Artificial intelligence (AI) is evolving rapidly and is poised to disrupt traditional models of teaching and learning at all levels. Research has confirmed that the current use of AI in education (AIEd) leads to positive outcomes, though these are often through institutional services in chatbots, learning management systems (LMS), and student information systems (SIS). The use of AI by students in their classroom activities is mostly limited to Computer Science departments. With all the potential benefits that AI and machine learning (ML) may provide students, there remains a general reticence to adopt this technology either due to the misconceptions of rampant academic dishonesty that will result and/or perceptions that faculty will need to retool since their current teaching strategies will be outmoded. The latter is certainly accurate in the sense that students already have unprecedented access to information on demand. A shift is occurring for faculty in postsecondary education from imparting information to facilitating learning in active learning environments. This paper investigates the use of AI in different disciplines, specifically English and Art and Design, and present results and considerations for adoption in how these new, readily available tools should be integrated into curriculum to prepare students for the future instead of denying them training necessary for the future of work.
Department Head, Art History and Visual Culture, Lindenwood University, Missouri, United States
Artificial Intelligence, AI, Active Learning, Learner Agency, Disruptive Educational Models