Direct further research toward new teacher roles, learning pathways and graduate attributes focused on imagination, creativity and innovation¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's concluding research agenda states: "it is important to focus further research on the new roles of teachers on new learning pathways for higher degree students, with a new set of graduate attributes, with a focus on imagination, creativity, and innovation". These are framed as the abilities and skills that can hardly ever be replicated by machines. It also calls for research on the ethical implications of AI control by a few entities.

Design Implications¶

Context¶

Requirements¶

• A rethinking of institutional function and pedagogical models in relation to AI solutions and their owners

Constraints¶

• The article frames this as a need for future research rather than a tested intervention

Target Learners¶

• Higher degree students in higher education

Target Learning Goals¶

• Imagination, creativity, innovation, and civic engagement as graduate attributes resistant to automation

Claims¶

• AI is not yet ready to replace teachers but presents a real possibility to augment them [+W]
• AI solutions can automate routine tasks but cannot yet handle the complex tasks of higher learning [+W]

Related Strategies¶

• Structure AI-focused professional development as a supported trajectory of planning, reflection, design autonomy, and embedded critical AI literacy

Examples¶

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Key Sources¶

• Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12:22. https://doi.org/10.1186/s41039-017-0062-8