Instructions for the video lesson "Challenges and Constraints of Artificial Intelligence in Promoting Active Learning"
Duration: 2.5 minutes
This video lesson introduces the challenges and limitations of artificial intelligence in stimulating active learning. The goal is to promote understanding of how artificial intelligence can help adapt teaching to the diverse needs and abilities of students.
Learning outcomes:
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Explain what active learning is and the teacher’s role in stimulating it.
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Identify ways in which AI can support active learning.
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Recognise the challenges and limitations of applying artificial intelligence in active learning.
Before watching the video lesson, it is recommended that you review the stated learning outcomes so you know which aspects of the content to focus on.
Then, watch the video lesson, which features an interview with an expert who further explains the application of artificial intelligence tools and systems in education.
As you watch, note key terms, definitions, and examples that illustrate how AI can support personalisation in learning and teaching, as well as the teacher’s role. You may take notes in your own notebook (paper and pencil) or use a digital tool of your choice.
The topic of applying AI tools will be explored in more detail in later units. If you already have experience using them, you may incorporate them into your work as you prefer – for example, to organise notes, reflect on content, or visually display relationships between concepts.
After watching the video lesson, reflect on the content presented and try to connect it to your own experiences using AI tools and systems in education.
Finally, read the conclusion below the video lesson, which summarises the main ideas and helps you check whether you have achieved the intended learning outcomes.
Watch the video lesson on the challenges and limitations of AI in encouraging active learning.
Welcome. In this lesson, we will explore how artificial intelligence can support active learning, as well as the challenges and constraints of using artificial intelligence to promote active learning. Active learning requires students to participate actively through collaboration, research, and critical thinking. The teacher’s role is crucial in shaping these experiences. The teacher guides students, encourages questions, and creates opportunities for deeper understanding. Artificial intelligence can support student engagement by adapting content, encouraging research, providing feedback, and suggesting next steps in the learning process. How exactly does artificial intelligence stimulate active student participation? Assoc. Prof. TOMISLAV STIPANČIĆ, PhD: Artificial intelligence is rewarding to use because it effectively stimulates active participation by promoting interaction. The entire experience of using AI is based on interacting with the system, allowing you to create quizzes, develop presentations, and tailor materials to your needs. While AI can enrich the learning experience, there are also challenges such as the risk of over-reliance on technology without critical reflection. AI can significantly enhance active learning when used thoughtfully to support teachers, not replace them. Active learning does not occur without purpose, structure, and teacher guidance. The key lies in balanced use, grounded in ethical considerations, transparency, and a clear pedagogical purpose. Consider how you can use AI to promote active, engaged learning. AI tools and systems must be integrated carefully into the teacher-led learning process. I invite you to continue exploring what we can do for a new generation of students. Until then, greetings to everyone!
Conclusion:
Active learning centers the learner in the educational process through collaboration, exploration, and critical thinking. Artificial intelligence can support these processes by personalising content and providing feedback, but it cannot replace the teacher's role. The teacher remains essential in shaping meaningful educational experiences that foster engagement and deeper understanding.
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