www.learningsummit.eu 30 Experiencing Learning Through Design Thinking and AI Embodiment Katarina Stekić1 and Mirjana Utvić2 1. Center for the Promotion of Science, Serbia 2. Center for the Promotion of Science, Serbia The M3 lab AI program is based on a co-creative, inclusive pedagogical methodology that provides equal opportunities for everyone to develop their proficient skills and acquire completely new ones. The M3 lab AI program gathers high schoolers who spend three months in the Makers space every Saturday to create, design, and produce their own projects that address a wide range of AI topics. During this presentation, we will share with the participants the M3 lab AI pedagogical method that was developed through years of iteration within the Makers space environment and allow them to embody this experience to adjust this method to their usual educational settings. The presentation will correspond to the M3 methodological framework: Ideation, Design Thinking, Prototyping, and Iterating. The Ideation phase is the brainstorming phase, where groups are spontaneously formed while students and mentors share their knowledge and ideas as peers. Everyone goes through a SWOT analysis to see what they can learn from each other and how they can contribute. During the Design Thinking phase, students develop conceptual ideas through co-learning and co-creation. The Prototyping phase is where the ideas come to life, while the created MVPs are challenged in the Iteration phase and the circle is repeated. The program is based on several core values: 1. Everyone gets to learn and be taught 2. Don’t just step outside the box – jump out of it 3. You can’t force the dots to connect 4. We learn the most when we fail, not when we succeed Factors influencing the adoption of AI tools by teachers Maria Stylianou1 and Charalambos Vrasidas2 1. University of Nicosia, Nicosia, Cyprus 2. University of Nicosia, Nicosia, Cyprus This research study aimed to examine the factors that influence teachers' users' adoption of AI tools in the context of the TAM (Technology Acceptance Model) and whether this adoption would affect their workload. Via a qualitative method and triangulation, the study found that ease of use, education and training, motivation, organizational support, and consideration of teachers' attitudes were critical factors in tool adoption. The study provides valuable suggestions for effectively integrating tools with political supervisors in charge of decision-making.
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