As we explore the use of AI in LBS, we need to consider the organizational aspects of it as well.
- Is your program open to staff/learners using AI?
- Have you discussed the ethical aspects of AI as a team?
- What’s allowed and what’s not?
- Do you have a written AI policy or guidelines in place?
- Have you talked to your learners about using AI when they complete lessons or assignments
- What do you expect from your staff/colleagues/learners when it comes to building prompts and referencing AI generated content/images?
In this Showcase, three guest presenters plus three AlphaPlus staff members (Alan, Guylaine and Tracey) discussed how they are integrating AI into their practice and how they are thinking about AI policies and guidelines for organizations and for classrooms.
Presenters
Jaclyne has been an instructor for nearly 10 years, with almost 7 of those years dedicated to Literacy and Basic Skills (LBS). During this time, she has taught various subjects including digital technology, employment, communication, and language skills (including ESL), mathematics, and more! Jaclyne is a Moodle LMS Lead, online mentor, and adult educator for Good Learning Anywhere (GLA) / Sioux Hudson Literacy Council (SHLC). In her LBS role, she is responsible for developing, administering, and teaching courses to adult learners throughout Ontario, particularly for northern and Indigenous communities.
As the technology lead for Contact North’s AI in Higher Education initiatives, Michael drives the integration of AI tools to enhance learning and teaching experiences for students and faculty. He oversees the design, development and management of web-based solutions for higher education at Contact North | Contact Nord, including the conceptualization and implementation of accessible, user-friendly online portals. With over a decade of high-impact private sector experience, he has successfully spearheaded digital, print, and e-commerce solutions across various industries, bringing a wealth of expertise in scalable web architecture to his current work in advancing online education through innovative technology solutions.
Rick Sleaver leads Contact North | Contact Nord’s internal and external marketing and communications functions.
The topic of Artificial Intelligence (AI) is everywhere. Many instructors have tried ChatGPT/Copilot prompts and/or attended AI workshops, but still find it overwhelming to contemplate using it in the Literacy and Basic Skills (LBS) classrooms.
In this Showcase, three guest presenters who have tried AI in their programs on the administrative side and with their learners, discussed why they are integrating AI into their practice, what has worked for them and what hasn’t.
Presenters
Sara has worked in Literacy & Basic Skills at Northern College in Moosonee for over 12 years in various positions ranging from instructor, program coordinator and overseeing programming in the James Bay area (Moosonee, Moose Factory, Fort Albany, Kashechewan and Attawapiskat). She enjoys curriculum design, innovative practice and digital skills. Education is a big part of her life and she is always learning new things from courses and training online.
Jessa is an experienced educator exploring how artificial intelligence (AI) can enhance learning for adult literacy learners. With a Master’s degree in Adult Education and Community Development from the University of Toronto and ongoing studies in Counseling Psychology, Jessa has both successfully and unsuccessfully applied AI in her teaching. A dedicated lifelong learner, she continues to seek innovative ways to integrate technology into education.
Other resources
- duckduckgo.com – search engine
- goblin.tools (chatbot with MagicToDo, Formalizer, Judge, Professor, Estimator, Compiler and Chef tools)
- Poe chatbot
- Poe LBS-Assistant chatbot
- perplexity.ai chatbot
- gauthmath.com chatbot
- Roshi.ai chatbot for lessons
- AI and Environment – UN Environment Program report
- The RACEF framework for prompts
- Neuron’s Introduction to ChatGPT, Module 2: Prompt Engineering 101
- Zoom recording tools – built in Smart Recording with AI Companion, otter.ai, read.ai, and more – PLEASE NOTE that some organizations don’t allow/disable AI companions for zoom.
The CAEC is a very different test compared to the GED. Preparing learners means educators will need
- Time to make the adjustment
- A different instructional approach that relies on building content knowledge in both online and offline environments, followed by the development of the digital and test-taking skills needed to demonstrate that knowledge
- New resources to support the two-fold instructional approach
- Professional training.
Take a look at our resources to find out more about the three main types of changes in the CAEC:
- Digital changes with the new online testing platform, test questions and sources to read and interpret
- Content changes in reading, writing, science and social studies, including questions without sources (math has fewer changes)
- The use of a cognitive complexity framework that emphasizes the application of conceptual knowledge and skills rather than the recall and reproduction of facts.
During the spring of 2020, all educational sectors, including Literacy and Basic Skills (LBS), made the shift to remote learning. The LBS shift was managed primarily at a local level. Comprehensive training, widely accessible instructional design expertise, tech support and additional funding to purchase data and computers for learners was not available. Each program made its own decisions.
How did programs adapt? What were their priorities? What were their challenges? This report, based on a short survey delivered during the last two weeks of June 2020, provides some answers, identifies challenges and raises concerns about the uneven impacts on learners and sectors and uneven access to resources that could be mobilized to manage the shift. The findings provide a basis for discussion and planning at both the local and provincial levels.
Fast Facts From the Survey Results
- 368 participants in LBS programs completed the survey in English and French.
- Respondents estimated that only 45 per cent of learners had household internet access and 27 per cent had limited connectivity using cell phones.
- Only 13 per cent of respondents said programs purchased additional data and/or devices for learners and staff.
- 67 per cent of respondents were able to focus on instruction; 33 per cent prioritized communication and supporting learners.
- On average, each respondent used three modes of communication and four modes of instruction to make remote learning work.
- 53 per cent of respondents participated in training and professional development.
- 66 per cent of respondents stated the top priority going forward was adapted accountability and reporting processes.
- 53 per cent of respondents said other priorities were (1) ensuring internet access for learners, (2) professional development and training using ed tech tools and (3) online assessments of literacy, numeracy and digital skills.