In today’s technological era, leveraging digital tools and resources is essential for all aspects of learning.
Generative AI in Teaching and Learning (ISBN:9798369300749) dives into the diverse applications of generative AI across both formal and informal learning settings, highlighting its ethical considerations and the vast opportunities it presents. This guest blog aims to introduce the main themes covered by this book and its guidances in the integration of AI in education.
As generative AI evolves, it is essential to understand its methods and the advantages it offers for educational and learning strategies.
For users of generative AI, they can harness first mover advantage by knowing how to use the new technologies to optimize their work. Intrepid and risk-taking educators and researchers have started to map various ways to harness generative AI—based on models costing hundreds of millions of dollars to make—and they describe their approaches in the edited collection
Generative AI in Teaching and Learning.
For all the hype in the reception to new technologies, it is not enough to stand back and admire the feats of computer scientists and big data collectors who have opened the door to these large language models (LLMs). Their usage requires practical applications that are accessible to others. The value in such tools has to be teased out and magnified. What better way to approach this than in application to teaching and learning, which are necessary to human survival and thriving?
Abundance of Riches in Terms of Computational Capabilities
What is the state of the world with the advent and popularization of generative AI? James Hutson and Daniel Plate examine how such technologies are redefining the humanities, in their analysis of the relationship between interdisciplinary research and human collaboration. John Blake examines the pedagogical implications given the ability of generative AI to personalize learning.
Benjamin Kenwright asks if undergraduate dissertations are works of the past, given generative AI, but also considers ways that such new affordances may enhance research in higher education. Neli Maria Mengalli and Antonio Aparecido Carvalho share ways that AI may enhance people’s upskilling and reskilling. Shalin Hai-Jew considers how generative AI may be used for self-learning or autodidaxy.
Huong-Tra Le-Nguyen and Trung Thanh Tran share a chapter on ethical challenges to consider with generative AI in the teaching and learning space but find ways for balance. Similarly, Akash Bag and Souvik Roy explore moral considerations in AI.
Krista Keeley shares an innovative use of AI for teacher wellness, and she keeps humanity at the center of the technology maelstrom.
Akash Bag and Souvik Roy consider AI’s ethical aspects in the political space. Hai-Jew looks at the ethical considerations in using artmaking generative AI in instructional design. C.V. Suresh Babu and S. Barath Kumar share insights on a range of factors and conundrums in terms of generative AI in education.
In a rigorous learning study, Angelina Kovalyova considers chatbots as conversational partners (based on Replika) and their effect on writing proficiency. Ivy Shen explores ways to integrate chatbots to support higher education learning and other aspects of higher education. Hai-Jew offers a chapter on how to use generative AI to see and think differently, to go deeper into human-machine created novelty.
Finally, Rohan James Jowallah offers a work on using AI to enhance education. He argues that future learners need to be “adept in AI, machine learning, and data analytics.”
To the Near Future…
Where is all this going? In a time of rapid evolution in the world of AI, these are individuals who are working hard to keep pace with the changes. These ground-breaking works offer some thoughts on ways forward. These works do not foretell the future, but provide roadmaps to possibilities. These early adopters are designing ways to drive the car as the car is being built. They are offering rich praxis and are willing to share their insights with the world.
About the Contributor
Dr. Shalin Hai-Jew was born in the U.S. in Huntsville, Alabama. She has worked for years in higher education, first as faculty and journalism advisor, and then later as an instructional designer at Kansas State University (K-State) for 17.5 years. Currently, she works as a grant writer at Hutchinson Community College in Hutchinson, Kansas. 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. She has a 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 authored and edited a number of books.
Disclaimer: The opinions expressed in this article are the author’s own and do not reflect the views of IGI Global.
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