Designs and practices using generative AI for sustainable student discourse and knowledge creation

Abstract

Utilizing generative artificial intelligence, especially the more popularly used Generative Pre-trained Transformer (GPT) architecture, has made it possible to employ AI in ways that were previously not possible with conventional assessment and evaluation technologies for learning. As educational use cases and academic studies become increasingly prevalent, it is critical for education stakeholders to discuss design considerations and ideals that are key in supporting and augmenting learning via quality classroom discourse that sets the climate for student learning and thinking, and teachers’ transmission of expectations. In this paper, we seek to address how emergent technological advancements such as GPT, can be considered and utilized in designs that are consistent with the ideals of sustainable student discourse and knowledge creation. We showcase contemporary exemplars of possible designs and practices that are based on the pedagogy of knowledge building, with recent illustrations of how GPT may be utilized to sustain students’ knowledge building discourse. We also examine the potential effects and repercussions of technological utilization and misuse, along with insights into GPT’s role in supporting and enhancing knowledge building practices. We anticipate that the findings, through our exploration of designs and practices for knowledge creation, will be able to resonate with a broader audience and instigate meaningful change on issues of teaching and learning within smart learning environments.

Towards a Design Space for AI Support in Knowledge-Building Classrooms

“…This framework is informed by prior work, including frameworks of learning design (Carvalho et al, 2022;Goodyear et al, 2021;Law & Liang, 2020), emerging work mapping knowledge building principles onto AI use cases (A. V. Y. Lee et al, 2023), and empirical work in the classroom integrating AI to augment student work (Chen et al, 2023). The decision to focus on formal classrooms (instead of informal or workplace learning spaces) is intentional, given KB's strong presence in formal education.…”