# Glossary

Collection of relevant technical terms

# Table of technical terms

### Terms introduced in the playbook

<table id="bkmrk-term-explanation-sch" style="border-collapse: collapse; width: 100%; height: 1415.37px;"><colgroup><col style="width: 50.0546%;"></col><col style="width: 25.0273%;"></col><col style="width: 25.0273%;"></col></colgroup><tbody><tr style="height: 29.7167px;"><td style="height: 29.7167px;">Term</td><td style="height: 29.7167px;">Explanation</td><td style="height: 29.7167px;">Also used in</td></tr><tr style="height: 63.3167px;"><td style="height: 63.3167px;">Automation bias</td><td style="height: 63.3167px;">Accepting a machine's suggestion without independently checking it

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</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">AI Detector</td><td style="height: 80.1167px;">Software claiming to identify machine-written text. What it actually measures is predictability.

</td><td style="height: 80.1167px;">1.5</td></tr><tr style="height: 96.9167px;"><td style="height: 96.9167px;">AI Pedagogical Competency Framework</td><td style="height: 96.9167px;">Structure that sorts AI-related teaching competencies into dimensions &amp; levels and links them to outcomes &amp; assessments.

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</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">Bias</td><td style="height: 80.1167px;">Slants inherited from the material a system learned from and not reliably reduced by making the system bigger</td><td style="height: 80.1167px;">1.4, 1.5</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">Certification pathway</td><td style="height: 80.1167px;">The route through which competences are validated and formally recognised, here as a dual pathway. </td><td style="height: 80.1167px;">  
</td></tr><tr style="height: 96.9167px;"><td style="height: 96.9167px;">[Cognitive offloading](https://playbook.dualaiteacher.eu/books/playbook-en/page/12-teaching-about-vs-teaching-with-ai "1.3 Learning About vs Teaching with AI")</td><td style="height: 96.9167px;">Handing mental work to something outside your head. It is useful when knowledge is in place, and damaging when it is still forming.</td><td style="height: 96.9167px;">1.4</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">Competence</td><td style="height: 80.1167px;">What a teacher knows, can do &amp; is willing to do, described so that it can be taught and checked. </td><td style="height: 80.1167px;">  
</td></tr><tr style="height: 96.9167px;"><td style="height: 96.9167px;">Deskilling</td><td style="height: 96.9167px;">The slow erosion of professional exptertise when a tool absorbs the work through which that expertise is maintained.</td><td style="height: 96.9167px;">1.4</td></tr><tr style="height: 46.5167px;"><td style="height: 46.5167px;">Digital Badge</td><td style="height: 46.5167px;">The shareable digital form of a certificate or micro-credential. </td><td style="height: 46.5167px;">  
</td></tr><tr><td>Dimension</td><td>One of the broad areas the framework is divided into, each grouping competences that belong together in practice. </td><td>  
</td></tr><tr style="height: 63.3167px;"><td style="height: 63.3167px;">False positive</td><td style="height: 63.3167px;">A correct, honest piece of work wrongly flagged. The error that damages students</td><td style="height: 63.3167px;">1.4, 1.5</td></tr><tr><td style="height: 63.3167px;">[Guardrails](https://playbook.dualaiteacher.eu/books/playbook-en/page/12-teaching-about-vs-teaching-with-ai "1.3 Learning About vs Teaching with AI")</td><td style="height: 63.3167px;">Limits built into a system so that it supports thinking instead of replacing it.</td><td style="height: 63.3167px;">1.4, 1.5</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">Hallucination</td><td style="height: 80.1167px;">Fluent, confident, false. Not a defect awaiting a patch but a consequence of how the systems generate text</td><td style="height: 80.1167px;">1.4, 1.5</td></tr><tr style="height: 63.3167px;"><td style="height: 63.3167px;">Integration roadmap</td><td style="height: 63.3167px;">The step-by-step route a teacher or an institution takes from first contact with AI to settled practice. </td><td style="height: 63.3167px;"> </td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">[Knowledge-action gap](https://playbook.dualaiteacher.eu/books/playbook-en/page/12-teaching-about-vs-teaching-with-ai "1.3 Learning About vs Teaching with AI")</td><td style="height: 80.1167px;">The measured distance between knowing about AI and teaching differently because of it.</td><td style="height: 80.1167px;">1.4, 1.5</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">Micro-credential </td><td style="height: 80.1167px;">A smaller certification covering one focused set of competences instead of a whole pathway.</td><td style="height: 80.1167px;">  
</td></tr><tr style="height: 35.3167px;"><td style="height: 35.3167px;">[Schema](https://playbook.dualaiteacher.eu/books/playbook-en/page/12-teaching-about-vs-teaching-with-ai "1.3 Learning About vs Teaching with AI")</td><td style="height: 35.3167px;">Person's organised knowledge</td><td style="height: 35.3167px;">1.4</td></tr><tr style="height: 80.1167px;"><td style="height: 80.1167px;">Teaching about AI</td><td style="height: 80.1167px;">Making AI itself the subject of the lesson, so that students understand how it works &amp; where it fails.</td><td style="height: 80.1167px;">  
</td></tr><tr style="height: 63.3167px;"><td style="height: 63.3167px;">Teaching with AI</td><td style="height: 63.3167px;">Using AI as a tool for your own teaching work, from planning to feedback.</td><td style="height: 63.3167px;">  
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