A Royal Roads University 2024 Virtual Symposium Retrospective – Allie Munro<\/p>\n\n\n\n
\n\u201cThe journey of a thousand miles begins with a single step.\u201d<\/p>\n\u2013 Lao Tzu, Tao Te Ching (6th century BCE)<\/cite><\/blockquote>\n<\/div>\n\n\n\n
\nI am now one week into the first credited course of the Master of Arts in Learning and Technology<\/a> (MALAT) program at Royal Roads University <\/a>(RRU). The first week brings together students starting their journey and those nearing program completion through a five-day virtual symposium. Faculty and students discuss current industry news and trends, research projects, and the MALAT program in general.<\/p>\n<\/div>\n<\/div>\n\n\n\n
I focused on projects and discussions regarding artificial intelligence as I am interested in recent technological advances; however, after a beneficial and engaging conversation, MALAT Cross Cohort Social (Wilson et al. 2024), I followed their advice to open my mind to other topics. I will share with you discussions that emerged from AI presentations, but first, let me share how I, as a millennial (1981-1996), strengthened my understanding of generational differences, most notably challenges and barriers brought on by being raised in a world with social media.<\/p>\n\n\n\n
Safe Environment<\/strong> <\/h2>\n\n\n\n
Before this week, a safe environment, to me, meant inclusivity, equity, active listening, critical thinking, and willingness to share. I did not realize why this was so important, which may seem obvious, but let me explain. Future generations now grow up in a world connected to social media. Elizabeth Childs highlights in Messier’s (2024) discussion on facilitating in hybrid learning environments an analogy provided by Dave Cormier (2023), who said, \u201cIt’s like my teenager is at a sleepover 24\/7.\u201d (as cited in Messiers, 2024, 1:01:40). This analogy is powerful! I recall sleep overs as a child, although I have many great memories, I was always happy to go home and have time to myself again; imagine a world where you could not. Elizabeth Childs states that as a result, those growing up in a world of social media became sensitive to what they say and do not say, essentially crafting a new version of themselves. I never considered this experience but am empathetic to the next generations. This understanding has taught me that without a closed and safe environment in which to conduct training, it is likely that participants will limit their engagement and subsequently reduce the quality of the learning environment.<\/p>\n\n\n\n
Artificial Intelligence<\/strong><\/h2>\n\n\n\n
There were multiple discussions and Academic Research Projects (ARPs) on Artificial Intelligence. After participating in the presentation on Using Generative AI in Centres for Teaching and Learning, I decided to watch a pre-recorded video on AI and Learning Design from 2023 to compare our insights on AI from last year. Although a year apart, both presentations have a common ground that AI should be embraced and not combated. There were many issues that I took away from both videos but would like to speak to the question of, How can we embrace AI while maintaining Academic integrity? Before I do, I would like to empathize with Dr Jenni Haymen in her response to a question regarding the biggest challenges in AI. Haymen (2024) states that she is concerned that the years of work with ChatGPT could be wiped away if a ruling says that any output is not fair use. This concern was a fantastic perspective, although obvious, as I did not consider all the historical use cases that would need to be considered if copyright rules changed, which is a real possibility.<\/p>\n\n\n\n
How can we embrace AI while maintaining Academic integrity?<\/strong><\/h3>\n\n\n\n
Combating technology is like playing the game Wac-a-Mole (Wikipedia contributors. N.d. Whac-a-Mole), as Clinte LaLonde states in a panel discussion on AI and Learning Design for Education. He explains it is an endless cycle trying to circumvent new technologies; once you make one obsolete, another one will take its place (LaLonde, 2023). Instead LaLonde poses the question, How can we create assessments which allow us to avoid workarounds as new technologies emerge? This way of thinking is echoed by Keith Webset when discussing AI-checking tools and their validity, \u201cwhat are you going to do other than say some other black box has accused you of using this other black box\u201d (LaLonde, 2023, 20:20). I agree with Websets continued thoughts where he states, although it may be correct, this will not build a positive student-instructor relationship.<\/p>\n\n\n\n
I posed this question to Michael Whytes on the 2024 ARP Padlet project Generative AI in Higher Education for Student Success. Michael shared the same belief and quoted Thompsons River University, which makes the same proposal as Lalonde: find a way to tailor the assessment to embrace AI rather than combat it (Whytes, 2024).<\/p>\n\n\n\n
The 2024 Virtual Symposium was an eye-opening experience for me. Many others shared my point of view but slightly different perspectives, such as the rationale of safe learning environments versus the meaning of them. I hold close to the recommendation from RRU 2023 Cohort, which is to keep an open mind and expect change (Wilson et al. 2024). I am already embracing topics and issues I have yet to consider, equally if not more exciting than AI.<\/p>\n\n\n\n
References<\/strong><\/h2>\n\n\n\n
Blinkist. (2023, August 9). Taking life in stride: Top 10 inspiring one-step-at-a-time quotes to motivate your journey<\/em>. https:\/\/www.blinkist.com\/magazine\/posts\/taking-life-stride-top-10-inspiring-one-step-time-quotes-motivate-journey<\/a> <\/p>\n\n\n\n
Haymen J. (2024, April 11). Using Generative AI in Centres for Teaching and Learning – approaches, challenges, and opportunities<\/em> [Webinar]. https:\/\/mediaspace.royalroads.ca\/media\/Instructional+Designers+using+Generative+Ai+April+11+2024\/0_ks3alslr<\/a><\/p>\n\n\n\n
LaLonde C. (2023, March 7). AI and Learning Design <\/em>[Webinar]
https:\/\/www.youtube.com\/watch?v=IFrAs59sDHI<\/a><\/p>\n\n\n\nMessiers, Stephanie (2024, April 10). S Messier April 10 2024<\/em> [Webinar]. https:\/\/mediaspace.royalroads.ca\/media\/S+Messier+April+10+2024\/0_ixlzukec<\/a><\/p>\n\n\n\n
OpenAI. (2024). University student reflecting on their first week at university<\/em> [Digital image]. https:\/\/chat.openai.com\/<\/a><\/p>\n\n\n\n
Whytes M. (2024, April). Generative AI in higher education for student success<\/em>. Retrieved April 14, 2024, from https:\/\/rru.padlet.org\/set_admin\/malat-applied-research-projects-2024-flvp9bl6q768m2f2<\/a><\/p>\n\n\n\n
Wikipedia contributors. (n.d.). Whac-A-Mole. <\/em>Retrieved April 14, 2024, from https:\/\/en.wikipedia.org\/wiki\/Whac-A-Mole<\/a><\/p>\n\n\n\n
Wilson D., Wong T., Coyle R., Logan E., Whytes M., Kent T., Hardi Leah, Meghan, Michal. (2024, April 10). MALAT Cross Cohort Social, 2024, April 10 <\/em>[Webinar]. https:\/\/mediaspace.royalroads.ca\/media\/Cross+Cohort+Conversation+April+11+2024\/0_bsn8vgw3<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"
\u201cThe journey of a thousand miles begins with a single step.\u201d<\/p>\n
\u2013 Lao Tzu, Tao Te Ching <\/p>\n