Leveraging AI to enhance learning

被引:7
|
作者
Volante, Louis [1 ,2 ,3 ]
Deluca, Christopher [4 ,5 ]
Klinger, Don A. [6 ]
机构
[1] Brock Univ, St Catharines, ON, Canada
[2] United Nations Univ MERIT, Maastricht Grad Sch Governance, Maastricht, Netherlands
[3] Canadian Soc Study Educ, Ottawa, ON, Canada
[4] Queens Univ, Fac Educ, Kingston, ON, Canada
[5] Queens Univ, Sch Grad Studies & Postdoctoral Affairs, Kingston, ON, Canada
[6] Univ Waikato, Div Educ, Hamilton, New Zealand
关键词
AI; Artificial intelligence; ChatGPT; Language models; Technology; Authentic assessment; Formative assessment;
D O I
10.1177/00317217231197475
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Artificial Intelligence (AI) technologies, such as ChatGPT, have ushered in a new digital era that presents formidable challenges related to cheating and plagiarism in the classroom. Although many school systems have reacted by banning AI language models and related applications, these technologies present opportunities to leverage formative assessment practices to enable students to demonstrate more complex and valued learning outcomes. Using the ICE (Ideas, Connections, Extensions) model, Louis Volante, Christopher DeLuca, and Don A. Klinger offer educators a research-informed pathway, based on best practices and policy, to promote critical, creative, and higher order thinking in secondary schools.
引用
收藏
页码:40 / 45
页数:6
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