GenAI i dialogiske læringsrum på ungdomsuddannelserne
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Dialogisk læring, Generativ AI, Didaktisk design, UngdomsuddannelserResumé
Artiklen undersøger, hvilke mønstre der kan identificeres i gymnasielæreres anvendelse af generativ AI, og hvordan disse mønstre kan informere et didaktisk rammeværk for dialogiske læringsaktiviteter. Studiet anvender et mixed methods-design, der kombinerer en spørgeskemaundersøgelse blandt lærere på otte danske gymnasier (N=437) med 55 aktionslæringsforløb, hvor lærerne udviklede og afprøvede AI-værktøjer i deres undervisning. De kvantitative undersøgelser kortlægger udbredelsen af forskellige lærer- og elevrettede anvendelser, mens den kvalitative analyse undersøger sammenhænge mellem didaktiske designvalg og dialogiske muligheder og spændinger. Resultaterne peger på, at AI især anvendes i lærernes forberedelse, mens elevrettede og undersøgende anvendelser er mindre udbredte. I aktionsbeskrivelserne identificeres otte chatbot-roller, hvis dialogiske funktion afhænger af aktivitetens epistemiske, sociale og materielle design. På det grundlag præsenteres et foreløbigt rammeværk, som forbinder principper for integration af AI i dialogiske læringsrum med ACAD’s tre designdimensioner. Studiet bidrager med en empirisk informeret designheuristik, der kan afprøves i fremtidige observations- og interventionsstudier.
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