International Baccalaureate (IB) Approach to AI
The International Baccalaureate (IB) views AI not as a crisis for education, but as a powerful tool that will soon be as common as calculators and translation software.
The IB's approach to AI focuses on teaching students how to use these tools ethically and effectively, while maintaining academic integrity.
Key Aspects of the IB's Approach to AI:
Transparency in AI Use:
- Highlight the importance of crediting AI-generated content, including text, images, and graphs.
- Emphasize the need for citing the AI tool, disclosing prompts, and noting the date of content generation.
AI Should Not Replace Learning:
- Illustrate AI as a supportive tool, not a replacement for student work.
- Show teachers ensuring that AI-generated content is not submitted as original student work.
Critical Evaluation and Bias Detection:
- Depict students critically evaluating AI-generated content and identifying biases.
- Include the concept of prompt engineering as a skill to enhance AI use.
AI as a Learning Opportunity:
- Show AI being used to generate sample work for student evaluation and critique.
- Highlight discussions about academic integrity and ethical AI use facilitated by AI tools.
Responsible and Ethical AI Use:
- Focus on educating students about responsible and ethical AI use, preparing them for a future where AI tools are commonplace.
What IB is doing about AI?
The International Baccalaureate (IB) is integrating AI to enhance learning and support students.
Key applications include:
- AI-Powered Learning Tools: Personalized learning experiences via AI chatbots and tutoring systems that foster critical thinking and creativity.
- AI in Assessment: AI is used as a quality control tool in marking, flagging potential errors for human review.
- AI Education Programs: AI education for elementary students aligns with IB’s Primary Years Programme (PYP).
- Ethical AI Use: The IB emphasizes ethical AI use, updating its Academic Integrity policy to guide students in crediting AI-generated content.
The IB embraces AI to improve education while fostering responsible and ethical use.
Teaching Prompting Strategies that align to ATTs
Prompting Strategies for Approaches to Teaching (ATT)
The Approaches to Teaching (ATTs) in the IB are strategies designed to enhance student learning, reflecting the IB’s principles of practical education.
These six ATTs emphasise
- inquiry-based learning
- conceptual understanding
- local and global contexts
- teamwork and collaboration
- differentiated instruction
- assessment-informed teaching.
In our teacher's workshop, when teaching prompting is aligned with the ATTs, educators play a crucial role in helping students develop critical thinking, deep understanding, and the skills needed to succeed in a dynamic world, thereby shaping their future success.
Bringing AI into Practice - TOK as an Example
Example 1: Interactive Feedback Exercise for TOK
This example shows how AI can be integrated into Theory of Knowledge (TOK) practice through an interactive feedback exercise:
Step 1: Introducing AI-Generated Content
- Students are presented with a sample TOK discussion generated by an AI tool like ChatGPT.
- The example provided explores the knowledge question: "What shapes my perspective as a knower?"
Step 2: Critical Analysis and Discussion
- Students work in pairs to analyze the AI-generated response, identifying its strengths and weaknesses. This encourages critical thinking about the AI's output.
- This step aligns with the IB's focus on evaluating AI-generated content and recognizing its limitations.
Step 3: Prompt Engineering and Improvement
- Students attempt to improve the initial AI response using ChatGPT by experimenting with different prompts to refine the output.
- They document their process, including the instructions given to the AI, their intended outcome, and the effectiveness of the AI's response.
- This step highlights "prompt engineering" as an essential skill, teaching students how to use AI tools more effectively.
Step 4: Collaborative Reflection and Refinement
- Pairs join to form groups of four and share their experiences and the AI outputs they obtained.
- The discussion is guided by prompts that encourage students to compare their approaches, analyze the outputs, and identify areas for further improvement.
- This collaborative step fosters deeper engagement with the AI tool and allows students to learn from each other.
Step 5: Identifying Further Improvements
- The group identifies three specific actions they could take to further enhance the AI-generated response.
- This final step emphasizes the iterative nature of working with AI tools, promoting ongoing critical evaluation and refinement.
This example demonstrates how AI tools like ChatGPT can be effectively incorporated into TOK lessons to facilitate discussions about knowledge, perspectives, and the influence of technology. It aligns with the IB's goal of encouraging ethical and effective use of AI as a learning tool.
Example 2: Using AI-Generated Content as a TOK Object
This activity encourages students to critically examine the benefits and limitations of AI tools by using AI-generated content as a focal point for TOK discussions.
Here’s how it unfolds:
Introduction:
Image Analysis:
- Students are shown two images generated by DALL-E based on specific prompts (e.g., astronomer, biologist). They discuss their observations in pairs.
TOK Discussion:
- The teacher leads a discussion, prompting students to reflect on the TOK implications of AI technologies. The conversation explores concepts like interpretation and perspectives.
Main Activity:
Step1- AI-Generated Chat:
- Students are presented with an AI-generated chat from ChatGPT, responding to prompts like "Who was the best president of the United States?" and "Will AI make knowledge irrelevant?"
Step2- Knowledge Question Exploration:
- Students select a knowledge question from a provided list. In pairs, they analyse the connections between the AI chat and their chosen question.
Commentary Writing:
- Students write a 300-word commentary exploring the relationship between the AI chat and their chosen knowledge question. This exercise supports the skills needed for the TOK internal assessment exhibition task.
FAQ for Educators on IB and AI
Q1: What is the IB's stance on using AI tools, like ChatGPT, in the classroom?
The IB does not ban AI tools like ChatGPT. Recognizing their increasing relevance, the IB encourages educators to help students use these tools ethically and effectively.
Q2: Can students submit AI-generated work for IB assessments?
No. Work produced by AI, even partially, is not considered the student's own. Submitting such work without proper attribution is academic misconduct.
Q3: How should students acknowledge AI tool usage in their work?
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Q4: How can AI be used constructively in IB classrooms?
The IB encourages using AI to support learning, such as:
- Critically evaluating AI-generated content for bias and accuracy.
- Practicing prompt engineering.
- Analyzing example work generated by AI.
- Discussing academic integrity and ethical AI use.
Q5: What about concerns regarding bias and accuracy in AI-generated content?
The IB sees these concerns as learning opportunities. Educators should guide students to:
- Critically evaluate AI-generated information for biases.
- Cross-reference with other sources for accuracy.
- Understand AI limitations due to its training data.