I don't understand your use of the term, "Prohibited" in your sample matrices. Why would AI use be prohibited in beginning language acquisition if it helps? I don't see how a student could misuse AI in learning numbers. It would be a great tool for retrieval practice, for example.
James, thanks for your comment. The sample matrices I shared are just examples to illustrate the process - they're not meant to be prescriptive. The real value is in the framework itself, which helps educators thoughtfully analyze their own course objectives and make intentional decisions about AI integration.
You raise an excellent point about language acquisition and numbers practice. Different educators and departments might make different decisions based on their pedagogical approaches, student needs, and learning objectives. What's "prohibited" in one context might be encouraged in another. The key is for educational teams to work through the process of identifying their essential learning outcomes and then thoughtfully deciding where AI can enhance learning and where it might hinder skill development.
The matrix development process helps spark exactly these kinds of valuable discussions about how best to leverage AI while protecting core learning objectives. I'd be very interested to hear how you would structure AI use in early language acquisition based on your experience and approach.
I don't understand your use of the term, "Prohibited" in your sample matrices. Why would AI use be prohibited in beginning language acquisition if it helps? I don't see how a student could misuse AI in learning numbers. It would be a great tool for retrieval practice, for example.
James, thanks for your comment. The sample matrices I shared are just examples to illustrate the process - they're not meant to be prescriptive. The real value is in the framework itself, which helps educators thoughtfully analyze their own course objectives and make intentional decisions about AI integration.
You raise an excellent point about language acquisition and numbers practice. Different educators and departments might make different decisions based on their pedagogical approaches, student needs, and learning objectives. What's "prohibited" in one context might be encouraged in another. The key is for educational teams to work through the process of identifying their essential learning outcomes and then thoughtfully deciding where AI can enhance learning and where it might hinder skill development.
The matrix development process helps spark exactly these kinds of valuable discussions about how best to leverage AI while protecting core learning objectives. I'd be very interested to hear how you would structure AI use in early language acquisition based on your experience and approach.