Image credit: Steve Johnson on Unsplash
The pedagogical impact of Generative AI tools like ChatGPT in higher education has been a topic of interest for researchers and practitioners since the launch of ChatGPT in November 2022. According to a recent article by Harvard Business Publishing, generative AI tools like ChatGPT have shown considerable promise in helping teachers improve classroom outcomes and reduce workload (Mollick and Mollick, 2023). Another article by HEPI highlights how generative AI tools like ChatGPT, GitHub Copilot, and Mid Journey are transforming the way students learn and the way universities and workplaces operate. The article also emphasizes the need for institutions to assess how Gen AI tools can be harnessed to enhance the educational experience and align their integration with the overarching educational goals of higher education institutions (Riddle, 2023). Considering the integration of Generative Artificial Intelligence (Gen AI) tools in higher education is a topic of increasing relevance, driven by the rapid advancement of AI technologies and the transformative potential they hold for teaching and learning, it is imperative to critically examine the implications and challenges of incorporating Gen AI tools into higher education contexts drawing attention to the pedagogical, ethical, organisational, and technical dimensions of the subject.
I feel this perspective from Lim et al. (2023) skillfully captures the current state of Gen AI in higher education:
''At their extremes, current discourse on Gen AI and its impact on education views Generative AI as a form of Ragnarök, bringing about the destruction of the education system, while on the opposing end, some sees it as a reformation, bringing a new dawn of accessible information and automation to enhance the footprint and quality of education. These two views highlight the inherently paradoxical nature of Generative AI and its role in education; it could destroy some education practices while at the same time supporting them''.
According to Jeen Ha et al., (2023) Gen AI tools have many promising educational uses, but they are general purpose tools. The affordances of a product like ChatGPT and the specific needs of educators are not always aligned. More importantly, ethical considerations loom large in the integration of Gen AI tools in higher education. Issues related to academic integrity, data privacy, and the potential for algorithmic bias in grading and decision-making processes necessitate rigorous examination.
In addition, the technical and infrastructure requirements for the effective integration of Gen AI tools in higher education is important to asses. These technologies may impose unique demands, such as specialised hardware, software, and robust support systems. Not every academic discipline may have the same needs for Gen AI integration and as such institutions need to discern where Gen AI tools hold the most promise within the multifaceted landscape of higher education. Recognising areas of potential innovation and improvement is vital for guiding strategic and optimal infrastructural investment in integration of Gen AI tools.
Lastly, continuous professional development and adaptability among faculty and staff in response to the integration of Gen AI tools must be cultivated. In the absence of adequate training and upskilling, the potential benefits of these tools may remain untapped, and educators may struggle to effectively employ and adapt to Gen AI tools as they continue to evolve.
References:
Jeen Ha, Y., Hendrickson, S., Nagy, A. Sylvan, E. and Zick T. (2023) 'Exploring the Impacts of Generative AI on the Future of Teaching and Learning. Internet and Society'. [Online] Available from: Exploring the Impacts of Generative AI on the Future of Teaching and Learning | Berkman Klein Center (harvard.edu)
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I. and Pechenkina, E. (2023) 'Generative AI and the future of education: Ragnarok ¨ or reformation? A paradoxical perspective from management educators'. The International Journal of Management Education. Vol. 21 (2). Pp 1-13. https://doi.org/10.1016/j.ijme.2023.100790.
Mollick, E. and Mollick, L. (2023) 'Let ChatGPT Be Your Teaching Assistant: Strategies for Thoughtfully Using AI to Lighten Your Workload'. Harvard Business Publishing. [Online] Available from: https://hbsp.harvard.edu/inspiring-minds/let-chatgpt-be-your-teaching-assistant
Riddle, M. (2023) 'Exploring Generative AI in higher education'. Higher Education Policy Institute. [Online] Available from: https://www.hepi.ac.uk/2023/02/28/exploring-generative-ai-in-higher-education%ef%bf%bc/
Guest biography
Nurun Nahar is an Assistant Teaching Professor based at the Greater Manchester Business School(GMBS), University of Bolton. Nurun's responsibilities include driving excellence in pedagogical practices institutionally and within her department. Nurun is a published scholar and has presented her research work widely at several international conferences alongside invited guest talks on the topics of pedagogical partnerships, digital literacy and technology enhanced learning in Higher Education. Nurun recently launched TIRIgogy professional development initiative with an aim to promote research informed pedagogic practices across the University of Bolton. TIRIgogy brings together higher education practitioners, leaders, policy makers and researchers to engage in interactive continuing professional development discussions through engaging seminars, workshops and podcasts whilst fostering collaboration and networking through community of practice. Nurun is also the Deputy Director for the Centre of Digital Innovation and Accounting in GMBS where she is responsible to co-lead her team on research projects with a particular focus on digital pedagogy.
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