Generating better learning with AI
Selena Chan reports on how Ara Institute of Canterbury are integrating AI into Vocational Education and Training (VET) programmes.
The rise of Artificial Intelligence (AI), and in particular a form of AI known as Generative AI (Gen AI), has moved swiftly over the last two years. Since 2023, we at Ara have undertaken a series of projects to understand the integration of Gen AI into our courses.
First, we introduce the important precepts of AI literacy with our kaiako. Kaiako need time to familiarise themselves with the range of Gen AI tools and apps available and to select the ones most useful in their discipline. Then, we introduce AI literacy to our ākonga, followed by a process of ‘learning by doing’ whereby Gen AI is used to support or enhance learning activities.
In mid-2023, we introduced Gen AI to several programmes between levels 4 to 7 including information and communication technology (ICT), construction management, graphic design, hospitality and tourism management, and nursing. From what we learned through the process, we identified three focuses for using AI to support vocational education and training:
Ensuring that how we use Gen AI mirrors how it is used in the specific industry.
Using Gen AI to support pedagogy (ako or teaching and learning processes). For example, we used Gen AI to play the role of ‘ideas generator’ (in graphic design); ‘questioner or critiquer’ (in construction management for the SWOT analysis of projects); ‘reflective learning coach’ (for nursing), and collaborator (to help hospitality ākonga learn research skills).
Deploying Gen AI to support and enhance ākonga academic literacies.
At the beginning of this year, we embarked on another series of projects. Here, we worked with foundation/bridging programmes between levels 1 to 4. We have found that with these programmes, the emphasis needs to be on using Gen AI to support the attainment of academic literacies. The use of Gen AI by foundation/bridging ākonga requires careful introduction and scaffolding. At the moment, communication with Gen AI tools/apps is through text. Gen AI often produces ‘walls of text’. Therefore, the use of Gen AI at foundation/bridging levels of learning requires strong connections between learning outcomes and Gen AI-supported learning. With these courses, Gen AI has been used by ākonga to summarise and interrogate ‘readings’, initiate writing tasks by providing suggested writing structures, and support the development of academic writing.
All these projects involved using and evaluating a range of Gen AI tools and apps. As part of this evaluation, we undertook a gap analysis. In semester 2 of 2024, groups of ICT ākonga will work on developing several apps and tools to meet some of the identified gaps. This will help create a closer connection between what Gen AI affords and the learning needs of our foundation/bridging programmes.