How Universities Ca Move Forward With Generative AI inTeaching and Learning

Ward et al examines the ways that universities can move forward with generative artificial intelligence (AI) in teaching and learning. Generative AI has rapidly entered college and university classrooms, disrupting traditional assignments and leaving faculty scrambling to adapt. However, the lack of...

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Bibliographic Details
Published in:Change (New Rochelle, N.Y.) N.Y.), 2024-01, Vol.56 (1), p.47
Main Authors: Ward, Doug, Loshbaugh, Heidi G, Gibbs, Alison L, Henkel, Tim, Siering, Greg, Williamson, Jim, Kayser, Mark
Format: Magazinearticle
Language:English
Subjects:
Artificial intelligence
College students
Colleges & universities
Learning
Teaching
Teaching methods
Universities
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Summary:Ward et al examines the ways that universities can move forward with generative artificial intelligence (AI) in teaching and learning. Generative AI has rapidly entered college and university classrooms, disrupting traditional assignments and leaving faculty scrambling to adapt. However, the lack of guidance from institutions has resulted in confusion and regressive approaches to using generative AI. Instead of viewing generative AI as a threat, it should be seen as an opportunity for structural changes in teaching and learning. This requires rethinking assignments, assessments, and curricula to prepare students for using AI in their work. Faculty must embrace personalized and flexible assignments over traditional forms of assessment that AI can easily complete. Adapting to generative AI is crucial for students, institutions, and democracies, as AI-generated disinformation is already distorting reality. Universities should focus on inclusiveness, transparency, privacy, and safety when implementing generative AI, while also prioritizing human interaction and improving teaching and learning quality.
ISSN:0009-1383
1939-9146