Co-constructing skills for ChatGPT at university

  • Amber McLeod Monash University
  • Hannah Richardson Monash University

Abstract

This is a critical reflection on our teaching practice experiences using the generative AI tool, ChatGPT, in a Semester 1, 2023, fourth year digital technologies unit in an Australian University Initial Teacher Education program. We start with an outline of three pedagogical approaches where ChatGPT was embraced. We then draw upon our workshop observations and student assignments to provide insight into how students and educators used ChatGPT to co-construct technological knowledge and reinforce digital literacy. We conclude with reflections on the importance of explicit teaching and playful tinkering with ChatGPT to inform and support educators in building innovative teaching methods.

 

Published
2023-09-11
How to Cite
McLeodA., & RichardsonH. (2023). Co-constructing skills for ChatGPT at university. Journal of Academic Language and Learning, 17(1), T70-T80. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/929
Issue
Vol. 17 No. 1 (2023)
Section
Responding to the opportunities and challenges of generative AI

The copyright for articles in this journal is retained by the author(s), with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings. Authors submitting to this journal are assumed to agree to having their work archived by the National Library of Australia. Information on the National Library's PANDORA Archive can be found here.