Rethinking the use of template for 3-D visualisation with technology

In the 13 Feb 2025 lesson, we tried using a template for visualisation with a project. Students are patiently trying. Again, different students have different needs, and I prepared videos for them so that they can use the template to "apply knowledge" to their own design, and the outcome was positive.

See facilitation plan

https://docs.google.com/document/d/1tGY4o68GLYVY5-QjPDIiyQDdr9XJnDFSQub71Cx8Mv8/edit?tab=t.0

I do not need to strain myself, and I can direct my instructions by just saying, Refer to my YouTube video #3 based on students' need. In a self-directed learning classroom with diverse needs of students, we have to create "agents" to help us. YouTube is one "teacher-directed" agent, and Chat GPT is a "self-directed agent. Because GPT cannot provide video based on students' outcomes, I am playing a uniquely human role as a teacher. And I asked Chat GPT what he thinks. Below is what my AI agents did for me, and I particularly like the concept of "higher order facilitation", where humans take the unique role of facilitating and letting AI take the machine's role of facilitation.

https://chatgpt.com/share/67c3e74d-597c-8010-b60e-c9dceae82987


AI-Augmented Teaching: Leveraging Instructional Agents for Self-Directed Learning

Reflections on the 13 February 2025 Lesson

In the 13 February 2025 lesson, we explored using a template for visualization within a project-based learning approach. The students demonstrated patience and persistence in applying the technique, despite their diverse learning needs. To scaffold their learning, I prepared instructional videos that enabled them to use the template to apply knowledge to their own designs. The outcome was positive, with students effectively engaging with the process at their own pace.

Facilitating Self-Directed Learning with Instructional Agents

A key realization from this experience is that teaching in a self-directed learning environment requires scalable facilitation tools. Instead of repeatedly delivering the same instructions, I directed students to my pre-recorded YouTube videos. For example, I could simply say, "Refer to my YouTube video #3 based on your needs," allowing students to access information as required.

In a self-directed learning (SDL) classroom, where students have diverse needs, teachers must create instructional agents to assist them. Two such agents I’ve integrated are:

  1. YouTube as a Teacher-Directed Agent

    • Provides structured, pre-planned instruction that students can access independently.

    • Allows differentiation by letting students revisit explanations as needed.

    • Reduces the teacher’s cognitive load, enabling a focus on higher-order facilitation.

  2. ChatGPT as a Self-Directed Agent

    • Supports contextualized inquiry by responding to students’ questions based on their unique reflections and design challenges.

    • Encourages metacognitive thinking, helping students articulate problems and generate possible solutions.

    • Cannot provide video demonstrations, reinforcing the unique role of the teacher.

The Evolving Role of the Teacher

With these tools in place, my role shifts from delivering direct instruction to orchestrating learning experiences. I am no longer the sole provider of knowledge; rather, I:

  • Design and curate instructional resources (videos, AI prompts, peer exemplars).

  • Facilitate meaningful student interactions (peer discussions, critique sessions, real-time scaffolding).

  • Adapt instructional strategies based on student progress and self-reflections.

  • Play a uniquely human role by interpreting student needs, recognizing struggles, and guiding them beyond what AI or pre-recorded materials can offer.

Implications for AI-Augmented Teaching

  1. AI Enhances, Not Replaces, Human Facilitation

    • AI tools provide structured and responsive learning pathways but lack the adaptive, empathetic, and evaluative capabilities of human teachers.

    • The teacher remains irreplaceable in interpreting student progress and providing nuanced interventions.

  2. Teachers as Orchestrators of Learning Agents

    • Instead of delivering repetitive instruction, teachers design ecosystems of instructional agents that students can navigate.

    • This approach aligns with AI-driven curriculum models, leveraging technology to optimize learning while preserving the essential human element of teaching.

  3. Future Possibilities: AI-Generated Adaptive Scaffolds

    • Experimenting with AI-personalized feedback loops (e.g., guiding questions for students based on their self-reflections).

    • Exploring AI-assisted formative assessments that provide real-time suggestions for student design improvements.

    • Using AI to dynamically adjust task complexity based on student responses, ensuring both challenge and support.

Conclusion

The integration of instructional agents like YouTube and ChatGPT into the classroom marks a paradigm shift in teaching. Instead of being overburdened by direct instruction, teachers can now leverage technology to enhance self-directed learning, enabling students to take ownership of their educational journey. However, the human role remains crucial—AI may guide, but only teachers can truly inspire, interpret, and intervene effectively.

Moving forward, refining these approaches with AI-generated personalized scaffolding and adaptive learning interventions will further enhance student engagement, creativity, and problem-solving in design education. The balance between AI augmentation and human insight is where the true transformation in education lies.


Comments

Post a Comment

Popular posts from this blog

2024 Thrive 3 - Self-evaluation of sketching using pen

First lesson with 2I (80-min) 20 pax (10 boys & 10 girls) - The use of Ideo video as a resource to test current students' design capability through reflection was not carried out. It is more of checking for understanding rather than facilitating self-reflecting as a class community. If I were to do it again, how can self-assessment be better embedded in the activity and facilitated? How to design a worksheet that embeds self-assessment? You see what we draw so we can improve our drawing - use a pen not pencil. In my research in 2018, it appears that student improves their sketching faster when they sketch with a pen. Why? they can't erase. They dare to explore  (1) Diagnostic assessment of sketching. Students at this age can identify if their observation sketch is accurate. When they are directed to evaluate their first attempt of sketching from observation using rules (isometric or perspective rule). All followed my instructions to improve. However, a 3 uses correction ta...
Read more

My reflection with AI about the STEM project

 I have just completed a STEM workshop with my students. I would like to reflect about this workshop to any of you. ChatGPT That sounds great, Joon Yong! How did the workshop go? What activities did you and your students work on, and what were some key moments or challenges you encountered? 4o We are working on building a chair using a cardboard. The requirement is to be able to withstand three kilos of weight, and also have a leg that is 15 cm long. However, based on my knowledge about knowledge building, I decided for them to make a wheelchair that the humans can sit on. ChatGPT It sounds like you extended the challenge to make it more engaging and relevant. How did your students respond to the new requirement of designing a wheelchair? Did they come up with any innovative ideas or encounter any specific difficulties? 4o Indeed, the outcome surprises us. Everyone is game to attempt, and all the groups have come up with a real-size chat at the end of the day. ChatGPT That's impres...
Read more