AI amplifies the tough question: What is higher education really for?
- Authors: Kramm, Neil , McKenna, Sioux
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482876 , vital:78697 , 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.
- Full Text:
- Authors: Kramm, Neil , McKenna, Sioux
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482876 , vital:78697 , 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.
- Full Text:
A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning
- Czerniewicz, Laura, Agherdien, Najma, Badenhorst, Johan, Belluigi, Dina Z, Chambers, Tracey, Chili, Muntuwenkosi, De Villiers, Magriet, Felix, Alan, Gachago, Daniela, Gokhale, Craig, Ivala, Eunice, Kramm, Neil, Madiba, Matete, Mistri, Gitanjali, Mgqwashu, Emmanuel M, Pallitt, Nicola, Prinsloo, Paul, Solomon, Kelly, Strydom, Sonja, Swanepoel, Mike, Waghid, Faiq, Wissing, Gerrit
- Authors: Czerniewicz, Laura , Agherdien, Najma , Badenhorst, Johan , Belluigi, Dina Z , Chambers, Tracey , Chili, Muntuwenkosi , De Villiers, Magriet , Felix, Alan , Gachago, Daniela , Gokhale, Craig , Ivala, Eunice , Kramm, Neil , Madiba, Matete , Mistri, Gitanjali , Mgqwashu, Emmanuel M , Pallitt, Nicola , Prinsloo, Paul , Solomon, Kelly , Strydom, Sonja , Swanepoel, Mike , Waghid, Faiq , Wissing, Gerrit
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439449 , vital:73598 , https://doi.org/10.1007/s42438-020-00187-4
- Description: Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality-vital, resource and existential-exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
- Full Text:
- Authors: Czerniewicz, Laura , Agherdien, Najma , Badenhorst, Johan , Belluigi, Dina Z , Chambers, Tracey , Chili, Muntuwenkosi , De Villiers, Magriet , Felix, Alan , Gachago, Daniela , Gokhale, Craig , Ivala, Eunice , Kramm, Neil , Madiba, Matete , Mistri, Gitanjali , Mgqwashu, Emmanuel M , Pallitt, Nicola , Prinsloo, Paul , Solomon, Kelly , Strydom, Sonja , Swanepoel, Mike , Waghid, Faiq , Wissing, Gerrit
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439449 , vital:73598 , https://doi.org/10.1007/s42438-020-00187-4
- Description: Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality-vital, resource and existential-exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
- Full Text:
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