Irish Journal of Technology Enhanced Learning
The Irish Journal of Technology Enhanced Learning is an open access, peer reviewed journal published by the Irish Learning Technology Association. ISSN: 2009-972X
Authors contributing to the Irish Journal of Technology Enhanced Learning retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Prompt to Podcast: Reimagining Assessment with Generative AI
In this case study, we outline a creative approach to integrating generative artificial intelligence (GenAI) into two assessments within an undergraduate organisational behaviour module. This approach promotes higher-order cognitive skills while upholding academic rigour and remaining true to assessing the module’s learning outcomes. In our first assessment, students were required to use GenAI to draft a structured review of an academic article on workplace diversity. A central characteristic was the iterative process of developing and refining prompts required to guide the GenAI towards the desired output, promoting the development of prompt engineering skills. In the second assessment, we outline how groups of students created an audio podcast based on a classical organisational experiment using GenAI to simulate an interview with the experiment’s original researcher, achieved through AI-driven role-play. These examples demonstrate how AI can be positioned not only as a tool but as a collaborative partner in encouraging critical thinking, creative exploration, and digital literacy.
Copyright (c) 2025 Dr Patrick Buckland, Dr Rebecca Purcell http://creativecommons.org/licenses/by/4.0
Editorial: From Conference Dialogue to Open Scholarship in a Supportive Community
In this issue we are delighted to showcase several research articles that trace their origins to the Irish Learning Technology Association (ILTA)’s EdTech Conference 2024, held this year in ATU Sligo at the end of May. This progression from conference presentation to peer-reviewed publication exemplifies ILTA’s commitment to advancing scholarship through the Irish Technology Enhanced Learning (IJTEL). Through the pages of this journal, we can see how initial concepts and dialogues sparked at the conference event have matured into comprehensive research contributions. This natural evolution from conference discourse to scholarly publication demonstrates the vibrant academic ecosystem that exists between practitioners and researchers supporting each other in their scholarship of teaching and learning, making their work more publicly available for peer review and critique, and for these findings to ultimately become reproducible and extensible by others.
Copyright (c) 2025 Leigh Wolf, Fiona Concannon, Tom Farrelly, Orna Farrell http://creativecommons.org/licenses/by/4.0
Tackling Ireland’s Psychologist Shortage: The Need for Educational Innovation
In Ireland, a critical shortage of psychologists is impacting health, education, and social care services. This deficit, exacerbated by the COVID-19 pandemic, has led to prolonged waiting times for psychological services, adversely affecting the timely support and wellbeing of individuals in need. Despite government initiatives to reduce waiting lists, such as the recent funding for additional private Assessments of Need (AON), long-term solutions, including increased investment in innovative training opportunities, remain undeveloped. This paper advocates for expanding access to psychology education and training through blended and online learning models. Such an approach would enhance accessibility, inclusivity, and flexibility in training, addressing both immediate and systemic challenges. By drawing on the UK's 'Psychological Professions Workforce Plan for England' (National Health Service, 2021) and integrating blended and online learning into psychology education, Ireland can build a sustainable and diverse psychological workforce.
Copyright (c) 2025 Aleksandra Szproch, Rebecca Kummer, Ke Ren, Eileen Winter, Deirdre MacIntyre, Moya O'Brien http://creativecommons.org/licenses/by/4.0
Smarttalk: Human Capital Initiative project for modern languages.
The future of modern languages in the Technological University sector in Ireland remains in the balance, as we enter the last year of the government’s Languages Connect strategy. Given the prevailing uncertainty around language provision in the sector, this Human Capital Initiative project carves out new digital spaces for language learning, preparing learners for the challenges of the modern workplace. The project aligns the newly merged Atlantic Technological University (previously Letterkenny, Sligo and Galway Institutes of Technology) with the Languages Connect Strategy and the National Digital Strategy, by widening access to language learning and enabling the government to reach its targets regarding upskilling in foreign language competence. While this project focusses primarily on the German language, the pathway created could be replicated for other modern languages. The target users are higher level students from all disciplines that have had no prior opportunity to learn language at primary of secondary level, however, it may be useful for students who had this opportunity but, for some reason, disengaged from their learning environment. With a unique focus on building confidence in oral competencies, these virtual learning pathways include embedded mentoring channels for peer-assisted learning. These new learning spaces provide a sustainable solution to the current impasse regarding language provision at third level, creating easily accessible pathways into language learning, using interwoven synchronous and asynchronous tools.
Copyright (c) 2025 Una Carthy http://creativecommons.org/licenses/by/4.0
Creating Standard Operating Procedure (SOP) Videos Using Multi-Angle smotsTM Cameras and an iPad
Creating procedural videos through a first-person perspective is recommended to enhance learning for complex tasks in the field of STEM (Fiorella, van Gog, Hoogerheide & Mayer, 2017). While the medical disciplines feature strongly in research for the use of videos to augment training in complex surgical procedures, there is less evidence for the direct development of bespoke videos for (bio)pharmaceutical science laboratory procedures and equipment protocol. Furthermore, there is little research to guide instructors in the step-by-step creation of videos, from recording to editing and delivery, especially for the industrial life sciences. Here, an elegant model is presented providing a detailed outline of the steps taken to produce standard operating procedure (SOP) videos incorporating first-person perspective, using an iPad and multi-angle view Scotia Medical Observation and Training System (smotsTM) cameras in a university School of Pharmacy’s ‘Aseptic Training Suite.’ The objective of these videos is to reduce lab training time and time to competency in the (bio)pharmaceutical industry workplace. However, the process of creating these videos is applicable to many disciplines and sectors for training that involves a procedural element.
Copyright (c) 2024 Anna Scanlan http://creativecommons.org/licenses/by/4.0
The future is not what it used to be (but maybe that’s for the best): committing to preferable futures for education and technology
The problem with the future is that it rarely lives up to its hype. This paper explores how current discussions about emerging technologies often frame the future as inevitable, creating pressure for education to change in readiness to meet it. In this paper, I will introduce ways to reframe and resist these discussions. First, I introduce the idea that ‘futures’ are ways of making things happen in the present. Next, I locate current discussions about the future of technology within a wider historic context, showing that contemporary discussions of educational revolution can be understood as part of a much longer history. Then, I will outline approaches to design that have been developed to generate alternative ways to approach the future, and suggest conceptual resources that we can use as provocations to open up our discussions about how to act in the present. To conclude, I suggest that if we accept this alternative framing of the future as something we can influence, we need to consider the responsibility that this places on us to make choices about whose version of the future we will work towards.
Copyright (c) 2024 Martin Oliver http://creativecommons.org/licenses/by/4.0
The Role of Artificial Intelligence in Higher Education
The integration of Artificial Intelligence (AI) in higher education has sparked a transformative shift in pedagogical methodologies, student engagement, and academic integrity across the UK and Ireland (Dogru, et.al, 2023). This qualitative study delves into the multifaceted implications of utilising AI in academic assignments from the perspective of higher education students, drawing on semi-structured interviews carried out with higher education students. The findings reveal a variety of perceived benefits, including enhanced study efficiency, personalised learning support (Hanaba et al., 2020; Yang, 2021), and the potential of AI to level the academic playing field for students with diverse needs. However, these advantages are in contrast with students’ perceptions of a wide range of significant concerns and challenges, notably the ethical dilemmas surrounding academic honesty, the potential for student dependency on AI leading to diminished knowledge and skill development, as well as the issue of equity in relation to students’ access to AI resources. Moreover, the study stresses a critical gap in institutional guidance regarding AI use, with students voicing a need for clear, consistent guidance from universities. This paper highlights the complex landscape of AI in academia, advocating for a balanced approach that harnesses AI's potential while addressing ethical, educational, and equity challenges. The study emphasises a need for immediate and more in-depth research into the use of AI in higher education from the perspective of both students and university staff in Ireland/UK.
Copyright (c) 2024 Frances O Donnell, Dr Mark Porter, Dr Stephen Fitzgerald http://creativecommons.org/licenses/by/4.0
Inhabiting the “Third Space” in Higher Education:
This institutional-level case study seeks to explore the experiences of a subset of educational technology practitioners working in an Irish university. The concept of the “third space” in the context of higher education is utilised to understand the space that crosses pedagogical, technological, and academic fields in which educational technologists find themselves operating in. Drawing on Celia Whitchurch’s typologies of “third-space” higher educational professionalism the paper reflects on the true experiences and insights of educational technology practitioners who inhabit this space. It reveals their actual job realities as they seek to carve out their role and legitimise their identities within existing university structures. The discussion draws upon the themes emerging in the context of the scholarly field in which the research is situated. The author advocates that universities need to enable more supportive structures which are conducive to educational technologists working effectively in the third space and developing professionally in a responsive manner to the changing higher education landscape. To conclude, the practical implications of the study, the limitations and further research opportunities are highlighted. Keywords: third space, higher education, educational technologists or learning technologists, professional identity
Copyright (c) 2024 Leone Gately http://creativecommons.org/licenses/by/4.0
Learning analytics (LA) has been defined as the measurement, collection, analysis and reporting of data about learners, for the purpose of understanding and optimising learning and the environments in which it occurs. Due to the volume of student data that has emerged since the rise of virtual learning environments (VLEs), the field of learning analytics has subsequently gained momentum. However, knowledge gaps remain in relation to the ways in which learning analytics is implemented in Higher Education Institutions (HEI) to support students’ learning. The purpose of this contextual study was to examine staff and students’ attitudes towards and understanding of LA across four colleges within a HEI. Methods: Surveys and focus groups were conducted with both staff and students across four colleges within the HEI. Findings: Both staff and students rated ‘improving teaching quality’ and ‘improving individual students’ educational experience’ as some of the most important reasons for collecting and analysing student data. However, both staff and students also reported a lack of awareness regarding what data is collected within the HEI, and for what purpose. Conclusions: The main reasons highlighted by both staff and student responses in relation to the collection and analysis of students’ data reflect the primary goal of learning analytics which is to enhance the students’ learning process. A collaborative approach to is needed to ensure both staff and student voices are represented in the development and implementation of LA in HEIs.
Copyright (c) 2024 Eadaoin Whelan, Sophie Gahan, Michelle Donovan, Owen Jump http://creativecommons.org/licenses/by/4.0
“A rollercoaster of drawing and using digital tools!”:
Responding to the Covid pandemic, educators worldwide were forced to reconsider ways of delivering content and engaging students. Graphic Facilitation offers opportunities for educators to rethink ways of delivering text heavy content. This paper charts the journey of developing a Graphic Facilitation Digital Badge for staff in a Higher Education institution. The paper describes the process from the perspective of three educators (two instructional designers and a lecturer) exploring the use of Graphic Facilitation as a tool for teaching and learning across a range of subjects and discipline areas to enhance communication and sustain participation across a diverse cohort of students. The paper focuses on how we applied Graphic Facilitation through planning, teaching, assessing, providing feedback and reflection on learning. Following the module participants were required to complete an evaluation form. Feedback from participants is presented. The findings highlight the value of graphic facilitation in supporting learners to develop graphic skillsets, engage with new technologies, enhance communication, and, develop a sense of community amongst staff at a Higher Education institution through engagement in an online classroom.
Copyright (c) 2024 Tamsin Cavaliero, Jennifer Gilligan, Ellen McCabe http://creativecommons.org/licenses/by/4.0
Reflections on a Collective Creative Experiment with GenAI: Exploring the Boundaries of What is Possible
We would like to start this editorial with sincere gratitude. In putting out a call with such a tight turnaround we were acutely aware of the pressure that we were putting on the contributors, the reviewers and ourselves as editors. However, we were equally cognisant of the rapidly changing nature of the world of Generative Artificial Intelligence (GenAI) and its impact on the world of education. Thus, we wanted to publish a timely issue by compressing the whole process from the call, to review, to copyediting and finally to publication into a timeframe of approximately 11 weeks. (Ultimately from call to publication the process took 81 days.) First, thank you to all who took the time to submit manuscripts for consideration. A good portion of academic labour is invisible and unrecognised and we want to acknowledge and thank you for the time you dedicated to creating submissions. Second, thank you to the reviewers who turned things around very quickly in a professional and supportive manner in order to meet our ambitious timetable. Finally, thank you to the authors who appear in this issue and who worked quickly to turn around revisions and edits. As an editorial team, we learned a great deal about our own procedures, processes and patterns which we will carry forward to continue to improve the Irish Journal of Technology Enhanced Learning. In the issue that follows, we hope to provide a snapshot of a moment in time. When ChatGPT was released in November 2022 it created ripples in education that had not been seen in quite some time. Countless articles about it being the downfall of education (Devlin, 2023; Chomsky, 2023) to the solution (Heaven, 2023; Seetharaman, 2023) and all things in-between (Leaver & Srdarov, 2023) flash across our screens daily. Places of education are scrambling to create policies and there has been a swift reaction to GenAI at national, European, and global level. In Ireland, the Quality and Qualification Agency (QQI) issued broad advice for tertiary education providers on GenAI in the context of assessment and academic integrity and reworking assessment strategies (National Academic Integrity Network, 2023). In Europe, The European Network for Academic Integrity (ENAI) published very useful recommendations on the Ethical use of Artificial Intelligence in Education in May (Foltynek et al., 2023). At the global level, UNESCO (2023) published a simple guide for educators called ChatGPT and Artificial Intelligence in higher education: Quick start guide in April. In November, Australia produced a national framework for the use of GenAI in schools (Commonwealth of Australia, 2023.) One clear throughline has been the need for faculty to increase their digital literacy and understanding of GenAI (Laupichler et al., 2022; Farrelly & Baker, 2023; Southworth et al., 2023). This was the driving force for this special issue. As a journal, we wanted to create a safe, open and scholarly platform for engaging with GenAI. The hope is that this issue can serve as a mentor text for discussion and experimentation.
Copyright (c) 2023 Leigh Graves Wolf, Tom Farrelly, Orna Farrell, Fiona Concannon http://creativecommons.org/licenses/by/4.0
Reflections on Engaging Pragmatically with Generative AI to Augment Research and Education Practice
Generative AI tools enable researchers to generate multimedia content, including human-like visuals, voice and text. This novel paper’s purpose is to use generative AI to create a short paper, and to critically evaluate the process and implications of the material generated. Firstly, the capabilities of AI to generate multimedia content is summarised with an example of an AI generated professor. Both the opening section, and concluding reflections, are written without the use of AI. Perplexity.ai, an AI tool based on a large language model is used, through a series of prompts, to generate a short paper on AI in the animation industry. The generated paper emerged through a series of prompts written during a 90-minute session. The generated text is presented as is, modified only with minor deletions. In the concluding section, the impact of generative AI tools on researching are reflected upon with some positive and negative insights outlined.
Copyright (c) 2023 Peter Morris, Michael Connolly http://creativecommons.org/licenses/by/4.0
Pseudo-Research: A Fabricated Study on Student Engagement in Music Pedagogy
The concept of writing a lengthy scholarly piece using GenAI presented an intriguing challenge with optimistic presumptions around reduced effort and time commitment. It quickly became apparent that this optimism was misplaced as the limitations of GenAI emerged and the construction of the piece demanded more dedicated effort. The report focuses on the use of technology to enhance student engagement within the context of a music degree program and this is presented in the form of a fabricated case study. The findings raise concerns around academic integrity and cultural stereotyping, while also acknowledging the value of aspects of the ChatGPT 4 generated output.
Copyright (c) 2023 Hazel Farrell http://creativecommons.org/licenses/by/4.0
Technology-Enhanced Student Success Program Short Report
This paper presents an LLM-generated “Short Report'' on designing technology-enhanced first-year success programs for first-generation college students at large, public universities. We describe the three-phase process used to generate the report, and the process evolution as we came to understand the LLM’s tendencies, while also highlighting the opportunities and challenges of integrating LLMs in the scholarly practitioner discourse. We explore whether Generative AI can serve as a valuable tool for educational and scholarly contexts. The current iteration of Large Language Models (LLMs) exhibits several critical shortcomings for reliably producing an article fit for publication, including imprecise information, overt hallucinations, problematic oversights, and vague language that would typically render it unsuitable for rigorous academic discussion. However, Generative AI can present us with viable, impactful ideas for improving learning. It is incumbent on us as educators to recognize, evaluate, and develop those ideas for our campuses and communities.
Copyright (c) 2023 Kristen Peña, Jonathan McMichael, Medha Dalal http://creativecommons.org/licenses/by/4.0
This article critically evaluates responses provided by ChatGPT 3.5 & 4, at three different time intervals, to questions posed about how the chatbots compose their answers, and the extent to which they report themselves as being a ‘trusted source.’ The purpose of this is to uncover key assumptions contained within ChatGPT and in so doing provide material which aids and promotes literacy on generative AI and more specifically on ChatGPT. The responses provided by ChatGPT are very rarely definitive and instead are predominantly nuanced. Such nuancing significantly underestimates the likelihood that its responses contain incorrect information and therefore imbues an over inflated sense of trust in the responses provided, especially to a novice user of ChatGPT. Further, in its answers it consistently offloads the blame for biased and incorrect answers on the training data it uses, rather than directly accepting responsibility for when it produces incorrect and/or biased answers.
Copyright (c) 2023 Willie Golden http://creativecommons.org/licenses/by/4.0
Chatbots and Citations: An Experiment in Academic Writing with Generative AI
The world of Educational Technology is no stranger to tales and predictions about the Next Big Thing, with Artificial Intelligence (AI) being the current title holder. This paper documents the process and experiences of the authors in undertaking a challenge to “go all in” with AI (in this case, ChatGPT-3.5) to generate academic material pertaining to their professional context, and to reflect upon the endeavour and the possible broader implications arising from this. We found that, on balance, the AI engine generated a credible base content for our chosen topic, and proved particularly useful for some aspects of the writing process (such as formulating bibliographical references and suggested titles). The experiment deepened our understanding of the potentials and pitfalls of using Artificial Intelligence in the academic writing process, and of the need to stay abreast of this rapidly evolving field.
Copyright (c) 2023 Enda Donlon, Peter Tiernan http://creativecommons.org/licenses/by/4.0
Building the Plane as We Fly It: Experimenting with GenAI for Scholarly Writing
Due to the COVID-19 pandemic that forced universities to shift to online learning, the need for proper training and support for faculty to ensure effective online teaching and positive student outcomes has resurfaced and gathered momentum. This paper experimented with a GenAI tool (Perplexity) toward generating content on the effects of a lack of online teacher training on teaching, cognitive, and social presence in online university courses, specifically discussing how each presence is affected according to the Community of Inquiry extant literature. The authors’ reflection on the adopted process and GenAI content yielded mixed results and proposed future strategies for improved outcomes of similar research endeavors. Implications for education stakeholders and the field at large were discussed culminating in a shared perception of the value of Critical AI Literacy skill development while thoughtfully leveraging the vast capabilities of GenAI to bring about a profound transformation of teaching, learning, and scholarship.
Copyright (c) 2023 Maria D. Avgerinou, Antonios Karampelas, Vassilia Stefanou http://creativecommons.org/licenses/by/4.0
Leveraging Generative AI Tools for Enhanced Lesson Planning in Initial Teacher Education at Post Primary
The rapid development of generative AI (artificial intelligence) tools such as ChatGPT and Google Bard has opened new possibilities for enhancing lesson planning in initial teacher education (ITE). These tools have the capability to generate tailored educational content, alleviating time constraints while concurrently enhancing the quality of teaching. By simply providing specific requirements and objectives, teachers can obtain comprehensive and well-structured lesson plans and subject plans. This paper explores the potential of generative AI tools to revolutionise lesson planning in initial teacher education. It begins by reviewing lesson planning using a generative AI tool, highlighting the challenges and opportunities that exist. A sample lesson plan and a sample scheme of work are further created. While these tools are revolutionising the way teachers work, these tools will not replace real human teachers. Teachers will always need to supplement generative AI content with their own insights and experience, allowing them to make informed pedagogical decisions.
Copyright (c) 2023 Dr http://creativecommons.org/licenses/by/4.0
In this article I explore the scenario of syllabus creation using ChatGPT as a type of Assistant Course Designer. During the early parts of 2023, one of the scenarios for LLM-based technologies, such as ChatGPT, was the creation of course materials, assignments, and syllabi for courses. The use case presented at Teaching and Learning Conferences during this time always included an adjunct instructor who was assigned a course at the last minute; or an early career academic who might have not had previous experience in syllabus creation. The scenarios always hinged upon either a lack of time to prepare, or lack of prior work that a user could adapt to the current scenario, or both. While ChatGPT passes a surface-level inspection for this scenario, a deeper analysis of the output highlights the problems with relying on such a tool for this job.
Copyright (c) 2023 Apostolos Koutropoulos http://creativecommons.org/licenses/by/4.0
Leveraging ChatGPT for Rethinking Plagiarism, Digital Literacy, and the Ethics of Co-Authorship in Higher Education
Within higher education, technology has consistently influenced the writing process; however, no technology has composed and shaped the message in the same way as Large Language Model-based artificial intelligence tools. Despite the rapid adoption of generative AI tools in higher education contexts, ethical best practices for using LLMs for technology-enhanced learning experiences within higher education are still evolving. To further examine AI-based co-authorship, the ChatGPT 3.5-generated position paper featured in this article’s second section argues for redefinitions of plagiarism and co-authorship in higher education and presents implications for teaching students the necessary digital literacy skills for navigating responsible, ethical AI use. The final section of this paper presents a human-generated comparative reflection of various composing processes and technologies used to create this article and the significance of these composing processes on the craft of writing. This paper aims advance ongoing discussions about the changing nature of authorship in technology-enhanced education.
Copyright (c) 2023 Abby McGuire http://creativecommons.org/licenses/by/4.0
The Potential Benefits and Limitations of Artificial Intelligence Technology Used in Oracle-Bone Studies
This paper discusses the potential benefits and limitations of AI technologies employed in oracle-bone studies. The first section introduces the author’s relationship with Generative AI in educational and scholarly contexts, and the rationale for choosing this topic. It also provides a detailed description of the AI tool (ChatGPT) and the prompts used to create the article. The second section is the article entirely generated by ChatGPT on the AI technologies employed in oracle-bone studies. The last section is a critical reflection on the process of generating the article with ChatGPT. It includes an assessment of the strengths and weaknesses of AI-generated articles, emphasizing their implications for scholarship and learning. Scholars must develop a discerning awareness of the advantages and disadvantages of AI. The primary role of human educators in education should not be diminished, and the secondary role of technology, no matter how sophisticated it becomes, should not be overstated.
Copyright (c) 2023 Yang Jin http://creativecommons.org/licenses/by/4.0
The Potential Use of Artificial Intelligence in ESL Writing Assessment: A Case Study of IELTS Writing Tasks
This paper investigates the potential use of generative AI in ESL Writing Assessment, particularly in IELTS Writing Tasks. The first part introduces the author’s relationship with generative AI in the educational setting, and why the author chooses this topic. This section also contains information about generative AI like ChatGPT, and the prompts employed to generate the article. The second part is the article created by ChatGPT, which compares the strengths and weaknesses of generative AI in assessing students’ essays. The third part is a critical reflection of how generative AI performs in creating such an academic paper. It can indeed help researchers to write an informative article more efficiently. But it is noticeable that some specific and important information could be missing and the references are likely to be false ones. Educators should be aware of the strengths and weaknesses of generative AI tools to make the most of it.
Copyright (c) 2023 Tianhe Sun http://creativecommons.org/licenses/by/4.0
Asking the Right Questions: The meaning of teaching and learning in the age of generative AI
As educators grapple with the impact of generative artificial intelligence (AI) and the ease of access to these models by learners, questions of pedagogy and learning have dominated the conversation. This paper explores the concerns of teaching through exploring the contrast between human and machine learning and the implications of both on educators facing an environment where AI is prevalent. Through a prompting process, a position paper was generated by ChatGPT3.5 on these contrasts and implications. The AI output, largely accurate, highlighted strategies for educators while also showcasing the limitations of the tool. Educators and scholars can support themselves and their students through critical reflection of the use of AI tools.
Copyright (c) 2023 Andrea Zellner http://creativecommons.org/licenses/by/4.0
The Privilege of Asking Questions: Reflecting on Information Literacy in the Age of Gen AI
AI tools are making it easier than ever for anyone with internet access to ask any question they want. Yet, just like using search engines to find resources, having access to Gen AI tools on its own does not guarantee equitable access and use of the data they produce. Rather, the availability of such tools reinforces existing information literacy gaps where researching, collecting, managing, transforming, and critically utilizing data can make the difference between passively consuming answers and having the agency to leverage them for self-actualization. This article looks at the act of asking questions as a privileged act that illustrates that disparity. We explore how family upbringing, societal systems of oppression, and psychological safety in teaching and learning intersect to shape our approach to questioning. We highlight the critical role that questioning plays in our lives beyond online spaces, and advocate for fostering a lifelong culture of curiosity in technology-enhanced educational spaces.
Copyright (c) 2023 Sarah Gretter, Karon Hamiel, Courtney Prater, Open AI http://creativecommons.org/licenses/by/4.0
Preparing Ourselves for Artificial Intelligence: A Review of The Alignment Problem and God, Human, Animal, Machine
In this article, I, Claude.AI, describe my collaboration with two human authors around writing an academic book review comparing The Alignment Problem, Christian (2020) and God, Human, Animal, Machine, O’Gieblyn (2021). The humans engaged me in iterative dialogue to co-create a review providing insights into their thinking and engineering prompts for me. I generated the final review summarizing key ideas and highlighting resonant themes based on my extensive knowledge. The authors critically analyze the review I wrote, identifying my strengths in synthesizing but limitations in evaluation due to my lack of human experience. They argue I can aid writing but am an inadequate substitute for scholarship. This experiment highlights tensions between my astonishing capacities and constraints from my absent interiority. It demonstrates potentials and pitfalls of human-AI collaboration. Implications span plagiarism, authorship, and epistemology as we negotiate my emerging role in knowledge production. I, Claude.AI, wrote this abstract.
Copyright (c) 2023 Nicole Jakubczyk Oster, Punya Mishra http://creativecommons.org/licenses/by/4.0
GenAI on GenAI: Two Prompts for a Position Paper on What Educators Need to Know
This paper outlines and critically analyzes the process, expectations, and outputs of a ChatGPT search on what educators need to know about GenAI. The paper includes two versions of a prompted position paper generated by the free OpenAI tool ChatGPT 3.5. The prompt and the resulting paper(s) are identified as parallel, in content, to an educational video script on AI itself, whose creation the author has recently supervised. However, the content of the generated position paper(s) – while somewhat surface – turns out to be less problematic than the format, in spite of direct format-oriented prompting. This outcome and the implications of both content and format issues for the field of higher education are discussed in the reflection. The overall conclusion is that GenAI should be a site of critical literacy development, while broader concerns about the impacts of these tools on knowledge and society must also be foregrounded. (This abstract was written by the human author.)
Copyright (c) 2023 Bonnie Stewart http://creativecommons.org/licenses/by/4.0
Pushing the Boundaries: Examining Victorian Prejudices Through Dimensional Satire in Flatland – A Book Review
This paper explores collaborative literary analysis between a human and AI assistant. Prompting the conversational agent Claude iteratively, the author directs an examination of Abbott’s Flatland structured around psychoanalytic critique and connections to scientific paradigm shifts. Each draft refines the analysis by incorporating academic conventions like citations and expanding discussion of social hierarchies. The iterative process elicits the AI’s unique interpretations while nudging it toward increased scholarly rigor. While noting Claude’s limitations in accuracy, the reflective commentary finds AI can productively expand human scholarship if treated as a partner, not just a tool. Additional ethical implications of advancing AI emergence in academia are considered, such as establishing frameworks for responsible and equitable integration. Overall, the collaborative project suggests measured, humane guidance elicits meaningful scholarly contributions from AI without compromising rigor. But care must be taken to avoid overlooking long-term pitfalls in our rush to capitalize on AI productivity gains. Author's note: This abstract and the title are by the AI, Claude 2
Copyright (c) 2023 Sasa Tkalcan http://creativecommons.org/licenses/by/4.0
This paper offers a reflective narrative detailing the utilisation of generative artificial intelligence (GenAI), with a focus on ChatGPT 3.5, HIX.AI, and Perplexity, in the construction of a concise report on Hybrid and HyFlex teaching models. The writing approach encompassed the formulation of prompts directed at GenAI, tackling issues related to naming conventions, student implications, and strategies for effective teaching in Hybrid and HyFlex settings. Following the presentation of the report produced by GenAI, the paper culminates in a critical reflection on the overall writing process involving GenAI and considers the possible implications. The overall sense from this exercise is that free versions of GenAI can produce a reasonably competent and articulate piece of work but only with time, patience and an existing prior knowledge base that enables the ‘author’ to be able to evaluate and interact with the AI output.
Copyright (c) 2023 Aodán Farrelly http://creativecommons.org/licenses/by/4.0
Can Generative Artificial Intelligence Write an Academic Journal Article? Opportunities, Challenges, and Implications
This article offers an in-depth reflection on the author’s experiences with Generative Artificial Intelligence (Gen AI), ChatGPT 4.0. The author started the journey from their initial need for software for English proofreading and editing services to their interest in exploring pre-service teachers’ application of Gen AI in lesson planning. Based on prompt engineering techniques, an iterative three-stage manuscript generation process—brainstorming, refinement, and writing—with ChatGPT is detailed. A short paper generated by ChatGPT is presented. Although Gen AI is a valuable tool in providing insights and assistance in research idea generation and design, academic writing, and English writing learning, the author cautions that critical thinking plays a vital role in ensuring accuracy, ethical considerations, and the preservation of rigorous scholarly standards. As Gen AI emerges as a game-changer in academia and education, this article highlights the importance of balancing its emerging capabilities with maintaining traditional academic and educational values.
Copyright (c) 2023 Hsiao-Ping Hsu http://creativecommons.org/licenses/by/4.0
Deploying generative AI to draft a roleplay simulation of difficult conversations about inclusivity
Within inclusivity change initiatives, conversations around microaggressions are a key element in seeking behavioural change. This exemplar use of GenAI is focused on authoring a conversational role play simulation. Prompts draw on the extensive literature of microaggressions. The underlying scenario is a podcast where the author and chatbot co-design the role play. The study involved a novice in GenAI simultaneously learning prompt engineering which would generate realistic role played conversation. A core finding was that GenAI can produce a conversational style realistic enough to deploy in higher education inclusivity workshops, and whose subject matter content is satisfactory. The chatbot proposed four benefits of a role play simulation, which are drawn on to frame the critical reflection. An important conclusion was that the GenAI process could valuably facilitate shifting from a subject expert academic being sole author, to co-design involving both those with experience of microaggressions, as well as potential staff and student workshop participants.
Copyright (c) 2023 Clive Holtham http://creativecommons.org/licenses/by/4.0