A participatory, qualitative analysis of the use of MagicSchool AI for course design

Authors

  • Shantanu Tilak Chesapeake Bay Academy, CadetNet Program
  • Jesse Lincoln Chesapeake Bay Academy, CadetNet Program
  • Tara Miner Chesapeake Bay Academy, CadetNet Program
  • Natasha Christensen Chesapeake Bay Academy, CadetNet Program
  • Judy Jankowski Chesapeake Bay Academy
  • Kadie Kennedy Virginia Wesleyan University

DOI:

https://doi.org/10.26754/ojs_jos/jos.2024110947

Abstract

This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing how to design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying.



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Published

2024-11-20

How to Cite

Tilak, S., Lincoln, J., Miner, T., Christensen, N., Jankowski, J., & Kennedy, K. (2024). A participatory, qualitative analysis of the use of MagicSchool AI for course design. Journal of Sociocybernetics, 19(1). https://doi.org/10.26754/ojs_jos/jos.2024110947

Issue

Vol. 19 No. 1 (2024): Journal of Sociocybernetics Vol 19. No.1 (2024)

Section

Articles

License

Copyright (c) 2024 Shantanu Tilak, Jesse Lincoln, Tara Miner, Tasha Christensen, Judy Jankowski, Kadie Kennedy

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