Quellen

[1] Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J. & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127

[2] World Economic Forum (2023). Future of Jobs Report: Insight Report.https://www.weforum.org/publications/the-future-of-jobs-report-2023/ 

[3] Laupichler, M. C., Aster, A. & Raupach, T. (2023). Delphi study for the development and preliminary validation of an item set for the assessment of non-experts' AI literacy. Computers and Education: Artificial Intelligence, 4, 100126. https://doi.org/10.1016/j.caeai.2023.100126

[4] FH CAMPUS 02. (2022). Rahmenordnung für die didaktische Gestaltung von Studiengängen an der FH CAMPUS 02. https://www.campus02.at/wp-content/uploads/2023/10/2022_03_03_Didaktische-Rahmenordnung.pdf

[5] Dondi, M., Klier, J., Panier, F. & Schuber, J. (2021). Defining the Skills Citizens will need in the Future of Work. McKinsey & Company. https://www.mckinsey.com/industries/public-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work

[6] Liu, B. L., Morales, D., Chinchilla, J. F. R., Sabzalieva, E., Valentini, A., do Nascimento, D. V. & Yerovi, C. (2023). Harnessing the Era of Artificial Intelligence in Higher Education: A Primer for Higher Education Stakeholders. UNESCO 2023. ED/HE/IESALC/IP/2023/27

[7] Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692

[8] Ng, D. T. K., Leung, J. K. L., Chu, S. K. W. & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

[9] UNESCO (2023). Artificial Intelligence and Digital Transformation, 1–11. https://unesdoc.unesco.org/ark:/48223/pf0000384963

[10] Ng, D. T. K., Leung, J. K. L., Chu, S. K. W. & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

[11] Kim, K. & Kwon, K. (2023). Exploring the AI competencies of elementary school teachers in South Korea. Computers and Education: Artificial Intelligence, 4, 100137. https://doi.org/10.1016/j.caeai.2023.100137

[12] Laupichler, M. C., Aster, A., Schirch, J. & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101

[13] Long, D. & Magerko, B. (2020). What is AI Literacy? Competencies and Design Considerations. CHI '20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727

[14] Wang, B., Rau, P.-L. P. & Yuan, T. (2023). Measuring user competence in using artificial intelligence: validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324–1337. https://doi.org/10.1080/0144929X.2022.2072768

[15] Carolus, A., Koch, M. J., Straka, S., Latoschik, M. E. & Wienrich, C. (2023). MAILS - Meta AI literacy scale: Development and testing of an AI literacy questionnaire based on well-founded competency models and psychological change- and meta-competencies. Computers in Human Behavior: Artificial Humans, 1(2), 100014. https://doi.org/10.1016/j.chbah.2023.100014

[16] OpenAI. (2023, 6. November). Introducing GPTs: You can now create custom versions of ChatGPT that combine instructions, extra knowledge, and any combination of skills. https://openai.com/blog/introducing-gpts

[17] Collins, Allan; Brown, Seely Brown; Holum, Ann (1991): Cognitive apprenticeship: Making thinking visible. In: American Educator 15 (3), S. 38–46.

[18] Shih, P.-K., Lin, C.-H., Wu, L. Y. & Yu, C.-C. (2021). Learning Ethics in AI - Teaching Non-Engineering Undergraduates through Situated Learning. Sustainability, 13(7), 3718. https://doi.org/10.3390/su13073718

[19] Lave, Jean; Wenger, Etienne (1991): Situated Learning. Legitimate peripheral participation: Cambridge University Press.

[20] Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78.

[21] Barton, M.-C. & Pöppelbuß, J. (2022). Prinzipien für die ethische Nutzung künstlicher Intelligenz. HMD Praxis der Wirtschaftsinformatik, 59(2), 468–481. https://doi.org/10.1365/s40702-022-00850-3

[22] Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., Luetge, C., Madelin, R., Pagallo, U., Rossi, F., Schafer, B., Valcke, P. & Vayena, E. (2018). AI4People-An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds and machines, 28(4), 689–707. https://doi.org/10.1007/s11023-018-9482-5

[23] Spannagel, C. (2023, 11. Oktober). Rules for Tools: Version 2.2. https://csp.uber.space/phhd/rulesfortools.pdf

[24] Zhou, X., van Brummelen, J. & Lin, P. (2020, 22. September). Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework. Computers and Society. http://arxiv.org/pdf/2009.10228v1

[25] Hornberger, M., Bewersdorff, A. & Nerdel, C. (2023). What do university students know about Artificial Intelligence? Development and validation of an AI literacy test. Computers and Education: Artificial Intelligence, 5, 100165. https://doi.org/10.1016/j.caeai.2023.100165