Abstract:

Artificial intelligence (AI) is present in education. However, its use varies among teachers and students. In this regard, UNESCO highlights the significant potential of AI in developing innovative teaching and learning practices. They suggest that we should focus on learning with AI, learning about AI, and preparing for AI. In this line, in previous projects we developed rubrics that align assessment with the competences students need to acquire, as well as designing practices that enable students to compare the solution provided by AI to a given problem, thereby strengthening competence G15 of critical thinking. The aim of this project was to encourage cooperative learning between students and teachers using generative AI to share their experiences of using AI, which could benefit the community as a whole. To this end, the flipped classroom methodology was employed, with students using generative AI to solve an engineering problem. They were also given tools to solve the problem in accordance with accessibility criteria and personalised learning principles.

They then presented in the classroom how they had used AI to solve the problem, explaining:
i) the AI tool used;
ii) the approach to the solution;
iii) the possible solutions given by AI; and
iv) how they had validated the results.

For the assessment, a consensus-based e-rubric aligned with the expected learning outcomes was created and used by all, encouraging students' commitment to their own learning. The results showed that students used many different AI instruments to solve the problem and throughout the entire learning process, from design to development and validation, although they did not always declare their use. Teachers noticed that students frequently used AI. In many cases, AI was used to prevent students from thinking critically. It is concluded that despite the benefits of AI, it is clear that its use in the teaching-learning process must be defined, and appropriate tools designed, to develop students' critical thinking. This project represents an educational innovation, highlighting three aspects:
a) the flipped classroom methodology;
b) cooperative learning of and about AI; and
c) varied and diverse assessment tools aligned with the EHEA.

Keywords:

Innovative technology, competences, evaluation, critical thinking, e-rubrics.