Glanz: aiMOOC über GPT aiMOOC Action erstellt

2026-10-03T17:18:49Z

aiMOOC über GPT aiMOOC Action erstellt

Neue Seite

{{T}}

{{BR}}
= ABI - AI als Speaking Partner nutzen =

[[Datei:Noun-artificial-intelligence-8395365.svg|420px|rahmenlos|center]]

'''Mini-description:''' Use AI as a speaking partner to simulate discussion, exam-style communication and follow-up questions. Ask for counterarguments, but never accept factual claims without checking them. You remain the speaker, analyst and writer; AI is a training partner, not a source of truth and not a substitute for your own exam performance.

'''Target group:''' Englisch als fortgeführte Fremdsprache, Kursstufe Baden-Württemberg, gemeinsamer Kurs für [[Basisfach|BF]] und [[Leistungsfach|LF]]. Working level: mainly '''B2'''; selected '''C1 stretch''' tasks are optional learning goals, not artificial difficulty.

{{BR}}
= Einleitung =

This aiMOOC trains the skills behind strong oral performance: understanding a stimulus, building a position, interacting, reacting spontaneously, asking and answering follow-up questions, challenging claims and using evidence responsibly.

{{#ev:youtube| https://www.youtube.com/watch?v=G4fCOa4z1a0 |500|center}}

'''Media entry – watch before reading:'''
# [[Speaking strategy|Notice]]: How do the speakers enter the discussion, disagree politely and keep the exchange moving?
# [[Interaction|Collect]]: Write down three useful moves, not whole sentences from the video.
# [[Transfer|Try]]: Use one move immediately in a 60-second partner discussion.

'''Important:''' The video is a general speaking model, not a copy of the Baden-Württemberg Abitur format.

{{BR}}
== Safety, privacy and academic honesty ==

# [[Datenschutz|Use fictitious data]]: Do not enter real names, addresses, health information, school accounts or other personal data into a practice prompt.
# [[Audioaufnahme|Recordings are voluntary]]: Keep recordings private or local unless everyone involved has explicitly agreed to sharing.
# [[Künstliche Intelligenz|No external AI is required]]: Every AI role can also be played by a classmate using the prompt cards in this course.
# [[Quellenkritik|Check factual claims]]: AI can invent statistics, quotations, sources or details. Separate language feedback from factual reliability.
# [[Eigenständiges Arbeiten|No replacement essays]]: Plan, analyse, speak and write yourself. Ask AI for questions, counterarguments or feedback instead of a finished answer.
# [[Urheberrecht|Protected texts and films]]: Do not paste complete required works or upload unauthorised film sequences. Work with legally provided classroom materials, short permitted quotations and your own notes.

{{BR}}
== Abi-Check 2027 Baden-Württemberg ==

'''Checked for this course on 03 October 2026.''' The official 2027 subject decree for English is the reference point. Always re-check the current version for your own exam year and follow your school’s instructions.

# '''Official basis:''' Bildungsplan 2016 plus the current Facherlass for the 2027 Abitur.
# '''2027 focus theme:''' ''On the Move: Migration and Cross-Cultural Encounters''.
# '''LF:''' the written examination contains listening and writing components; the oral part includes the '''Kommunikationsprüfung'''. The exact design and assessment of that component is governed by the current assessment/correction rules.
# '''BF:''' the focus theme and required works are linked to the LF canon, but the treatment is reduced appropriately. Across the course, students contribute a larger monologic and a larger dialogic speaking performance.
# '''Oral Abitur in modern foreign languages:''' a connected presentation on an authentic text/task is followed by an examination discussion. The 2027 guidance describes the BF/LF difference mainly through task complexity, breadth/depth of sociocultural knowledge and the weighting of AFB levels.
# '''BF/LF principle for this MOOC:''' BF uses fewer materials and more structure; LF connects more complex materials independently and places more emphasis on AFB II/III.

'''Official sources:'''
# [https://km.baden-wuerttemberg.de/fileadmin/redaktion/m-km/intern/PDF/Dateien/Gymnasium/Dokumente_Abitur/Abitur_2027/Facherlass_2027_Stand_09.09.2025.pdf Facherlass für die Abiturprüfung 2027, Englisch]
# [https://km.baden-wuerttemberg.de/de/service/publikation/did/leitfaden-fuer-die-gymnasiale-oberstufe-2027 Leitfaden für die gymnasiale Oberstufe 2027]
# [https://www.iqb.hu-berlin.de/abitur/dokumente/englisch IQB: Operatoren Englisch]

{{BR}}
== I-can goals ==

[[Datei:Speech bubble.svg|300px|rahmenlos|center]]

By the end of the course, '''I can …'''
# [[Argumentation|state and justify a position]] with a clear line of thought.
# [[Diskussion|respond to another speaker]] instead of delivering isolated mini-speeches.
# [[Follow-up question|answer follow-up questions]] and ask clarifying questions myself.
# [[Gegenargument|handle counterarguments]] by conceding, qualifying, rebutting or revising.
# [[Quellenkritik|separate factual claims from opinions]] and verify important facts.
# [[Sprachkompetenz|speak at B2 level with growing flexibility]] and use selected C1-style strategies when useful.
# [[Selbstkorrektur|notice recurring errors]] and improve them without letting AI rewrite my performance.

{{BR}}
== Prior knowledge quick check ==

Before using AI, do this with a partner:
# Explain the difference between a '''claim''', a '''reason''' and '''evidence'''.
# Give one polite disagreement phrase.
# Ask one follow-up question beginning with '''Why''', '''How''' or '''To what extent'''.
# Explain why a fluent AI answer can still contain false information.

If one point is difficult, use the scaffolds below before starting an exam simulation.

{{BR}}
= Learning route =

{{BR}}
== Listening and Viewing ==

[[Datei:Microphone.svg|420px|rahmenlos|center]]

{{#ev:youtube| https://www.youtube.com/watch?v=2NEhEyusaEs |500|center}}

'''B2 observation task:''' This Cambridge English sample is used only as a '''speaking-skills model''', not as the Baden-Württemberg examination format.

# First viewing: identify moments of turn-taking, justification and spontaneous reaction.
# Second viewing: note one phrase for entering, extending and challenging an idea.
# Reflection: Which move would make your own discussion more interactive?

'''LF / C1 stretch:'''

{{#ev:youtube| https://www.youtube.com/watch?v=5nGESyDgmdw |500|center}}

Focus on how speakers compare ideas, speculate, qualify claims and respond to a partner. Do not imitate complexity for its own sake: choose precise language that serves your argument.

{{BR}}
== Reading: micro-text ==

'''Read this short original learning text:'''

A student asks an AI speaking partner to challenge the claim that digital tools automatically make language learning more effective. The AI gives two useful counterarguments, but it also invents a survey percentage. Instead of repeating the number, the student labels it '''CHECK''', removes it from the discussion and searches for a reliable source later. During the next round, the AI asks only one follow-up question at a time. The student therefore has to react, clarify and reformulate independently. The final transcript is used for error analysis, not for generating a polished replacement answer.

'''Reading task:'''
# Summarise the student’s strategy in one sentence.
# Explain why the invented percentage is more dangerous than an awkward phrase.
# Transfer the method to an Abitur topic such as migration, belonging or identity.

{{BR}}
== Context vocabulary and word formation ==

[[Datei:Nuvola apps kdict.svg|240px|rahmenlos|center]]

'''English first rescue ladder:''' context → word family → English learner’s dictionary → English paraphrase/example → only then a short German help.

{| class="wikitable"
! Word
! English meaning in context
! Word family
! Useful frame
! German help only if still needed
|-
| claim
| a statement presented as true
| claim, claimant
| My main claim is that …
| Behauptung
|-
| evidence
| information used to support a claim
| evident, evidently
| The strongest evidence is …
| Beleg
|-
| justify
| give convincing reasons
| justification, justified
| I would justify this by …
| begründen
|-
| reliable
| trustworthy enough for the purpose
| rely, reliability, reliably
| This source seems reliable because …
| verlässlich
|-
| qualify
| make a statement more precise or less absolute
| qualification, qualified
| I would qualify that claim by saying …
| einschränken
|-
| rebut
| answer an opposing argument with reasons
| rebuttal
| A possible rebuttal is …
| widerlegen
|-
| concede
| accept part of another position
| concession
| I concede that …, however …
| einräumen
|}

{{BR}}
== Analysis: from stimulus to argument map ==

[[Datei:Question Mark.svg|240px|rahmenlos|center]]

Use four boxes before speaking:

{| class="wikitable"
! Step
! Question
! Example move
|-
| '''1. Understand'''
| What exactly is the issue?
| The prompt contrasts opportunity with risk.
|-
| '''2. Analyse'''
| Which assumptions, perspectives or strategies matter?
| The wording presents technology as automatically beneficial.
|-
| '''3. Evaluate'''
| What is convincing, limited or missing?
| The claim needs evidence and a clearer definition of effectiveness.
|-
| '''4. Respond'''
| What position can I defend?
| I partly agree, but only under conditions such as guided practice and source checking.
|}

'''AFB link:''' BF can work from one clear stimulus and a guided map. LF should increasingly connect several materials, distinguish perspectives and move independently from analysis to evaluation and transfer.

{{BR}}
= Speaking with AI =

{{BR}}
== The three speaking modes ==

'''Mode A – Discussion partner'''

Use this when you need genuine interaction.

{| class="wikitable"
! Prompt card
|-
| Act as my English speaking partner. Topic: [topic]. Ask one question at a time. Do not write my answer. After I answer, react briefly and ask a follow-up question. Challenge at least one of my assumptions politely.
|}

'''Mode B – Exam-style communication practice'''

{| class="wikitable"
! Prompt card
|-
| Simulate an exam-style speaking practice for Baden-Württemberg English. This is practice, not an official exam copy. Give me a short stimulus or question, then let me answer independently. Ask follow-up questions that deepen, connect or problematise the issue. Do not give a model answer before I have finished.
|}

'''Mode C – Counterargument coach'''

{| class="wikitable"
! Prompt card
|-
| Listen to my position. Give me two counterarguments. Clearly separate reasoning from factual claims. Mark every factual claim that would need verification with CHECK. Do not invent quotations or sources. Then ask me to respond to one counterargument.
|}

{{BR}}
== The follow-up question ladder ==

# '''Clarify:''' What exactly do you mean by …?
# '''Justify:''' Why do you think this is the stronger explanation?
# '''Evidence:''' What evidence would support that claim?
# '''Compare:''' How does this perspective differ from …?
# '''Qualify:''' Under which conditions might your claim not hold?
# '''Transfer:''' How could this idea apply to another text, context or society?

'''LF stretch:''' Ask for links across materials and for consequences, assumptions or limitations. '''BF support:''' use the ladder visibly and choose one question from each level.

{{BR}}
== Claim-check protocol ==

[[Datei:Content containing AI label.svg|420px|rahmenlos|center]]

Whenever AI introduces a factual statement:

# '''Pause''' – do not repeat it as fact.
# '''Label''' – mark it CHECK.
# '''Classify''' – fact, interpretation, prediction or opinion?
# '''Verify''' – use an appropriate independent source, preferably an official, primary, academic or otherwise reputable source.
# '''Revise''' – remove, qualify or correct the claim.
# '''Speak''' – use only what you can responsibly defend.

A good counterargument can still contain a bad fact. Judge the '''reasoning''' and the '''evidence''' separately.

{{BR}}
== Topic cards for Abitur 2027 ==

Use legally available course materials rather than uploading protected works.

# [[Migration|Migration and belonging]]: To what extent can migration change a person’s sense of identity?
# [[Interkulturelle Kompetenz|Cross-cultural encounters]]: When can an encounter challenge stereotypes rather than reinforce them?
# [[American Dream|American ideals and realities]]: How can ideals such as freedom or equality be tested against lived experience?
# [[Postkolonialismus|Postcolonial Britain]]: How can literature reveal tensions between memory, identity and social change?
# [[Arrival|Film analysis]]: Work only from your own notes or legally provided excerpts. Discuss how communication, perception and uncertainty shape meaning.

{{BR}}
== BF and LF differentiation ==

{| class="wikitable"
! Dimension
! BF
! LF
|-
| Material
| one manageable stimulus or a small set
| broader and more complex material set
|-
| Support
| visible phrase bank, question ladder, guided argument map
| progressively reduced scaffolding
|-
| Analysis
| clear focus on core perspective and evidence
| greater depth, competing readings and independent links
|-
| Interaction
| structured follow-ups and supported counterarguments
| spontaneous follow-ups, synthesis and strategic challenge
|-
| AFB
| stronger emphasis on I and II
| stronger emphasis on II and III
|-
| Language
| secure, clear B2 communication
| equally clear language with more flexible range where useful; optional C1 stretch
|}

'''Training times in this MOOC are practice choices, not official examination times.'''

{{BR}}
= Writing and optional Mediation =

{{BR}}
== Writing: AI as feedback partner, not ghostwriter ==

Use this four-step loop:
# Write your own thesis and outline.
# Draft one paragraph without AI.
# Ask AI to identify one unclear point, one unsupported claim and one language pattern to review.
# Revise the paragraph yourself and explain one change.

'''Useful feedback prompt:''' ''Do not rewrite my paragraph. Ask me questions that help me improve structure, evidence and language. If you suggest a factual correction, mark it CHECK so I can verify it.''

{{BR}}
== Optional Mediation ==

'''German source note:''' „Für eine Übungsdiskussion werden nur erfundene Personendaten verwendet. Tonaufnahmen sind freiwillig und bleiben privat. Fakten aus KI-Antworten müssen vor der Weiterverwendung überprüft werden.“

'''Task:''' Explain the relevant information in natural English to an exchange student who wants to join the activity. Do not translate word for word. Select what the addressee needs to know.

{{BR}}
= Help, feedback and error analysis =

{{BR}}
== Feedback grid ==

After a speaking round, ask for '''evidence-based feedback on your actual performance'''.

{| class="wikitable"
! Area
! Self-check
! Useful AI or peer feedback
|-
| Task fulfilment
| Did I answer the exact question?
| Point to one strong and one missing part.
|-
| Interaction
| Did I react to the partner?
| Identify a missed follow-up opportunity.
|-
| Argumentation
| Did reasons support my claim?
| Mark one weak link in the reasoning.
|-
| Language
| Was my wording clear and sufficiently varied?
| Identify one recurring pattern, not every minor error.
|-
| Accuracy
| Did errors block meaning?
| Explain one high-impact correction.
|-
| Factual reliability
| Did I verify important claims?
| Mark uncertain factual statements as CHECK.
|}

{{BR}}
== Error-analysis loop ==

# '''Notice''' one recurring error.
# '''Name''' the pattern in English if possible.
# '''Repair''' two examples yourself.
# '''Reuse''' the corrected pattern in a new answer.
# '''Review''' it after the next speaking round.

Do not chase every error at once. Prioritise intelligibility, task fulfilment and patterns that repeatedly reduce precision.

{{BR}}
= Transfer and Abi-Check =

Try this sequence without AI support at the end:

# Read or view a short legally provided stimulus.
# Prepare a position with claim, reason, evidence and one limitation.
# Speak continuously.
# Respond to an unexpected counterargument.
# Answer two follow-up questions.
# Link the issue to another course topic or material.
# State which factual points would need verification.

'''BF check:''' Can you do this with clear structure and manageable material?
'''LF check:''' Can you independently connect more complex material, analyse perspectives and transfer ideas across contexts?

{{BR}}
= Follow-up course =

Continue with:
# [[ABI - Discussion Skills|Discussion Skills]]
# [[ABI - Follow-up Questions|Follow-up Questions]]
# [[ABI - Argumentation in English|Argumentation in English]]
# [[ABI - Listening and Viewing|Listening and Viewing]]
# [[ABI - Source Checking with AI|Source Checking with AI]]
# [[ABI - English Writing Feedback with AI|Writing Feedback with AI]]

{{BR}}
= Interaktive Aufgaben =

{{BR}}
== Quiz: Teste Dein Wissen ==

{{MC}}

'''What should you do when AI gives you an important factual claim?'''
(Verify it with an independent suitable source)
(!Repeat it if it sounds fluent)
(!Use it when two AI answers agree)
(!Treat it as evidence because it is specific)

{{E}}
<br>

{{MC}}

'''What is the best role for AI in this speaking course?'''
(A partner that asks questions, challenges ideas and gives limited feedback)
(!A writer that produces the final exam answer)
(!A source that automatically supplies verified facts)
(!A substitute for independent analysis)

{{E}}
<br>

{{MC}}

'''How does this course differentiate BF and LF most appropriately?'''
(BF receives more structure while LF connects broader and more complex material independently)
(!BF avoids speaking while LF practises speaking)
(!BF uses German while LF uses English)
(!LF must always use artificially difficult vocabulary)

{{E}}
<br>

{{MC}}

'''What comes before German help in the vocabulary rescue ladder?'''
(Context, word family, an English dictionary and an English paraphrase)
(!An automatic full translation)
(!A model essay)
(!A list of unrelated synonyms)

{{E}}
<br>

{{MC}}

'''What is a counterargument?'''
(A reason that challenges or limits a position)
(!A repetition of the original claim)
(!A pronunciation correction)
(!A source citation without reasoning)

{{E}}
<br>

{{MC}}

'''Why should AI not write your replacement essay?'''
(Because the learning goal is your independent analysis and production)
(!Because essays never contain arguments)
(!Because feedback is forbidden)
(!Because English writing is irrelevant to the course)

{{E}}
<br>

{{MC}}

'''What kind of personal data should you use in practice prompts?'''
(Fictitious data whenever personal data would otherwise be needed)
(!Real names and addresses)
(!Private health information)
(!School login details)

{{E}}
<br>

{{MC}}

'''What is the main purpose of a follow-up question?'''
(To clarify, deepen, test or connect an idea)
(!To end the interaction immediately)
(!To replace the speaker’s answer)
(!To introduce unrelated facts)

{{E}}
<br>

{{MC}}

'''What should you focus on when watching a speaking model?'''
(Interaction strategies such as turn-taking, justification and response)
(!Copying every sentence word for word)
(!Imitating an accent regardless of clarity)
(!Memorising the candidates’ personal details)

{{E}}
<br>

{{MC}}

'''What does C1 stretch mean in this course?'''
(Optional extension when greater precision or flexibility genuinely helps)
(!A requirement to use rare words in every sentence)
(!A replacement for secure B2 communication)
(!A rule that every LF answer must sound academic)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| claim || statement presented as true
|-
| evidence || information supporting a claim
|-
| counterargument || reason challenging a position
|-
| follow-up question || prompt that deepens an answer
|-
| turn-taking || managing who speaks when
|-
| hedging || making a statement less absolute
|-
| rebuttal || reasoned answer to an objection
|-
| reliability || degree to which a source can be trusted
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Clarify'''
| Ask for a more precise explanation
|-
| '''Justify'''
| Give reasons for a position
|-
| '''Challenge'''
| Test an assumption or argument
|-
| '''Concede'''
| Accept a valid part of the opposing view
|-
| '''Synthesise'''
| Connect ideas from different materials

|}
{{E}}

<br>
...
<br />

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Evidence || What supports a factual or argumentative claim?
|-
| Fluency || What term describes speaking with a reasonably smooth flow?
|-
| Register || What term describes language choice appropriate to situation and audience?
|-
| Rebuttal || What is a reasoned response to an opposing argument called?
|-
| Hedging || What strategy makes a claim less absolute?
|-
| Mediation || What competence involves conveying relevant information for another person rather than translating word for word?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=ABI+-+AI+als+Speaking+Partner+nutzen </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
AI should act as a speaking { partner } rather than write the final answer for you. An important factual statement from AI should be { verified } before you reuse it. A question that develops an earlier answer is a { follow-up } question. A reason against a position is a { counterargument }. Accepting part of another view is called a { concession }. BF usually receives more visible { scaffolding } in this course. LF increasingly links several materials through independent { synthesis }. Personal practice data should be { fictitious }. A recording should remain voluntary and { private }. German help comes only after context, word formation and an English { dictionary } have been tried.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

{{BR}}
=== Leicht ===

# [[Phrase bank]]: Create a one-page English phrase bank for agreeing, disagreeing, clarifying and qualifying. Use your own examples.
# [[Question ladder]]: Write six follow-up questions on one Abitur-related topic, moving from clarification to transfer.
# [[Speaking sprint]]: Give a one-minute answer to a topic card, then identify one claim, one reason and one limitation in your own answer.
# [[Private recording]]: If you want to, make a private local recording of a short response and note two strengths and one recurring error; recording is optional.

{{BR}}
=== Standard ===

# [[AI discussion]]: Use an approved AI tool or a peer role-player for a five-turn discussion. The partner must ask one question at a time and challenge one assumption.
# [[Counterargument audit]]: Ask for two counterarguments, mark factual claims as CHECK and verify at least one with an independent source.
# [[Listening analysis]]: Rewatch one embedded speaking video and create a visual map of turn-taking, justification and follow-up moves.
# [[Mediation task]]: Create a short fictional German information note on safe AI use and mediate its relevant points orally into English for a defined audience.

{{BR}}
=== Schwer ===

# [[Material synthesis]]: Connect two legally provided course materials and defend a position that explicitly compares their perspectives.
# [[LF challenge round]]: Respond to three unexpected follow-up questions and one strong counterargument without a prepared script; afterwards analyse which AFB II/III moves you used.
# [[Source reliability]]: Build a verification log for three AI-generated factual claims, documenting claim type, source used, correction and final speaking version.
# [[Exam simulation]]: Design a BF or LF practice station with stimulus, task, follow-up questions, feedback grid and privacy rules. Swap stations with another group and evaluate whether the difficulty is appropriate rather than artificially high.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Argument transfer]]: Given a new stimulus, build a two-sided argument and explain which counterargument most changes or qualifies your own position.
# [[Evidence check]]: Analyse three statements from a fictional AI response and decide which need verification, which are opinions and which are interpretations. Justify each classification.
# [[Interaction repair]]: Improve a weak discussion in which two speakers only deliver monologues. Add follow-up questions, references to the partner and one meaningful concession.
# [[BF-LF differentiation]]: Transform the same speaking task once for BF and once for LF. Explain how material complexity, scaffolding and AFB emphasis change while the communicative goal remains comparable.
# [[Error analysis]]: Use a short transcript of your own or a fictional learner response. Identify one high-impact language pattern, correct it and reuse the correction in a new argument.
# [[Source-to-speech transfer]]: Read two brief trustworthy sources, extract only information relevant to a speaking question and deliver a concise position without copying source wording.
# [[Reflection]]: Explain where AI practice helped your speaking and where human judgement, source verification or teacher feedback remained necessary.

<br>
<br>

{{BR}}
= Lernnachweis =

For a successful learning record, show that you can:
# formulate and justify an independent position in English.
# interact through relevant reactions and follow-up questions.
# handle counterarguments without simply abandoning your own reasoning.
# distinguish factual claims, interpretations and opinions.
# verify important factual AI claims with suitable independent sources.
# analyse one recurring language or interaction problem and document your improvement.
# use AI transparently as a training and feedback tool, not as a replacement author.
# protect personal data and keep recordings voluntary and private.
# adapt performance to BF or LF task complexity while communicating clearly at an appropriate level.

<br>
<br>

{{BR}}
= OERs zum Thema =

<iframe> https://de.m.wikipedia.org/wiki/Künstliche_Intelligenz </iframe>

# [https://learnenglishteens.britishcouncil.org/skills/speaking British Council LearnEnglish: Speaking]
# [https://www.cambridgeenglish.org/learning-english/activities-for-learners/ Cambridge English learning activities]
# [https://commons.wikimedia.org/ Wikimedia Commons]

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[ABI - AI als Speaking Partner nutzen]]'''
# [[Englisch]]
# [[Mündliche Kommunikation]]
# [[Argumentation]]
# [[Follow-up question|Follow-up Questions]]
# [[Quellenkritik]]
# [[Künstliche Intelligenz]]
# [[Medienkompetenz]]
# [[Abitur Baden-Württemberg]]
# [[Basisfach]]
# [[Leistungsfach]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Abitur]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Kursstufe]]
[[Kategorie:Basisfach]]
[[Kategorie:Leistungsfach]]
[[Kategorie:Künstliche Intelligenz]]
[[Kategorie:Medienbildung]]
[[Kategorie:Fremdsprache]]
[[Kategorie:Sprachkompetenz]]

{{BR}}
= aiMOOC-Projekte =
[[Kategorie:AI_MOOC]] [[Kategorie:GPT aiMOOC]]
{{MT}}

ABI - AI als Speaking Partner nutzen - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt