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Center for Learning & Teaching

Book Club

BYUH’s Center for Learning & Teaching will host The CLT Book Club to discuss topics related to improving teaching and learning. CLT faculty will choose a relevant book each semester to distribute to committed adjunct and full-time faculty participants. Copies will be somewhat limited so participants who receive a book should plan to commit to attending each week for the duration of the semester. Book club sessions will be 45 minutes long and generally include small and whole group discussions related to a topic from the reading each week. Read here for more information about this semester's book selection and reading schedule.

Selected Reading for This Semester

"Artificial Intelligence in Education: Fundamentals for Educators" by David Kent

Meeting and Time

Monday from 1:00 - 1:50 pm.

Located at the CLT.

CLT Book Club Calendar

Date Chapter
September 11 Part 1: AI Fundamentals
Ch. 1 - Key Concepts (pg 29-65) provides a brief overview of a number of key concepts associated with artificial intelligence (AI). You will be able to understand how each of these concepts and various terms are used, and define what they mean. Along the way, you will engage in a number of activities to help solidify your understanding, and discover how these concepts relate to the field of education.
September 18 Ch. 2 Characteristics and Evolution (pg. 71-89)
provides a short introduction to artificial intelligence and explores its origins. You will learn about the characteristics and evolution of AI to better understand knowledge-based systems and intelligence in machines. Along the way, you will explore examples of intelligent machines and reflect on ways to introduce AI to learners and consider ways to use it in your teaching.
September 25 Ch. 3 - Benefits, Risks, Bias, and Ethics (pg. 92-117) covers three aspects of AI: the benefits to humanity from its development, the risks associated with its development, and the ethics involved with its development. In this chapter, readers will discover how empathy can assist in the design process and how it relates to human-centered design, learn about biases, and how it an occur in machines, and understand some of the risks that come along with the use of AI technologies. Along the way, you will explore examples of each in a variety of use cases or scenarios, and reflect on the ways in which AI can impact both humanity and our students.
October 2 Ch 4 - AI and Human Perception (pg. 121-135) details the processes involved with human perception, and how this relates to machine intelligence and computer vision. A number of limitations pertaining to computer vision are discussed prior to introducing how image recognition occurs in a neural network. Aspects of training machines to recognize what they see are explored, and an opportunity to train a machine is presented.
October 9 Ch. 5 - AI and Natural Interaction (pg. 138-152) explores how artificial intelligence (AI) and humans process and communicate using natural interaction. Aspects of natural language processing (NLP), understanding, and generation are examined. In addition, the wider aspects of speech, gesture and affect and the benefits and limitations of each of these when interacting with AI systems are discussed.
October 16 Ch. 6 - Human and Machine Learning (pg. 154-182) covers a number of aspects pertaining to human and machine learning. It looks at the process of automation, and what this means for the future of work, it introduces the computational thinking process, and explores aspects of human and machine learning, including deep learning. The chapter finalizes by considering aspects of data mining for the language learning classroom.
October 23 Part 2: AI in Education
CH 7 - AI4K12 - The Five Big Ideas (pg. 185-199) details those aspects of the five big ideas in artificial intelligence (AI), and those that are being introduced to learners from k-12. It looks at the more integral aspects of each, and explore their implications for society.
October 30 Ch 8 - Teaching and Learning in the Era of the Fourth Industrial Revolution (pg. 201-229) presents the skills, competencies, and proficiencies that 21st century learners need to develop and maintain in the fourth industrialization era, along with the 21st century teaching skills required of instructors. Teacher technology confidence use, and the need for instructors to understand the relationship between technology, pedagogy, and content knowledge is also explored before then focusing on a range of technology types, and introducing the characteristics to keep in mind when adapting integrating and working on teaching with such technologies. A means of being able to determine the worthwhileness of any AI application, technologies, and approaches adopted for use in education is also presented.
November 6 Ch 9 - Digital Assistants and Voice User Interfaces (pg. 232-260) explores the pedagogical affordances offered by digital assistants, along with the means of utilizing them with learners and by teachers. The types of digital assistant, and a number of example activities and use-case scenarios are presented, as well as a means for creating content for digital assistant use.
November 13 Ch 10 - Chatbots and Robots in the Classroom (pg. 282-307) considers the role of chatbots and robots in the learning process. Two chatbot examples are presented in detail, and the means of chatbot development is presented. The concept of boto-assisted language learning (RALL) is also introduced, along with a brief consideration into how robots can be applied in the classroom with students, and an overview of the benefits such systems provide learners engaged in the language learning process.
November 20 Part 3: AI in Practice
Ch 11 - AI and the Design Thinking Process - Pedagogy Project (pg. 312-330) covers aspects of the design thinking process, and the expansion of this process to include equity-centered design. You will explore how these processes are able to assist in the development and the build of human-centered AI application for education. Details relating to the development and design of a pedagogical project relying on these processes, and one for application in your (actual or potential) workplace is also prestented.