The ATL-HE model framework
| Stage | Components | Description |
|---|---|---|
| Input | AI tools (ChatGPT, bard, etc.), educators’/students’ readiness, institutional support | Foundational elements required for AI-driven ATL: technology resources, competency building and institutional policy |
| Process | Personalized learning, collaborative learning, continuous feedback, cocreation | Core ATL activities facilitated by AI: tailored learning experiences, hands-on collaboration and adaptive assessments |
| Output | Critical thinking, inclusion, ethical AI use | Desired learning outcomes: enhanced skills for problem-solving, inclusive environments and ethical AI integration |
| Stage | Components | Description |
|---|---|---|
| Input | AI tools (ChatGPT, bard, etc.), educators’/students’ readiness, institutional support | Foundational elements required for AI-driven ATL: technology resources, competency building and institutional policy |
| Process | Personalized learning, collaborative learning, continuous feedback, cocreation | Core ATL activities facilitated by AI: tailored learning experiences, hands-on collaboration and adaptive assessments |
| Output | Critical thinking, inclusion, ethical AI use | Desired learning outcomes: enhanced skills for problem-solving, inclusive environments and ethical AI integration |
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