ARTIFICIAL INTELLIGENCE

INTEGRATION FOR SCHOOL

CURRICULUM
Curated with support from Intel®

INTRODUCTION
 ACKNOWLEDGEMENTS

Patrons:

• Sh. Ramesh Pokhriyal ’Nishank’, Minister of Education, Government of India

• Sh. Sanjay Dhotre, Minister of State for Education, Government of India
• Ms. Anita Karwal, IAS, Secretary, Department of School Education and Literacy, Ministry of Education,
Government of India

Advisory, Editorial and Creative Inputs:

• Mr. Manoj Ahuja IAS, Chairperson, Central Board of Secondary Education

• Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education
• Dr. Biswajit Saha, Director (Skill Education & Training), Central Board of Secondary Education
• Ms. Shweta Khurana, Director-Asia Pacific & Japan, Global Partnerships & Initiatives, Intel

Value Adder, Curator and Co-Ordinator:

• Sh. Ravinder Pal Singh, Joint Secretary, Department of Skill Education, Central Board of Secondary
Education

Contributors:
• Ms. Sarita Manuja, Program Director, Nirmal Hriday Education Society
• Ms. Sharon E. Kumar, Innovation and Education Consultant
• Mr. Anoop Singh Rawat, Education Learning and Development Manager
• Mr. Shivam Agarwal, Coach Intel AI4Youth Program

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 ABOUT THIS INITIATIVE

Artificial Intelligence (AI) is a Cognitive Science and the history of its evolution suggests that it has grown out
of the knowledge derived from disciplines such as Science, Mathematics, Philosophy, Sociology, Computing
and others. Hence, it is fair for any education system to recognize the importance of integrating AI Readiness
to maximize learning across other disciplines.

AI is being widely recognized to be the power that will fuel the future global digital economy; and has gained
geo-strategic importance. A large number of countries are striving hard to stay ahead with their policy
initiatives, to get their youth ready to function in an environment driven by AI and other emerging technologies.

India’s own AI Strategy identifies AI as an opportunity and solution provider for inclusive economic growth and
social development. The report also identifies the importance of skills-based education ( as opposed to
knowledge intensive education), and the value of project related work in order to “effectively harness the
potential of AI in a sustainable manner” and to make India’s next generation ‘AI ready’.

CBSE has introduced Artificial Intelligence as an optional subject at Class 9 from the Session 2019-2020
onwards and has been conducting trainings for Teachers on how to use AI in the Classroom. A Training Video
has also been prepared to assist the same.

CBSE has also announced AI as a multi-disciplinary integrated pedagogical approach to further enhance
teaching and learning across classes 6 to 10. This document is an attempt to propose how schools may train
the trainers to match relevant topics/ themes from the curricula with AI concepts. It contains details on the
importance of Artificial Intelligence and Artificial Intelligence Tools as a pedagogical support for experiential
learning. Guidelines for Teachers can be found in the form of Lesson Plans integrating AI in Classroom
Teaching.

How this Integration was undertaken

In keeping with the vision of CBSE to introduce and train Teachers on AI readiness, and the usage of AI in
classroom teaching and learning practices; a series of online webinars were conducted with AI experts and
Teachers of various Subjects from CBSE Schools. (see Figure 1)

Lesson Plans in each Subject were discussed and written, and a suggestive list of activities and projects
integrating Artificial Intelligence into regular subject teaching was curated and compiled. An AI Glossary,
relevant to each Lesson Plan was created to facilitate ease of reference and usage. At the same time a
comprehensive glossary of AI Tools used by all the subject teachers has been added to each of the subject
document. for reflection and necessary follow up by teachers.

The whole exercise was both challenging and heartening. It was a truly empowering experience for teachers
who came to the webinars wondering whether it really was for them only to discover exciting possibilities in
the use of Artificial Intelligence both in and beyond the classroom.

Teachers who specialize in subjects like Hindi, English, Mathematics, Social Studies and Science worked
out ways to introduce Artificial Intelligence tools into their regular lesson plans and the result is here for all to
see. Five manuals integrating Artificial Intelligence across curriculum, documenting their efforts, to bring forth
a robust hands-on learning that is in sync with the time.

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 Organized
Identified Developed Lesson
Created a Working Exhaustive four Day Validated each
competent CBSE Plans across
Group and Webinars per Lesson Plan and
School Teachers Subjects and
Oriented them on subject to added a Glossary
with background in Mapped them with
the AI Readiness Brainstorm and for Ready
different Subjects, various Artificial
Curriculum and Identify Chapters Reference and Ease
AI, Integration, Intelligence Tools
Integration Process for Integration of Use
Training and Applications
from each Subject

Figure 1: How this Integration Document was created

It is important to understand that AI is one of the cognitive science disciplines that provides tools to build
intelligence in contrast to other disciplines that just study and analyze the external behavior of intelligent
agents. Realizing this need, it has been decided that all teachers teaching in CBSE schools should familiarize
themselves with the prevalent AI knowledge and use it to make learning of their subjects more effective and
student centered. It is visualized that such a step would help to build larger understanding of AI among teacher
and student communities.

It is highly recommended that teachers explore the Exemplar Lesson Plans and Glossary in this document,
and go beyond what has been showcased, to develop more such exemplars and teaching methodologies
integrating Artificial Intelligence in day to day learning across subjects, for students.

Disclaimer: Individual lesson plans have been created and edited

by the contributing teachers as per their respective beliefs and
understanding. The originality of their perception has been
maintained while curating this document

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 CONTENTS

Chapter 1: An Introduction to Artificial Intelligence

1.1 An Introduction to Artificial Intelligence 6
1.1.1 History of Artificial Intelligence 7
1.2 AI in Education 7
1.3 CBSE’s initiative on Artificial Intelligence 8
1.4 Twin Initiative on AI 9
1.5 AI Integrated Education 10
1.6 An AI Integrated Class 12
1.7 AI can help Teachers to Achieve the Desired Learning Outcomes 12
1.8 Effective Pedagogy Incorporating AI in the Classroom 13
1.9 Role of Schools in the Success of CBSE Directive for AI Integrated Learning 14
1.10 Meeting National Goals of NCF/ NCERT/ NA through AI Integration 15
1.11 AI Optimism 17
1.12 AI as mentioned in the National Education Policy 2020 17

Chapter 2: How to Integrate AI in School Teaching– A Call to Teachers

2.1 AI Is not alone 18
2.2 Principles of AI integrated learning 18
2.3 Objectives of AI integrated learning 18
2.4 Practice AI+X Paradigm for Integration 19
2.5 Assessment at the end of AI integrated Learning 19
2.5.1 Skills Assessed 19
2.5.2 Suggestive Assessment Approaches for AI 20
2.5.3 Assessment Rubrics 20

Chapter 3: Appendices
Appendix 1 - Artificial Intelligence Curriculum, Class 9 21
Appendix 2 - AI Learning Outcomes 27
Appendix 3 - AI Capabilities 28
Appendix 4 - AI Integrated Lesson - Assessment Rubric 29
Appendix 5 - AI versus Internet of Things (IOT); AI versus Virtual Reality (VR) 30
Appendix 6 - Translating AI on ground 31
Appendix 7 - Artificial Intelligence Tools – a ready reference 32

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 CHAPTER 1
AN INTRODUCTION TO ARTIFICIAL INTELLIGENCE

1.1 What is Artificial Intelligence?

Artificial Intelligence has always been a term which intrigues people all over the world. Artificial Intelligence
(AI) refers to the ability of machines to perform cognitive tasks like thinking, perceiving, learning, problem
solving and decision making; it is inspired by the ways people use their brains to perceive, learn, reason out
and decide the action.
Various organizations have coined their own versions of defining Artificial Intelligence. Some of them are
mentioned below:

NITI Aayog: National Strategy for Artificial Intelligence

AI refers to the ability of machines to perform cognitive tasks like thinking, perceiving, learning, problem solving
and decision making. Initially conceived as a technology that could mimic human intelligence, AI has evolved
in ways that far exceed its original conception. With incredible advances made in data collection, processing
and computation power, intelligent systems can now be deployed to take over a variety of tasks, enable
connectivity and enhance productivity.

World Economic Forum

Artificial intelligence (AI) is the software engine that drives the Fourth Industrial Revolution. Its impact can
already be seen in homes, businesses and political processes. In its embodied form of robots, it will soon be
driving cars, stocking warehouses and caring for the young and elderly. It holds the promise of solving some
of the most pressing issues facing society, but also presents challenges such as inscrutable “black box”
algorithms, unethical use of data and potential job displacement. As rapid advances in machine learning (ML)
increase the scope and scale of AI’s deployment across all aspects of daily life, and as the technology itself
can learn and change on its own, multi-stakeholder collaboration is required to optimize accountability,
transparency, privacy and impartiality to create trust.

European Artificial Intelligence (AI) leadership, the path for an integrated vision AI is not a well-defined
technology and no universally agreed definition exists. It is rather a cover term for techniques associated with
data analysis and pattern recognition. AI is not a new technology, having existed since the 1950s. While some
markets, sectors and individual businesses are more advanced than others, AI is still at a relatively early stage
of development, so that the range of potential applications, and the quality of most existing applications, have
ample margins left for further development and improvement.

Encyclopedia Britannica
Artificial intelligence (AI), is the ability of a digital computer or computer-controlled robot to perform tasks
commonly associated with intelligent beings. The term is frequently applied to the project of developing
systems endowed with the intellectual processes characteristic of humans, such as the ability to reason,
discover meaning, generalize or learn, from past experience.

In other words, AI can be defined as:

AI is a form of intelligence, a type of technology and a field of study. AI theory and development of
computer systems (both machines and software) are able to perform tasks that normally require
human intelligence. Artificial Intelligence covers a broad range of domains and applications and is
expected to impact every field in the future. Overall, its core idea is building machines and algorithms
which are capable of performing computational tasks that would otherwise require human like brain
functions.

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1.1.1 History of AI – Live Science
The beginnings of modern AI can be traced to classical philosophers' attempts to describe human thinking as
a symbolic system. (see Annexure 4.5) But the field of AI wasn't formally founded until 1956, at a conference
at Dartmouth College, in Hanover, New Hampshire, where the term "Artificial Intelligence" was coined. The
graphic below appropriately explains why AI is a live science, what are the ups and downs in the pace of AI
journey and how AI progressed in this domain from the year 1930-2000.

http://sitn.hms.harvard.edu/flash/2017/history-artificial-intelligence/

1.2 What do we understand by AI in EDUCATION?

An effective education system has the dual responsibility to develop the most critical resource (i e the human
resource) of a nation.1-, that the younger generations must be educated in a way that they are ‘ready for life’
and are positive contributors to the advancement & enrichment of their nation.2- , they must be exposed to
such learning environments with the help of updated tools and enlightened teachers so that their learning
outcomes can be maximized and suited to the potential of every learner. In order that modern-day education
achieves its goals of making its students ‘AI Ready’, it is imperative to know what K-12 learners must
experience and confront in their day to day life.

AI is underlying the multitudes of its applications in the world; it encompasses and works on an array of
capabilities which have universal application in different areas of study and operations. Some of the most
important AI competencies with significant commonalities and connections with those of the other fields of
study are shown in the graphic below.

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http://www.fullai.org/short-history-artificial-intelligence/

A careful study of the above graph would lead us to believe that many of the technologies and the underlying
principles that each of these follows, have a strong correlation with the teaching learning processes at school
as well as college levels. Hence it is necessary that AI should not only be introduced as a subject in the school
curricula, but also should become a link to teach other subjects at all the levels. Many of the AI based
applications are now available to facilitate a learner to learn in his own unique way and at his own pace.

1.3 What is CBSE’s initiative encompassing Artificial Education?

Making school students ‘AI Aware’ or forging ‘AI Readiness’ among students is a huge task indeed. Central
Board of Secondary Education has taken a ‘twin initiative’ in this regard.
First is to introduce AI as an elective subject in classes 8,9 and 10. To begin with, schools have to apply to
CBSE and be approved to run this course. AI curriculum for classes 8 and 9 has been chalked out and a
Facilitators’ Handbook has been produced. CBSE is also supporting extensive teacher training for the teaching
of AI in schools.

The Second part of CBSE initiative deals with the premise that AI is a Cognitive Science which can be linked
to various subjects that concern themselves with cognition and reasoning. Almost every one of the school
subjects would fall in this domain. Be it - Mathematics, Computing, Neuro-Sciences, Psychology, Physics,
Economics, Sociology, Philosophy, Languages and some others. It is, therefore, mandated by CBSE that all
its schools begin to integrate AI with other disciplines from classes 1 -12.

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1.4 What is the rationale for this Twin Initiative?
Initiative 1: Artificial Intelligence permeates the length and breadth of the world we live in today. Our young
generation is witnessing many uses of AI every day. While Google manages our mail accounts, it also makes
suggestions about what words to use to respond to a given email and/ or project follow up reminders. Facebook
not only connects us with friends but also makes suggestions about our priorities, personal needs and
preferences. Today we witness smart parking spaces as well as have cars that park themselves. In many
advanced countries the traffic is monitored, controlled and managed by using the data collected of moving
traffic and prevalent weather conditions. Chat bots collect data for big and small businesses to assess the
market requirements of their products and also support the respective business houses in interaction with the
customer and resultant satisfaction. There are also AI powered devices to support households in simple tasks
such as cleaning etc. All the domains of life - from medicine to manufacturing to national security and defense
– are currently getting impacted by the use of Artificial Intelligence. Space missions, which extensively use
unmanned space shuttles and unmanned vehicles to traverse the unknown areas of other planets, collect
tremendous data not only to understand the planet they go to but also to acquire intelligence about the
betterment of their own operations in future. Hence, it is essential that students of today should study this
domain to understand and later be able to expand this knowledge in their own interest and in the interest of
humanity.

Initiative 2: It is important to understand that AI is one amongst the cognitive science disciplines that provides
tools to build intelligence in contrast to other disciplines that just study and analyze the external behavior of
intelligent agents. Realizing this need, it has been decided that all teachers teaching in CBSE schools should
familiarize themselves with the prevalent AI knowledge and use it to make learning of their subjects more
effective and student centered. It is visualized that such a step would help to build larger understanding of AI
amongst the teacher and student communities.

This document is an attempt to suggest how schools may train the teachers of class 6 –10
to relate to the relevant topics/ themes from their respective curricula with technologies
that AI deploys. The document will also showcase to the teachers the AI based tools that
can support and augment learning across disciplines, in and out of the classrooms. The
extensive AI glossary and the App Matrix is an effort to include a list of varied resources for
teachers to extend the integration activity to other topics of their respective subjects.

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1.5 What do we mean by AI Integrated Education?
AI integration with the other school disciplines is to be viewed from two different perspectives.

Perspective 1: While exploring the possibilities to integrate subjects with AI, it was felt that it can be a two-
way process. The teacher may select a topic from the subject that easily lends itself to any one of the AI
concepts. He/she would, then, either select the AI concept as a tool to teach the subject topic chosen by
him/her or using the understanding of the topic, he/she may be able to show a linkage to AI knowledge and
usage.
For example: ‘Data Collection’ is a familiar task in Mathematics and ‘Data Acquisition’ is an important basic AI
concept. The teacher may use an AI based app to demonstrate Data collection in a Mathematics Class or
teach the concept and functionality of the AI application through their understanding of the Data Collection
operations in Mathematics.

Perspective 2: A practicing teacher may consider one subject +AI integration with it, which is a simpler and
more functional approach.

The other approach could be to have inter disciplinary integration, in which the teacher may pick up one such
topic from her own subject that has relevance to other subjects also. Then, in consultation with other teachers,
the four of them could explore the same topic to achieve the learning outcomes of their respective subjects,
while at the same time integrating each subject with AI. (see example 2 below)

The former approach is feasible in normal classroom teaching, the later would have to take the shape of a
project and would have to be conducted in large class groups over a span of time.

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Interdisciplinary Integration with Artificial Intelligence - Class 9

AI Integration using AI Integration using

Google Story Speaker Computer Vision

AI Integration using Natural AI Integration using

Language Processing Data Exploration

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 Since, Artificial Intelligence is a Cognitive Science and the history of its evolution suggests,
it has grown out of the knowledge systems derived from other disciplines like Science,
Mathematics, Philosophy, Sociology, Computing and others, it is fair for students to see the
linkages. Hence, it is fair for any education system to recognize the importance of its
integration with the teaching of other disciplines, to maximize learning.

1.6 What would the students do in an AI integrated Class?

A working group at CBSE has put together 7 Big Markers that may be adopted to develop a structured action
plan by the teacher for K-12 learners.

# Marker 1. Identifying the problem is the starting point of the learning cycle; students of all levels without any
exception must be exposed to the skill of scoping and identifying the problem. Having done so, the learners
of all ages must learn the way to state the problem to their parents/ teachers/ themselves/ community/ team,
they are working with or working for.
# Marker 2. Data acquisition related to the identified problem is another big domain for learning and it is a
logical next step to proceed with. Such an exercise will prepare the students to attempt the nuances of problem
solving which is also an important aspect of the AI project cycle.
# Marker 3. Computers are machines which can also ‘see’, ‘hear’ and ‘speak’. So, as such, they can be used
to collect data for us. Many applications are now available which make our machines very useful for this
purpose. An exposure to such capabilities of the machine needs to be explained to students of all grades. By
using AI in teaching, the expectation is that the teacher will lead students to identify these tools and
consequently use them to improve the learning process.
# Marker 4. Learners must learn to represent the collected data in the form of identifiable models. Once the
students have the data to solve the problem, they can progressively be made to develop the skill of
representing the collected data in visual presentations in the form of graphs, charts etc. The understanding
and skill to build such comprehensible models is critical learning for a 21st century student. Computers are the
given machines which help store data and represent models.
# Marker 5. Computers also learn by themselves from the newer data acquired by them to build newer and
better models in the future. With interaction of inputs from the training data available to the machines, just like
the human mind, the machines are able to produce entirely different models/ representations. Students of all
grades need to be made aware of such capabilities which make machines “intelligent”.
# Marker 6. For training the machine, it needs to interact with humans (intelligent agents); Though such
interactions make the machine more and more intelligent, it can never be presumed that the machine would
ever be as intelligent as humans are. It is highly impossible for the machine to reach the capabilities of the
human mind. The Robots (as these machines are sometimes called), would at their best be able to improve
the efficiency of human beings and never really be able to replicate it. Such debates need to be part of
discussions in the class when AI is integrated with other subjects.
# Marker 7. AI applications can be beneficial or harmful in the long run. What, when, where and to what
extent should these AI applications be built? At what stage and in what ways can an AI based application be
used or not used? Students of all age groups in class 1-12 should be sensitized to AI ethics through different
simulations, role plays, discussions and debates.

1.7 How can AI integrated teaching help teachers to achieve the desired learning outcomes?
While the debate regarding how much screen time is appropriate for children rages on among educators,
psychologists, and parents, Artificial Intelligence and Machine Learning are additional emerging technologies
that are beginning to alter education institutions and changing how education may happen in the future. Even
though most experts believe the critical presence of teachers is irreplaceable, there have to be many changes
to the way a teacher’s job is done and to educational best practices.

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As AI educational solutions continue to mature, the hope is that AI will help fill need gaps in learning and
teaching and allow schools and teachers to do more than ever before. AI can drive efficiency, personalization
and allow teachers some extra time to deploy their understanding and adaptability—uniquely human
capabilities, to teach, where machines would struggle. By leveraging the best attributes of AI machines and
teachers, the education system will be driven towards the best outcome for students. Since the students of
today will need to work in a future where AI is no longer a notion but is the reality, it’s important that our
educational institutions expose students to updated technologies and their usage. No one can deny the fact
that AI capabilities would help teachers to achieve desired learning outcomes, in the following five-fold ways:

Once AI tools are in operation, the teacher will be facilitated, to have more spare time in the classroom. So,
she/he can now focus on unique learning styles of her students. Having assumed the AI capabilities, she/he
can also in turn, focus suitably on the challenge of developing the skills of language processing, reasoning
and cognitive modelling.

1.8 Does AI integration in Education promote ‘Effective Pedagogy’ in the classroom?

Since all cognitive domains of education relate very closely to the concept of AI, it offers ample opportunities
for student engagement that cannot be found in lecturing out of the textbooks within the fixed four walls setting
of the classroom. In an era termed as AI SPRING, AI and machine learning are growing dynamically, they
each have the potential to propel the other forward and accelerate the learning frontiers in a synergistic fashion,
along with the creation of newer innovative technologies. It is universally acknowledged that AI would be the
source and the cause of improving the teaching- learning methodology in the classroom.

In many parts of the world, especially in advanced nations, Machine Learning algorithms in the education
space, have already begun helping teachers fill the gaps, in the Subjects students are struggling with the most.

As of today, the list of such AI based pedagogical practices is long. A motivated and enlightened teacher would
come across many such tools and practices during her research which can be profitably used by her from time
to time in the interest of her students.

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1.9 What is the role of Schools in the success of CBSE directive for AI integrated Learning?
Much of the professional world which today’s student is going to face 10 or 15 years from now, will be
increasingly based on and derived from AI technologies. Hence there is dire need for the present generation
of young students to be exposed and empowered enough to understand and practice AI competencies in order
to remain relevant to the times they live in. In doing so, while they benefit from an AI embedded world now,
later in their lives, they must also learn how to identify and perceive the challenges that extensive use of AI
may pose. Taking a cue from proactive thinking of CBSE about its responsibility towards the students studying
in its affiliated schools, it is high time that the leadership in CBSE schools in particular, pledge their support to
the task of sensitizing their students about AI in their lives and teach them to be positive contributors towards
AI development in the larger interest of the society they live in.

The outcome of the twin initiatives of CBSE would depend on the way schools perceive and implement it, the
way teachers engage with it and plan some of their lessons, so that the resultant understanding about AI
amongst the students is logical. Once the trigger is positive, we believe a large population of students would
go on an ‘auto’ mode to explore AI domains and get sensitized to AI applications. It has been observed that
some teachers suffer from a complex that anything that is technology is computer based and anything that is
computer based is beyond their comprehension or reach. It is important to reiterate here that once the teacher
accepts the reality of AI inevitability in modern day living and its enhanced role in the future, she/he would view
this document and the suggestions made herein with an open mind. We hope that the support material and
examples provided in this document will serve as a useful trigger for practicing teachers to use AI as a tool to
enhance learning. With such a positive mindset, the schools and teachers would not only augment their own
AI awareness, but will also be seen empowering their students with the requisite AI capabilities. They will find
umpteen examples in their respective environments to connect the knowledge of individual subjects to AI
technologies. It won’t be an exaggeration to state that many scenarios will be created in such a collaboration
of the teachers and the learners that AI integration will be an important case in study maximizing student
learning outcomes in such schools.

AI Implementation Procedures

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1.10 How would this AI integrated Learning help meet the national goals-NCF/ NCERT/ NA
This thought process is completely in sync with the National Policy stipulated by NITI Aayog in ‘Skilling for
the AI Age – Getting India Ready for the AI Wave’. Even the National Curriculum Framework developed as
far back as 2005, and the Position Paper on Education Technology have echoed similar outcomes that AI
integration is expected to achieve.

NITI Aayog Vision

“The Education sector needs to be realigned in order to effectively harness the potential of AI in a sustainable
manner. In primary and secondary schools, there is a need for transition to skill-based education in subjects
relevant to AI. Often criticized for being overly knowledge intensive, Indian education is in urgent need of
transition in subjects relevant to STEM, or computer-based education. As jobs based on technology become
prominent, so will the need to develop applied skills in a continuously changing environment.

Increased amount of project work across education levels, promoting schemes like Atal Tinkering Labs (ATL)
in schools, necessary changes in curricula in schools, are some of the steps that need to be considered.”

The National Curriculum Framework 2005

The aims of education as stated in the NCF are as follows:
Seeking guidance from the Constitutional vision of India as a secular, egalitarian and pluralistic society,
founded on the values of social justice and equality, certain broad aims of education have been identified in
this document. These include:
• Independence of thought and action
• Sensitivity to others’ well-being and feelings
• Learning to respond to new situations in a flexible and creative manner
• Pre-disposition towards participation in democratic processes, and
• The ability to work towards and contribute to economic processes and social change.

NCF has laid down five guiding principles for curriculum development:
• Connecting knowledge to life outside the school
• Ensuring that learning shifts away from rote methods
• Enriching the curriculum so that it goes beyond textbooks
• Making examinations more flexible and integrating them with classroom life, and
• Nurturing an overriding identity informed by caring concerns within the democratic polity
of the country.

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And for the aims of teaching, NCF states that:
• No system of education can rise above the quality of its teachers, and the quality of teachers greatly
depends on the means deployed for selection, procedures used for training, and the strategies
adopted for ensuring accountability
• Teaching should aim at enhancing children’s natural desire and strategies to learn
• Knowledge needs to be distinguished from information, and teaching needs to be seen as a
professional activity, not as coaching for memorization or as transmission of facts.
• Activity is the heart of the child’s attempt to make sense of the world around him/her. Therefore, every
resource must be deployed to enable children to express themselves, handle objects, explore their
natural and social milieu, and to grow up healthy.

The NCERT Position Paper on Education Technology (2.6) in its section 6.4.5 on In School Education states
that:
• “Move from a predetermined set of outcomes and skill sets to one that enables students to develop
explanatory reasoning and other higher order skills.
• Enable students to access sources of knowledge, interpret them and create knowledge rather than be
passive users.
• Promote flexible models of curriculum transaction.
• Promote individual learning styles.
• Encourage use of flexible curriculum content, at least in primary education, and flexible models of
evaluation.”

It further clarifies that:

”Computers are programmable devices. This very fact makes it possible for users to make demands on these
machines. This implies two things: first, that the computer ought to be capable of responding to intuitive
demands, and second, that the user communicates in a language that the computer can interpret.” and that
“The creative potential of the computer, and the liberating potential of the internet can only be unleashed when
we actively make these kinds of demands of these technologies. The students of the future should be oriented
to this possibility, allowing them to stand their ground amidst the technology mediated onslaughts of the
modern world. Integrating ICT into education will require that these aspects of the technology are catered to
as a whole.”
It is important to note that NCF observations were made as early as 2005 when the noise about AI was not
heard much, yet the ‘writing on the wall’ lends itself to endorsing the recent developments of AI in Education.

Hence, CBSE in its Circular No 14/ 2019 dated 09-03-2019 has clearly communicated that:
“Artificial Intelligence (AI) is being widely recognized to be the power that will fuel the future global digital
economy. AI in the past few years has gained geo-strategic importance and a large number of countries are
striving hard to stay ahead with their policy initiatives to get their country ready. India’s own AI Strategy
identifies AI as an opportunity & solution provider for inclusive economic growth and Social development. The
report also identifies the importance of skills-based education (as opposed to knowledge intensive education),
and the value of project related work in order to “effectively harness the potential of AI in a sustainable manner”
and to make India’s next generation to be ‘AI ready’.

As a beginning in this direction, CBSE has introduced Artificial Intelligence as an optional 6th subject
at Class 9 from the Session 2019-2020. To enhance the multidisciplinary approach in teaching learning
and also to sensitize the new generation, it has been decided that Schools may start AI “Inspire
module” of 12 hours at Class 8 itself.

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1.11 OPTIMISM
It is interesting to present the following content of “Optimism” from the History of evolution of AI to add to the
reader’s understanding that seemingly unimaginable and impossible events actually happen due to human
effort, if a streak of positivity and optimism is maintained during the course of action.

*The Optimism
The first generation of AI researchers made these predictions about their work:

• 1958, H. A. Simon and Allen Newell: "within ten years a digital computer will be the world's chess
champion" and "within ten years a digital computer will discover and prove an important new
mathematical theorem."[57]
• 1965, H. A. Simon: "machines will be capable, within twenty years, of doing any work a man can
do."[58]
• 1967, Marvin Minsky: "Within a generation ... the problem of creating 'artificial intelligence' will
substantially be solved."[59]
• 1970, Marvin Minsky (in Life Magazine): "In from three to eight years we will have a machine with
the general intelligence of an average human being."[60]

https://en.wikipedia.org/wiki/History_of_artificial_intelligence

The ‘Optimism’ showcased by the researchers above, has to be simulated by the practicing teacher in terms
of AI Integration in their classrooms making their pedagogy more effective and maximizing the learning
outcomes of their students.

1.12 National Education Policy 2020

As per the National Education Policy 2020

The world is undergoing rapid changes in the knowledge landscape. With various dramatic scientific and
technological advances, such as the rise of big data, machine learning, and artificial intelligence, many
unskilled jobs worldwide may be taken over by machines, while the need for a skilled workforce, particularly
involving mathematics, computer science, and data science, in conjunction with multidisciplinary abilities
across the sciences, social sciences, and humanities, will be increasingly in greater demand

India is a global leader in information and communication technology and in other cutting-edge domains, such
as space. The Digital India Campaign is helping to transform the entire nation into a digitally empowered
society and knowledge economy. While education will play a critical role in this transformation, technology
itself will play an important role in the improvement of educational processes and outcomes; thus, the
relationship between technology and education at all levels is bidirectional.

Given the explosive pace of technological development allied with the sheer creativity of tech savvy teachers
and entrepreneurs including student entrepreneurs, it is certain that technology will impact education in
multiple ways, only some of which can be foreseen at the present time. New technologies involving artificial
intelligence, machine learning, block chains, smart boards, handheld computing devices, adaptive computer
testing for student development, and other forms of educational software and hardware will not just change
what students learn in the classroom but how they learn, and thus these areas and beyond will require
extensive research both on the technological as well as educational fronts

17
 CHAPTER 2

HOW to INTEGRATE AI in SCHOOL TEACHING – A CALL TO TEACHERS

2.1 AI is NOT ALONE

AI does not operate in silos nor is it a stand - alone field of study or practice. Many a times in Chapter 1, it has
been said that it drives its knowledge as well as has its applications across other domains of knowledge. See
below how the school domains of study (both formal and informal) interact with the concepts that Artificial
Intelligence follows.

AI CROSS BREEDS WITH OTHER SUBJECTS

Subject Domain What is Common with AI domain
Psychology How people perceive information, process it and build knowledge; how they
behave
Philosophy Mind as a physical entity, methods of reasoning, basis of learning,
foundations of language, rationality and logic
Neuro-Science How the basic information processing units - neurons process information
Mathematics Algorithms, computability, proof, methods of representation, tractability &
decidability
Statistics Learning from data, uncertainty/ certainty of modelling
Economics Rational economic agents, usefulness of data & models, decision theory
Linguistics Grammar, syntax, knowledge representations
Computer Science Building computers
Cognitive Sciences Processes & things in nature, interpretation of different phenomena & their
impact

2.2 PRINCIPLES of AI INTEGRATED LEARNING

AI creates some Essential Learning Experiences which are:
• Experiences of creating through the process of problem solving
• Experiences of informed decision making
• Experiences of self-reflection, values and ethics.
• Experiences for exploring future career opportunities
• Experiences of demonstrating responsible citizenship

2.3 OBJECTIVES of AI INTEGRATED LEARNING

AI integrated learning would help to develop Key Competencies for Lifelong Learning, some of which
are:
• Acquiring subject knowledge using AI as a tool
• Learning problem solving
• Innovativeness and taking initiative
• Application across key disciplines
• Developing interaction and Learning to Be
• Assuming Social responsibilities and applications
• Learning Vocational ethics
• Applying Communication skills

18
2.4 PRACTICE ‘AI+X’ PARADIGM for INTEGRATION
So, this could be the starting point for a practicing teacher. The teacher needs to go through the following
steps to integrate her normal lesson plan with AI.
Step 1- Identify the topic from the subject for which the subject teacher has certain teaching pedagogy; let us
call it ‘X’
Step 2- Research to find ‘AI’ concepts that show conceptual commonality with the subject and the topic.
Research to find ‘AI’ can be done with the help of any of the four resources given below
A) through online search
B) from the exemplars provided in this document
C) from the list of support material provided in this document in terms of ‘Additional Resources’ ‘AI
Concepts’ and ‘Glossary’
Step 3- Attach this ‘AI’ to ‘X’ in your lesson planning.
A) Discuss your lesson plan related requirement with your department colleagues or the computer
faculty. This now becomes X+AI or AI +X, where X is your subject topic.
Such “AI+X” or “X+AI” paradigm is advocated in our national policy document also.

2.5 ARTIFICIAL INTELLIGENCE CONCEPTS PERVADE MAINSTREAM DISCIPLINES

Artificial Intelligence cannot be divorced from other disciplines; its evolution and development is mutually
interlinked as shown in the table given below. Hence both the fields need to be linked for mutual benefit. As
educators, it is the right step to consider integration of AI with the other school disciplines where two different
approaches are possible:
a) AI as a tool to learn Mathematics, English, Science or Social Science or
b) Language or Mathematics and other disciplines as a tool to learn Artificial Intelligence

2.5.1 Skills Assessed

After completion of each unit, the students may be evaluated for the following skills:
Conceptual Skills Technical Skills Life Skills
- Problem Scoping - Ability to use AI - Thinking skills
- Problem statement powered Tools - Problem Solving skills
- Data Acquisition - Identifying linkage - Decision making Skills
- Data Exploration of AI Applications - Social Skills- Teamwork
with knowledge
- Graphical Representation of - Leadership
systems
data/ building models - Effective Communication
- Neural networks Skills
- 3 domains of AI – Data, - Oral & Written
Computer Vision & Natural Presentation Skills
language Processing
- AI Applications

19
2.5.2 Suggestive Assessment Approaches for AI

AI Theme
Project - Class
Topic
Oral
Feedback to
Who Will
Students &
Assess?
parents

Written Content of
the topic and
AI skills
Observations /
How will AI be What is to be
Techniques assessed? assessed?

2.5.3 Assessment Rubrics

SKILLS SUB SKILL Highly Proficient Proficient Beginner Teacher’s
ASSESSED Comments
(from 2.5.1 above)

AI CONCEPTS

THINKING
SKILLS
LIFE SKILLS

Also read Chapter 4 Appendix 6 for detailed Assessment Rubrics

20
 CHAPTER 3

Appendix 1
AI Curriculum
ARTIFICIAL INTELLIGENCE CURRICULUM

OBJECTIVE

The objective of this unit is to develop a readiness for understanding and appreciating Artificial Intelligence
and its application in our lives. This unit focuses on:

1. Helping learners understand the world of Artificial Intelligence and its applications through games,
activities, and multisensorial learning to become AI-Ready.
2. Introducing the learners to three domains of AI in an age appropriate manner.
3. Allowing the learners to construct meaning of AI through interactive participation and engaging hands-
on activities.
4. Introducing the learners to AI Project Cycle.
5. Introducing the learners to programming skills - Basic python coding language.

LEARNING OUTCOMES

Learners will be able to:

• Identify and appreciate Artificial Intelligence and describe its applications in daily life.
• Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the three
domains of AI: Data, Computer Vision and Natural Language Processing and Undergo assessment
for analyzing their progress towards acquired AI-Readiness skills.
• Imagine, examine and reflect on the skills required for futuristic job opportunities.
• Unleash their imagination towards smart homes and build an interactive story around it.
• Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop
responsible citizenship.
• Gain awareness about AI bias and AI access and describe the potential ethical considerations of AI.
• Develop effective communication and collaborative work skills.
• Get familiar and motivated towards Artificial Intelligence and Identify the AI Project framework. Learn
problem scoping and ways to set goals for an AI project and understand the iterative nature of problem
scoping in the AI project cycle.
• Brainstorm on the ethical issues involved around the selected problem
• Foresee the kind of data required and the kind of analysis to be done, identify data requirements and
find reliable sources to obtain relevant data.
• Use various types of graphs to visualize acquired data.
• Understand, create, and implement the concept of Decision Trees.
• Understand and visualize computer’s ability to identify alphabets and handwritings.
• Understand and appreciate the concept of Neural Network through gamification and learn basic
programing skills
• Acquire introductory Python programming skills in a very user-friendly format.

21
UNIT WISE DISTRIBUTION
MARKS
No. UNIT SUB-UNIT DURATION
Theory Practical

Excite 2.4 Hours (4 Periods)

Relate 02 Hours (3 Periods)

1 Introduction to AI Purpose 02 Hours (3 Periods) 10 10

Possibilities 02 Hours (3 Periods)

AI Ethics 3.6 Hours (6 Periods)

Problem
14 Hours (21 Periods)
Scoping

Data Acquisition 02 Hours (3 Periods)

2 AI Project Cycle 10 10
Data Exploration 04 Hours (6 Periods)

Modelling 06 Hours (9 Periods)

3 Neural Network 04 Hours (6 Periods) 10 10

4 Introduction to Python 70 Hours (105 Periods) 20 10

5 Co-curricular Skills 10

TOTAL 112 Hours (168 Periods) 50 50

Total: 100 Marks

COURSE OUTLINE

SUB-
UNIT SESSION/ACTIVITY/PRACTICAL LEARNING OUTCOMES
UNIT

Session: Introduction to AI and setting up

To identify and appreciate Artificial
the context of the curriculum
Intelligence and describe its
Ice Breaker Activity: Dream Smart Home applications in daily life.
idea
Introduction to AI

Learners to design a rough layout of floor

Excite plan of their dream smart home.

Recommended Activity: The AI Game To relate, apply and reflect on the

Human-Machine Interactions.
Learners to participate in three games
based on different AI domains.

● Game 1: Rock, Paper and Scissors To identify and interact with the three
(based on data) domains of AI: Data, Computer

22
 ● Game 2: Mystery Animal (based on Vision and Natural Language
Natural Language Processing - NLP) Processing.
● Game 3: Emoji Scavenger Hunt
(based on Computer Vision - CV)
To undergo an assessment for
Recommended Activity: AI Quiz (Paper
analyzing progress towards
Pen/Online Quiz)
acquired AI-Readiness skills.

Recommended Activity: To write a letter

Writing a Letter to one’s future self To imagine, examine and reflect on

the skills required for futuristic job
● Learners to write a letter to self keeping opportunities.
the future in context. They will describe
what they have learnt so far or what
they would like to learn someday
Video Session: To watch a video Learners to relate to application of
Relate Artificial Intelligence in their daily
Introducing the concept of Smart Cities,
Smart Schools and Smart Homes lives.

To unleash their imagination

Recommended Activity: Write an
towards smart homes and build an
Interactive Story
interactive story around it.
Learners to draw a floor plan of a
Home/School/City and write an interactive
story around it using Story Speaker To relate, apply and reflect on the
extension in Google docs.
Human-Machine Interactions.

Session: Introduction to sustainable

development goals To understand the impact of Artificial
Intelligence on Sustainable
Purpose Recommended Activity: Go Goals
Development Goals to develop
Board Game
responsible citizenship.
● Learners to answer questions on
Sustainable Development Goals
Session: Theme-based research and
Case Studies
To research and develop awareness
● Learners will listen to various case- of skills required for jobs of the
studies of inspiring start-ups, future.
companies or communities, where AI
has been involved in real-life.
● Learners will be allotted a theme
around which they need to search for To imagine, examine and reflect on
Possibilities present AI trends and have to visualize
the future of AI in and around their the skills required for the futuristic
respective theme. opportunities.
Recommended Activity: Job Ad
Creating activity
To develop effective communication
● Learners to create a job advertisement
for a firm describing the nature of job and collaborative work skills.
available and the skillset required for it
10 years down the line. They need to
figure out how AI is going to transform

23
 the nature of jobs and create the Ad
accordingly.
Video Session: Discussing about AI
Ethics

Recommended Activity: Ethics To understand and reflect on the

Awareness ethical issues around AI.
● Students play the role of major
stakeholders and they have to decide
what is ethical and what is not for a
given scenario.
Session: AI Bias and AI Access

AI Ethics To gain awareness around AI bias

● Discussing about the possible bias in
and AI access.
data collection
● Discussing about the implications of AI
technology
Recommended Activity: Balloon Debate

● Students divide in teams of 3 and 2 To let the students analyze the

teams are given same theme. One advantages and disadvantages of
team goes in affirmation to AI for their Artificial Intelligence.
section while the other one goes
against it.
● They have to come up with their points
as to why AI is beneficial/harmful for
the society.

Session: Introduction to AI Project Cycle

● Problem Scoping
● Data Acquisition Identify the AI Project
● Data Exploration Cycle framework.
● Modelling
● Evaluation
Activity: Brainstorm around the theme provided and
set a goal for the AI project. Learn problem
● Discuss various topics within the given theme and scoping and ways to
select one.
set goals for an AI
● List down/ Draw a mind map of problems related to
AI Project Cycle

project.
the selected topic and choose one problem to be
Problem the goal for the project.
Scoping Identify stakeholders
Activity: To set actions around the goal. involved in the
● List down the stakeholders involved in the problem. problem scoped.
● Search on the current actions taken to solve this
Brainstorm on the
problem.
ethical issues involved
● Think around the ethics involved in the goal of your
around the problem
project.
selected.
Activity: Data and Analysis
Understand the
● What are the data features needed?
iterative nature of
● Where can you get the data?
problem scoping for in
● How frequent do you have to collect the data?
● What happens if you don’t have enough data? the AI project cycle.
● What kind of analysis needs to be done?

24
 ● How will it be validated? Foresee the kind of
● How does the analysis inform the action? data required and the
kind of analysis to be
done.

Share what have the

Presentation: Presenting the goal, actions and data. students discussed so
far.

Activity: Introduction to data and its types. Identify data

Data requirements and find
Acquisition ● Students work around the scenarios given to them reliable sources to
and think of ways to acquire data. obtain relevant data.

Session: Data Visualization

To understand the
● Need of visualizing data purpose of Data
● Ways to visualize data using various types of Visualization
graphical tools.
Data
Recommended Activity: Let’s use Graphical Tools
Exploration
● To decide what kind of data is required for a given Use various types of
scenario and acquire the same. graphs to visualize
● To select an appropriate graphical format to acquired data.
represent the data acquired.
● Presenting the graph sketched.

Session: Decision Tree

● To introduce basic structure of Decision Trees to Understand, create

students. and implement the
concept of Decision
Recommended Activity: Decision Tree Trees.

● To design a Decision Tree based on the data given.

Modelling Recommended Activity: Pixel It

● To create an “AI Model” to classify handwritten Understand and

letters. visualize computer’s
● Students develop a model to classify handwritten ability to identify
letters by diving the alphabets into pixels. alphabets and
● Pixels are then joined together to analyze a pattern handwritings.
amongst same alphabets and to differentiate the
different ones.

Session: Introduction to neural network

● Relation between the neural network and nervous

Neural Network

system in human body Understand and

● Describing the function of neural network. appreciate the concept
of Neural Network
Recommended Activity: Creating a Human Neural through gamification.
Network

● Students split in four teams each representing input

layer (X students), hidden layer 1 (Y students),

25
 hidden layer 2 (Z students) and output layer (1
student) respectively.
● Input layer gets data which is passed on to hidden
layers after some processing. The output layer
finally gets all information and gives meaningful
information as output.

Recommended Activity: Introduction to Learn basic

programming skills
programming using Online Gaming portals like Code
through gamified
Combat.
platforms.

Session: Introduction to Python language

● Introducing python programming and its

applications
Introduction to Python

Practical: Python Basics

● Students go through lessons on Python Basics

(Variables, Arithmetic Operators, Expressions,
Data Types - integer, float, strings, using print () Acquire introductory
and input () functions) Python programming
skills in a very user-
● Students will try some simple problem-solving friendly format.
exercises on Python Compiler.

Practical: Python Lists

● Students go through lessons on Python Lists

(Simple operations using list)

● Students will try some basic problem-solving

exercises using lists on Python Compiler.

ASSESSMENT
After completion of each unit, the students can be evaluated on the basis of the following skills:

Conceptual Skills Technical Skills Life Skills

- Conceptual understanding of AI - Ability to use AI Powered Tools - Thinking Skills

- AI applications and three domains - Troubleshooting Skill - Problem Solving
of AI - Basic programming skills - Creative thinking
- Knowledge Enhancement in 3 AI - Basic Python - Critical Thinking
Domains: Data, Computer Vision & - Decision Making Skills
Natural Language Processing - Social Skills - Teamwork
- Mind mapping - Team Building Skills
- Problem Identification - Leadership
- Data Acquisition - Self-Awareness
- Data Exploration - Empathy
- Graphical Representation - Effective Communication
- Neural Network Skills
- Oral & Written
Presentation

26
Appendix 2
AI Learning Indicators

Areas Class 8 Class 9/10

Knowledge What is AI? Why AI /Why not AI?
Understanding AI Why? What other possibilities?
Pedagogy- Brainstorming/Concept Pedagogy-
maps, Venn Diagrams Discussion/Debate
Questioning, NLR- Comparison
Matrix

Skills Inquiry / Questioning Skills Inquiry / Questioning Skills

Prerequisite skills Generating Ideas – Critical & Communicating
Skills to be Computer skills Creative thinking
acquired/developed Critical Thinking
Technical Through Creative games /Skills Through Creative games /Skills
Competencies for based problem solving challenges based problem solving challenges
Artificial Intelligence (AI) /Designing /Designing
Data Introduction to all three domains Building conceptual understanding
Computer Vision (CV) Data and skill development in one domain
Natural Language CV of AI -
Processing (NLP) NLP Data
Using all three domains in different CV
challenging games to identify AI in NLP-
different context Gaining competency in NLP.
Learning basics of Python

Attitude Initiative Initiative

Positive Thinking Success Vs failure
Positive Thinking
Life Skills to be Thinking Skills Thinking Skills /Social Skills
developed Social Skills Emotional Skills

Program course to be In one academic session In one academic session

covered
Mentoring & feedback Face to face Face to face
Suggestive Activities Online Online
Online Newsletter for all levels on the Online Newsletter for all levels on the
work in AI all across participating work in AI all across participating
schools schools

27
Appendix 3

AI Capabilities

AI has been an academic area of study for many years with lots of dips on the way to its progress; in recent
times it is increasingly becoming an enabler for a variety of technologies and appliances that impact our daily
lives. Also, with the ever-increasing computing power, lesser cost of data storage and immense data available,
there is a boom of technological innovations, which should make us believe that ‘AI Spring’ has arrived. So,
AI is marching ahead to be the mainstream of the mainstream disciplines of study that it connects.

problem
scoping
PLANNING

data acquisition

image
recognition data
VISION exploration

machine vision decision tree &

modelling

speech to Text
SPEECH
Artificial Intelligence (AI) content
Text to Speech identification

Natural languagr Processing

(NLP) classification

machine
Machine translation
learning Deep Learning
text generation
ROBOTICS

28
Appendix 4

AI Integrated Lesson - Assessment Rubric

Given below are the indicators that can be used if teacher needs to assess students’ performance for their AI
Integrated lesson plan activity. They may modify it suited to the needs of the lesson and student needs.

30–19 18–7
6–0
Clearly shows Somewhat shows
Minimally shows
understanding of topic understanding of topic
Content understanding of course
content. Provides suffi content.
content.
cient supporting Provides some supporti
Provides little supporting
evidence when needed. ng evidence when
evidence though needed.
Understands needed.
applications of AI in
subject learning.
5–4 3–2 1–0

Clearly makes Somewhat makes Minimally makes

connections to other connections to other connections to other
Application
relevant ideas, relevant ideas, relevant ideas, concepts,
concepts, texts, and/or concepts, texts, and/or texts, and/or real-world
real-world examples of real-world examples of examples of AI though
AI as appropriate. AI as appropriate. needed.
5-4 3-2 1-0

Practice Clearly demonstrates Somewhat demonstrate Minimally demonstrates

preparation & practice s preparation & practice preparation & practice of
of AI based applications of AI based applications AI based applications
5-4 3-2 1-0
Participation
Fully participates in AI Somewhat participates Minimally participates in
integrated lesson. in AI integrated lesson. AI integrated lesson.
5-4 3-2 1-0
Commitmen
Initiates and Completes the AI Does not complete the
t
experiments with AI based research in a AI research in a timely
tools. timely manner. manner.
Total Points /50

29
Appendix 5

AI versus Virtual Reality (VR); AI versus Internet of Things (IOT);

Artificial Intelligence VS Virtual Reality

Artificial intelligence is using an artificial obsolete intelligence to function the same way as we humans want
it to work. We program it the way we want to, we specify the limits, we specify the loops; it’s like giving a
machine an artificial human brain so it can function on those areas where human interception is difficult. AI is
directly related to machine learning, it’s like the things we teach to them is what we will get in return as
feedback.

Virtual Reality, on the other hand is to make virtual environment a form of reality for human needs - may be
for an entertainment point of view. VR is a gadget technology which focuses on 3d visualization of graphics
and generating a view which tops the graphic user interface. It’s like creating an environment which we’ve
always wanted in true reality.

Artificial Intelligence VS Internet of Things

Artificial Intelligence is a field of computer science in which a machine is equipped with the ability to mimic
cognitive functions of a human (or any being that is capable of cognitive thinking) that can make decisions
based on its past experiences or responding to an action that it was completely unaware of until that time. It
is given a goal and it continuously tries to improve its performance from its past actions to the best reach of
the goal. An AI machine will be equipped with a learning mechanism and a neural network -something similar
to a brain- which enables a cognitive ability, where the machine will learn by understanding and adapting to
the environment that it is surrounded with and making rational decisions. You can never know what an AI
machine is capable of until it actually does that.

Internet of Things is the internetworking of physical devices like vehicles, buildings, electronic devices,
sensors, actuators etc. that are capable of communicating among themselves (sensor1 to sensor2, sensor2
to sensor3 and so on) or with the external environment (sensor to vehicles, vehicles to humans) that are
equipped with devices capable of communicating over a network. In IoT, the devices are given a fixed set of
commands like:

Switch off the lights when a person leaves the room. (let's say communication between a light and a
wearable device on the person based on GPS)

Open the garage door when a car approaches (communication between a sensor 1 on garage door and a
sensor 2 on the car)
In IoT, the capabilities of a machine already exist and you use it according to your feasibility.

30
Appendix 6

Translating AI on Ground

Creating the Mindset

The aim is to familiarize students into understanding the AI Program. The foundation on which AI is built upon
is Patterning; Data Interpretation; Sorting; Comparing; Classifying; Identifying. The AI Applications that
surround us are proof of innovation; we need to prepare ourselves to unlearn, learn and relearn!

Preparatory Groundwork

Reading and gathering all the information one can get about ‘what is AI and what is not’ - is imperative for a
better understanding of the subject. We need to be prepared to connect to new learning on the basis of our
previous knowledge. – Read, Research, Inquire, Ask Questions, Watch Videos, Discuss, walk through Malls,
Airports, Hospitals and try to figure out where do you find AI in operation.

To be a Good Facilitator

Learning to facilitate is learning to know the difference between when to guide/suggest and when to allow
students to figure out and understand for themselves, question, hypothesize and take the challenge.
Being a Facilitator is mostly about how to motivate, encourage and simplify.
Learning to use appropriate vocabulary while giving feedback, is the skill set, most required by a Facilitator.
Give feedback in a positive manner to inspire students to explore and persevere in their learning.

Mentoring & Monitoring

Ensure that continuity is maintained in mentorship and monitoring the students’ learning. Online feedback,
Interactive discussions on problems and challenges are some of the effective ways to assist this.

31
Appendix 7

Artificial Intelligence Tools – a ready reference

S, No. AI Tool Explanation Link

1 Autodraw Autodraw is an AI enabled tool which is based on the https://autodraw.com

domain of Computer Vision in which the machine
identifies the pattern of your drawing and accordingly
maps it with the most similar image. This tool shows
various options trying to predict what the user is trying
to draw. For example, if a user is trying to draw a tent
and he starts with drawing a basic triangle, the machine
will compare his/her drawing and show the possible
outcomes for the same. The user can then select out of
them which one is the most appropriate for him/her.

2 Quickdraw Quickdraw is a google experiment, an AI tool based on https://quickdraw.with

neural network in which the machine learns to recognize google.com/
doodles/objects from the user's drawings. By playing
this game, you will be adding your drawings to the
world's largest doodling data set. After clicking on let's
draw! the player will see the name of the object on the
screen. While drawing the object within a timer of 20
seconds, the machine analyses the pattern and the
shape of the drawing and simultaneously tries to guess
the object that the player is trying to draw.

3 Rock, Paper In this game, an artificially intelligent system learns to https://www.afiniti.co

& Scissors identify patterns of a person's behaviour by analyzing m/corporate/rock-
their decision strategies in order to predict future paper-scissors
behaviour. This game is based on the AI domain "Data"
where the machine collects and analyses data to predict
future outcomes. Click on play the game to get started!

4 Cosine Words are considered to be n-dimensional entities in the

Similarity AI domain of "NLP" which can have more information
than we can visualize. The statements which are to be
processed in an AI algorithm are considered as vectors
that have an amplitude and a direction by definition of a
vector. In order to compare two statements to identify
how similar they are, the cosine angle between the two
statements is calculated. According to the cosine
similarity model, the statements whose cosine angle is
the smallest are closest to each other in terms of the
words used in them.

32
5 Data Data acquisition refers to acquiring authentic data
Acquisition crucial for the AI model from reliable sources. The data
acquired can then be divided into two categories:
Training Data and Testing Data. The AI model gets
trained on the basis of training data and is evaluated on
the basis of testing data.

There can be various ways in which students can collect

data. Some of them are:

• Surveys
• Web Scraping – data.gov.in, kaggle.com
• Sensors
• Cameras
• Observations
• Application Program Interface

6 Data After acquiring data comes the need to analyze the https://datavizcatalog
Exploration data. For this, they need to visualize the acquired data ue.com
in some user-friendly format so that they can:
● Quickly get a sense of the trends, relationships and
patterns contained within the data.
● Define strategy for which model to use at a later stage.
● Communicate the same to others effectively.
Data Exploration refers to visualizing the data to
determine the pattern, relationships between elements
and trends in the dataset that gives a clear meaning and
understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in
the next stage of the AI project cycle. To visualize the
data, various types of visual representations can be
used such as diagrams, charts, graphs, flows and so on.

7 Inkle Writer Inkle writer is a free tool designed to allow anyone to www.inklewriter.com
write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for
teachers and students looking to mix computer skills
and creative writing.

8 Kuki Mitsuku, or Kuki the world's best conversational chat bot https://www.pandorab
Chatbot (according to folks like Google AI Research). It can be ots.com/mitsuku/
used to chat on any topic and see the visualized form of
the subject.

9 GoArt AI It uses an algorithm inspired by the human brain. It uses https://goart.fotor.com

Photo the stylistic elements of one image to draw the content /
Effects of another.

33
10 Mystery An AI experiment developed by Google based on the AI https://mysteryanimal.
Animal domain "NLP" In this game, the computer pretends to withgoogle.com/
bean animal and the player needs to guess the animal
by asking 20 yes/no questions. The player asks
questions to the machine via microphone to which the
machine will respond either in Yes or No and according
to the answers, the player needs to modify his/her
questions to guess the animal. Upon opening the
website, click on preview it now! to start.

11 Semantris A Google experiment, Semantris is a word association https://research.googl

game powered by machine learning. Each time you e.com/semantris/
enter a word that is associated with the target word, the
AI looks at all the words in play and chooses the ones it
thinks are most related.

12 Ethics in AI Artificial intelligence is a field that is boundless in today's https://www.moralma

time. There are a lot of scenarios that tell us that ethical chine.net/
issues exist around AI. Hence, it is important to have an
understanding of ethics in AI and to have ethical
guidelines which can guide us in such conditions where
there is no clear definition of what is right or wrong.

13 AI Project AI Project cycle is a framework which is used to design

Cycle an AI project. The project cycle consists of 5 stages
namely: Problem scoping, Data acquisition, Data
Exploration, Modelling and Evaluation.

14 Problem Problem scoping refers to understanding a problem and

Scoping finding out various factors that affect the problem. In this
stage of the AI project cycle, 4W problem canvas
method is used that helps the user answer questions
related to the problem thereby arriving at a definite
problem statement. The 4Ws are Who, What ,
When/Where and Why. The answers to these questions
lead to a problem statement.

15 AI Modelling Data is the fuel of artificial intelligence. A machine is said https://teachablemac

to be artificially intelligent if it gets trained and can make hine.withgoogle.com/
decisions/ predictions on its own and learns from its own
experience and mistakes. In the modelling stage, data
is split to training set and testing set. The model is
trained on the training set from which it makes its own
rules that helps the machine to give an output and the
model is then evaluated on the testing set.

16 Classificatio Classification is a part of supervised learning model. https://teachablemac

n Classification models work on labelled dataset and are hine.withgoogle.com/
used to predict the label/class of the testing dataset
which is unknown to the machine. For example, an AI
model is trained on a labelled dataset of 100 images of
apples and 100 images of bananas. The machine gets

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 trained on the dataset by extracting features from the
dataset and understands what features will classify an
image as an apple or a banana. To test the machine,
random images of an apple/banana are fed to the AI
model and the output will be classification of apples and
bananas.

17 Possibilities To understand the possibilities that AI has to offer to us, Research Template
in AI an activity to research about various companies or
organizations who are working towards incorporating AI
into their respective fields.

18 Google Map Google Maps is a web mapping service developed by

Google. It offers satellite imagery, aerial photography,
street maps, 360° interactive panoramic views of streets
(Street View), real-time traffic conditions, and route
planning for traveling by foot, car, bicycle and air (in
beta), or public transportation.

19 My Story My Story time is a new Google Experiment web https://experiments.wi

Time: application which allows users to record stories to play thgoogle.com/my-
back on Google assistant devices. Record stories from storytime
anywhere and play them back at home with Google
assistant

20 Google Google Lens is an image recognition technology https://lens.google.co

Lens developed by Google, designed to bring up relevant m/
information related to objects it identifies using visual
analysis based on a neural network.

21 Emoji Emoji Scavenger Hunt is a browser-based game built https://emojiscavenge

Scavenger with machine learning that uses your phone's camera rhunt.withgoogle.com
Hunt and a neural network to try and guess what it's seeing. /
... js, the game is built to run efficiently on your phone's
web browser without needing to access backend
servers.

22 Akinator Akinator is a computer game and mobile app. During https://en.akinator.co

gameplay, it attempts to determine what fictional or real- m/
life "character" the player is thinking of by asking a
series of questions. It uses an artificial
intelligence program that learns the best questions to
ask through its experience with players.

To begin the questionnaire, the user must press the play

button and think of a popular character, object or other
things that frequently come to mind (musician, athlete,
political personality, video game, mother or father, actor,
fictional film/TV character, Internet personality, etc.).
Akinator, a cartoon genie, begins asking a series of
questions (as many as required), with "Yes", "No",
"Probably", "Probably not" and "Don't know" as possible
answers, to hack down the potential character. If the

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 answer is narrowed down to a single likely option before
25 questions are asked, the program will automatically
ask whether the character it chose is correct. If the
character is guessed wrong three times in a row (or
more, usually in intervals of 25, 50, and 80), then the
program will prompt the user to input the character's
name, to expand its database of choices

23 Google Google Earth, formerly Keyhole Earth, is a computer https://www.google.c

Earth program that renders a 3D representation om/earth/
of Earth based primarily on satellite imagery. The
program maps the Earth by superimposing satellite
images, aerial photography, and GIS data onto a 3D
globe, allowing users to see cities and landscapes from
various angles. Users can explore the globe by entering
addresses and coordinates, or by using
a keyboard or mouse

24 Photo Photo Creator is AI enabled tool that lets creators make https://photos.icons8.
Creator custom photos for their specific stories instead of com/creator
searching for the ready-made images that suit their
goals more or less.

25 Neural Neural networks are loosely modelled after how the Human Neural
Network human nervous system works. A neural network is Network activity
essentially a system of organising machine learning
algorithms to solve problems for which the dataset is
very large. Simply put, a neural network is divided into
multiple layers and each layer is further divided into
several blocks called nodes. The first layer is the input
layer where no processing occur. The whole processing
operation occur at the hidden layers. Each node of the
hidden layer is a machine learning algorithm. the output
from each node is then passed to the subsequent nodes
in the hidden layer. Lastly, an output layer that gives a
result based on the analysis conducted from the hidden
layer.

26 Loopy Loopy is an opensource tool to understand the concept http://ncase.me/loopy

of system maps. A system map shows the components /
and boundaries of a system and the components of the
environment at a specific point in time. With the help of
system maps, one can easily define a relationship
amongst different elements which come under a
system. The map shows the cause & effect relationships
of elements with each other with the help of arrows. The
arrow-had depicts the direction of the effect and a sign
(+ or -) shows their relationship. A + sign indicated
positive relationship and a - sign indicates negative

36
 relationship between the elements. Considering the
data features of any problem to be solved, a system
map can be drawn.

27 Evaluation Evaluation is a stage in the AI project cycle where the

performance of the model is evaluated based on certain
metrics such as accuracy, precision and so on. This
gives a clear idea to the user to compare the
expectations with the actual results.

28 Decision Decision Tree is a rule based AI model to solve

Tree classification or regression problems which helps the
machine in predicting the element with the help of
various rules fed to it. A decision tree looks like an
inverted tree where root is at the top and the tree further
divides into branches, nodes and leaves. Root is the
starting point of a decision tree. Depending on the rules,
the tree splits further into various branches that lead to
an end point known as a leaf. Each leaf of the tree is
labelled with a class.

29 Infinite Drum Infinite Drum Machine is an AI experiment developed by https://experiments.wi

Machine Google to understand how unsupervised learning thgoogle.com/ai/drum
works. In this experiment, thousands of known sounds -machine/view/
are fed to the machine. The sounds are not labelled and
the machine does not have any information on the
sounds in the dataset. The AI system analyses the data
fed to it and clusters similar sounds together. These
clusters are visible on the screen as different colours.
The dots appearing on the screen are the sound clips
and they have been clustered together on the basis of
factors such as frequency, amplitude, pitch.

30 Quillionz For assessing and improving the efficiency of question https://www.quillionz.

generation (except HOTS), this software can be used to com/
generate questions efficiently.

31 swiggy.com Swiggy is India's largest and most valuable online food https://www.swiggy.c
ordering and delivery platform. Once you enter your om/
preferences, you will get delivery of food at your
doorstep. This is one of the AI tools as it takes the data
from the user according to his liking and deliver the food
items.

32 VOKI Voki is an AI based educational tool for teachers and https://www..voki.com

students, that can be used to enhance instruction, /
engagement, and lesson comprehension. Voki can be
used in class (for student work), as an animated
presentation tool, for student assignments, and as a

37
 virtual supervised discussion forum (Voki
Hangouts).Voki characters can look like historical
figures, cartoons, animals, and more

33 AI Dungeon The learner should enter the link, start a new game, as https://play.aidungeo
a single player, with custom settings. They may not n.io/
begin conversing with the AI. The facilitator prompts
certain keywords that can be used by the learners, to
initiate a conversation with the AI. The response from AI
is noted by the learner, and discussed with the facilitator

34 Virtual Virtual mirror/Virtual trial room: Globally, the fashion https://www.veromod

Mirror industry is a huge industry so it’s no surprise that AI a.in/upto-50-
technologies are being used across a wide range of vm?gclid=CjwKCAjwk
applications from helping design clothes, optimizing dL6BRAREiwA-
manufacturing, and hyper personalized marketing. kiczPCPI0wIaRgEZE
sk1Wvl4r6jq6vPVCu
KEf0Pl1GNOB7ruNT
Ur0e5KhoCcXEQAvD
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35 AI Thing This experiment lets you take a picture of something to https://thing-

Translator hear how to say it in a different language. It’s just one translator.appspot.co
example of what you can make using Google’s machine m/
learning API’s, without needing to dive into the details of
machine learning.

36 Google It is an AI powered virtual assistant which can engage

Assistant in two-way conversation. Users can interact with this
tool through natural voice. It offers voice commands,
voice searching letting you complete a number of tasks
by saying “OK Google” or “Hey. Google” wake words.

37 Quizlet It can be used to display hints about a pet animal and https://quizlet.com/en
the children have to guess it and then the correct option -gb/features/live
may be viewed by them to check.

38 Poem POEMPORTRAITS is an experimental, collective https://artsexperiment

Portraits artwork, woven at the intersection of AI and human s.withgoogle.com/poe
creativity - combining poetry, design and machine mportraits
learning - conceived by artist and designer Es Devlin in
collaboration with Google Arts & Culture Lab and
creative technologist Ross Goodwin.

In this, the user is required to feed in a word to begin the

interaction after which the tool gives out two lines which
can be used by the users to continue writing a poem.

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39 Imaginary “Imaginary Soundscape” is a web-based sound http://www.imaginary
Soundscape installation, focusing on this unconscious behavior, soundscape.net/
where viewers can freely walk around Google Street
View and immerse themselves into imaginary
soundscapes generated with deep learning models.

The soundscapes generated by the AI sometimes

amaze us by meeting our expectation, but occasionally
ignore the cultural and geographical context (the sound
of waves on an icy field of Greenland for instance).
These differences and mistakes lead us to contemplate
how the imagination works and how fertile the sound
environments surrounding us are. By externalizing our
synesthetic thinkings, we tried to shed lights on the
power of imagination we all share.

40 Scribbling Language and images are closely intertwined: We think https://experiments.wi

Speech in pictures and we explain facts as spatial thgoogle.com/scribbli
constellations. What if the spoken word could be ng-speech
transformed into dynamic visual worlds in real time?
Speech input, machine learning and recurrent neural
networks for image generation allow computers to
generate complex imaginary worlds that follow the
narrator and thus create complex animations controlled
by linguistic structures.

39