learning Outcomes
References
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Köhler, E. Schopp, N. Kahnwald & R. Sonntag (Eds.). Gemeinschaft in Neuen Medien. Digitalität und Diversität. Mit digitaler Transformation Barrieren berwinden!?
Proceedings of 26thConference in Neuen Medien (pp. 38-43). TUDpress. https://doi.org/10.25368/2024.7
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References
Ivanova, S. V., & Ivanov, O. B. (2016). Society demands for the quality of education as a factor of modern education space forming. SHS Web of Conferences, 29,
01028. http://dx.doi.org/10.1051/shsconf/20162901028
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in
Higher Education, 20, 56. https://doi.org/10.1186/s41239-023-00426-1
Rafner, J.F., Dellermann, D., Hjorth, H.A., Verasztó, D., Kampf, C.E., Mackay, W.E., & Sherson, J. (2021). Deskilling, up-skilling, and reskilling: a case for hybrid
intelligence. Morals + Machines, 2, 24-39.
Reinmann, G. (2023). Deskilling durch Künstliche Intelligenz? Potenzielle Kompetenzverluste als Herausforderung für die Hochschuldidaktik. Diskussionspapier
Nr. 25. Hochschulforum Digitalisierung.
Sweller, J., van Merriënboer, J. J. G. & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review 31, 261-
292. https://doi.org/10.1007/s10648-019-09465-5
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wagner, M., Gössel, A., Pishtara, G., & Ley, T. (2024). Von KI lernen, mit KI lernen: Die Zukunft der Hochschulbildung. Forum neue Medien in der Lehre Austria,
Bericht für Arbeitspaket 4 –Sammlung und Analyse von Strategiepapieren zu KI in der Hochschullehre im deutschsprachigen Raum und von EU-Institutionen.
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