LOM#31: Generative AI in Nordic higher education: cases and pedagogical implications

2024-04-12

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.

Important Dates:

  • Expression of interest in the form of an abstract of 200–400 words must be submitted via e-mail by June 1, 2024, to the editors of the issue. The abstract should contain research questions as well as considerations about theory, method, empirical data, and the article’s (expected) contribution of new knowledge about pedagogical and/or learning-related implications.
  • The editors will announce preliminary acceptance/rejection by June 15, 2024.
  • Full manuscripts must be submitted by September 1, 2024. Manuscripts can be written in one of the Scandinavian languages or English.
  • We expect to be able to send reviews to the authors during November 2024.
  • The final manuscript is to be submitted one month after receipt of reviews.
  • Articles for the issue will be published continuously, starting in January 2025 according to plan.


About the Learning and Media Journal (LOM)

Learn more about the Learning and Media Journal (LOM): https://tidsskrift.dk/lom/about

See submission guidelines and author guidelines: https://tidsskrift.dk/lom/about/submissions