Towards a call for transformative practices in academia enhanced by generative AI

• Published in: European journal of open, distance and E-Learning distance and E-Learning, 2024-11, Vol.26 (1), p.35-50
• Main Authors: Kohen-Vacs, Dan, Amzalag, Meital, Weigelt-Marom, Hayley, Gal, Lilach, Kahana, Omri, Raz-Fogel, Nohar, Ben-Aharon, Oren, Reznik, Noga, Elnekave, Moti, Usher, Maya
• Format: Article
• Language: English
• Subjects: Artificial intelligence; Generative AI; Instructional technologies; Intelligent-TPACK framework; Technology-enhanced learning
• ISSN: 1027-5207; 1027-5207
• DOI: 10.2478/eurodl-2024-0006

In the present paper, we explore the integration of Generative Artificial Intelligence (GenAI) into the teaching, learning and research practices within the Faculty of Instructional Technologies undergraduate programme at the Holon Institute of Technology (HIT), Israel. Our goal is to examine how GenAI has supported transitions in various courses across three study clusters: core topics related to learning and training, user experience and user interface design (UX/UI), and technological development. Through five case studies from these clusters, we demonstrate how the incorporation of GenAI has enhanced student practices as they conceptualise, design, and create technology-enhanced learning (TEL) tools, systems, and architectures designed to meet real-world needs. In this context, we demonstrate how GenAI integration influences the interrelationship among the three study clusters, thereby facilitating a cohesive approach essential for students developing their capstone projects, which require the integration of knowledge and skills from all courses. This paper situates these efforts within the intelligent-technological pedagogical content knowledge (TPACK) framework, illustrating GenAI’s role in TEL. We conclude with recommendations for researchers and practitioners considering the adoption of GenAI to enhance their capabilities in deploying next-generation TEL environments.