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Is the future post-human? IDU planner

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In this unit, students will explore contemporary scientific media and art forms to understand what the advent of artificial intelligence (AI) might mean for the future of humankind.

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Is the future post-human? IDU planner

  1. 1. Image modified from ​https://pixabay.com/en/woman-artificial-intelligence-506322/​ (Licensed under CC0 creative commons)
  2. 2. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links MYP IDU Planner 2018-19 Unit title Is the Future Post-Human? Teachers Cindy Barnsley Subject groups Media/Language and Literature/Science MYP Year & Duration (hrs) 19 hours Description For centuries, humans have imagined what technological advances might mean in the media, science fiction novels, films and art. In this unit, we will explore contemporary scientific media and art forms to better understand what the advent of artificial intelligence (AI) could mean for the future of humankind. SDG link This unit connects to SDG # 8 - Decent Work and Economic Growth Inquiry: Establishing the purpose of an interdisciplinary unit Purpose of integration In this unit, students will explore contemporary scientific media and art forms to better understand what the advent of artificial intelligence (AI) and biotechnology might mean for the future of humankind. Key Concept(s) Related Concept(s) Global Context (​Explorations​) Relationships ​are the connections and associations between properties, objects, people and ideas—including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far reaching, affecting large networks and systems like human societies and the planetary ecosystem. Innovation (Arts) Consequences (Science) Intertextuality (L&L) Scientific and technical innovation How do we understand the worlds in which we live? ● adaptation, ingenuity and progress
  3. 3. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links Statement of Inquiry Technological Innovations can have far reaching consequences for human societies. Inquiry Questions What teacher questions will drive these inquiries? Factual What is artificial intelligence? What is machine learning? What is deep learning? What is futurism? What are some of the key artworks/films/texts that consider the “rise of the machines”? Space Odyssey 2001, Terminator, Ex Machina, Blade Runner, Do Androids Dream of Electric Sheep, Conceptual How have artists used imagination to represent our possible futures? (film and spec. fiction texts) What are some of the possible impacts of AI? Why are people excited/worried about AI? Debatable What will be the impact of the rise of AI on future generations? Summative assessment - interdisciplinary performance(s) of understanding Interdisciplinary criteria Task(s) Criterion A—Disciplinary Grounding ● demonstrate disciplinary factual, conceptual and/or procedural knowledge. Criterion B—Synthesizing ● synthesize disciplining knowledge to demonstrate interdisciplinary understanding
  4. 4. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links Criterion C—Communicating ● Use appropriate strategies to communicate interdisciplinary understanding effectively. Criterion D ● Reflect on the development of their own interdisciplinary understanding. ● Reflect on the benefits of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations. Approaches to Learning (ATL) How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Critical Thinking: Analyze and Evaluate - Using knowledge and concepts by examining information, asking questions, thinking about possible difficulties and developing solutions. Action: Teaching and learning through interdisciplinary inquiry Disciplinary grounding Subject​: Media Subject​: Science Subject​: Lang and Lit MYP objective Ai. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology Bii. demonstrate the application of skills and techniques to create, perform and/or present art. Cii. demonstrate a range and depth of creative-thinking behaviours Di. construct meaning and transfer learning to new settings ii. create an artistic response that intends to reflect or impact on the world around them MYP objective Ai: explain scientific knowledge D.i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used. MYP objective Ai. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts
  5. 5. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links Related concept: Innovation Related concept: Consequences Related concept: Intertextuality Content How artists have represented the future Film Content Ethical dimension: Students reflect on the ethical, social, economic, political, cultural and environmental implications of using science to solve specific problems. Students develop a personal, Ethical stance on science-related issues. Sciences Aims: Consider science as a human endeavour with benefits and limitations Content How artists have represented the future” Speculative fiction conventions, themes, style Disciplinary learning engagements and teaching strategies Disciplinary learning engagements and teaching strategies Interdisciplinary learning process Interdisciplinary learning experiences and teaching strategies Lesson 1-2: Introduction: In this unit, students will explore contemporary scientific media and art forms to better understand what the advent of artificial intelligence (AI) and biotechnology might mean for the future of humankind. Predictive discussion: What interests you about AI? What do you hope to learn from this course? Predict the impact you think AI will have on our future and why. Discussion: True or False? Artificial intelligence is the future. Artificial intelligence is science fiction. Artificial intelligence is already part of our everyday lives. Reading and CfU activity: Read NYT article “A dim view of a posthuman future” .
  6. 6. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links CfU activity: ​Use VTR - 3-2-1 to check for understanding. 3 statements 2 questions 1 analogy What is artificial intelligence? ​Cold Fusion Video Questions 1. When was the term AI coined? 2. What was the original definition? 3. When can a computer demonstrate a form of intelligence? 4. What are the 7 original areas of AI? 5. How many of these 7 currently exist in AI? 6. “Surprising”, 2016 written by AI - what do you think of the quality of this screenplay? Is it creative? How might we make this judgement? 7. What are the most important types of “intelligence” according to … ? 8. What is machine learning? 9. What is computer vision 10. What is natural language processing 11. What are robotics? 12. What is Pattern recognition? 13. What is Knowledge management? 14. What is the difference between “weak AI” and “strong AI”? 15. What is an “expert system? 16. What are the three examples of AI listed? Activity 1: What benefits are described for the possible future uses of AI. Activity 2: Make a vocab list of any words you have never heard of with definitions Activity 3: Connect extend challenge routine - PJ Activity 4: ​Who’s your favourite robot and why CfU formative task​: Create a ​visual mind map​ ​explaining one of the questions above. Gallery walk to collectively explain “What is AI?” Display in arts foyer CfU formative task​: ​Second brainstorm exploring what machines can’t do. The following questions may be used as discussion starters: a. What can you do that a machine cannot? b. Can machines feel emotions? c. Can machines read emotions?
  7. 7. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links d. Do machines have beliefs? e. Do machines really ‘think’? f. Are machines self-aware? g. Can machines adapt? h. What is really important to our lives? Extension: Can machines make compelling art on their own? - Magenta and Machine Learning - Watch ​Do Machines Make Art? | The Art Assignment | PBS Digital Studios Can robots be creative? - Gil Weinberg Lesson 3:​ ​What is futurism? (​Concern with events and trends of the future or which anticipate the future). Read: ​7 Top Futurists Make Some Pretty Surprising Predictions About What The Next Decade Will Bring Watch: ​What Happens When Our Computers Get Smarter Than We do? Watch: ​TED Talk: The wonderful and terrifying implications of computers that can learn Activity: ​Claim, Support, Question Routine Lesson 4:​ ​What are some of the key artworks/films/texts that consider the “rise of the machines”? Space Odyssey 2001, Terminator, Ex Machina, Blade Runner, Do Androids Dream of Electric Sheep. 1. Indiewire Article 2. When sci-fi got it right: 15 films that correctly predicted the future Students vote and then watch one of the following films: ​Space Odyssey 2001, Terminator, Ex Machina, Blade Runner We will use these texts/s to examine the idea of human/machine binary explored in science fiction and prompt students to examine and explore their own humanity in terms of their relationship with, and dependency on technology. (Source: ​When Machines go Bad​) Prep/pre-viewing activities: ​Read​ ​The Machine Stops by EM Forster​ ​(​It is a chilling, short story masterpiece about the role of technology in our lives. Written in 1909, it's as relevant today as the day it was published.) ​and/or Listen: ​Leonard Nimoy reads Ray Bradbury's "There Will Come Soft Rains"​ ​from "The Martian Chronicles" 4Cs Thinking Routine: 1. Connections​: What connections can be made with previous learning or with your life? 2. Challenge​: What puzzles you about this? 3. Concepts​: What are the key concepts or ideas worth holding on to? 4. Changes​: How has your thinking or attitude been changed?
  8. 8. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links Extension:​ Read an iconic spec fiction text that explores AI: ​List 1;​ ​List 2​, ​List 3​, ​List 4 YAL​, ​List 5​ (picked by AI experts) Lesson 5-6-7: ​Watch one of the following films: ​Space Odyssey 2001/Terminator/Ex Machina/Blade Runner Focus questions: What is the relationship between narrative structure, filmic techniques, speculative fiction and humanism? At the conclusion of the film, give students the worksheet Viewing film recipe (questions below). This is a synthesis-type activity requiring students to identify and comment on various aspects of narrative structure and how “humanity” is depicted in binary opposition to machines/robots. The Orientation​ ​(Source: ​When Machines go Bad​) 1. Where is the film set? (place) 2. When is the film set? (present, near future, far future) 3. Who are the main characters? 4. What FLAWS (or weaknesses) do the main characters have? The Complication 1. What is the complication? 2. What is ‘the other’? 3. How does the complication further reveal human weakness? The Climax 1. Who is involved in this particular scene? a) Who are the humans? b) What is ‘the other’? 2. Briefly describe what happens. 3. How do the humans win or survive in this particular scene? 4. How does sound influence this particular scene? Comment on: a) diegetic sound b) non-diegetic sound. The Resolution 1. How do the humans win? 2. How do the machines fail in their ultimate goal? 3. What aspect of humanity is revealed in your answer to question 1 (above)? 4. What images of humanity are you left with at the conclusion of the film? Lesson 8:​ ​Read​ “​Facebook shuts down robots after they invent their own language”. W​rite a creative writing piece that explores what might have happened if this experiment was not shut down. Conventions of spec fiction: -Holding up a 'mirror' to reflect societal problems. -Explore possibilities of future implications, asking 'what if'
  9. 9. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links Predict reactions of individual or groups to new science or technology CQ: What are some of the possible impacts of AI? Why are people excited/worried about AI? Lesson 9-10-11: Is Stephen Hawking right about AI? Source 1​ - Artificial intelligence 'could be the worst thing to happen to humanity' Source 2​ - Benefits and Risks of AI -​ ​“​Everything we love about civilization is a product of intelligence, so amplifying our human intelligence with artificial intelligence has the potential of helping civilization flourish like never before – as long as we manage to keep the technology beneficial.​“ Source 3​ - Artificial Intelligence is Good for Society Source 4​ - AI Can Be Our Friend, Bill Gates Circle of Viewpoints Routine ​- Notetaking, thinking skills. I used to think, Now I think ​- Process Journal - synthesis ATL: Make connections between various sources of information Lessons 12-17: DQ: ​What will be the impact of the “rise of AI” on future generations? Performance of Understanding: Culminating Task In groups of 2-3: scriptwriting and short film creation (non-fiction or fiction) using scientific knowledge to predict the impact of the ascendance of AI on future societies G(oal): Discuss the possible impact of AI on human society from a futuristic stance that is based on your knowledge of emerging AI R(ole): You are an emerging futurist A(udience): 15-25 year olds who have grown up in technological world S(ituation): Entry into ​Sundance​’s ​New Frontiers​ section P(roduct): A short film S(uccess criteria): IDU criteria Possible Structure (fictional text): • A complication • A climax • A resolution Method 1. Create an orientation a. introduces setting
  10. 10. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links b. introduces characters c. exposes humans as weak. (How does the film viewed in class meet this instruction?) 2. Quickly establish a complication that involves some aspect of control, invasion, elimination or destruction. (How does the film viewed in class meet this instruction?) 3. Create a climax involving humanity vs the machine. (How does the film viewed in class meet this instruction?) 4. Resolve the narrative by allowing humanity to survive based on a defining feature of humanity itself. What is responsible for the survival of humanity as revealed in the resolution? What is the final image of humanity that the viewer is left with in this film? Lesson 14-15: Filming Lesson 16-17: Filming/Editing Lesson 18-19: Screening/Reflection Teacher Reflection: What do you see in the work? Describe the work. Withhold judgment for the time being. What do you notice? What do you think about that? Speculate about students’ thinking: What kinds of thinking do you see? What’s going on? What does it make you wonder about students’ thinking? Ask questions about the work. Reflect What are implications for future teaching? Source: http://pzartfulthinking.org/wp-content/uploads/2014/09/AT_Study-Group-Protocol.pdf Formative assessment Differentiation Ongoing: Process Journal tool for curating evidence of learning, sources, documenting thinking and discussion 1. Read NYT article “A dim view of a posthuman future” . CfU activity: ​Use VTR - 3-2-1 to check for understanding. 2. Comprehension questions: ​What is artificial intelligence? ​Cold Fusion Video 3. ​Create a ​visual mind map​ ​explaining one of the questions above. Gallery walk to collectively explain “What is AI?” Display in arts foyer 4. What is futurism: ​Activity: ​Claim, Support, Question Routine 5. Creative writing response to: “​Facebook shuts down robots after they Varying levels of articles Pathways to focus on divergent topics of interest Visual/oral stimuli PJ entries can be written or audio/visual (short videos taken by students to document their thinking/AtL development)
  11. 11. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links invent their own language”. 6. ​4Cs Thinking Routine Bradbury short story 7. Response to film 8. Source analysis Circle of Viewpoints Routine ​- Notetaking, thinking skills. I used to think, Now I think ​- Process Journal - synthesis 9. Scriptwriting 10. IDU Reflection Resources http://www.sciencemag.org/news/2017/07/ai-revolution-science https://www.tutorialspoint.com/artificial_intelligence/index.htm https://blogs.nvidia.com/blog/2016/07/29/whats-difference-artificial-intelligence-machine-learning-deep-learning-ai/ https://www.hackerearth.com/blog/artificial-intelligence/artificial-intelligence-101-how-to-get-started/ https://chatbotsmagazine.com/six-ways-a-i-and-chatbots-are-changing-education-c22e2d319bbf https://www.vanityfair.com/news/2017/03/elon-musk-billion-dollar-crusade-to-stop-ai-space-x https://www.cbsnews.com/videos/cbsn-on-assignment-shows-how-japan-is-using-robots-to-combat-population-decline/ http://www.nytimes.com/2002/04/02/science/a-dim-view-of-a-posthuman-future.html http://bostonreview.net/literature-culture/henry-farrell-philip-k-dick-and-fake-humans#.WmeBpDYa9AU.facebook https://www.weforum.org/agenda/archive/artificial-intelligence-and-robotics/?utm_content=buffer2bc00&utm_medium=social&utm_source=facebook.com &utm_campaign=buffer https://toplink.weforum.org/knowledge/insight/a1Gb0000000pTDREA2/explore/summary https://www.weforum.org/agenda/2018/03/timeline-of-creative-ai https://www.nytimes.com/2018/02/28/technology/paul-allen-ai-common-sense.html https://www.youtube.com/watch?v=Z0uAuonMXrg&feature=youtu.be https://www.ted.com/talks/sebastian_thrun_and_chris_anderson_the_new_generation_of_computers_is_programming_itself https://www.ted.com/speakers/sebastian_thrun https://www.gse.harvard.edu/news/uk/16/11/how-thrive-21st-century Google Deep Mind AI Podcast series: ​https://blogs.nvidia.com/ai-podcast/ https://www.sas.com/en_us/insights/analytics/what-is-artificial-intelligence.html Thinking Routines: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html
  12. 12. Fostering interdisciplinary teaching and learning in the MYP UNIS Hanoi IDL Planning and Key Links Thinking Routines in the Science Classroom Film Resources: • War of the Worlds, 2005, Steven Spielberg, Paramount Pictures • I Robot, 2004, Alex Proyos, 20th Century Fox • Bicentennial Man, 1999, Chris Columbas, Buena Vista • The Matrix, 1999, Andy & Larey Wachowski, Warner Bros. • The Day the Earth Stood Still, 2008, Scott Derrickson, 20th Century Fox • Starman, 1984, John Carpenter, Columbia Pictures • Star Trek (any film or episode featuring ‘The Borg) - various • The Terminator – especially Episodes I and III – 1984, James Cameron, Orion Pictures • 2001: A Space Odyssey, 1968, Stanley Kubrick, MGM • THX 1138, 1971, George Lucas, Warner Bros. • Metropolis, 1926, Fritz Lang, Lasky Corp. (Germany) • Transformers, 2007, Michael Bay, Paramount Pictures. Reflection: Considering the planning, process and impact of interdisciplinary inquiry Prior to teaching the unit: During teaching: After teaching the unit:

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