Even before the explosion of generative AI, the technology was already being implemented in traditional in-person and distance learning classrooms. We are no longer limited to just text, but can now introduce software and media such as video, audio, and images to enhance learning. Distance learning no longer has to be asynchronous, allowing learners to converse synchronously with others online. In addition to this, the rise of MOOCs (Massive Open Online Courses) has also broken down barriers, creating access to institutional and organizational resources with ample opportunities for self-directed learning and growth. The pandemic has accelerated the adoption of digital technologies (Mckinsey, 2020). Educators have risen to the challenge and successfully leveraged technology to continue teaching online. Many of us continue to use technology to keep our students' attention and interest when we return to the classroom. These digital natives (Prensky, 2001) are able to multitask and think in parallel while being constantly exposed to multimedia. Therefore, focus on higher-level thinking skills rather than root memorization, learner-constructed knowledge, static knowledge from limited and reliable sources, and instead consider collaboration on authentic projects. (International Association for Educational Technology, 2008). Our students have changed, and so have we.
But what's next for us? With the rise of ChatGPT and other generative AI tools like Google's Gemini, Baidu's Ernie Bot, and even Microsoft365's Copilot, what does this mean for us as educators? Especially as more people As we dabble in AI across industries, functions, and work locations, it seems impossible to ignore its presence when educating (Mckinsey, 2023b). The prediction that automation technologies will have a greater impact on better-educated workers (McKinsey, 2023a) is a somber reminder that we need to prepare our students and ourselves for the future.
We believe we can start by taking small steps and exploring the potential of generative AI, both for us and other stakeholders in education. For educators, it helps create content such as lesson plans and learning materials, and provides pedagogical advice. Imagine how useful it would be for new instructors navigating this difficult world of education. Generative AI can help students generate ideas and learn more about classroom management. For experienced instructors who want to use media to enhance their content, use generative AI to come up with storyboards, create videos, and create visually appealing presentations that engage students. can. But of course, educators need to decide what works best for their situation and consider AI-generated content as a starting point for creating more relevant and effective educational materials. For example, AI can be used to brainstorm and create different questions to assess at different levels and for different purposes. AI can also automate some scoring processes. support, provide immediate feedback, and track student progress, allowing educators to identify at-risk students and allow for rapid tutor intervention (Baidoo-Anu & Ansah, 2023; Grassini, 2023; Lo, 2023; Zhai, 2022).
For students, generative AI can act as a virtual tutor, answering questions, summarizing information, checking conceptual understanding, and even assisting with drafting. In addition to providing interactive and continuous feedback, they can also provide personalized learning and adapt teaching methods based on student progress and performance (Baidoo-Anu & Ansah, 2023; Grassini, 2023; Lo, 2023; Zhai, 2022).
For administrators, there are tasks that generative AI can assist with, freeing up time for other pressing issues. For example, you may be able to assist with the registration and enrollment process, assist with student record keeping, manage course schedules, and even help determine financial aid eligibility (Zhai, 2022) .
The argument here is that generative AI can be used to support and enhance the way we work, allowing us to be more creative and innovative. Similarly, students must learn that generative AI cannot replace their work, but can produce output that enhances critical thinking and creativity. The focus should be on using these tools to improve the quality of your work. Students need to be aware of what AI can do and what its limitations are. Limitations include inaccuracies and biases in the output, lack of contextual understanding, inability to fully replicate human interactions (empathy, motivation, etc.), and important issues such as ownership and plagiarism. As I write this, I am aware that AI is rapidly advancing with the growing knowledge base of ChatGPT4. Language understanding is enhanced and multilingual support is also provided. ChatGPT4 also integrates an image usage generation feature that allows users to easily generate images. Generative AI will become even more pervasive as technology startups increase and large tech companies become more focused. So how do we prepare our students?
critical thinking
have doubts about the software
Students should consider how they ask questions about software to obtain relevant and comprehensive information. This requires a clear understanding of what you know, what you want to find out, and what terms to use to narrow down your results.
Validating the output
Students should question the trustworthiness and trustworthiness of the output by conducting a “reverse search” (Halaweh, 2023) to identify primary sources and references before evaluating the suitability of the output. there is. You should also understand the biases and limitations of your training data before forming an opinion.
Evaluation of output
Students should critically analyze the output and consider the different perspectives and information presented before deciding whether to agree with the content presented.
Creativity
gaps and opportunities
Emphasis should be placed on higher-order thinking skills that go beyond the capabilities of AI. While AI tools can generate ideas quickly, users must evaluate them and consider how to enhance, adapt, or enhance their work based on them. AI tools can also be used to summarize what is known, allowing users to identify gaps and opportunities for creation and innovation.
Legal implications/ownership recognition
A strong awareness of intellectual property and ownership issues is required. What are the terms and conditions for using the output generated from these tools? And what are the legal implications? Are there any regulatory guidelines that I need to follow, such as when I can use these outputs? • Should the user declare the use of the tool? But more importantly, when does the output truly belong to the user? These are considerations that students should be aware of when using her AI tools.
Overall, I am hopeful that AI will advance human development and growth, and prepare ourselves and our students for an AI future.
Irene Wanli Lam is a senior lecturer at the National University of Singapore and a technology enthusiast.. She is fascinated by educational technology and has developed online and blended courses, including an edX MOOC titled “Intercultural Communication in the Workplace – Finding and Doing Good Jobs.” She is the recipient of multiple teaching awards and enjoys conversations about the latest industry developments, professional communications, student engagement, and educational leadership.
References
Baidoo-Anu, D., Ansah, L.O. (2023). Education in the era of generative artificial intelligence (AI): Understand the potential benefits of ChatGPT in facilitating teaching and learning. AI Journal, 7(1), 52-62.
Grassini, S. (2023). Shaping the future of education: Explore the potential and impact of AI and ChatGPT in education. Educational Sciences, 13(7), 692.
Harawe, M. (2023). ChatGPT in education: Strategies for responsible implementation. Modern Educational Technology, 15(2), ep421. https://doi.org/10.30935/cedtech/13036
International Educational Technology Association. (2008). National Educational Technology Standards for Teachers: Prepare teachers to use technology. Iste.
Law, C. K. (2023). How will ChatGPT impact education? A quick review of the literature. Educational Sciences, 13(4), 410.
McKinsey (October 5, 2020). How COVID-19 pushed companies past a technology tipping point and forever transformed business. https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/how-covid-19-has-pushed-companies-over-the-technology-tipping-point-and-transformed- business forever
McKinsey (2023a, June 14). The economic potential of generative AI: The next productivity frontier. https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/the-economic-potential-of-generative-ai-the-next-productivity-frontier#business-value
McKinsey (2023b, August 1). The state of AI in 2023: The year in which generative AI breaks out. https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai-in-2023-generative-ais-breakout-year
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently? Immediate, 9(6), 1-6.
Zai, Xiaoming. “ChatGPT User Experience: Implications for Education” Available at SSRN 4312418 (2022).
