Generative AI and education ecologies

Abstract

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.

Presentation: https://doi.org/10.26188/22281685