Salinas-Navarro, D.E. orcid.org/0000-0002-7919-4885, Vilalta-Perdomo, E. orcid.org/0000-0002-4551-8327, Michel-Villarreal, R. orcid.org/0000-0002-1158-924X et al. (1 more author) (2024) Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment. Education Sciences, 14 (1). 83. ISSN 2227-7102
Abstract
The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active learning experiences in the GenAI era. Authentic assessment and experiential learning are two possible meaningful alternatives in this context. Accordingly, this article investigates how GenAI can enhance teaching and learning by constructively addressing study situations beyond conventional learning approaches and cultivating high-order skills and knowledge acquisition. This study employs thing ethnography to examine GenAI tools’ integration with authentic assessment and experiential learning and explore implementation alternatives. The results reveal insights into creating human-centered and GenAI-enhanced learning experiences within a constructive alignment. Specific examples are also provided to guide their implementation. Our contributions extend beyond the traditional use of GenAI tools as mere agents-to-write or agents-to-answer questions to become agents-to-support experiential learning for authentic assessment. These findings underscore the transformative role of GenAI tools in enhancing teaching and learning efficacy and effectiveness. The limitations in treating GenAI tools as subjects in thing ethnography are acknowledged, with potential for future implementation evaluation.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). |
Keywords: | experiential learning; authentic assessment; constructive alignment; generative artificial intelligence; educational innovation; higher education |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Environment (Leeds) > School of Earth and Environment (Leeds) > Sustainability Research Institute (SRI) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 04 Jun 2024 09:54 |
Last Modified: | 04 Jun 2024 09:54 |
Published Version: | https://www.mdpi.com/2227-7102/14/1/83 |
Status: | Published |
Publisher: | MDPI |
Identification Number: | 10.3390/educsci14010083 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:213085 |