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Erschienen in:

23.12.2023 | Column: Editorial

Innovation of Instructional Design and Assessment in the Age of Generative Artificial Intelligence

verfasst von: Charles B. Hodges, Paul A. Kirschner

Erschienen in: TechTrends | Ausgabe 1/2024

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Excerpt

The release of Generative Artificial Intelligence (GenAI) tools like ChatGPT has sparked vigorous discussion about its potential effects on education. Depending on what you read, GenAI will have an effect somewhere between solving all of education’s problems and destroying learning and education completely. The claim that a new technology can and will solve all of education’s problems is not new, though history tells us that these so-called technological silver bullets have not produced the predicted outcomes (see Thomas Edison’s claims about the phonograph and moving pictures (1878, 1888) or Norman (n.d.)). Is GenAI different? Will it destroy education as we know it? GenAI is fundamentally different from other technologies of the last 20 + years due to its ability to generate original written work that is virtually indistinguishable from that of human authors. While this capability has disruptive implications for education, it is not likely to destroy it. It may, though, destroy the legitimacy of some long-held educational practices. …
Literatur
Zurück zum Zitat Edison, T. (1888). The perfected phonograph. The North American Review, 146(379), 641–650. Edison, T. (1888). The perfected phonograph. The North American Review, 146(379), 641–650.
Zurück zum Zitat Neelen, M., & Kirschner, P. A. (2020). Evidence informed learning design: Creating training to improve performance. Kogan Page. Neelen, M., & Kirschner, P. A. (2020). Evidence informed learning design: Creating training to improve performance. Kogan Page.
Metadaten
Titel
Innovation of Instructional Design and Assessment in the Age of Generative Artificial Intelligence
verfasst von
Charles B. Hodges
Paul A. Kirschner
Publikationsdatum
23.12.2023
Verlag
Springer US
Erschienen in
TechTrends / Ausgabe 1/2024
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-023-00926-x

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