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By Jeff Bush

Jeff Bush is an Assistant Research Professor at the Institute of Cognitive Science at CU Boulder. He is also a theme lead at iSAT. His research focuses on the intersection of technology, STEM teacher learning and professional development with sub-topics of mathematics education, computational thinking, physical computing, formative assessment, complex instruction, Artificial Intelligence, user experience research, compassion, and equity.

In today's AI obsessed technological landscape, the Self-Driving Car (SDC) Unit puts students in the fast lane for learning innovative and responsible AI skills. Aimed at giving students technical proficiency, ethical judgment skills and hands-on collaborative skills, this unit dives deep into the complexities of programming autonomous vehicles while integrating cutting-edge AI-embedded technologies.

What is the Self-Driving Car Unit and How Does it Work?

The Self-Driving Car Unit immerses students in the exciting world of autonomous vehicles, putting them in the driver’s seat with an interdisciplinary approach. It begins with an engaging launch phase, featuring videos and discussions that highlight the real-world challenges and ethical dilemmas associated with self-driving cars. Students explore scenarios where a self-driving car must make split-second decisions, such as navigating around obstacles or deciding when to hand control over to a human operator.

As the unit progresses over 12-15 classes (typically spanning 3-4 weeks), students steer into the fundamental concepts of AI and robotics. They learn about data collection, training classifiers, neural networks, and the ethical implications of AI decision-making. Practical sessions involve programming their own miniature SDCs using platforms like the , where they implement features such as line-following, obstacle avoidance, and mode switching between autonomous and human-controlled operation.

How is This Unit Helping Kids in Classrooms - Specifically with Collaboration?

Central to the success of the Self-Driving Car Unit is its emphasis on collaboration. Students are organized into groups, each specializing in different aspects of SDC functionality like line following or object avoidance. This structure encourages teamwork as students share knowledge, brainstorm solutions, and troubleshoot challenges collectively. They then come together into a mixed group with one expert from each group; students teach about their feature to others and learn about the other two features from their peers. This peer-to-peer teaching not only reinforces understanding but also promotes effective communication and collaboration skills essential for future careers in STEM fields.

How is This Unit Tied into Our AI Partner CoBi?

Our AI partner, CoBi, plays a crucial role in enhancing the learning experience. Throughout the unit, CoBi provides support for collaboration and meta-reflection on how to best work in groups. Students collaborate in small groups and then CoBi gives them examples of how they did a good job upholding their co-negotiated class community agreements. This helps students develop these critical collaboration skills and be more adept at applying those skills in new contexts. The positive reinforcement and noticings help prevent a surveillance relationship and keep pushing students’ thinking by using actual examples from their class. 

The integration of an AI partner such as CoBi aligns seamlessly with educational standards such as AI4K12 and CSTA, emphasizing computational thinking, problem-solving, and the societal implications of technology. This holistic approach prepares students not only to understand the mechanics of self-driving cars but also to critically analyze and contribute to the ongoing development of AI technologies.

In conclusion, the Self-Driving Car Unit represents a paradigm shift in STEM education, leveraging hands-on learning and AI-driven support to cultivate a new generation of innovators and problem-solvers. By exploring the three way intersection of robotics, AI, and ethics, students not only gain technical skills but also develop the collaboration and critical thinking abilities necessary to put the pedal to the metal in a technology-driven world. As we continue to build more AI-powered curricula, this unit stands as a testament to the power of integrating cutting-edge technology into educational curricula.