Developing a Micro-Curriculum for Critical AI Literacy in a PhD-Level Academic Writing Course
Övrigt konferensbidrag, 2024
ability to detect AI use in academic writing (e.g., Casal and Kessler, 2023). Emerging studies do explore creative, professional, and ethical use of AI in classrooms (e.g., Vee et al., 2023). Our pilot study adds to this growing body of works. The aim of the study is to design and improve the teaching of a micro-curriculum for critical AI literacy in the context of a PhD-level academic writing course. Our working definition of “Critical AI Literacy” is a specialized skill set that is essential for academic writers to engage with AI tools effectively and ethically. The curriculum design is grounded in self-regulated learning theory (Zimmerman, 2002), which underscores how learning can be enhanced by scaffolding students’ goal setting, strategic planning, monitoring, and evaluation. Thus, in our microcurriculum, the teaching/learning activities guide students to self-direct their learning. Students complete personalised AI-assisted writing task and evaluate their writing processes, focusing on the effectiveness of prompts and the ethical aspects of using AI-generated text. These activities are embedded in a flipped-classroom design (Bishop & Verleger, 2013): pre-class learning (self-paced study of learning materials), in-class activities, and a post-class assignment.
The data have been collected from 70 PhD students from diverse disciplinary backgrounds enrolled in an introductory-level writing for publication course. We collected various forms of textual data before, during, and after the pedagogical intervention, which encompassed students' experiences of utilizing AI tools for writing in their initial self-assessment assignments, their documentation of AI-assisted writing processes during in-class activities, and their reflections on these activities within their final assignments. Furthermore, we obtained anonymous student feedback from course evaluations to assess their perceptions of the new micro-curriculum's effectiveness in enhancing critical AI literacy. We will discuss findings related to (i) PhD students’ use of AI prompts for self-regulation of academic writing, (ii) student metacognitive awareness of effective and ethical use of AI in academic writing, and (iii) student evaluation of self-regulated learning experiences of critical AI literacy. The findings will map students’ needs for developing critical AI literacy for academic writing and in turn inform an improved pedagogical approach. This study explores an effective way of teaching critical AI literacy—an essential skill set for academic writers as they navigate academic communication in an increasingly digitalized world.
References
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 2013
ASEE Annual Conference & Exposition.
Casal, J.E. & Kessler, M. (2023). Can linguists distinguish between ChatGPT/AI and human
writing?: A study of research ethics and academic publishing. Research Methods in Applied
Linguistics, 2(3), 100068.
Vee, A., Laquintano, T., & Schnitzler, C. (Eds.) (2023). TextGenEd: Teaching with Text
Generation Technologies. The WAC Clearinghouse.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into
practice, 41(2), 64-70.
critical AI literacy, self-regulated learning, writing for publication, curriculum development
Författare
Sindija Franzetti
Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation
Wanyu Ou
Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation
Baraa Khuder
Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation
Raffaella Negretti
Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation
Falun, Sweden,
Utformning och förbättring av en mikroläroplan om kritisk generativ AI för doktorander
Chalmers (C 2024-0448), 2024-03-25 -- 2025-06-01.
Ämneskategorier
Lärande
Jämförande språkvetenskap och allmän lingvistik
Pedagogiskt arbete
Lärande och undervisning
Pedagogiskt arbete