IPILM is a learning environment that promotes collaborative knowledge construction among students from diverse cultural backgrounds. Educators and learners from various countries take part in an intercultural learning endeavor.
Gabrielle Lerner, an alumna of an IPILM course, shares her reflections on metaliteracy.org, recounting her transformative learning journey.
Reflecting on her experience, she writes:
“About three years ago, I had the incredible opportunity to participate in this course, and it remains one of the most profound educational experiences of my life. The course, Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM), brought together a diverse team of students from around the world, including Germany, Bosnia-Herzegovina, Austria, Poland, India, and the United States. Our differences enriched our collaboration, weaving a vibrant tapestry of perspectives as we explored complex questions about truth, bias, and the framing of information. I am deeply grateful for this experience and for the opportunity to engage with such a talented and thoughtful group of individuals.”
Gabrielle’s reflection highlights the unique intercultural dynamics and thought-provoking challenges that make the IPILM course an exceptional learning opportunity.
Technology changes the world, especially the art world
Artificial intelligence is becoming a vital part of our society, driving innovation and simplifying tasks across many areas of life. However, it also brings challenges such as privacy concerns and the potential for misuse. As AI-generated content becomes more common, it raises crucial ethical questions about authorship, ownership, and creativity. These issues demand thoughtful discussion on regulation and ethical use. Join us in exploring the responsibilities and implications of AI, from creative industries to everyday applications.
Welcome to the world of digital art!
As AI tools revolutionize digital art, they raise crucial ethical questions about authorship and creativity. This is just one of the many engaging topics presented at this year’s IPILM conference. The conference emphasized information literacy in handling AI-generated media, focusing on the responsible creation, dissemination, and access to these media at all levels. Understanding and navigating these digital landscapes is vital. Join us as we explore these critical issues and more.
Summary
This year’s IPILM conference focused on information literacy in dealing with AI tools. The focus was on the mediation, dissemination and access to AI-generated media types in the digital space as well as their handling on an individual, social and institutional level. The presentation addressed the effects of digitally generated art through AI. Copyright, provision and the effects on the art world were discussed. Furthermore the question arose as to how art iss defined and whether this understanding needs to be transformed. A survey with 13 respondents from different cultural and academic backgrounds showed that people from the design industry are distrustful of AI because they are afraid of being replaced. At the same time, the innovative nature of AI is recognized, but it can only serve as a tool and cannot replace the artist. The importance of regulation and ethical responsibility in the use of AI tools was also emphasized. The conclusion of the presentation emphasized that GenAI is not only a complex topic for the art scene, but must also be considered from a societal perspective.
Discussion
The topic received positive feedback, reflected in numerous questions post-presentation. Key discussion points included:
Copyrights in creating digital art with GenAI tools and proper attribution.
Responsibility in using GenAI and who bears it.
Definition of art and whether artificial creations qualify.
How viewers can identify artificially generated content and the role of information literacy.
Responsibility of consumers and users of digital content.
Specific outcomes of the discussion highlighted that managing generated digital content requires media and information usage and literacy skills. Both providers and users of GenAI tools were recognized to have ethical and social responsibilities. Additionally, it was emphasized that consumers must critically evaluate their digital media consumption habits. The project seminar’s aim of teaching information literacy was clearly reflected in the discussion outcomes.
The conference session focused specifically on AI Literacy for Teacher Education, emphasizing the importance of equipping educators with the knowledge and tools to use AI effectively and responsibly in their classrooms. The discussion highlighted the role of AI literacy in teacher education and how it helps teachers navigate ethical challenges while integrating AI tools into their teaching practices.
The session included insights from an international survey of 33 educators from seven countries, exploring their experiences with AI tools like ChatGPT and Kahoot. While the survey offered some valuable insights, it should be noted that the findings were exploratory and not fully conclusive. Therefore, these results were complemented by relevant research literature, which provides a more comprehensive understanding of the role of AI literacy in teacher education.
Discussion: Questions and Answers
The discussion focused on the central question of how AI can support teacher education. AI literacy was recognized as essential in helping teachers understand and navigate AI tools. It was emphasized that AI can provide personalized training materials and learning experiences tailored to individual teachers’ knowledge and needs. However, it was also made clear that AI should not be seen as a replacement for teachers but rather as a tool to enhance their teaching practices.
Further points of discussion centered on balancing the use of AI with the need to avoid over-reliance on technology. It was stressed that continuous reflection and ethical evaluation are essential to ensure that AI remains a valuable pedagogical tool. Additionally, the availability of training programs and resources, such as online courses and workshops, was recognized as critical for fostering AI literacy among educators.
Recent studies reinforce the need for AI literacy in teacher education. For example, tools like ChatGPT have been shown to help educators draft lesson plans and assessments, yet studies also point to limitations such as the potential for AI to generate incorrect or biased information. The research advocates for integrating AI literacy into teacher training programs, focusing on ethical use and aligning AI tools with educational goals.
In conclusion, the importance of AI literacy in teacher education cannot be overstated. Equipping educators with the necessary skills to use AI responsibly and effectively will help them enhance their teaching practices while ensuring ethical standards are upheld. The goal should always be to empower educators in the use of AI, fostering critical thinking and responsible technology use within teacher education programs.
Our Literature
Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307. https://www.ejmste.com/article/exploring-the-potential-of-artificial-intelligence-tools-in-educational-measurement-and-assessment-13428
Whalen, J., & Mouza, C. (2023). ChatGPT: challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23. https://www.learntechlib.org/p/222408/
Sperling, K., Stenberg, C. J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in Teacher Education: A scoping review. Computers and Education Open, 100169. https://www.sciencedirect.com/science/article/pii/S2666557324000107
Ding, A. C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Computers and Education Open, 6, 100178. https://www.sciencedirect.com/science/article/pii/S2666557324000193
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