As educators, our role extends beyond teaching how to use AI tools; it involves nurturing the human qualities that set students apart from machines. This workshop explores ways to scaffold students' cognitive, emotional, and social skills through intentional design. Leave with a framework, examples, and personalized implementation plans.

As educators, we have an integral role in the evolving landscape of education and AI. We must actively participate in this change, ensuring that technology enhances rather than replaces the essential human elements. Our responsibility as educators extends beyond teaching our students how to use AI tools. It is about nurturing their critical human qualities so that they can understand the nuances between AI's capabilities and limitations, empowering them to think constructively and incorporate AI into their tool sets ethically and responsibly (Brynjolfsson & McAfee, 2014; Christian, 2011; Seldon & Abidoye, 2018). Students will need to focus on developing their human qualities, the things that AI cannot do or that they do differently. While AI may perform tasks more efficiently, faster is not always better. There are many situations where authenticity, problem-solving, growth mindsets, self-regulation, self-awareness, and uniqueness are increasingly important. Traditional teaching practices have emphasized mechanized processes that focus on student efficiency and standardization over individuality. Success is measured on an output-based metric, such as test scores, rather than the learning process. This workshop will introduce the idea that to teach our students better to differentiate themselves from the work machines can do, we need to stop treating them like machines and foster a variety of cognitive, emotional, and social skill sets that enhance their ability to navigate complex tasks, interpersonal relationships, and life challenges. These skill sets include a variety of unique human qualities that differentiate us from the kinds of tasks AI can perform, such as: • Cognitive Processes: Metacognition, self-awareness, self-regulation, self-efficacy, problem-solving, critical thinking, reflection, growth mindset and creativity. • Emotional Processes: Motivation, passion, adaptability, resilience, authenticity, and empathy. • Social Processes: Interpersonal skills, individuality, trust-building, collaboration and negotiation. These skills do not exist in a vacuum and often intersect and support each other. For example, metacognition and learning rely on our students' ability to be self-aware, self-regulate, reflect, problem-solve, and carry a growth mindset. Metacognition is a conscious effort that involves planning, monitoring, and evaluating one's learning processes, turning passive absorption of materials for grade achievement into an active, purpose-driven activity that students do for themselves (Nilson, 2013; Zimmerman, 2002). Workshop Objectives Participants of this workshop will be able to: • Discuss the Human-AI Differentiators: Identify and discuss the uniquely human qualities and skills that differentiate us from AI, emphasizing the importance of cognitive, emotional, and social processes. • Implement Strategies to Promote Critical Human Qualities: Use a provided framework to identify at least four interrelated skills and employ strategies for fostering them at different stages of their term. • Designing Intentional Learning Environments: Explore practical ways to design learning environments and incorporate activities that prioritize the learning process and scaffold these essential skills. Workshop Activities: Participants will be guided through collaborative conversations around human-AI skill differences, drawing upon practical examples from the facilitators' past teaching practices. In small groups or pairs, they will use a provided template and framework to intentionally design a learning environment that incorporates activities prioritizing the learning process and scaffolding cognitive, emotional, and social skills for their own course context. Activities will be developed using Figma, an online design thinking and collaboration tool, to encourage individual engagement and contribute to the collective knowledge base. Conclusion: By the end of this workshop, participants will have a deeper understanding of how to nurture critical human qualities in their students, ensuring that they can navigate an AI-influenced world ethically and responsibly. They will leave with practical strategies and resources to integrate these skills into their teaching practices. References: Brynjolfsson, E., & McAfee, A. (2014). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. Christian, B. (2011). The Most Human Human: What Artificial Intelligence Teaches Us About Being Alive. Seldon, A., & Abidoye, O. (2018). The Fourth Education Revolution: Will Artificial Intelligence Liberate or Infantilise Humanity?. Nilson, L. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (1st ed.). Stylus Publishing. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.