The LAW-platform van Edusources and the journal Law & Method organize on Thursday afternoon organise a second study afternoon with a focus on GenAI in teaching and assessment. In doing so, we want to go beyond a mere first exploration as many colleagues have been experimenting a lot with GenAI in education and assessment. In addition, law departments have been drafting guidelines about the use of generative AI. These experiments and guidelines lead to fundamental discussions about its use. The idea of the study afternoon is to discuss the following issues:
1. Fundamental: how do we have to relate to GenAI in teaching and learning?
2. Didactic: what teaching and learning activities have (un) successfully uses genAI? How valid are assessment activities in this regard?
3. Practical: what is the use of guidelines: which guidelines exist and what do they do?
The meeting will take place in Utrecht and will be held in “receptive multilingualism” (luistertaal).
Do you have teaching materials on active learning that could be useful to others as well? Share them with Machteld Geuskens via m.c.m.geuskens@vu.nl so they can be made available through the Edusources website!
Literature for inspiration:
Ethan Mollick, Co-Intelligence, Allen, 2024
Chahna Gonsalves, Generative AI’s Impact on Critical Thinking: Revisiting Bloom’s Taxonomy, Journal of Marketing Education, 2024, 1-16. https://doi.org/10.1177/02734753241305980
Margreet Luth-Morgan, Carinne Elion-Valter & Lonneke Poort, “ChatGPT als Katalysator voor meer Authentieke Toetsing: Praktijkvoorbeelden uit het Ethiekonderwijs”, Ars Aequi, 2024, 790-794
https://www.cli.collaw.com/latest-news/2024/09/04/exploring-generative-ai-and-legal-education
Eugene Loos & Jan Radicke, “Using ChatGPT‑3 as a writing tool: an educational assistant or a moral hazard? Current ChatGPT‑3 media representations compared to Plato’s critical stance on writing in Phaedrus”, AI and Ethics, 2024. https://doi.org/10.1007/s43681-024-00470-1