Why Generative AI Literacy, Why Now and Why it Matters in the Educational Landscape? Kings, Queens and GenAI Dragons (original) (raw)
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Open Praxis, 2024
This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.
The Manifesto for Teaching and Learning in a Time of Generative AI
Open Praxis, 2024
This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.
Interactive learning environments , 2023
Generative artificial intelligence (GenAI) tools have become increasingly accessible and have impacted school education in numerous ways. However, most of the discussions occur in higher education. In schools, teachers' perspectives are crucial for making sense of innovative technologies. Accordingly, this qualitative study aims to investigate how GenAI changes our school education from the perspectives of teachers and leaders. It used four domainslearning, teaching, assessment, and administrationas the initial framework suggested in a systematic literature review study on AI in education. The participants were 88 school teachers and leaders of different backgrounds. They completed a survey and joined a focus group to share how ChatGPT and Midjounery had a GenAI effect on school education. Thematic analysis identified four main themes and 12 subthemes. The findings provide three suggestions for practices: know-it-all attitude, new prerequisite knowledge, interdisciplinary teaching, and three implications for policy: new assessment, AI education, and professional standards. They also further suggest six future research directions for GenAI in education.
Unleashing the potential of generative AI, conversational agents and chatbots in educational praxis: A systematic review and bibliometric analysis of GenAI in education, 2023
In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction. Beyond the identified research themes and patterns, this paper argues that emotional intelligence, AI literacy, and prompt engineering are the trending research topics that require further exploration. Accordingly, it's in this praxis that emotional intelligence emerges as a pivotal attribute, as AI systems' ability to discern and respond to nuanced emotional cues plays a substantial role in the efficacy of educational interactions. Generative AI literacy then takes center stage, becoming an indispensable asset in an era permeated with AI technologies, equipping students with the tools to critically engage with AI systems, thereby ensuring they become active, discerning users of these powerful tools. Concurrently, prompt engineering, the art of crafting queries that yield precise and valuable responses from AI systems, empowers both educators and students to maximize the utility of AI-driven educational resources.
The Rise of Generative Artificial Intelligence and Its Impact on Education: The Promises and Perils
Computer
I n the past few months, we have witnessed much buzz and unprecedented interest in generative artificial intelligence (GAI), particularly GAI-driven chatbots and automated writing, drawing, painting, and coding tools. From science fiction to reality, GAI is making inroads into several areas, including education and research, transforming and revolutionizing them in unexpected ways. GAI is also changing how we interact with computers, gather information, and get work done. Notably, OpenAI's release of the conversational AI text-writing tool Chat Generative Pretrained Transformer (ChatGPT) in November 2022 created a storm in technology and business domains, opening up unforeseen opportunities, concerns, and challenges. Implications of GAI for education are profound, as are concerns surrounding them. However, how we can-and
Challenges for higher education in the era of widespread access to generative AI
The Poznań University of Economics Review, 2023
The aim of this paper is to discuss the role and impact of Generative Artificial Intelligence (AI) systems in higher education. The proliferation of AI models such as GPT-4, Open Assistant and DALL-E presents a paradigm shift in information acquisition and learning. This transformation poses substantial challenges for traditional teaching approaches and the role of educators. The paper explores the advantages and potential threats of using Generative AI in education and necessary changes in curricula. It further discusses the need to foster digital literacy and the ethical use of AI. The paper's findings are based on a survey conducted among university students exploring their usage and perception of these AI systems. Finally, recommendations for the use of AI in higher education are offered, which emphasize the need to harness AI's potential while mitigating its risks. This discourse aims at stimulating policy and strategy development to ensure relevant and effective education in the rapidly evolving digital landscape.
Teachers Interacting with Generative Artificial Intelligence: A Dual Responsibility
Proceedings of the Ital-IA Intelligenza Artificiale - Thematic Workshops (Ital-IA 2024), Naples, Italy, May 29-30, 2024, 2024
This paper explores the integration of Generative Artificial Intelligence (GAI) in education, focusing on the pivotal role of teachers. It introduces current policies from educational organizations and governmental institutions, and briefly reports on research evidence on the topic, emphasizing the need for targeted training programs. These programs are essential for equipping educators with proactive strategies to harness this emerging technology, not only to enhance professional practice but also to effectively guide students in developing AI literacy, utilizing both hidden and explicit curricula.
Online Learning, 2024
Generative AI, much like the Force in Star Wars, wields significant power, capable of immense good or potential harm depending on its application. This editorial indicates the dual nature of generative AI within educational contexts, drawing parallels to the light and dark sides of the Force. Generative AI's proficiency in language manipulation positions it as a transformative tool in education, yet its influence must be managed wisely. The evolution of AI mirrors the advent of personal computers, suggesting a future where individuals may have personal AI assistants tailored to their needs. This speculative future poses critical questions about the balance of force between humans and AI. This editorial along with articles published in the special issue urge critical reflection on our current path and the decisions that will shape the future of AI in education.
NAVIGATING THE NEXUS OF AI LITERACIES: A STUDY ON GENERATIVE AI PRACTICES AMONG NTU STUDENTS
INTED2024 Proceedings, 2024
This research explores university students' Generative Artificial Intelligence (AI) literacies through a qualitative study of AI practices amongst undergraduates and postgraduates at Nanyang Technological University (NTU) in Singapore. Two focus group discussions involving 12 students were conducted to understand students' in-school and out-of-school use of Generative AI tools like ChatGPT. Activity theory was used as a framework to analyse literacy activities involving Generative AI for writing, learning, tasks, and creating artwork. Key in-school uses included harnessing Generative AI as a writing aid, learning assistant, task handler, and artwork generator. Challenges were also identified. Outside of school, students used Generative AI for entertainment, social media content creation, everyday tasks, and more. Students expressed both excitement and fears regarding Generative AI's impact, such as increased/decreased employment opportunities. The findings provide insights into university students' evolving AI literacies and have implications for curriculum design and faculty development to support students in an AI-transformed world.