This document discusses developing a critical perspective on AI tools in higher education. It outlines several principles of critical digital pedagogy, including that knowledge should be co-created by teachers and students, rather than deposited by teachers into students. It also notes that education and technology are inherently political due to issues of data control, market dominance, and intellectual property. Additionally, it states that education should cultivate hope, optimism, and critical thinking in students so they can evaluate arguments and create new knowledge. The conclusion emphasizes that AI will not save or doom education, but that taking a critical approach is important.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
Artificial intelligence is transforming educationkoteshwarreddy7
The world has witnessed a rapid change in technological elevation with the beginning of AI. AI helps determine policy responses for education policymakers in developing countries. Rich data can be easily tracked, quantified, modeled, and sometimes predicted with the help of AI to make people’s work easier.
Although educators and leaders create, design, and imagine the future, technology is changing how students learn and teachers teach. The future of education must keep up to date with the dynamic nature of the 21st century. It is expedient to take stock of the past in order to look forward, imagine and plan for a better future. Today, we take a look at education and how social, economic, and technological changes will revolutionize the way children, youth, and adults go to school. The future of education lies in harnessing technology to make us learn quicker, memorize effectively, and teach better. Without doubts, education today is not what it was even five years ago, and the future of education will look significantly different than it did a decade ago. This paper addresses how higher education institutions and K 12 schools can best prepare students for the future. Matthew N. O. Sadiku | Grace A. Adegoye | Abayomi Ajayi-Majebi | Sarhan M. Musa "The Future of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52270.pdf Paper URL: https://www.ijtsrd.com/home-science/education/52270/the-future-of-education/matthew-n-o-sadiku
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Artificial intelligence is transforming educationkoteshwarreddy7
The world has witnessed a rapid change in technological elevation with the beginning of AI. AI helps determine policy responses for education policymakers in developing countries. Rich data can be easily tracked, quantified, modeled, and sometimes predicted with the help of AI to make people’s work easier.
Although educators and leaders create, design, and imagine the future, technology is changing how students learn and teachers teach. The future of education must keep up to date with the dynamic nature of the 21st century. It is expedient to take stock of the past in order to look forward, imagine and plan for a better future. Today, we take a look at education and how social, economic, and technological changes will revolutionize the way children, youth, and adults go to school. The future of education lies in harnessing technology to make us learn quicker, memorize effectively, and teach better. Without doubts, education today is not what it was even five years ago, and the future of education will look significantly different than it did a decade ago. This paper addresses how higher education institutions and K 12 schools can best prepare students for the future. Matthew N. O. Sadiku | Grace A. Adegoye | Abayomi Ajayi-Majebi | Sarhan M. Musa "The Future of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52270.pdf Paper URL: https://www.ijtsrd.com/home-science/education/52270/the-future-of-education/matthew-n-o-sadiku
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Ucisa presentation spotlight on digital capabilities - may 2017Chris Rowell
Slides form my session on Digital Capabilities in action; shared experiences of implementing DigiCap programmes at two London Universities
(Palmerston Lecture Theatre - Facilitator: Grazyna Whalley)
Lorraine Barclay, IT Systems Trainer, St George's University of London and Christopher Rowell, Learning Technology Manager, Regent's University, London
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Developing a critical digital perspective
on AI tools in Higher Education
Chris Rowell | Digital learning Producer UAL | June 2023
2. Introduction:
CDP – the book
ChatGPT – the guide
UNESCO report – Mike Sharples
Critical Digital Pedagogy in HE – Suzan Koseglu, George Veletsianos and Chris Rowell (eds.)
Developing a critical digital perspective on AI tools in Higher Education 2
4. ‘Knowledge should be co-created between tutors
and students’.
Paulo Freire’s rejection of ‘banking education’ where
students are seen as receptacles to be filled up with
knowledge by the expert teacher:
“…The more completely she fills the receptacles, the better
teacher she is. The more meekly the receptacles permit
themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the
students are depositories and the teacher is the
depositor…In the banking concept of education, knowledge
is a gift bestowed by those who consider themselves as
knowledgeable upon those wo consider they know nothing...
(1970 p.53)
Developing a critical digital perspective on AI tools in Higher Education 4
Image created with DALL-E using the prompt “a painting of Paulo Freire in the style of Andy Warhol”
5. Careful use of formative feedback?
Description:
This is an auto-grader for teachers using Canvas and ChatGPT's API that
will pull student's submissions, automatically grade and give feedback for
each student. It is a python script that requires minimal set-up, but NO
CODING KNOWLEDGE needed! I have provided step-by-step instructions
for set-up and execution. This can be used to grade attached submissions
as well as text-entry. It works best with a rubric given in the assignment
description. Perfect for giving students feedback on IB/AP practice
assessments using their rubrics. The script pulls the assignment
description when feeding the student's submissions to ChatGPT's AI.
Developing a critical digital perspective on AI tools in Higher Education 5
6. Digital learning environments develop the
importance of democracy
Is AI education more democratic?
How long will this last?
Not just about employment
Developing a critical digital perspective on AI tools in Higher Education 6
7. ‘Education (and technology) is inherently
political’.
Control over our data
Market dominance
Intellectual property and patents
Developing a critical digital perspective on AI tools in Higher Education 7
8. Education is built on trust and belonging and
should cultivate hope and optimism’.
“My hope emerges from those places of
struggle where I witness individuals
positively transforming their lives and the
world around them. Educating is a vocation
rooted in hopefulness. As teachers we
believe that learning is possible, that
nothing can keep an open mind from
seeking after knowledge and finding a way
to know.” bell hooks (2013 p.14)
Developing a critical digital perspective on AI tools in Higher Education 8
Photo of bell hooks from Wikimedia Commons
9. ‘Students become critical thinkers who create
new knowledge’
*Developing information literacy
*Questioning and challenging
assumptions
*Evaluating arguments and
evidence.
*Multidisciplinary learning
Ella Williams presenting
2020 BA Film and Screen Studies, London College of Communication, UAL | Photograph: Alys Tomlinson
Developing a critical digital perspective on AI tools in Higher Education 9
11. Conclusion
The ‘genie is out of the bottle’!
AI wont save us, neither is it the end of the world!
Lets take a critical approach…
Thank you!
Developing a critical digital perspective on AI tools in Higher Education 11
12. References
Koseoglu S, Veletsianos, G. and Rowell, C. (2023) Critical Digital Pedagogy in
HE. Athabasca University Press. Read Online Download
Freire, P (1970) Pedagogy of the Oppressed, London, Penguin
hooks, b. (2013). Teaching Community: A Pedagogy of Hope, Abingdon,
Routledge.
Developing a critical digital perspective on AI tools in Higher Education 12
Hello, my name is Chris Rowell and I currently work as a Digital Learning Producer at the University of the Arts London. In a previous life I have worked as a FE and HE lecturer, a Learning Technology Manager and as an Academic Developer in three London universities.
1. Since the release of ChatGPT there have been numerous discussions about its use (and AI) in higher education. So far, these discussions have focused on issues to do with academic integrity, ethical concerns and its implications on assessment strategies. In this short talk, I will look at ChatGPT and AI through the lens of ‘critical digital pedagogy’. This perspective will invite us to ask different questions about how AI tools like ChatGPT are being used, or could be used, in a HE context.
2. First let me make plain I not against the use of artificial intelligence in education – I think it can be used in numerous beneficial ways e.g….personal tutor, study buddy, motivator etc ( see Mike Sharples UNESCO report)
3. However, like all educational technology, AI should be viewed in its context – and we need to ask some important questions about how it is being used.
The ideas of Critical Pedagogy were first articulated in the work of Paulo Freire in the 1960’s, way before AI became a thing in education.
Obviously, he was talking about a very different time but I think his ideas are still important and the principles that underlie his world view about how students learn are still very relevant to how digital education takes place in a modern university.
So over the next few minutes I just want to revisit a few of these principles in relation to the use of AI, learning it possible impact on anti-racism.
1. ‘Knowledge should be co-created between tutors and students’. This principle is based around Paulo Freire’s rejection of ‘banking education’ where students are seen as receptacles to be filled up with knowledge by the expert teacher.
2. Freire contrasted this with a dialogical system of education where knowledge is co-constructed between students and the teachers based on discussion, dialogue and interaction. Well is this something that AI can do? In one sense, yes it can. A good example of this is to use AI as a sparring partner for an argument. A fundamental part of making an argument in an essay or a presentation is to understand a counterpoint. So for example, ‘What are the arguments against decolonising the curriculum?’ or ‘Does decolonising the curriculum restrict academic freedom?’ ‘Are there limits to academic freedom?’.
3. Also using these types of tools are starting to be used to enhance the formative feedback process. Both staff and students can already use ChatGPT to make and give feedback on students assignments. The tools can be used to write marking criteria and rubrics which in turn can be used to mark and give feedback on students assignments. There has been quite a lot of research showing that formative feedback is one of the most effective ways of reducing the attainment gap – which is the difference between the percentage of white students and black students achieving top grades on their course.
With careful use of this type formative feedback it could be possible that it could have a positive impact on the attainment gap, i.e in higher education.
However, let me emphasis that careful use is needed here – already we have examples of AI providers stepping into this perceived market – look at this recent advert that popped up on my Twitter time line:
On the face of it the opportunities for a AI infused education appear to be more democratic. The chat based tools like ChatGPT and the image generating tools like DALL-E or Midjourney are (mostly) free to use for all. It could be argued that we do not need expensive textbooks that disadvantage from low income families – and that often includes students who black and ethnic minority back grounds.
Also, this gives students the ability to manage their own learning, through project based learning, study groups or self assessment.
At the moment it’s a fairly even playing field for all to use.
However, the big question here is for how long this will remain like this? Most of these AI companies have not been developed with a primary education focus – they are often commercial entities with share holders who will demand more than a market share – and will aim to ‘monitarise’ their products. ChatGPT 4 is a good example of this – $20 per month – for a better product…
By ‘political’ I don’t mean ‘party political’ but political in terms of ‘power and influence’. Ed tech companies exert their power in different ways:
1. Control over our data –
2. Market dominance and the illusion of choice
3. Intellectual property and patents….it is this last issue that I have had quite a few discussions about – this is probably because I’m based in a an art college institution which largely focuses on visual images. Midjourney (which generates images from language descriptions) is a good example of this. So that that its free service has a creative commons licence but if you want to own the copyright of the images you generate you have to pay for their service.
An essential requirement of critical pedagogy is that there should be a mutual trust between staff and students, this will enable students to have a stronger sense of belonging on their courses.
Trust and belonging are often neglected in the digital space, sometimes as a result of neglect but often because mistrust is actually built into the educational technology provided….I think Turnitin is a good example of this. Also I think this sense of trust is essential for a genuinely anti-racist education to exist.
Once a sense of trust and belonging are established it is much more possible to imagine a more hopeful, creative and inspiring future for education, bell hooks a leading writer on critical pedagogy expresses this well:
“My hope emerges from those places of struggle where I witness individuals positively transforming their lives and the world around them. Educating is a vocation rooted in hopefulness. As teachers we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know.” bell hooks (2013 p.14)
Do these forms of AI engender trust and a sense of belonging? – well in my opinion, for some of the reasons I’ve already outlined no they don’t…from the start they haven’t been designed with these things in mind!
Students become critical thinkers who create new knowledge
Given that we have very little control about how these AI tools is developed I think its our duty to help students understand and navigate these tools – and these are skills that need to developed not just with black or minority students but with all students – this means developing their:
Developing information literacy
Questioning and challenging assumptions
Evaluating arguments and evidence.
Multidisciplinary learning
A critical approach to AI in HE doesn’t mean trying to ban it or stop its use in education – the genie is already out of the bottle! Its too late to do that even if we thought it was a good idea!
I think we need to take a look at what it can do well and what it cant..
We also need to think about the context – these are challenging times for HE – The expansion of HE means that students numbers have increased dramatically in recent years – and too often we look for technology, like AI to save us – it wont!