Generative Dialogues
What does Generative Artificial Intelligence mean for the future of higher education?
A project hosted by DTCE Manchester. Follow the podcast here and register for the webinars below. Project hosted by Helen Beetham and Mark Carrigan:
Helen Beetham (@helenbeetham @helenbeetham@mstdn.social) researches critical digital literacies in higher education and blogs about generative AI from a critical perspective.
Mark Carrigan is a digital sociologist and a blogger who writes on (among many things) emerging technologies in education, social media, and philosophies of technology.
A project hosted by DTCE Manchester. Follow the podcast here and register for the webinars below. Project hosted by Helen Beetham and Mark Carrigan:
Helen Beetham (@helenbeetham @helenbeetham@mstdn.social) researches critical digital literacies in higher education and blogs about generative AI from a critical perspective.
Mark Carrigan is a digital sociologist and a blogger who writes on (among many things) emerging technologies in education, social media, and philosophies of technology.
Pedagogies of (Generative) AI
April 11th, 3pm to 4pm BST
April 11th, 3pm to 4pm BST
Register here: https://forms.gle/TEBFvY2yXW6FLsGVA
Step out of the hype cycle and take time for a generous, (re)generative conversation about teaching and learning in a time of AI. Rather than accelerating our practice to the demands of AI-driven productivity, we will be giving slow attention to some of the issues that the last year has raised. An expert panel of AI teachers and critics will be swapping views and sharing stories. How can we model a critical approach while helping students to develop their own practices and values with generative agents? What are the risks to pedagogic relationships, and what are the opportunities? Can we enact an ethical pedagogy with unethical technologies? Is there ‘hope’ at the bottom of this pandora’s box? Bring your own questions and experiences to share.
Katie Conrad (@KatieConradKS @kconrad.bsky.social) is Co-director of the AI & Digital Literacies project in conjunction with the National Humanities Center at the University of Kansas. She wrote ‘A Blueprint for an AI Bill of Rights for Education,’ and has run many workshops and a summer school on critical AI literacies. Katie researches and writes about technology and culture, including an occasional blog.
Maya Indira Ganesh (@mayame @mayameme@mastodon.social) came to academia after fifteen years working on digital and gender rights in the Global South. She is a digital cultures researcher, writer, curator and educator, co-directing a Masters program on AI, Ethics, and Society at the University of Cambridge. She is also a senior research fellow at the Leverhulme Centre for the Future of Intelligence.
Ugnė Litvinaitė (@ugnelija) is a social science and policy research assistant at the LSE Eden Centre for Education Enhancement. Her research into student views and norms on generative AI has informed LSE policy and drawn attention from many other institutions. She continues to engage with these topics in the wider context of the student experience and academic integrity issues.
Anna Mills (@EnglishOER @annamillsoer.bsky.social) teaches writing at Cañada College and College of Marin, and serves on the MLA/CCCC task force on writing and AI. Her writing on AI has appeared in multiple journals, and her collection “AI Text Generators and Teaching Writing’ is an essential resource. Anna advises on the development of resources for teachers: AIPedagogy.org, MyEssayFeedback.ai, and Exploring AI Pedagogy.
Step out of the hype cycle and take time for a generous, (re)generative conversation about teaching and learning in a time of AI. Rather than accelerating our practice to the demands of AI-driven productivity, we will be giving slow attention to some of the issues that the last year has raised. An expert panel of AI teachers and critics will be swapping views and sharing stories. How can we model a critical approach while helping students to develop their own practices and values with generative agents? What are the risks to pedagogic relationships, and what are the opportunities? Can we enact an ethical pedagogy with unethical technologies? Is there ‘hope’ at the bottom of this pandora’s box? Bring your own questions and experiences to share.
Katie Conrad (@KatieConradKS @kconrad.bsky.social) is Co-director of the AI & Digital Literacies project in conjunction with the National Humanities Center at the University of Kansas. She wrote ‘A Blueprint for an AI Bill of Rights for Education,’ and has run many workshops and a summer school on critical AI literacies. Katie researches and writes about technology and culture, including an occasional blog.
Maya Indira Ganesh (@mayame @mayameme@mastodon.social) came to academia after fifteen years working on digital and gender rights in the Global South. She is a digital cultures researcher, writer, curator and educator, co-directing a Masters program on AI, Ethics, and Society at the University of Cambridge. She is also a senior research fellow at the Leverhulme Centre for the Future of Intelligence.
Ugnė Litvinaitė (@ugnelija) is a social science and policy research assistant at the LSE Eden Centre for Education Enhancement. Her research into student views and norms on generative AI has informed LSE policy and drawn attention from many other institutions. She continues to engage with these topics in the wider context of the student experience and academic integrity issues.
Anna Mills (@EnglishOER @annamillsoer.bsky.social) teaches writing at Cañada College and College of Marin, and serves on the MLA/CCCC task force on writing and AI. Her writing on AI has appeared in multiple journals, and her collection “AI Text Generators and Teaching Writing’ is an essential resource. Anna advises on the development of resources for teachers: AIPedagogy.org, MyEssayFeedback.ai, and Exploring AI Pedagogy.
Photo by Cash Macanaya on Unsplash
