Résumés
Abstract
This paper highlights the importance of artificial intelligence (AI) policies in higher education institutions and presents a step-by-step process for adopting institutional policies. Emphasizing the inevitable implications on AI in teaching and learning, this paper also discusses key policy areas for consideration by the stakeholders and lists the competencies that will influence appropriate policy development.
Keywords:
- artificial intelligence,
- GenAI,
- policies,
- higher education,
- postsecondary education
Résumé
Cet article souligne l'importance des politiques sur l'intelligence artificielle (IA) dans les établissements d'enseignement supérieur et présente un processus étape par étape pour l'adoption de politiques institutionnelles. Soulignant les implications inévitables de l'IA dans l'enseignement et l'apprentissage, ce document aborde également les aspects clés des politiques à prendre en considération par les parties prenantes et énumère les compétences qui influenceront l'élaboration d'une politique appropriée.
Mots-clés :
- enseignement supérieur,
- enseignement postsecondaire,
- intelligence artificielle,
- IAG,
- politiques
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical notes
Mohamed Ally is a full Professor of Online and Distance Education at Athabasca University in Alberta, Canada. His current areas of research include mobile learning, e-learning, distance education, augmented reality, virtual reality, mixed reality, and the use of emerging fourth industrial revolution technologies (4IR) in education and training. Dr. Ally is one of the Founding Directors of the International Association of Mobile Learning (IamLearn) and the International Association of Blended Learning (IABL). He recently edited 17 books on the use of emerging technologies in education. His book “Mobile Learning: Transforming the Delivery of Education and Training” won the Charles A. Wedemeyer Award in the United States for significant contribution to distance education. Dr. Ally has presented keynote speeches, papers, and workshops in many countries. Email: mohameda@athabascau.ca
Sanjaya Mishra is Education Specialist: Technology-Enabled Learning at the Commonwealth of Learning in British Columbia, Canada and one of the leading scholars in open, distance, and online learning with extensive experience in teaching, staff development, research, policy development, innovation, and organisational development. With a multi-disciplinary background in education, information science, communication media, and learning and development, Dr. Mishra has been promoting the use of educational multimedia, eLearning, open educational resources (OER), and open access to scientific information to increase access to quality education and lifelong learning for all. Email: smishra.col@gmail.com ORCID: https://orcid.org/0000-0003-3291-2410
Bibliography
- Adel, A. (2022). Future of industry 5.0 in society: human-centric solutions, challenges and prospective research areas. Journal of Cloud Computing, 11, 40. https://doi.org/10.1186/s13677-022-00314-5
- Alan Turing Institute. (n.d.). Knowledge graphs. https://www.turing.ac.uk/research/interest-groups/knowledge-graphs
- Ally, M., & Mishra, S. (2024). Developing Policy Guidelines for Artificial Intelligence in Post-secondary Institutions. Commonwealth of Learning. http://hdl.handle.net/11599/5615
- Ally, M., & Perris, K. (2022). Artificial intelligence in the Fourth Industrial Revolution to educate for sustainable development. Canadian Journal of Learning and Technology, 20(4), 1–20. https://cjlt.ca/index.php/cjlt/article/view/28287/20625
- Cui, J., & Yu, S. (2019). Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps. British Journal of Educational Technology, 50(5), 2308–2328. https://doi.org/10.1111/bjet.12841
- Emmert-Streib, F. (2024). Is ChatGPT the way toward artificial general intelligence? Discover Artificial Intelligence, 4, 32. https://doi.org/10.1007/s44163-024-00126-3
- Endris, W., Tlili, A., Huang, R., Xu, L., Change, TW, & Mishra. S. (2024). Features, components and processes of developing policy for artificial intelligence in education (AIED): Toward a sustainable AIED development and adoption. Leadership and Policy in Schools, 1–9. https://doi.org/10.1080/15700763.2024.2312999
- International Organization for Standardization. (2022). Information technology — Artificial intelligence — Artificial intelligence concepts and terminology (ISO/IEC 22989:2022(en)). https://www.iso.org/obp/ui/en/#iso:std:iso-iec:22989:ed-1:v1:en
- Jenay, R. (2024). EDUCAUSE AI landscape study. Research report. EDUCAUSE. https://www.educause.edu/ecar/research-publications/2024/2024-educause-ai-landscape-study/introduction-and-key-findings
- Luo, J. (2024). A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2024.2309963
- MacDowell, P., Moskalyk, K., Korchinski, K., & Morrison, D. (2024). Preparing Educators to Teach and Create With Generative Artificial Intelligence. Canadian Journal of Learning and Technology, 50(4), 1–23. https://doi.org/10.21432/cjlt28606
- Marwala, T. (2024). “Framework for the Governance of Artificial Intelligence”, UNU Technology Brief 5. United Nations University.
- McKinsey & Company. (2024, March 21). What is artificial general intelligence (AGI)? https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-artificial-general-intelligence-agi
- Norman, H., Adnan, N. H., Nordin, N., & Ally, M. (2024). Metaverse and generative artificial intelligence for teaching and learning in higher education. In K. Pushpanadham, N. Nordin, & H. Norman (Eds). Generative artificial intelligence in higher education: A handbook for educational leaders (pp. 74–82). Universiti Kebangsaan Malaysia.
- Russell Group. (2023). Russell Group principles on the use of generative AI tools in education. https://russellgroup.ac.uk/media/6137/rg_ai_principles-final.pdf
- Russell, S., Perset, K., & Grobelnik, M. (2023, November 29). Updates to the OECD’s definition of an AI system explained. OECD.AI Policy Observatory. https://oecd.ai/en/wonk/ai-system-definition-update
- Shaw, C., Yuan, L., Brennan, D., Martin, S., Janson, N., Fox, K., & Bryant, G. (2023, October 23). Generative AI In Higher Education. FALL 2023. Tyton Partners. https://tytonpartners.com/app/uploads/2023/10/GenAI-IN-HIGHER-EDUCATION-FALL-2023-UPDATE-TIME-FOR-CLASS-STUDY.pdf
- UNESCO. (2021). AI and education: Guidance for policy-makers. https://unesdoc.unesco.org/ark:/48223/pf0000376709
- UNESCO. (2022). Recommendation on the ethics of artificial intelligence. https://unesdoc.unesco.org/ark:/48223/pf0000381137.
- UNESCO. (2023, September 6). UNESCO survey: Less than 10% of schools and universities have formal guidance on AI. https://www.unesco.org/en/articles/unesco-survey-less-10-schools-and-universities-have-formal-guidance-ai
- United Nations. (2024, September). Governing AI for Humanity. https://www.un.org/sites/un2.un.org/files/governing_ai_for_humanity_final_report_en.pdf
- World Economic Forum. (2024, April 16). How we can prepare for the future with foundational policy ideas for AI in education. https://www.weforum.org/agenda/2024/04/prepare-future-policy-ideas-ai-in-education/
- Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), 21. https://doi.org/10.1186/s41239-024-00453-6