Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. survey on student AI usage in Norway. The survey was conducted digitally at one of the major university colleges in Norway and was available throughout September 2023, on the learning platform, info boards, campus posters, and on various social media. Using the SurveyXact programme, 2822 students participated. The data collection followed the regulation of the General Data Protection Regulation (GDPR). The participants were informed of the purpose of the study, that their participation was voluntary, and that no personal sensitive, nor identifiable data was collected. Lessons learned Results revealed three main areas of interest: AI as feedback or academic writing assistant, AI as personalisation and adaptation mechanism and AI as a matter of ethical consideration. Students employ AI-chatbots as guides throughout their writing processes. This includes the initial stages of idea generation, problem formulation, outlining and structuring, as well as feedback on form and content during the process, and language correction in the editing phase. Also, students use AI-chatbots as learning partners and teaching assistants, especially for simpler explanations of complex topics to align with their pre-understanding. Implications for practice Use of AI chatbots in educational settings requires digital competence among educators as well as students. This competence involves a combination of technical, pedagogical, and didactic skills, as well as knowledge related to the content and methods of the subjects and ethical and responsible use. In addition, educators' digital competence is linked to developing students' digital competence. To enhance competence and contribute to the development of pedagogical practices related to the use of AI chatbots in teaching and learning, a research-oriented approach is recommended. This involves systematically developing and testing activities, investigating them using various methods, and sharing and discussing experiences within a collegial community. Μελέτη περίπτωσης 15: Διερεύνηση των δυνατοτήτων της ΤΝ στην αντιμετώπιση παιδαγωγικών προκλήσεων και στη βελτίωση της ποιότητας των ομαδικών εργασιών στην τριτοβάθμια εκπαίδευση. General information Sarkheyli, A. (2023). Exploring the Potential of Artificial Intelligence in Addressing Pedagogical Challenges and Improving Group Work Quality in Higher Education. Proc. of the 4th International Conference on Electrical, Communication and Computer Engineering (ICECCE) 30-31 December 2023, Dubai, UAE. https://doi.org/10.1109/ICECCE61019.2023.10442360 University/ HEI: School of Information and Engineering, Dalarna University, Sweden Course and subject domain: No specific, HEI-wide Aim: Demonstrate the immense potential of AI in improving the quality of group work in higher education institutions Target group: HEI teachers and students Description of case AI tool used: None specific, only AI as a generic framework to support collaborative and group-work among students and teachers. The researchers proposed ITS, ALP, XR, chatbots and Virtual Assistants, AGS, NLP, DA-LA. A detailed description of what happened: In this study, various models were examined in order to propose a framework of AI-based group work in HEIs. Students group-work models, IS, AI, BCN TPB were presented accordingly. Lessons learned A model based on AI has been proposed to improve collaborative learning, techniques, methods, and assessment tools. The model emphasises how the TPB, one of the IS theories, can be employed in AI-driven group work in higher education, enabling the monitoring, comparison, and management of group activities.
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