澳大利亚教育系统中的生成式人工智能:利益相关者建议的开放数据集和来自公共调查的新分析

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-12-22 DOI:10.14742/ajet.8922
Simon Knight, Camille Dickson-Deane, Keith Heggart, Kirsty Kitto, Dilek Çetindamar Kozanoğlu, Damian Maher, Bhuva Narayan, Forooq Zarrabi
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引用次数: 0

摘要

2022 年末新工具的推出预示着生成式人工智能(GenAI)对教育影响的关注度大幅上升。关于对教育的潜在影响的说法存在争议,但使用不当的风险显而易见,尤其是在 GenAI 与学习目标不一致的情况下。为此,澳大利亚联邦政府在 2023 年年中进行了一次调查,呼吁公众提交意见书。这次调查为教育领域的 GenAI 政策框架提供了一个视角,也为本文提供了调查对象。我们使用调查提交的材料,从每份材料中提取结构化的主张。对实践或政策的影响对于实践者、政策制定者和研究人员,本文按来源类型概述并综合了提交的建议及其主题。对于调查(来源)的回应者而言,本文有助于思考建议中的协同作用和差距,指出合作和政策制定的机会。对于负责政策实施方面的利益相关者和/或对调查和建议框架采用批判性视角的利益相关者而言,本文提供了可操作的见解。
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Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry
The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made. Implications for practice or policy For practitioners, policymakers, and researchers. the paper provides an overview and synthesis of submission recommendations and their themes, by source type. For respondents to the inquiry (sources), the paper supports reflection regarding synergies and gaps in recommendations, pointing to opportunity for collaboration and policy development. For stakeholders with responsibility for aspects of policy delivery and/or those applying a critical lens to the inquiry and recommendation framing(s), the paper offers actionable insight.
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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