Dr. Jennifer Elemen

$Webb's Depth of Knowledge: AI Edition\nCognitive Complexity Framework for K-12\n\nFour colored circles positioned at each corner representing the four DOK levels\nCentral circle with the framework title\nColor-coded to match the original (Green → Blue → Orange → Pink)\nConnecting lines showing the progression through levels\n\nContent Summary:\nEach level includes:\nLarge number for quick identification\nLevel name (Recall, Skills, Strategic, Extended)\nBrief description of AI activities at that level\nKey action verbs in italics\n\n1. Recall: Define AI terms, identify AI tools, list examples (define, list, name, identify)\n2. Skills: Use AI tools, compare applications, explain concepts (compare, explain, apply organize)\n3. Strategic: Analyze AI bias, develop ethical plans, investigate impacts (analyze, develop, investigate, justify)\n4. Extended: Design AI policies, create ML projects, evaluate implications (design, create, evaluate, synthesis)$

Vibe coded by Dr. Jennifer Elemen using Claude.ai Sonnet 4.5. (2025) with idea for DOK (Webb, 2002) AI by Dr. JoJo Reyes.

A Framework for Inclusive AI Learning Design for Diverse Learners

A framework for inclusive AI learning design-2024 🟢 the framework has the "AI Five Big Ideas" at its core, supported by the three UDL principles of ☑️Engagement (the "why"), ☑️Representation (the "what"), ☑️and Action & Expression (the "how"). ❇️The three "praxes" under each UDL principle provide concrete examples of teaching strategies with/on AI that align with that principle! ❇️For example, the engagement principle includes methods such as project-based learning to promote authenticity, collaborative tasks, and self/peer assessments! ⚠️In my view, we can also consider the following ways for more accessible, engaging and inclusive learning experiences: ✅Meaningful learning & personal connection: How about incorporating learner-centered projects that mirror our students' lives? wouldn't it make the concept or use of AI more meaningful? ✅Authentic engagement: when students apply a concept (i.e., AI) to the issues they really care about, they get more engaged! This is the power of a personal investment in the learning process! ✅Context relevance: by designing tasks that develop a sense of cultural and social relevance, we make learning with/on AI more relevant and approachable! ✅Collaboration & Community-building: having projects with/on AI that can build supportive communities of learners who grow together, challenge one another and share a collective understanding! ✅Multimodal learning: getting our students engaged with the information in multiple ways! By using visuals, simulations and hands-on interactive activities, we can translate complex concepts with/on AI into engaging learning experiences! Let’s not forget the accessibility agenda! ✅Project-based learning: having them to solve (their) real-world issues through projects with/on AI, they can develop a sense of agency and belonging through applying concepts in their own world! ✅Empowering learning: by connecting AI concepts to our students' social and cultural contexts, we support a constructivist approach! Through that, they can develop a sense of agency from building knowledge on their own experiences! ✅Culturally Responsive Learning: by designing projects that can help them to see concepts (i.e., AI) through a lens that aligns with their social and cultural background and the needs of their communities! a critical lens that reflects their world and their role in it! ✅Experiential learning: how about projects that engage our students in experiential learning cycles with/on AI: 1)concrete experience, 2)reflective observation, 3)abstract conceptualization, and 4)active experimentation! e.g, an unplugged activity!

(Song, et al., 2024; CAST, 2024; CSTA & AI4K12, 2025; McGee, et al., 2025)

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