Skrivning, læsning, tekst og refleksiv tænkning med generativ AI på humanistiske videregående uddannelser
DOI:
https://doi.org/10.7146/lom.v17i31.153309Resumé
Artiklen undersøger fire centrale temaer i forskningen om AI-chatbots som lærings- og undervisningsassistenter på videregående uddannelser med særligt fokus på humanistiske fag. Forfatterne påpeger, at den datalogisk orienterede AIED-litteratur ofte hviler på et kognitivistisk og individualistisk læringssyn, hvor AI-chatbots ses som en mulighed for at personalisere undervisning og effektivisere læreprocesser. Artiklen argumenterer for, at denne forskning overser betydningen af sociale og situerede læreprocesser, underviserens rolle som vidende ledsager samt forholdet mellem tekst og erkendelse. Med afsæt i en antropologisk og praksisorienteret tilgang vises det, at studerendes brug af generativ AI rejser grundlæggende spørgsmål om formålet med humanistiske uddannelser og den refleksive tænkning, der kræves for at lære i dybden. Artiklen bygger på etnografiske studier af kandidatstuderendes anvendelse af AI-chatbots i deres studiepraksis. Forfatterne konkluderer, at AI-chatbots kan være nyttige, men også indebærer risici for, at læsning og skrivning reduceres til overfladisk informationsbehandling, hvilket kan underminere kerneværdierne i humanistisk uddannelse.
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