- Title
- AI amplifies the tough question: What is higher education really for?
- Creator
- Kramm, Neil
- Creator
- McKenna, Sioux
- Subject
- To be catalogued
- Date Issued
- 2023
- Date
- 2023
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/482876
- Identifier
- vital:78697
- Identifier
- https://doi.org/10.1080/13562517.2023.2263839
- Description
- The dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences.
- Format
- 5 pages
- Format
- Language
- English
- Relation
- Teaching in Higher Education
- Relation
- Kramm, N. and McKenna, S. (2023) ‘AI amplifies the tough question: What is higher education really for?’, Teaching in Higher Education, 28(8), pp. 2173–2178. doi: 10.1080/13562517.2023.2263839
- Relation
- Teaching in Higher Education volume 28 number 8 2173 2178 2023 1470-1294
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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