Welcome to Artificial Student!

As the presence of artificial intelligence continues to expand, it’s becoming increasingly important for schools, teachers, and students to adapt to this groundbreaking technology. However, this is not always an easy feat, and in the next few years, we can expect to see significant changes that will affect all parties involved.

Given that artificial intelligence is a relatively new technology that needs to be introduced, it’s crucial to have access to tips and tricks that can help us use it wisely. This website has been created specifically for students and learners and aims to showcase the best ways to integrate artificial intelligence into education.

Our goal is to establish a site that educates students on secondary school and all the way up to the university level on how to leverage artificial intelligence the right way to accelerate their skills without cheating in any form.

Research indicates that it’s the skills we possess that determine the benefits we derive from technology. As such, it’s important to recognize that even though artificial intelligence will make our daily lives more automated, we still require skills to maximize its potential and ensure that it delivers the desired outcomes.

Rather than pursuing every new AI system that emerges, this website will focus solely on those that are good and can be effectively applied in schools. Examples include ways to personalize your learning, cater to your preferred learning styles, provide feedback, and facilitate evaluations.

We are two technology-interested teachers, one of whom holds a master’s degree in artificial intelligence and education (at least summer 2024 …). We look forward to sharing more about ourselves with you in due course.

We hope that this website will prove to be a valuable and informative resource as you explore the opportunities and challenges associated with integrating AI into education. Please feel free to contact us with any questions or feedback you may have.

Contact info:

post@artificialsites.com

How is this site leveraging AI?

We write most of the posts and pages in norwegian, then translate it to english using ChatGPT, which is also proofreading the content. And we also generate the first draft with ChatGPT, then we apply our knowledge, human touch and relevant litterature.

Some pictures are creating using different AI’s, and the rest is pictures from Pixabay.com unless it’s stated other wise.

Some of the literature on which this site is based:

Black P, Wiliam D. Assessment and Classroom Learning. Assessment in education : principles, policy & practice. 2006;5(1):7–74. doi:10.1080/0969595980050102

Norge. Forskrift om endring i forskrift til opplæringslova. Forskrift om endring i forskrift til opplæringslova; Norsk lovtidend Avd I; 2004;2004, nr. 11:1578–1579. https://lovdata.no/dokument/LTI/forskrift/2004-06-23-1090?q=oppl%C3%A6ringslova%20forskrift

Barbera E. Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British journal of educational technology. 2009;40(2):342–357. doi:10.1111/j.1467-8535.2007.00803.x

Chang CC, Tseng KH, Lou SJ. A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students. Computers and education. 2012;58(1):303–320. doi:10.1016/j.compedu.2011.08.005

Dysthe O, Engelsen KS. Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment and evaluation in higher education. 2011;36(1):63–79. doi:10.1080/02602930903197891

Anders Mørch, Irina Engeness. Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy. 2016;10(2):118–135. doi:10.18261/issn.1891-943x-2016-02-03

Ola Erstad. Changing assesment practices and the role of IT. I: International Handbook of Information Technology in Primary and Secondary Education. https://link.springer.com/chapter/10.1007%2F978-0-387-73315-9_11

Farrell T, Rushby N. Assessment and learning technologies: An overview. British journal of educational technology. 2016;47(1):106–120. doi:10.1111/bjet.12348

Hattie J, Timperley H. The Power of Feedback. Review of educational research. 2016;77(1):81–112. doi:10.3102/003465430298487

Webb M, Gibson D, Forkosh-Baruch A. Challenges for information technology supporting educational assessment: Challenges for IT supporting assessment. Journal of computer assisted learning. 2013;29(5):451–462. doi:10.1111/jcal.12033

Landauer TK. Automatic Essay Assessment. Assessment in education : principles, policy & practice. 2003;10(3):295–308. doi:10.1080/0969594032000148154

Hovardas T, Tsivitanidou OE, Zacharia ZC. Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers and education. 2014;71:133–152. doi:10.1016/j.compedu.2013.09.019

Novakovich J. Fostering critical thinking and reflection through blog-mediated peer feedback: Fostering critical thinking and reflection. Journal of computer assisted learning. 2016;32(1):16–30. doi:10.1111/jcal.12114

Lars Holm. Who evaluates the evaluation? – An analysis of computer-adaptive testing using literacy as an example. Nordic Studies in Education. 2009;29(1):137–148.

Sainsbury M, Benton T. Designing a formative e‐assessment: Latent class analysis of early reading skills. British journal of educational technology. 2011;42(3):500–514. doi:10.1111/j.1467-8535.2009.01044.x

Gamlem SM, Smith K. Student perceptions of classroom feedback. Assessment in education : principles, policy & practice. 2013;20(2):150–169. doi:10.1080/0969594x.2012.749212

Van der Kleij F, Adie L, Cumming J. Using video technology to enable student voice in assessment feedback. British journal of educational technology. 2017;48(5):1092–1105. doi:10.1111/bjet.12536

Ludvigsen K, Krumsvik R, Furnes B. Creating formative feedback spaces in large lectures. Computers and education. 2015;88:48–63. doi:10.1016/j.compedu.2015.04.002

Llorens A., Vidal‐Abarca E, Cerdán R. Formative feedback to transfer self‐regulation of task‐oriented reading strategies. Journal of computer assisted learning. 2016;32(4):314–331. doi:10.1111/jcal.12134

Johannesen M. The role of virtual learning environments in a primary school context: An analysis of inscription of assessment practices. British journal of educational technology. 2013;44(2):302–313. doi:10.1111/j.1467-8535.2012.01296.x


 Erik Johnsen (1928-) (forfatter). Endringsledelse i et strategisk perspektiv. (Busch T, Valstad SJ, Vanebo JO, Johnsen E, red.). Universitetsforl; 2007.

Terje Abusland (1953-) (forfatter). Utdanningsledelse. (Sivesind K, Skedsmo G, Langfeldt G, Abusland T, red.). Cappelen akademisk forl; 2006.

Ola Erstad (1959-) (redaktør/forfatter/forfatter (forord)). Skoleutvikling og digitale medier : kompleksitet, mangfold og ekspansiv læring. (Hauge TE, Erstad O, Baltzersen RK, red.). Gyldendal akademisk; 2011.

Kunnskapsdepartementet. Framtid, fornyelse og digitalisering Digitaliseringsstrategi for grunnopplæringen 2017–2021. Kunnskapsdepartementet; 2017. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf

Utdanningsdirektoratet. IKT-plan.no: Digital kompetanse og digitale ferdigheter Støtte til digital praksis i barnehagen og digital læring i skole. https://www.iktplan.no/

Norman DA. The design of everyday things. Rev. and exp. ed. Basic Books; 2013.

Joe Casabona. HTML and CSS : visual quickstart guide. 2020. utg. Pearson Education; 2020.

Löwgren J, Stolterman E. Thoughtful Interaction Design: A Design Perspective on Information Technology: A Design Perspective on Information Technology. MIT Press; 2007.

Ball CE, Sheppard Jennifer, Arola Kristin L. Writer/designer : a guide to making multimodal projects. Bedford/St. Martin’s; 2018.

Koehne B. End-User Design in Virtual Worlds: Development of Theory and Virtual Design Environments. I: Costabile MF (Editor), Dittrich Y (Editor), Fischer G (Editor), Piccinno A (Editor), red. End-User Development: Third International Symposium, IS-EUD 2011, Torre Canne (BR), Italy, June 7-10, 2011. Proceedings. Bd 6654. Springer Berlin Heidelberg; 2011:391–394. doi:10.1007/978-3-642-21530-8_48

Mørch AI, Caruso V, Hartley MD. End-user development and learning in second life: The evolving artifacts framework with application. I: New Perspectives in End-User Development. Springer International Publishing; 2017:333–358. doi:10.1007/978-3-319-60291-2_13

Mørch AI, Caruso V, Hartley MD, Ludlow BL. Creating Contexts for Collaborative Learning in a 3D Virtual World for Distance Education. I: Qian Y, red. Integrating Multi-User Virtual Enivronments in Modern Classrooms. IGI Global; 2018:137–162–. doi:10.4018/978-1-5225-3719-9.ch007

McGarr O. The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice. Journal of Education for Teaching. ahead-of-print(ahead-of-print):1–13. doi:10.1080/02607476.2020.1733398

Pasfield-Neofitou S, Huang H, Grant S. Lost in second life: virtual embodiment and language learning via multimodal communication. Educational Technology, Research and Development. 2015;63(5):709–726. doi:10.1007/s11423-015-9384-7

Vasileiou VN, Paraskeva F. Teaching role-playing instruction in second life: an exploratory study. Journal of Information, Information Technology, and Organizations. 2010;5:25–.

Mørch AI, Hartley MD, Ludlow BL, Caruso V, Thomassen I. The Teacher as Designer: Preparations for Teaching in a Second Life Distance Education Course. IEEE; 2014:691–693. doi:10.1109/ICALT.2014.201

DidIKTikk

Posts