GenAI i dialogiske læringsrum på ungdomsuddannelserne
Keywords:
Dialogic learning, Generative AI, Pedagogical design, Upper-secondary educationAbstract
The article examines the patterns identified in upper-secondary teachers’ use of generative AI and considers how these patterns can inform a pedagogical framework for dialogic learning activities. The study employs a mixed-methods design, combining responses from a survey of teachers at eight Danish upper-secondary schools (N = 437) with descriptions of 55 action-learning interventions in which teachers developed and tested AI tools in their teaching. The quantitative analyses map the prevalence of different teacher- and student-oriented uses, while the qualitative analysis explores the relationships between pedagogical design choices and the opportunities and tensions associated with dialogic learning. Findings indicate that AI is used primarily in teachers’ preparation, whereas student-oriented and inquiry-based applications are less common. Eight chatbot roles are identified in the descriptions of the interventions, and their dialogic functions are shown to depend on the epistemic, social and material design of the activity. On this basis, the article presents a preliminary framework linking principles for integrating AI into dialogic learning spaces with ACAD’s three design dimensions. The study contributes an empirically informed design heuristic that can be tested in future observational and intervention studies.
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