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 educa...

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Main Authors: Alwyn Vwen Yen Lee, Seng Chee Tan, Chew Lee Teo
Format: Article
Language:English
Published: SpringerOpen 2023-11-01
Series:Smart Learning Environments
Subjects:
Online Access:https://doi.org/10.1186/s40561-023-00279-1
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author Alwyn Vwen Yen Lee
Seng Chee Tan
Chew Lee Teo
author_facet Alwyn Vwen Yen Lee
Seng Chee Tan
Chew Lee Teo
author_sort Alwyn Vwen Yen Lee
collection DOAJ
description 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.
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spelling doaj.art-a77ef35b2fc644649fc91ab1ebc272792023-11-12T12:33:04ZengSpringerOpenSmart Learning Environments2196-70912023-11-0110111810.1186/s40561-023-00279-1Designs and practices using generative AI for sustainable student discourse and knowledge creationAlwyn Vwen Yen Lee0Seng Chee Tan1Chew Lee Teo2National Institute of Education, Nanyang Technological UniversityNational Institute of Education, Nanyang Technological UniversityNational Institute of Education, Nanyang Technological UniversityAbstract 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.https://doi.org/10.1186/s40561-023-00279-1Generative artificial intelligenceGenerative pre-trained transformersSustainable student discourseKnowledge buildingKnowledge creation
spellingShingle Alwyn Vwen Yen Lee
Seng Chee Tan
Chew Lee Teo
Designs and practices using generative AI for sustainable student discourse and knowledge creation
Smart Learning Environments
Generative artificial intelligence
Generative pre-trained transformers
Sustainable student discourse
Knowledge building
Knowledge creation
title Designs and practices using generative AI for sustainable student discourse and knowledge creation
title_full Designs and practices using generative AI for sustainable student discourse and knowledge creation
title_fullStr Designs and practices using generative AI for sustainable student discourse and knowledge creation
title_full_unstemmed Designs and practices using generative AI for sustainable student discourse and knowledge creation
title_short Designs and practices using generative AI for sustainable student discourse and knowledge creation
title_sort designs and practices using generative ai for sustainable student discourse and knowledge creation
topic Generative artificial intelligence
Generative pre-trained transformers
Sustainable student discourse
Knowledge building
Knowledge creation
url https://doi.org/10.1186/s40561-023-00279-1
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AT chewleeteo designsandpracticesusinggenerativeaiforsustainablestudentdiscourseandknowledgecreation