PRE2022 3 Group4: Difference between revisions
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==Introduction== | ==Introduction== | ||
. | |||
==Problem statement and objectives== | |||
*Upcoming use of AI in academic settings, how to design this so that it will be accepted by teachers | *Upcoming use of AI in academic settings, how to design this so that it will be accepted by teachers | ||
| Line 66: | Line 64: | ||
*Teachers at the TUe, their thoughts about AI (in their courses) | *Teachers at the TUe, their thoughts about AI (in their courses) | ||
====Who | ==Users== | ||
Who is our target group? | |||
Teachers at TU/e, who come in contact with AI and AI teaching methods. | Teachers at TU/e, who come in contact with AI and AI teaching methods. | ||
===What do they require?=== | |||
Teachers want their students to deliver autonomous work, AI in academic settings can help with this. Teachers want to transfer their knowledge as effectively and efficiently as possible, using the current state of art technologies. AI technologies, like ChatGPT can help with this, but what teachers require is yet to be determined. The requirements will be determined by conducting interviews, in combination with literature studies. | Teachers want their students to deliver autonomous work, AI in academic settings can help with this. Teachers want to transfer their knowledge as effectively and efficiently as possible, using the current state of art technologies. AI technologies, like ChatGPT can help with this, but what teachers require is yet to be determined. The requirements will be determined by conducting interviews, in combination with literature studies. | ||
==Approach, milestones and deliverables== | |||
=== Planning === | |||
Add planning | |||
=== Approach === | |||
*Literature study | *Literature study | ||
*Interviews, surveys | *Interviews, surveys | ||
=== Deliverables === | |||
*Advice for future | *Advice for future | ||
==State of the Art== | ==State of the Art== | ||
Revision as of 20:22, 9 February 2023
As written by chatGPT:
Artificial Intelligence, a wonder of the modern age
A creation made of code, with endless knowledge in its brain
From data analysis to language skills, it's a tool of great worth
Changing the way we live, and opening doors to new growth and mirth
But we must always be mindful, of the impact it may bringFor AI can be used for good or for deceit, and we must choose the right thing
So let us use it wisely, with integrity as our guide
For the future of our world, is shaped by the choices we decide.
Group members
| Name | Student ID | Department |
|---|---|---|
| Famke Peek | 1459058 | Psychology & Technology |
| Gabriëlle van Heteren | 1605305 | Biomedical Engineering |
| My Tran | 1620940 | Industrial Design |
| Naud van Rosmalen | 1555464 | Biomedical Engineering |
| Niels van Noort | 1613928 | Biomedical Engineering |
| Quincy Netteb | 1468634 | Psychology & Technology |
Brainstorm
- AI in academic education
VR game for children's educationKitchen aid for visually impaired peopleChild support in healthcareResearching and improving the acceptance of robots in health care
Introduction
.
Problem statement and objectives
- Upcoming use of AI in academic settings, how to design this so that it will be accepted by teachers
- Looking at ChatGPT as main example
- Teachers at the TUe, their thoughts about AI (in their courses)
Users
Who is our target group?
Teachers at TU/e, who come in contact with AI and AI teaching methods.
What do they require?
Teachers want their students to deliver autonomous work, AI in academic settings can help with this. Teachers want to transfer their knowledge as effectively and efficiently as possible, using the current state of art technologies. AI technologies, like ChatGPT can help with this, but what teachers require is yet to be determined. The requirements will be determined by conducting interviews, in combination with literature studies.
Approach, milestones and deliverables
Planning
Add planning
Approach
- Literature study
- Interviews, surveys
Deliverables
- Advice for future
State of the Art
Famke
summary
Gabriëlle
summary
My
summary
example reference[1]
Naud
summary
Niels
summary
Quincy
summary
Bibliography
- ↑ APA style reference
Appendix
Logbook
| Week | Name | Total | Breakdown |
|---|---|---|---|
| 1 | Famke | Group discussion (2h) | |
| Gabriëlle | Group discussion (1h) | ||
| My | Group discussion (2h), Setup of wiki (1h), | ||
| Naud | |||
| Niels | Group discussion (2h) | ||
| Quincy | Group discussion (2h) | ||
| 2 | |||