Using the context of artificial intelligence (AI), researchers from two US-based universities partnered with practicing teachers to design an elementary grade problem-based learning (PBL) AI curriculum and educational game to teach AI, computer science (CS), and life science concepts. Four educational researchers, five computer science researchers, and three teachers co-designed an engaging curriculum and educational game that leveraged immersive PBL throughout.
Given the emphasis and encouragement of utilizing inquiry-based approaches when teaching CS in the US (United States Department of Education, 2013), it is important for teachers to be involved in the design process to gain a greater understanding of content and process specific knowledge. In the presentation, we will address how suggestions made by teachers shaped our curriculum development and how our co-design process served as content-specific professional development for teachers. We will also describe the online game and offline curriculum overview in detail.

The participatory co-design of a Problem-Based Learning Artificial Intelligence elementary curriculum

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)