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This is your guide...

To make it easier for you to use AI tools, we have developed a guide that shows you which tools you can use for what purpose. In addition, our guide shows you what the pros and cons are to help you use the tools responsibly.  

Guide

I want to use AI for Personalized Learning? 

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Example Tools:  

  • Knewton - Knewton is an adaptive learning platform that uses data and analytics to personalize educational content for students. 

  • DreamBox - DreamBox is an online math program that provides personalized math lessons and adaptive learning to students.  

  • Khan Academy - Khan Academy is an educational website that offers a wide range of free online courses, instructional videos, and practice exercises across various subjects. 

Pros:

  • Enables tailored learning experiences 

  • Adaptive content delivery 

  • Improves student engagement and ensures improved outcomes 

Cons:

  • Potential limitations in addressing individual learning styles 

  • Dependency on algorithmic decision-making 

I want to use AI for Intelligent Tutoring?

Example Tools:  

  • Brainly - Brainly is a collaborative learning platform where students can ask questions and receive answers from other students and educators. 

  • Duolingo - Duolingo is a language learning app that offers gamified lessons and exercises to help users learn new languages. 

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Pros:

  • Enable One-on-one guidance 

  • Provide instant feedback 

  • Give personalized instruction 

  • Increased student self-efficacy 

Cons:

  • Possible lack of emotional support 

  • Limited contextual understanding 

I want to use AI for Automating Administrative Tasks?

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Example Tools:  

  • Canvas - Canvas is a learning management system (LMS) that provides a platform for online teaching, learning, and course management. 

  • Google Classroom - Google Classroom is a web-based platform developed by Google for schools that simplifies the process of creating, distributing, and grading assignments. 

  • Schoology - Schoology is an LMS that allows educators to manage their classrooms, create and deliver assignments, and collaborate with students. 

  • Teachersbuddy: A tool that provides personal assistant, lesson planning, inspiration, testing, assessment, and diversification, making it easier and saving teachers hours. 

Pros:

  • You can save time  

  • Processes are optimised and streamlined 

  • Enhacement of the organization and communication 

Cons:

  • Initial setup challenges 

  • Human interaction in administrative activities is decreasing 

  • Technical issues may arise 

I want to use AI for Enhanced Assessment and Feedback?

Example Tools:  

  • Turnitin - Turnitin is plagiarism detection software used by educational institutions to check the originality of student submissions. 

  • Gradescope - Gradescope is an online grading platform that streamlines the grading process for assignments, quizzes, and exams. 

  • Edmodo - Edmodo is a social learning platform designed for schools that allows educators to create a virtual classroom, share resources, and communicate with students and parents. 

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Pros:

  • Provides data-driven insights  

  • Enables objective evaluation  

  • Gives detailed feedback 

  • Gives you suggestions for key interventions

Cons:

  • There may be limitations in capturing holistic skills  

  • Reliance on quantitative data 

I want to use AI for Intelligent Content Creation?

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Example Tools:  

  • Nearpod - Nearpod is an interactive classroom platform that enables teachers to create and deliver interactive lessons, quizzes, and multimedia content to students. 

  • Adobe Captivate - Adobe Captivate is an e-learning authoring tool used to create interactive and engaging online learning content. 

Pros:

  • Automated content generation 

  • Interactive learning materials 

  • Customization options 

Cons:

  • Quality control of AI-generated content 

  • Potential limitations in adapting to unique student needs 

I want to use AI for Grading Exams?

Example Tools:  

  • Gradescope - Gradescope is an online grading platform that streamlines the grading process for assignments, quizzes, and exams.  

  • Essay Grader - Essay Grader is an automated essay grading software that analyzes and provides feedback on essays based on predetermined criteria. 

  • Remark Test Grading - Remark Test Grading is a software solution that automates the process of grading multiple-choice exams and surveys. 

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Pros:

  • You save Time  

  • Efficient grading process 

  • Consistent and objective evaluation 

  • Generate faster feedback turnaround 

Cons:

  • Challenges in grading subjective or open-ended questions accurately 

  • Potential limitations in capturing complex reasoning or creativity 

  • Initial setup and customization requirements 

Sources

Alam, A. (2021, December 3). Should Robots Replace Teachers? Mobilisation of AI and  

Learning Analytics in Education [Conference paper]. International Conference on Advances in Computing, Communication, and Control (ICAC3), Mumbai, India. https://doi.org/10.1109/ICAC353642.2021.9697300 

 

Cesarini, A. N., Sulaeman, N., Mulyana, S. S., & Yolandri, V. (2021, Februar 2). Utilizing duolingo in learning vocabulary [Conference paper]. Proceedings International Conference on Education of Suryakancana, Cianjur, Indonesia. https://doi.org/10.35194/cp.v0i0.1325  
 

Conklin, T. A. (2016). Knewton (An adaptive learning platform available at https://www.knewton.com/). Academy of Management Learning and Education, 15(3), 635–639. https://doi.org/10.5465/amle.2016.0206 

 

Cotton, D., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 1–12. https://doi.org/10.1080/14703297.2023.2190148 

 
 

Halgamuge, M. N. (2017). The use and analysis of anti-plagiarism software: Turnitin tool for formative assessment and feedback. Computer Applications in Engineering Education, 25(6), 895–909. https://doi.org/10.1002/cae.21842. 

 

Microsoft Education Team. (2023, March 28). Exploring new opportunities with AI in education. https://educationblog.microsoft.com/en-us/2023/03/exploring-new-opportunities-with-ai-in-education 

 

Pujasari, R. S., & Ruslan, R. (2021). Utilizing canvas in technology enhanced language learning classroom: A case study. The Journal of English Literacy Education, 8(1), 42–54. https://doi.org/10.36706/jele.v8i1.14240 

 
Putra, A. P., Arafik, M., & Pratiwi, I. (2021, September 18-19). Use of Nearpod to Enhance Student Engagement in Online Learning. International Conference on Education and Technology (ICET), Malang, Indonesia. https://doi.org/10.1109/icet53279.2021.9575062  
 

Qadir, J.  (2023, May 01-04). Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education [Conference paper]. IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait. 2023, https://doi.org/10.36227/techrxiv.21789434 

 

Rahman, M. (2020). The Advantages and Disadvantages of Using Qualitative and  

Quantitative Approaches and Methods in Language "Testing and Assessment" Research: A Literature Review. Journal of Education and Learning, 6(1), 102-112. 

https://doi.org/10.5539/jel.v6n1p102 

 

Reck, R. M. (2019). A Systematic Review of Technologies for Providing Feedback and  

Grades to Students. https://peer.asee.org/a-systematic-review-of-technologies-for- providing-feedback-and-grades-to-students  

 

Romaniuk, M. W. (2015). E-learning in College on the Example of Academy of Special Education. International Journal of Electronics and Telecommunications, 61(1), 25– 29. https://doi.org/10.1515/eletel-2015-0003  
 

Susanti, L. (2021). Investigating the Implementation of Google Classroom to Improve Reading Comprehension: Advantage and Disadvantage. Journal of Languages and Language Teaching, 9(2), 204-211. 

https://e-journal.undikma.ac.id/index.php/jollt/article/view/3491/2562 

 

 

Yılmaz Z. (2017). Investigating the Use of the Khan Academy and Mathematics Software with a Flipped Classroom Approach in Mathematics Teaching. Journal of Educational Technology & Society, 20(2), 89–100. https://www.jstor.org/stable/90002166

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