UBalt's Teaching and Learning Center Offers Collaborative Opportunities to Explore Education AI
April 3, 2023
Contact: Office of Advancement and External Relations
Phone: 410.837.5739
The University of Baltimore's exploration of the role of technology in higher education is continuing, with the announcement of the Center for Excellence in Learning, Teaching and Technology's AI Teaching Talk Series, which launches on April 5. Dr. Jessica Stansbury, UBalt's director of teaching and learning excellence at CELTT, is leading the campus-wide conversation on this topic. Last week, she was even quoted in MIT Technology Review about AI's impact on education. Recently, Stansbury responded to a second round of questions about how the University can best leverage tools such as ChatGPT—"leverage" being a more realistic scenario as opposed to trying to lock out this technology from UBalt classes and programs altogether. Following is a Q&A with Dr. Stansbury.
When it comes to showcasing new technology that may impact the effectiveness of teaching and learning, how vital is it to have professors from across the institution participating in this effort?
Dr. Stansbury: It is extremely vital and important in providing different and diverse perspectives and teaching styles, which can showcase the relevance, inclusiveness, and usefulness of technology, in this case, AI. More heads are better than one, or even a few! More faculty utilizing this new technology helps ensure that the technology is tested in a variety of contexts, which can ultimately lead to more effective implementation of the technology in the classroom, and a better overall experience for faculty, staff and students.
Is there a "multiplier effect" when faculty become knowledgeable about a platform or a tool, e.g., the capabilities of the entire community climb alongside that knowledge base, and with that we see student outcomes grow as well?
I believe any time faculty are learning together it can create a culture of collaboration and innovation, where new ideas and approaches are welcomed and encouraged. This can foster a sense of community and shared purpose, which can be particularly valuable in the field of education, where the goal is to support and inspire students to achieve their full potential.
So far, you've covered a lot of ground regarding ChatGPT and AI in a relatively short timeframe. What does this signal to you, regarding faculty acceptance of something like this as potentially important?
I find it amazing how this once extremely feared technology has been a catalyst for creating an interdisciplinary community of learners! It is great that faculty have embraced the opportunity to learn together. It suggests that faculty members are increasingly open to exploring new technologies and their potential impact on teaching and learning. AI and other emerging learning technologies offer many exciting possibilities for enhancing a student's learning experience, and faculty members who are willing to explore and experiment with these tools may be better positioned to help their students succeed in an increasingly digital world. Of course, not all faculty members may be equally open to exploring AI, and it is important to respect individual preferences and comfort levels. But the fact that we have been successful in continuing the AI conversation and, more importantly, shifting from a place of fear to exploration is remarkable, and continues to highlight the great faculty, staff, and students at The University of Baltimore.
At the risk of overstating its importance in the world of high technology, ChatGPT and its variants appear to be a fast-developing sector—primed for development, new companies, and demonstrable growth. We saw a version of this in the quick adoption of online learning tools during the pandemic. We learned a lot in that period—namely, how quickly faculty can adopt a new way to teach and become experts at it. Does AI have a similar potential?
Yes, absolutely! AI is an emerging learning technology (ELT), which like other forms of ELT such as virtual reality and augmented reality, wearable technology, and data analytics to name a few, all bring value to the world of education, and I expect that will continue to grow at a rapid pace. AI can help faculty, staff and students to automate repetitive tasks, personalize learning experiences, and provide insights into student performance that can help to identify areas for improvement. This can ultimately lead to a more efficient, effective, and engaging learning experience for faculty, staff and students. Is there a downside to things moving pretty quickly? As I mentioned in the first interview, there is a dark side to everything, including ELTs. For example, there may be concerns about privacy and security, particularly when it comes to the collection and use of student data. There may also be concerns about the potential for AI-powered tools to perpetuate bias or reinforce existing inequalities, particularly if they are not designed with diversity and inclusion in mind. This leads to the challenge of supporting faculty. With the rapid growth and evolving technology of AI, it is difficult to keep abreast of the fast changes. One day we have ChatGPT, the next is GPT-4, and then Bing Search, and I am curiously waiting to see the next versions and platforms. So, there is a learning curve, and we want to provide ways to inform, teach, and support effective integration of AI for faculty and staff that want the opportunity, while keeping with best practices of teaching and learning. Fortunately, AI provides a great breeding ground for faculty and research scholars to explore, experiment, and help keep Teaching and Learning Centers like ours informed on strengths, limitations, and best practices in the scholarly pursuit of teaching and learning.
For more on CELTT's engagement in AI, visit this CELTT newsletter page.
Learn more about the AI Teaching Talk Series.