DITL Scenario 3 — Transcript

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1. 0:00Let's move on to the third scenario.
2. 0:04In this scenario, you get to put yourself in the role of a slightly more experienced teacher.
3. 0:08Let's then imagine a situation where you are with your slightly less experienced colleague at lunch.
4. 0:14Your colleague tells you about a course that includes an essay as a delivery method. Your colleague has been going through the essays written by students and for some reason one essay stood out from the rest.
5. 0:28They have noticed that this essay uses some clumsy language and strange terms, and the sources referred to in the essay are not at all what was shared in the course, but something completely different.
6. 0:41In addition, there is a certain formulaic quality to this assignment, and your colleague has some doubts as to whether this text was written by oneself,
7. 0:49or whether it might have been written with the aid of some kind of tool, such as artificial intelligence.
8. 0:56Take a moment to reflect on this scenario and consider whether you might have experience of this situation, either as a teacher or as a student.
9. 1:05Once again, write your answer in the task template and then move on in the video.
10. 1:13AI is a relatively new phenomenon in the field of learning, actually, at the time when ChatGPT and similar generative AI applications became popular,
11. 1:25and became available to practically everyone, then it started to show up perhaps more in the activities of students and teachers,
12. 1:32when it's easy for everybody to generate texts, for example, or summarize them,
13. 1:38or even use AI applications for their own linguistic needs, or in any creative way. And so even though AI has been part of our everyday life for a long time in many ways,
14. 1:50but perhaps in the field of learning, it hasn't been on this scale before. And that's really how AI is perceived,
15. 2:01or the way in which these generative AI applications are used in learning and teaching, there are certainly many differences between universities in general and also between faculties and disciplines within universities.
16. 2:14But then also between individual teachers and between students as well, and actually in this situation I would certainly ask the student,
17. 2:26in what way they have used AI in their work and then I would discuss whether it has been a meaningful way of doing it in terms of learning.
18. 2:38And then we could probably think together about a solution to how to move on from that situation.
19. 2:45In the same situation, I would certainly check my own instructions on that course,
20. 2:51whether they are sufficient for the students to understand it concretely,
21. 2:58what kinds of things they can use AI applications for, what kinds of things I think will enhance their learning.
22. 3:07And then again, what I think it can't be used for because I think it's going to inhibit learning.
23. 3:14Maybe that's the way I would go about it in this situation, at least initially.
24. 3:18If you think about this AI as a phenomenon in the field of education in general,
25. 3:25then we certainly had a lot of exploration of the phenomenon in the beginning.
26. 3:29So we have been familiarized with what it is really all about.
27. 3:34We've looked at it. Had different discussions in different contexts.
28. 3:39Also studied. Research has been done on the subject and more and more publications are starting to come out.
29. 3:46Then there's certainly been a lot of that kind of testing and practising.
30. 3:50And actually what the universities, for example, have done in terms of alignment,
31. 3:55for example, the use of generative AI in teaching and research,
32. 4:01so this is perhaps to be a kind of shaping.
33. 4:05So, in a way, we have been thinking about new practices and then they gradually take shape.
34. 4:10And these are certainly in some colleges in a certain way,
35. 4:17or some faculties, for example, may already be a little bit ahead of the others.
36. 4:22But nevertheless, there is clearly a need for a common vision and understanding of this phenomenon.
37. 4:28And these are becoming more and more concrete and recommendations and guidelines are being made.
38. 4:33And then also those good practices emerge.
39. 4:35So concrete ways to really use this in a way that promotes learning.
40. 4:41Often in these discussions, it's the placarding and that's what people are concerned about,
41. 4:47that if AI applications are used in a certain way fraudulently or abusively.
42. 4:54But somehow I'd like to have a discussion in that direction,
43. 4:59that we should focus even more on that,
44. 5:03how we can actually promote student learning
45. 5:07and also our own learning and skills through the use of these new tools.
46. 5:13And then, little by little, I'm sure those practices will become better and better.
47. 5:20There are quite a lot of unanswered questions here.
48. 5:24So we don't necessarily have a very precise overall picture of it,
49. 5:28what students are using generative AI for in their studies.
50. 5:32Or more generally, how teachers use generative AI in teaching and tutoring.
51. 5:40And there are certainly all sorts of different practices and ways of doing these and variations between individuals.
52. 5:47We're getting more and more research data on this all the time.
53. 5:50But perhaps also in our own teaching and guidance work we could do a small-scale analysis of this kind
54. 5:56to find out how students and colleagues in the local environment make use of them.
55. 6:06And then one thing that is also important to consider is what kind of skills related to the use of artificial intelligence
56. 6:16we should know and study and then also teach to students.
57. 6:23For example, understanding the phenomenon in general and the skills to use AI applications,
58. 6:30prompts and then focusing on those ethical issues, copyright issues and security-related use.
59. 6:40So, for example, what kind of data or things can be fed into any given AI application and what kind of licenses are required, for example,
60. 6:49to ensure that there is a good level of compliance with good practice.
61. 7:00However, what is known is that these generative AI applications can be used for a very wide range of things.
62. 7:07And pretty common ways that students and also teachers are currently using these,
63. 7:13is certainly translation and then language maintenance, for example, where many of these apps work quite well.
64. 7:23Especially if you're writing in a foreign language and you're not sure about some of the wording, it's easy to check and ask if it's correct.
65. 7:33For example, taking pictures is also quite common already with AI applications.
66. 7:39And you can use images made with AI applications to illustrate your own teaching material, for example.
67. 7:47You can also generate videos and there is certainly some kind of AI application for almost everything.
68. 7:57Also that kind of ideation and brainstorming, that's what you hear a lot of people say that I use for things like that.
69. 8:07And when I talked to students, it was also highlighted that quite a lot of students also translate texts into audio files, so that they can listen to them.
70. 8:21And for summarizing in general as well. To summarize and translate an article or even to summarize and translate a textbook, I've heard students, some students use these.
71. 8:35Of course, there's always the issue of what would be good to discuss with students, that it's not good to take copyright issues into account.
72. 8:47In other words, think about whether you can put anything other than openly available material, for example, online.
73. 8:57But in any case, these are situational issues that are definitely worth discussing.
74. 9:03When I have talked to teachers, I have noticed that some of them use or practice using them themselves and then perhaps tell the students what good ways they have found to use them.
75. 9:22And then some of the teachers have also together with the students have done research work on how to use it for studying a particular subject, for example, and what kind of opportunities these generative AI applications have for it.
76. 9:38And then, in a way, that together we set out to study that there are many different ways to do this.
77. 9:43But actually, what I would like to emphasise here is that whenever there is a new phenomenon and in general, a community-based way of working and, for example, getting to know these phenomena together with our own students in our own working community will certainly bring out the best possible practices, so that we can develop practices that really promote student learning and then our teaching.
78. 10:11And although there really are a lot of open questions here, and we may still need some kind of more concrete examples of how to use the system, and also some kind of recommendations and guidelines for its use, we have nevertheless reached a stage where we are beginning to get the research data.
79. 10:32And through that we will be able to get to know this in some detail and this phenomenon will be established in some way.
80. 10:42Actually, what I would like to comment on the example at the beginning is that it is really important that students know what kind of practices the different courses have for the use of generative AI applications.
81. 10:56And these are worth discussing explicitly with the students, because the students have also brought it up that, for example, because there are many differences between different teachers in the way they view the use of artificial intelligence in teaching, so then it can, for example, affect the assessment in a different way.
82. 11:16So while of course it is good practice to ask students to report that if they have used AI in their own work, then tell us how they have done it.
83. 11:29But then also, in a way, an open discussion with students about the rules of the game helps here.
84. 11:36And it's really worth working with your colleagues to think about all those rules of the game.
85. 11:44Finally, I would like to say that perhaps the pedagogically meaningful use of AI in education requires us to continue to practice and also to think about new pedagogical practices.
86. 11:58So teachers need time to develop teaching and in higher education in general, we need time for this community development in particular.
87. 12:09It may be that more teaching is also needed for students and that somehow, perhaps even together as a higher education community, we should try to find best practices together.
88. 12:23Perhaps with reference to the example at the beginning, it is also quite essential to find out how students use these tools and then together with the students to find ways of using them that genuinely support student learning.
89. 12:42So, let's go back to the scenario that was presented at the beginning.
90. 12:49How would you advise this particular colleague of yours to proceed in this situation with the student?
91. 12:57Once again, write your own reflections in the right place on the task template and if you want, you can make use of these AI guidelines from the University of Turku, for example, which can be found on the intranet.
92. 13:08These links can also be found in that Moodle area.
93. 13:11You can then move on again to the next scenario.