生成式人工智能和教育生态

K. Coleman
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摘要

生成人工智能在艺术和设计教育中扮演什么角色?鉴于我们正处于一个变化的年份,开源开放人工智能系统在问答聊天机器人和个人辅助工具的时代改变了我们的教学、学习和评估方式。将后人类方法(Blaikie, et al, 2020)应用于教育可能有助于我们重新思考教育学(Wessels, et al, 2022)、知识创造和知识共享的学术出版。在这次与ASCILITE MLSIG的SoTEL研讨会的演讲/讨论中,我提出了一种摆脱人文主义世界观的做法,这种世界观继续在我们的学科框架内围绕着教师-学习者的二元结构塑造我们的思想,并考虑我们如何将生成人工智能工具纳入课程中,以促进与超越人类的跨学科合作。如果我们改变教与学,以促进在这个星球上的新方式,那么我们在我们的教育生态中优先考虑我们自己,彼此以及非人类和超越人类。建立数字素养和计算思维能力(George-Reyes, et al, 2021)来学习GAI将为思考世界及其所有空间和地点创造机会,这些空间和地点是相互联系和纠缠的。在这个引领潮流的网络研讨会上,我提出了一系列问题和提示,这些问题和提示是我在与Chatty G (ChatGPT)交谈时提出的,以考虑我们如何以不同的方式想象和理解世界,以便我们可以将生成式人工智能整合到高等教育的教育生态中。演示:https://doi.org/10.26188/22281685
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Generative AI and 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. Presentation: https://doi.org/10.26188/22281685
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