Non-linear AI literacy learning journey cycling through Understand, Evaluate, and Use¶
Design · All designs
Evidence · no claims cited
Description¶
The report illustrates the framework in action through a high school lesson on AI chatbots, 'following a winding pathway of the three Modes of Engagement.' Students first learn how chatbots work, then responsibly tinker with prompting while noting questions, research those questions with evidence, center human judgment through Socratic seminar discussion, center justice through an Ethics Matrix of stakeholders and values, and optionally design a chatbot for a community problem. The report states 'engagement in AI literacy is non-linear and intertwined, where each mode of engagement builds and strengthens on each other to foster overall AI literacy.'
Design Implications¶
Context¶
Requirements¶
- Builds on existing curriculum materials such as Common Sense Media AI Literacy Lessons for Grades 6-12
Constraints¶
- Illustrated for a high school audience
Target Learners¶
- high school students
Learning Goals¶
- understand how AI chatbots work
- evaluate chatbot outputs and design for bias and transparency
- use AI chatbots responsibly and creatively
Claims¶
Related Designs¶
Examples¶
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Key Sources¶
- Mills, K., Ruiz, P., Lee, K., Coenraad, M., Fusco, J., Roschelle, J., & Weisgrau, J. (2024). AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology. Digital Promise. https://doi.org/10.51388/20.500.12265/218
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
ai-chatbot-high-school-learning-journey |
title |
Non-linear AI literacy learning journey cycling through Understand, Evaluate, and Use |
description |
The report illustrates the framework in action through a high school lesson on AI chatbots, 'following a winding pathway of the three Modes of Engagement.' Students first learn how chatbots work, then responsibly tink... |
status |
review |
generated |
by process:settle-candidates on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mills-2024 |
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