Exploring Decision-Making in Systems

What criteria should be included in a data analysis task?

• Historical data analysis methods

• Data visualisation techniques only

• Objective definition, data source identification, data quality assurance, method selection, result interpretation, and context-sensitive assessment.

• Top-down frameworks for defining eligibility and ineligibility criteria.

How can students identify who is excluded in decision-making processes?

• Students can look at who was involved in the decision (e.g., policymakers, administrators, developers).

• Students can investigate who is most affected by the decision and whether their voices were reflected.

• By considering the opinions of the majority.

• By stepping into the shoes of those not represented in decision-making.

How can students simulate building an algorithm for social media?

• Students draft step-by-step instructions for how a platform could recommend posts, using basic logic statements.

• Students will collaboratively create and apply a simple algorithm to rank social media posts using index cards or digital entries. They will reflect on how algorithmic choices affect visibility, bias, and inclusion.

• Students use an existing algorithm simulator tool or app to explore how tweaking inputs changes outputs.

• Assign roles to students (e.g., content, algorithm, user) and let them act out how content is filtered or promoted.

What variables should be considered when designing a grading rubric with AI support?

• Automated style metrics that are consistently applied across grade levels.

• Students' voices on how AI systems can support their evaluation process.

• Teacher past grading decisions, used to personalise the AI’s scoring to each educator.

• Criteria co-developed with students and educators, aligned to learning goals and made transparent to all.

How can negotiation influence students' agency and efficacy in a group project?

• Negotiation allows one leader to direct the group, reducing confusion and speeding up decisions.

• Negotiation can lead to prolonged discussions and compromise quality by diluting strong ideas, which limits both agency and efficacy.

• Meaningful negotiation fosters shared ownership, allowing members to align on goals and make distributed decisions, increasing both agency and efficacy.

• Negotiation reinforces hierarchical roles where the most confident voices dominate, streamlining decisions but potentially quieting group members.

How can students debate the fairness of a school safety protocol?

• By deciding whether the protocol aligns with existing laws, assuming that legality means fairness.

• By examining which groups are most affected by the protocol and assessing whether their perspectives, needs, and potential vulnerabilities were considered in its design and implementation.

• By comparing the protocol to safety policies in other countries or cities and assuming similar rules are fair everywhere.

• Students can organise the different viewpoints to find common ground