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As discussed earlier in this Curriculum (Part 1), various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested activities below and others that you may formulate.

• Educators or learners should check out the Algorithm Literacy Project, which is a joint initiative by Kids Code Jeunesse and the Canadian Commission for UNESCO. Reflect on this simple definition of algorithms "Algorithms are step-by-step plans or instructions to perform a task or solve a problem — you can think of them like recipes that coders use to take information and produce things that help us achieve certain results”. Then, watch the video on this link to learn more, https:// algorithmliteracy.org/. Afterward, follow the guide offered by the project to Reflect, Read More, Take Action, and Get involved in the world of algorithms.
• Most of what you do online or when using digital technologies is being recorded in some way or some form of data is being collected. See Module 8 on privacy, data protection and you. In fact, some algorithms or computer programmes are written to collect data about you. The data collected are used in these or other algorithms or computer programmes to create a profile of you for different purposes, including what type of content or advertising to present to you. Experts suggest that there are many kinds of algorithms but offer six foundational types:
  • Recursive algorithms
  • Divide and conquer algorithms
  • Dynamic programming algorithms
  • Greedy algorithms
  • Brute force algorithms
  • Backtracking algorithms
• Guide learners to research the description or characteristics of these algorithms. Guide a series of presentations and discussions on these characteristics. What are some popular digital tools that use these algorithms? What are some of the benefits? What could be some unintended impacts? Who is in control and with what implications?
• Educators or learners should now have a basic idea of what algorithms are and how they work. They should be guided to go deeper into why is it necessary to have algorithm transparency and for algorithms to be monitored. Read and make extracts from the United Nations Special Rapporteur report on the relationships between AI or algorithms and the . Ask questions like: ln what ways do algorithms influence what information is prioritize, deprioritize, include or exclude? Can they limit people’s freedoms? How can the public ensure that AI or algorithms are designed based on humanrights principles? What are some key mechanisms that should be put in place by state actors, private sector, and civil society actors?
• Guide learners to suggest the type of algorithms that they would or would not develop if they were to learn computer programming. Have them answer the question who would benefit from the use of these algorithms and why? Now guide them to research whether these algorithms already exist and where. What actions should they take, if any?
• Group work or individual work. The group should list out different applications that they identify as using AI. They can be encouraged to distinguish between simple automation and AI.
• Group discussion: discussion on speech and facial recognition, photo-tagging, automated cars, chat bots, robots and other common uses of AI in current life to determine how they work. This exercise can include a discussion on use of AI in education. Use coloured cards for each kind of AI and the full list can be clustered on posters.
• Pairing learners who explain to each other which Al application they find most useful and why. This exercise should include a discussion on the use of AI in education. Subsequently each member of the group should present their one-minute pitch to the whole group. Recognition should be given for the best pitch. Factors such as dependence on corporate providers with different agendas should be discussed, as well as issues of individualized vs social learning.
• Using social media as a use case, learners should write an essay or list out five points on how social media uses AI, which kinds of AI are used in social media, and clearly explaining why AI is used in social media.
• How does a social media site get more data? Why is this important? Learners could be suggested to imagine the establishment of a social media business. In teams, they could then develop an imaginary business strategy that will allow them to get more data for their ‘new’ social media business.
• Group discussion on the impact of various AI solutions on their lives. Key questions: is it necessary, useful or to be avoided? Educators can come up with their own version of the key questions