LOM#31: Generative AI in Nordic higher education: cases and pedagogical implications
Editor: Inger-Marie Falgren Christensen, imc@sdu.dk, University of Southern Denmark
Editor: Marianne Georgsen, mage@via.dk, VIA University College
Editor: Mikkel Godsk, godsk@au.dk, Aarhus University
Since the launch of ChatGPT3 on November 30, 2022, the use of generative artificial intelligence (GenAI) in the form of large language models (LLMs) such as ChatGPT, Copilot, and Gemini has grown significantly. Teachers, supervisors, and students can now get help in producing not just text, images, and video, but also analyses, syntheses, summaries, calculations, etc. GenAI also appears in roles such as sparring partner, feedback provider, and teaching assistant.
A plethora of webinars, conferences, and courses on GenAI are being held, and many texts (articles, books, reviews, reports, blog posts, etc.) have already been published discussing the potentials, limitations, and challenges associated with the use of GenAI in higher education contexts. The use of GenAI in pedagogical practice in higher education is as a research field not yet consolidated. The current research points in different directions and presents different conceptualisations. For example, empirical research on the significance of GenAI technologies for higher education is severely limited and focuses primarily on attitudes towards the technology or measurement of the quality of its answers.
In this issue of LOM, we therefore wish to present empirical studies that illuminate the influence of GenAI technology on teaching and the pedagogical and learning-related implications of GenAI in higher education. The purpose of this issue is to gather knowledge and experiences with GenAI across higher education in the Nordic countries, and on that basis also discuss pedagogical and learning-related implications for teachers, students, and educational developers. This issue is therefore limited to qualitative and/or quantitative empirical studies based on concrete applications of GenAI in teaching in higher education. Other types of articles about GenAI (full manuscripts) can be submitted outside the theme at https://tidsskrift.dk/lom/index.
We are thus calling for contributions that illuminate how GenAI is used in connection with concrete teaching, supervision, learning, and assessment activities. Examples could be how GenAI is used for planning teaching, including the production of materials and learning activities; how students use GenAI for solving assignments and for project work; or how GenAI is used as an idea generator, sparring partner, feedback provider, teaching assistant or tutor; as well as the technology’s significance for and concrete effect on student learning.
Authors must agree to contribute peer review of other contributions submitted for this issue.
Read more about LOM#31: Generative AI in Nordic higher education: cases and pedagogical implications