In this module I was tasked with understanding generative AI and exploring its capacity for the classroom. We explored how new technology can be structured around learning and not vice versa using the TPACK and SECTIONS frameworks, so students can remain engaged with content while also not missing out on utilizing the newest tools. AI’s capacity for writing and generating information was also explored as a possible integrity issue which poses a problem for students and educators alike. AI seemingly appeared out of nowhere and left many people, educators especially scrambling to keep up and regulate it. But it doesn’t have to be a hindrance on learning, rather it can be an amazing tool to bolster learning if used correctly.
Generative Artificial Intelligence and Education
When I first became aware of generative AI I was a second year student here at UVIC. I recall a university wide letter being sent around to students warning us of the integrity violations you could accrue if you utilize any form of AI software for any means, anywhere from failing a course to being expelled were noted punishments. Since I had little knowledge of AI and I had been told its use in an academic setting was forbidden, I have never thought to use it towards the betterment of my learning, instead I learnt to avoid it and any AI-like platforms. I do understand where the university was coming from when it came to limiting the use of AI at that time, as very few regulations around the use of AI had been made. Nearly three years after OpenAI’s big release however, this has been the first class I have been in that has not only encouraged my use of AI, but has also taught me the skills to properly cite it as a source, and has given me basic AI literacy.
I was able to explore tools in this class that I haven’t thought to touch or that i even knew existed such as Stable Diffusion below:
Fig. 1 “cute frog cowboy” prompt, Stable Diffusion, version Stable Diffusion XL, Black Technology LTD., 30 Mar. 2024, stablediffusionweb.com/.
The AI tool I decided to explore was Stable Diffusion. I am not an artistically inclined person, so drawing things even remotely like what this tool can generate is way out of my depth. I also happen to have a condition called aphantasia which means I cannot see images in my head, using stable diffusion was like outsourcing my imagination in a sense! I enjoyed the thrill of having no idea what type of images my prompts would generate, and seeing the final piece rarely disappointed! I will admit however, I was a little put off by having to use my personal email to use the Stable Diffusion application. I’m hoping that I can delete my account info from the site after I am done using it in the future.
Generative AI, when used properly can be a fantastic educational tool, it can be used to summarize long form writing, generate ideas, check spelling and grammar, and create discourse to further discussions. It’s also an amazing tool for self expression and art when used correctly. I’m happy that in my time at university I have had the chance to be in at least one class where generative AI has been taught as a tool for learning, rather than villainized and pushed to the wayside.
SECTIONS Analysis for OpenETC
I decided that I would do a SECTIONS analysis on the OpenETC site utilized in this course, to see how it measures up to the requirements set for media in learning:
Students:
The students using this media are the EDCI 337 students and online people who happen on the blog and take an interest in reading through its content. In order to reach the blog a person will need to have an internet connection and a device to work on, this can be a personal device, a shared device or a public device. Access to a device may still be an issue for some students with limited funds or transport options.
Ease of Use:
The OpenETC site generator is easy to navigate and use because it uses WordPress to host its sites. WordPress has many online resources and tutorials for website creation, as well as in application tutorials for creating your first site. OpenETC sites are reliable so long as the student has an internet connection and the WordPress servers remain up. However, access and navigation throughout the sites may require basic internet literacy.
Cost:
OpenETC is a free to use educational website creation platform, as such the only monetary costs in generating sites come from the hours spent by users personalizing their sites. Since the sites are hosted using WordPress, it is likely future infrastructure will be supported in the long term, and maintenance will be performed on the backend when needed. There is a privacy cost associated with OpenETC. In order for students to sign up and create their own sites their school emails are used, which in the case of a data leak could cause their personal information to be compromised. The cost of a personal device to a student may also factor into the price of using this application for some students.
Teaching:
Student websites support teaching through the reflective analysis of ideas, which allow them to draw conclusions on their own and make connections to other aspects of their lives, schooling or thoughts. Based on the content of this course, a blog was the perfect form of media to use as it displayed the use of multimedia tools, but also acted as the ground where students would be implementing those same tools on their own sites. Desired learning objectives could then be measured through analyzing student blogs. Since most university students have access to a device with an internet connection at home or in a public space like the UVic library, the bar to entry of teaching using this platform was low.
Organization:
OpenETC is not provided by the University of Victoria, and is instead an open source educational website creation platform hosted through WordPress. It is available free of cost to the university, and therefore doesn’t have any support through the university. Although the library does not have information regarding OpenETC and wordpress, the internet has a plethora of information, and the OpenETC website also hosts information regarding the site building tool.
Networking:
OpenETC allows for websites to be posted directly to the internet, and thus anyone who wishes to access a site and who has a link can do so. Communication between people is facilitated on OpenETC by allowing those with sites to share posts on each other’s platforms. As the sites can be set to be viewable on the internet, people interested in a site’s content may also be able to reach out to a student or professor regarding their work.
Security:
WordPress as a site does hold some responsibility for the information given by students in order for them to create their sites, namely that user data will be securely handled when an account is made. However, as OpenETCs websites are fully customizable, students also bear some responsibility in protecting their own privacy, and not oversharing their details.
According to the above SECTIONS analysis, the OpenETC site is suitable for use in this course, and inductive to learning for the type of educational content explored.
Ethical and Academic Considerations
Every other week there appears to be another AI company being sued for the use of data to train their systems that wasn’t theirs to take in the first place. Just as stolen work has consequences in the real world, academic consequences for stolen AI work should be dealt with in a similar manner. Luckily for students, in order to avoid academic infringements there are now ways to cite AI sources. This has opened the door for students to start being able to use this new and exciting technology to further their learning endeavors, but not without caution of course. As was noted in this module AI does have a record of being incorrect 10%-20% of the time, thus students must be taught to be wary of the information AI gives them, and to do their due diligence. Universities appear to be slow on teaching their students how to properly use and cite AI which will affect them as they leave university and enter a world ever increasing in AI influence. Promoting the safe use of AI in schools benefits students, as once they are out in the world it will be at their fingertips. Barring them from this tool set out of ignorance or the desire not to use new technology will put them behind their tech savvy peers and force them to learn the technology at an expedited rate upon leaving for the job market.
Given what I know now, and having finally experienced using AI technology in my learning environment after 2 years of it being out of my reach, I will definitely be using AI and other technologies to my own advantage during my learning journey, and the learning journeys of those I facilitate.
Hi Yasmin, it looks like you tried using the AI drawing tool. It is difficult for you to construct the picture you want in your mind, but for me, it is difficult for me to tell the AI clearly and accurately the picture I imagined, so most of the pictures I generated did not meet my expectations, and sometimes even far from it, I do not know whether your frog is the one you want. I find that we are somewhat similar in our understanding of AI. I learned something about AI recently, while you knew it early but didn’t use it. This time I believe we both have a better understanding of AI.