Generative AI in Teaching and Learning delves into the revolutionary field of generative artificial intelligence and its impact on education. This comprehensive guide explores the multifaceted applications of generative AI in both formal and informal learning environments, shedding light on the ethical considerations and immense opportunities that arise from its implementation.

From the early approaches of utilizing generative AI in teaching to its integration into various facets of learning, this book offers a profound analysis of its potential. Teachers, researchers, instructional designers, developers, data analysts, programmers, and learners alike will find valuable insights into harnessing the power of generative AI for educational purposes.

The book covers a wide range of topics, including generative AI applications in artwork, coding, writing, research, collaboration, and more. It examines the implications of public generative AI interfaces and explores how generative AI can be effectively utilized in formal education settings, such as accredited institutions. The roles of teachers, content creation, instructional design, research, community service, sports, policies, assignments, grading, student work, and programming are all examined in relation to generative AI.

Furthermore, the book explores the use of generative AI in nonformal and informal teaching and learning, emphasizing the opportunities for self-learning, group learning, and social change that arise from its implementation. It also delves into the professional ethics surrounding the application of generative AI in education.

While examining the potential benefits of generative AI, the book also addresses the risks associated with demotivation for skill acquisition, deskilling, and downskilling. It highlights the opportunities for upskilling and encourages educators and learners to engage in learning practices that leverage the power of generative AI.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Artificial Intelligence
Assignments
Community Service
Content Creation
Generative AI
Grading Applications
Instructional Design
Librarian Work
Policies and Practices
Programming Applications
Sports Applications
Student Work
Teaching and Learning

Reviews & Statements

Generative AI in Teaching and Learning is an authoritative exploration of generative artificial intelligence's (GAI) transformative role in various educational contexts, offering a comprehensive analysis of its applications, and covering a wide range of topics, including indstructional design, teaching and learning,teacher wellness, and even artmaking and creativity. The book critically examines the potential enhancements and ethical considerations of AI in education, emphasizing the balance between technological integration and the preservation of human-centric learning practices. Framing the discussion is the opening chapter from myself and Dr. Daniel Plate on "Disrupting Algorithmic Culture: Redefining the Human(ities)," urging a paradigm shift to interdisciplinary research and empathy-driven human-AI partnerships in academia. Overall, the book stands as a seminal guide for educators, policymakers, and innovators, poised to redefine educational methodologies and collaborative learning through the lens of generative AI.

– James Hutson, Lead XR Disruptor and Department Head of Art History and Visual Culture, Lindenwood University, USA

Generative AI in Teaching and Learning is an authoritative exploration of generative artificial intelligence's (GAI) transformative role in various educational contexts, offering a comprehensive analysis of its applications, and covering a wide range of topics, including instructional design, teaching and learning, teacher wellness, and even artmaking and creativity. The book critically examines the potential enhancements and ethical considerations of AI in education, emphasizing the balance between technological integration and the preservation of human-centric learning practices. Framing the discussion is the opening chapter from myself and Dr. James Hutson on "Disrupting Algorithmic Culture: Redefining the Human(ities)," urging a paradigm shift to interdisciplinary research and empathy-driven human-AI partnerships in academia. Overall, the book stands as a seminal guide for educators, policymakers, and innovators, poised to redefine educational methodologies and collaborative learning through the lens of generative AI.

– Dr. Daniel Plate, Professor of English, Lindenwoord University, USA

As chatbot technology has advanced significantly over the past few years, it has become more and more prevalent in higher education. Chatbots can simulate human communication and engage in natural conversations. Universities and colleges use chatbots to streamline enrollment and create a virtual “one-stop-shop” for queries. In the meantime, students discovered with excitement that chatbots can help them complete homework assignments. Academic integrity has become a growing concern with students' increasing reliance on chatbots. The book chapter summarizes the history of chatbots, discusses the current state of the technology, examines their limitations, and investigates how chatbots can be applied as useful administrative, academic, and pedagogical tools in higher education.

– Ivy Shen, Associate Professor of Political Science, Southeast Missouri State University, USA

Generative AI in Teaching and Learning is a book that highlights generative artificial intelligence in the educational area and is divided into three sections so that the reader can make the most of the content of the chapters. I believe it is the first book with the proposal to take reflection on generative artificial intelligence that changes people's way of thinking and acting, emerging ethical issues, and cases with the application of generative artificial intelligence to the academic community and interested parties on the topic. The book's editor managed to contemplate the digital revolution in the educational area.

– Neli Maria Mengalli, Professor of Business Administration, Faculdade São Bernardo do Campo, Brazil

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Editor/Author Biographies

Shalin Hai-Jew works as a grant writer at Hutchinson Community College (HutchCC) in Hutchinson, Kansas. Just prior, she worked as an instructional designer at Kansas State University (K-State), where she worked for 17.5 years. She has taught at the university and college levels for many years (including four years in the People’s Republic of China) and was tenured at Shoreline Community College but left tenure to pursue instructional design work. She has Bachelor’s degrees in English and psychology, a Master’s degree in Creative Writing from the University of Washington (Hugh Paradise Scholar), and an Ed.D in Educational Leadership with a focus on public administration from Seattle University (where she was a Morford Scholar). She tested into the University of Washington at 14. She reviews for several publishers and publications. She has worked on a number of instructional design projects, including public health, biosecurity, one health, mental health, PTSD, grain science, turfgrass management, social justice, and others. She has authored and edited a number of books. Hai-Jew was born in Huntsville, Alabama, in the U.S. Currently, she is working on multiple projects.

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