Generative AI and education ecologies

Keywords: Trendsetter presentation, Generative AI, Higher Education, Education ecologies


What role can generative AI have an art and design education? Given that we are in a year of change as open-source Open AI systems shift how we teach, learn, and assess in times of question-answering chatbot and personal assistance tools. Applying a post-human approach (Blaikie, et al, 2020) to education might help us rethink pedagogy (Wessels, et al, 2022), knowledge creation and scholarly publication for knowledge sharing. In this SoTEL Symposium presentation/discussion with the ASCILITE MLSIG I propose a move away from a humanist world view that continues to shape our thoughts around the binary of teacher-learner within our walled disciplinary and consider how we might Incorporate generative AI tools in the curriculum to foster interdisciplinary collaborations with the more-than human. What if we shifted teaching and learning to facilitate new ways of being on the planet, so that we prioritised ourselves, one another as well as non-human and more-than-humans in our educational ecologies. Building the digital literacies and computational thinking capabilities (George-Reyes, et al, 2021) to learn with GAI will create opportunities to thinking about the world and all its space and places, as interconnected and entangled.

In this trendsetter webinar I pose a series of questions and prompts that I had in conversation with Chatty G (ChatGPT) to consider how we might imagine and understand the world in different ways so that we might integrate generative AI and into our education ecologies in higher education.



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Author Biography

Kathryn Coleman, The University of Melbourne

Associate Professor

Faculty of Education

How to Cite
Coleman, K. (2023). Generative AI and education ecologies. Pacific Journal of Technology Enhanced Learning, 5(1), 19-20.
SoTEL Symposium 2023