Bridging Inquiry and Action with Google NotebookLM
Generative Artificial Intelligence (AI) is increasingly scaffolding K-12 classrooms, currently transforming from content delivery to content development, tailoring learning experiences through deep learning within the Adaptation Model (Abyaa et al., 2019) built upon learner sources. To ensure experiential learning effectiveness of Paradigm 3: AI-empowered learner-as-leader applications (Ouyang & Jiao, 2021), it is required that AI literacy is evidenced through learner reflections, learner AI prompting, and iterative learner-centered, self-directed, source-driven content development (Wang & Lester, 2023) measured through Bloom’s Assessment Taxonomy. The main goal of Bridging Inquiry and Action with Google NotebookLM, a source-based GenerativeAI tool, is to connect personalized analysis as the brain-computer interface of deep AI learning and meaningful human interactions in real-time. This simulation-based social cognitive experiential learning, prepares teachers for real-world application in K-12 classrooms.
Sarah Wright, LTEC Student, University of Hawaiʻi, US
Sarah Wright, certified Product Management, Product Marketing professional (PMCI,II, & III), Government Infrastructure Manager, Learning Design and Technology PhD student assists the University of Hawaiʻi at Mānoa’s Uehiro Academy in developing and delivering Public Planning Curriculum and content. Training teachers to facilitate self-directed K-12 students’ philosophical inquiry of Public Planning concepts. Leveraging her master’s in Instructional Science and Technology, Sarah implements the ADDIE model to backwards design student-centered Public Planning curriculum.
