Facilitating a paradigm shift for teaching and learning with AIs
Article Sidebar
Published
Jul 10, 2024
Main Article Content
Abstract
This paper explores how the role of educators is transforming into that of facilitators of change. The main idea is prioritising human learners, enhancing their capacity to learn autonomously, and seamlessly integrating upcoming technologies into an educational framework focused on the individual. This approach uses technology to support and refine learners' metacognitive abilities, allowing them to analyse and interpret digital and real-world information critically. Artificial Intelligences (AIs) are crucial in information retrieval, content generation, proofreading, validation, deduplication, and assessment in education. Human educators must work collaboratively with AIs, redefining the boundaries of professional and personal education. One of the critical challenges for educators working with learners is to build trust in individuals' unique cognitive skills and engage in open dialogues about the ethical implications of technological advancements, including the potential risks of relinquishing our human capabilities to AI systems.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics, 2, 431-440. https://doi.org/10.1007/s43681-021-00096-7
Azevedo, R. (2018). Computer Environments as Metacognitive Tools for Enhancing Learning. A Special Issue of Educational Psychologist, 40(4), 193-197. https://doi.org/10.4324/9781315866239
Bai̇doo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. A. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive Domain. David McKay.
Bono, James J., Dean, T., & Plonowska, E. (2008). A time for the Humanities. Futurity and the limits of autonomy. Fordham University Press.
Braidotti, R. (2013). The Posthuman. Polity Press.
Braidotti, R., & Gilroy, P. (2016). Conflicting Humanities. Bloomsbury.
Caro, M. F., Josyula, D. P., Cox, M. T., & Jiménez, J. A. (2014). Design and validation of a metamodel for metacognition support in artificial intelligent systems. Biologically Inspired Cognitive Architectures, 9, 82-104. https://doi.org/10.1016/j.bica.2014.07.002
Celik, I., Dindar, M., Muukkonen, H. et al. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. TechTrends, 66, 616–630. https://doi.org/10.1007/s11528-022-00715-y
D'Mello, S., Craig, S., Witherspoon, A., & Graesser, A. (2014). Affective and learning-related dynamics during interactions with an intelligent tutoring system. International Journal of Human-Computer Studies, 72(6), 415-435. https://doi.org/10.1007/11821830_5
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximise student learning. Corwin Press.
Gleason, B., & Mehta, R. (2022). Editorial. A pedagogy of care: Critical humanising approaches to teaching and learning with technology. Italian Journal of Educational Technology, 30(1), 4-17. https://doi.org/10.17471/2499-4324/1278
Gulyamov, S. S., Fayziev, R. A., Rodionov, A. A., & Jakupov, G. A. (2023). Leveraging semantic analysis in machine learning for addressing unstructured challenges in education. In The 3rd International Conference on Technology Enhanced Learning in Higher Education (TELE), (pp. 5-7). Lipetsk, Russian Federation. https://doi.org/10.1109/TELE58910.2023.10184355
Huang, J., Shen, G., & Ren, X. (2021). Connotation analysis and paradigm shift of teaching design under artificial intelligence technology. International Journal of Emerging Technologies in Learning (iJET), 16(5), 73-86. https://doi.org/10.3991/ijet.v16i05.20287
Henriksen, D., Creely, E., & Gruber, N. (2022). A conceptual model for pedagogies of care in online learning environments. Italian Journal of Educational Technology, 30(1), 75-91. https://doi.org/10.17471/2499-4324/1238
Jahic, I., Ebner, M., & Schön, S. (2023). Harnessing the power of artificial intelligence and ChatGPT in education – A first rapid literature review. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1489-1497). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Kapur, M. (2008). Productive Failure, Cognition and Instruction, 26(3), 379-424.
Kennedy, E., Oliver, M., & Littlejohn, A. (2022). “You make yourself entirely available”: Emotional labour in a caring approach to online teaching. Italian Journal of Educational Technology, 30(1), 30-48. https://doi.org/10.17471/2499-4324/1237
Khaddage, F., & Flintoff, K. (2023). Say goodbye to structured learning chatgpt in education. Is it a threat or an opportunity? In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, (pp. 2108-2114). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE).
Kim, S., Park, J., & Lee, H. (2019). Automated essay scoring using a deep learning model. Journal of Educational Technology Development and Exchange, 2(1), 1-17. https://doi.org/10.1109/ICORIS56080.2022.10031338
Lambert, J., & Stevens, M. (2023). AI ChatGPT: Academia disruption and transformation. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning, (pp. 1498-1504). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Mastrogiacomi, F. (2020). Nurture the faculty transformation teaching facilitating and learning in a post-digital era. In Proceedings of EdMedia + Innovate Learning (pp. 1000-1004). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).
Mastrogiacomi, F. (2023). Future proofing a chatgpt-proof portfolio evidence-based formative assessment. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning, (pp. 176-180). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Matthews, P. (2013). Informal learning at work: How to boost performance in tough times. Three Faces Publishing.
Mollick, E. R., & Mollick, L. (2023). Using AI to implement effective teaching strategies in classrooms: Five strategies, including prompts. The Wharton School Research Paper. https://doi.org/10.2139/ssrn.4391243
Nguyen, A., Ngo, H.N., Hong, Y. et al. (2023). Ethical principles for artificial intelligence in education. Education Information Technology, 28, 4221-4241. https://doi.org/10.1007/s10639-022-11316-w
Ng, D.T.K., Lee, M., Tan, R.J.Y. et al. (2023). A review of AI teaching and learning from 2000 to 2020. Education Information Technology, 28, 8445–8501. https://doi.org/10.1007/s10639-022-11491-w
Oravec, J.A. (2023). Artificial Intelligence Implications for Academic Cheating: Expanding the Dimensions of Responsible Human-AI Collaboration with ChatGPT. Journal of Interactive Learning Research, 34(2), 213-237. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
Schein, E. H. (2016). Humble consulting. How to provide real help faster. Berrett-Koehler Publishers.
Shuai, W., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction, Interactive Learning Environments, 31(2), 793-803. https://doi.org/10.1080/10494820.2020.1808794
Steyaert, C., Beyes, T., & Parker, M. (2016). The Routledge companion to reinventing management education. Routledge.
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial. ChatGPT: Challenges, opportunities, and implications for teacher education. contemporary issues in technology and teacher education, 23(1), 1-23. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://citejournal.org/volume-23/issue-1-23/editorial/editorial-chatgpt-challenges-opportunities-and-implications-for-teacher-education/
Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40, 241-256. https://doi.org/10.1007/s13384-013-0089-9
Azevedo, R. (2018). Computer Environments as Metacognitive Tools for Enhancing Learning. A Special Issue of Educational Psychologist, 40(4), 193-197. https://doi.org/10.4324/9781315866239
Bai̇doo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. A. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive Domain. David McKay.
Bono, James J., Dean, T., & Plonowska, E. (2008). A time for the Humanities. Futurity and the limits of autonomy. Fordham University Press.
Braidotti, R. (2013). The Posthuman. Polity Press.
Braidotti, R., & Gilroy, P. (2016). Conflicting Humanities. Bloomsbury.
Caro, M. F., Josyula, D. P., Cox, M. T., & Jiménez, J. A. (2014). Design and validation of a metamodel for metacognition support in artificial intelligent systems. Biologically Inspired Cognitive Architectures, 9, 82-104. https://doi.org/10.1016/j.bica.2014.07.002
Celik, I., Dindar, M., Muukkonen, H. et al. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. TechTrends, 66, 616–630. https://doi.org/10.1007/s11528-022-00715-y
D'Mello, S., Craig, S., Witherspoon, A., & Graesser, A. (2014). Affective and learning-related dynamics during interactions with an intelligent tutoring system. International Journal of Human-Computer Studies, 72(6), 415-435. https://doi.org/10.1007/11821830_5
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximise student learning. Corwin Press.
Gleason, B., & Mehta, R. (2022). Editorial. A pedagogy of care: Critical humanising approaches to teaching and learning with technology. Italian Journal of Educational Technology, 30(1), 4-17. https://doi.org/10.17471/2499-4324/1278
Gulyamov, S. S., Fayziev, R. A., Rodionov, A. A., & Jakupov, G. A. (2023). Leveraging semantic analysis in machine learning for addressing unstructured challenges in education. In The 3rd International Conference on Technology Enhanced Learning in Higher Education (TELE), (pp. 5-7). Lipetsk, Russian Federation. https://doi.org/10.1109/TELE58910.2023.10184355
Huang, J., Shen, G., & Ren, X. (2021). Connotation analysis and paradigm shift of teaching design under artificial intelligence technology. International Journal of Emerging Technologies in Learning (iJET), 16(5), 73-86. https://doi.org/10.3991/ijet.v16i05.20287
Henriksen, D., Creely, E., & Gruber, N. (2022). A conceptual model for pedagogies of care in online learning environments. Italian Journal of Educational Technology, 30(1), 75-91. https://doi.org/10.17471/2499-4324/1238
Jahic, I., Ebner, M., & Schön, S. (2023). Harnessing the power of artificial intelligence and ChatGPT in education – A first rapid literature review. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1489-1497). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Kapur, M. (2008). Productive Failure, Cognition and Instruction, 26(3), 379-424.
Kennedy, E., Oliver, M., & Littlejohn, A. (2022). “You make yourself entirely available”: Emotional labour in a caring approach to online teaching. Italian Journal of Educational Technology, 30(1), 30-48. https://doi.org/10.17471/2499-4324/1237
Khaddage, F., & Flintoff, K. (2023). Say goodbye to structured learning chatgpt in education. Is it a threat or an opportunity? In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, (pp. 2108-2114). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE).
Kim, S., Park, J., & Lee, H. (2019). Automated essay scoring using a deep learning model. Journal of Educational Technology Development and Exchange, 2(1), 1-17. https://doi.org/10.1109/ICORIS56080.2022.10031338
Lambert, J., & Stevens, M. (2023). AI ChatGPT: Academia disruption and transformation. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning, (pp. 1498-1504). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Mastrogiacomi, F. (2020). Nurture the faculty transformation teaching facilitating and learning in a post-digital era. In Proceedings of EdMedia + Innovate Learning (pp. 1000-1004). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).
Mastrogiacomi, F. (2023). Future proofing a chatgpt-proof portfolio evidence-based formative assessment. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning, (pp. 176-180). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Matthews, P. (2013). Informal learning at work: How to boost performance in tough times. Three Faces Publishing.
Mollick, E. R., & Mollick, L. (2023). Using AI to implement effective teaching strategies in classrooms: Five strategies, including prompts. The Wharton School Research Paper. https://doi.org/10.2139/ssrn.4391243
Nguyen, A., Ngo, H.N., Hong, Y. et al. (2023). Ethical principles for artificial intelligence in education. Education Information Technology, 28, 4221-4241. https://doi.org/10.1007/s10639-022-11316-w
Ng, D.T.K., Lee, M., Tan, R.J.Y. et al. (2023). A review of AI teaching and learning from 2000 to 2020. Education Information Technology, 28, 8445–8501. https://doi.org/10.1007/s10639-022-11491-w
Oravec, J.A. (2023). Artificial Intelligence Implications for Academic Cheating: Expanding the Dimensions of Responsible Human-AI Collaboration with ChatGPT. Journal of Interactive Learning Research, 34(2), 213-237. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
Schein, E. H. (2016). Humble consulting. How to provide real help faster. Berrett-Koehler Publishers.
Shuai, W., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction, Interactive Learning Environments, 31(2), 793-803. https://doi.org/10.1080/10494820.2020.1808794
Steyaert, C., Beyes, T., & Parker, M. (2016). The Routledge companion to reinventing management education. Routledge.
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial. ChatGPT: Challenges, opportunities, and implications for teacher education. contemporary issues in technology and teacher education, 23(1), 1-23. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://citejournal.org/volume-23/issue-1-23/editorial/editorial-chatgpt-challenges-opportunities-and-implications-for-teacher-education/
Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40, 241-256. https://doi.org/10.1007/s13384-013-0089-9