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Articles 31 - 46 of 46
Full-Text Articles in Artificial Intelligence and Robotics
2. Some Ethical Considerations For Teaching And Generative Ai In Higher Education, Lydia Wilkes
2. Some Ethical Considerations For Teaching And Generative Ai In Higher Education, Lydia Wilkes
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
The chapter discusses some ethical considerations for teaching and generative Al in higher education with a focus on large language models like ChatGPT. These considerations include generative Al's effects on the environment and labor, its reliance on data and tendency to violate privacy, the biases encoded in it, and the digital divide. As more sophisticated generative Al is integrated into word processors, these ethical concerns will become more difficult to perceive and the ethics of using Al more difficult to parse. This chapter concludes with a note on power and justice.
Part I: Section 1: Framing Concepts, Beth Buyserie, Travis N. Thurston
Part I: Section 1: Framing Concepts, Beth Buyserie, Travis N. Thurston
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
No abstract provided.
Introduction, Beth Buyserie, Travis N. Thurston
Introduction, Beth Buyserie, Travis N. Thurston
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
With the rapid development of generative Al, teachers are experiencing a new pedagogical challenge, one that promises to forever change the way we approach teaching and learning. As a response to this unprecedented teaching context, this collection-Teaching and Generative Al: Pedagogical Possibilities and Productive Tensions-provides interdisciplinary teachers, librarians, and instructional designers with practical and thoughtful pedagogical resources for navigating the possibilities and challenges of teaching in an Al era. Because our goal with this edited collection is to present nuanced discussions of Al technologies across disciplines, the chapters collectively acknowledge or explore both possibilities and tensions-including the strengths, …
Land Acknowledgement/Foreword, Tazin Daniels
Land Acknowledgement/Foreword, Tazin Daniels
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
In the rapidly evolving landscape of higher education, the emergence of Generative Artificial Intelligence (Al) stands as a beacon of both innovation and introspection, heralding a new era in teaching and learning. This book serves as a guide for college instructors who find themselves at the cusp of this technological revolution-those who are intrigued yet perhaps apprehensive, eager to explore yet unsure where to begin. As we begin this journey, it is vital to acknowledge the spectrum of emotions that accompany its integration into academia: from excitement and curiosity to caution and concern. Recognizing and normalizing these feelings is the …
13. Rude Reflections: Current Ai Acts As A Mirror Of Our Flawed Society, Belinda 'Ofakihevahanoa Fotu
13. Rude Reflections: Current Ai Acts As A Mirror Of Our Flawed Society, Belinda 'Ofakihevahanoa Fotu
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
In face-to-face classrooms, culturally and critically conscious teachers fight to mediate skills, content, and students' backgrounds all within the bounds of a systematically flawed educational institution. For now, AIs that aid in writing bypass that kind of meaningful work as AIs reflect the corpus of published literature that overwhelmingly reflects historically problematic hierarchical biases.
35. Using Generative Ai To Perform Stacked Evaluations Of Educational Documents: Provoking Students To Think On Successively Higher Levels, Susan Codone
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
This chapter describes the use of ChatGPT in a graduate class assignment and explores how Al can scaffold student work to promote successively higher levels of thinking. The assignment asked students to compose a "stacked evaluation" of school district technology plans, which included a rubric generated by ChatGPT, evaluation data generated by ChatGPT using the rubric criteria, and the students' evaluation of both the technology plan and of the ChatGPT evaluation. Student deliverables were more thorough than in previous semesters and included clear demarcation of Al-generated text and original writing. Because students asked ChatGPT to act in the persona of …
26. Working Alongside, Not Against, Ai Writing Tools In The Composition Classroom: A Dialectical Retrospective, Daniel Frank, Jennifer K. Johnson
26. Working Alongside, Not Against, Ai Writing Tools In The Composition Classroom: A Dialectical Retrospective, Daniel Frank, Jennifer K. Johnson
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
This article presents a dialectical retrospective on thoughtfully integrating Generate AI tools such as ChatGPT into composition classrooms. Drawing on their experiences and research, the authors outline key principles for using AI as a supplemental aid rather than a replacement for student writing, promoting academic integrity, and fostering critical perspectives on the technology's capabilities and limitations. They share experimental classroom activities and assignments that engage students in hands-on exploration and reflection on their AI-assisted writing processes. Student responses reveal nuanced engagement with the tools to support rather than shortcut learning. The authors argue that attempting to simply prohibit AI use …
23. Cake-Making Analogy For Setting Generative Ai Guidelines/Ethics, Maha Bali
23. Cake-Making Analogy For Setting Generative Ai Guidelines/Ethics, Maha Bali
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
This is a lesson plan that offers metaphor as an innovative approach to teaching about the ethical use of generative Al. The cake-making analogy equates different ways of acquiring a cake (baking from scratch, using a readymade mix from a box, buying from a bakery or buying preserved cake from a supermarket) with varying degrees of reliance on Al as a shortcut for tasks or assignments. The lesson invites participants (who may be students or teachers) to critically consider the implications of each mode, examining factors such as quality, time, cost, and personal investment. This analogy is then applied to …
7. Automated Aid Or Offloading Close Reading? Student Perspectives Of Ai Reading Assistants, Marc Watkins
7. Automated Aid Or Offloading Close Reading? Student Perspectives Of Ai Reading Assistants, Marc Watkins
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Generative Al technologies offer new opportunities for enhancing student learning that go beyond chatbot interfaces like ChatGPT. This chapter presents reflections from a small study about the possible benefits and challenges posed by integrating Al-powered reading assistants in first-year writing courses. Careful integration of these tools suggests potential benefits that do not simply generate text on students' behalf. For example, reading assistants like Explainpaper and SciSpace are powered by large language models like OpenAl's GPT and can help students augment reading. This application of generative technology could aid non-native speakers, students with disabilities, and those struggling with reading comprehension. However, …
6. More Is Less?: Using Generative Ai For Idea Generation And Diversification In Early Writing Processes, Franziska Tsufim, Lainie Pomerleau
6. More Is Less?: Using Generative Ai For Idea Generation And Diversification In Early Writing Processes, Franziska Tsufim, Lainie Pomerleau
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
As writing teachers, we are strong proponents of process writing. At the same time, we are aware that early process work, especially in a group setting, can be time consuming and anxiety-inducing. Students may also self-censor when sharing work with peers especially if they are not confident in their ideas. Drawing on the process of nominal, electronic brainstorming, we created two different prompts that allowed students to incorporate generative Al into their idea generation process. This first activity improves the efficiency of individual idea generation, while the second exercise helps increase student confidence in their ideas in collaborative brainstorming situations. …
28. Creating Constitutions With Chatgpt, Julia M. Gossard
28. Creating Constitutions With Chatgpt, Julia M. Gossard
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
This chapter explores how students used ChatGPT to construct constitutions in a course on the history of the Age of Revolutions. Student responses, the product, and instructor implications and critiques are included.
19. Wrestling With A.I., Catherine J. Denial
19. Wrestling With A.I., Catherine J. Denial
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Generative AI has been sold to us at speed, promising quick resolutions to writing problems for students and demanding nimble responses from faculty. This essay suggests that instead of surrendering to a manufactured sense of urgency we take the time to fully grapple with the meaning of generative AI, and to respond to its challenges. By thinking through the ethical dimensions of AI in the classroom, and by gradually changing our assessment practices, we place humans back at the center of our common educational experiences.
Part Iii: Section 3: Race And Indigenous Studies, Beth Buyserie, Travis N. Thurston
Part Iii: Section 3: Race And Indigenous Studies, Beth Buyserie, Travis N. Thurston
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
No abstract provided.
4. Developing Media And Information Literacy Through Dialogues About Ai, Rosa Thornley, Dory Rosenberg
4. Developing Media And Information Literacy Through Dialogues About Ai, Rosa Thornley, Dory Rosenberg
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Inviting students to dialogue about Artificial Intelligence (Al) can help to develop media and information literacy. Instead of establishing restrictive policies, we present a method for instructor-facilitated dialogues to teach students to analyze, evaluate, and interact with generative language models. This recursive inquiry process causes students to critically think about the spectrum of AI capabilities and limitations. Practicing this inquiry habit over time directs students towards intuitively questioning the Al which leads them to govern their own choices when they become rhetorically aware of emerging technologies and how it will affect their own research and writing. For instructors in higher …
1. Navigating The New Frontier Of Generative Ai In Peer Review And Academic Writing, Chris Mayer
1. Navigating The New Frontier Of Generative Ai In Peer Review And Academic Writing, Chris Mayer
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
This chapter provides an overview of the current landscape and implications of Generative Al (GenAl) in higher education, particularly focusing on its role in academic writing and peer review. The emergence of GenAl tools such as ChatGPT is a transformative development in education, with widespread adoption at unprecedented speed. Large Language Models such as ChatGPT offer great potential for enhancing education and academic writing but also raise serious ethical concerns and tensions including access and usability, the perpetuation of Standard Academic English, and issues of linguistic justice. There is also the need for new approaches and pedagogies for how to …
14. Indigenous Futures In Generative Artificial Intelligence: The Paradox Of Participation, Rogelio E. Cardona-Rivera, J. Kaleo Alladin, Breanne K. Litts, Melissa Tehee
14. Indigenous Futures In Generative Artificial Intelligence: The Paradox Of Participation, Rogelio E. Cardona-Rivera, J. Kaleo Alladin, Breanne K. Litts, Melissa Tehee
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
As we work toward expanding and diversifying accurate representations of Indigenous peoples in classrooms, we must also consider the role of Native people in the construction of these technologies. Indigenous communities face the following paradox in the Generative Al space: in wanting to be represented by the Generative Al by sharing data representations their ways of knowing and being, they lose the agency to exert their rhetorical, technological, and data sovereignty over whatever is shared into the Generative Al system. Alternatively, not participating in the Generative Al space continues to perpetuate Western-centric biases and systemic racism built into the existing …