critical thinking

Navigating Authentic Learning In The Age Of Generative AI

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Sharon LAU Pui Wan 

NUS-ISS 

sharon.lau@nus.edu.sg 

Lau, S. P. W. (2024). Navigating authentic learning in the age of generative AI [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-spwlau/

SUB-THEME

Opportunities from Generative AI 

KEYWORDS

Generative AI, Authentic Learning, Critical Thinking, Educational Strategies 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

In an era where generative AI is rapidly transforming educational landscapes, educators face both unprecedented opportunities and formidable challenges. As an adult educator in NUS, I propose to address the most pressing issue: how can we foster authentic learning experiences while leveraging the capabilities of generative AI? This lightning talk aims to provide a roadmap for educators to navigate this complex terrain, addressing the following aspects: 

Embrace AI as a co-educator 

Generative AI can serve as a dynamic partner in the educational process, providing personalised feedback, facilitating adaptive learning, and enabling interactive simulations. By integrating AI-driven tools, educators can create more engaging and tailored learning experiences. An example from my own practice involves using AI tools to simulate real-world business scenarios. Students interact with AI-generated market data, making strategic decisions that mirror professional challenges. This method not only deepens their understanding but also prepares them for the complexities of the professional world. The AI acts as a co-educator, providing immediate feedback and alternative perspectives, thereby enriching the learning experience. 

Cultivate critical thinking  

One of the core components of authentic learning is the development of critical thinking skills. AI can play a crucial role in this area by presenting students with complex, open-ended problems that require creative solutions. Research has shown that AI can aid in the development of higher-order thinking skills by challenging students to analyse, interpret, and synthesise information. For example, in my classes, I utilise AI to design challenging case studies that require students to engage deeply with the material. These case studies present AI-generated data that students must critically evaluate and interpret. This approach fosters a deeper level of engagement and helps students develop the critical thinking skills necessary to navigate an increasingly complex world. The use of AI in presenting diverse scenarios and data sets encourages students to consider multiple perspectives and develop well-rounded solutions. 

 

During this talk, I will draw from the latest research and my practical experiences to highlight key strategies and insights. I will share examples of real-world practice to illustrate my key messages. 

 

Engaging Students for Community Engagement Courses and Beyond: Overcoming Confirmation Bias

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Anne CHONG Suet Lin

Department of Social Work, Faculty of Arts and Social Sciences (FASS), NUS
Office of the Provost, NUS

pvoacsl@nus.edu.sg

Chong, A. S. L. (2024). Engaging students for community engagement courses and beyond: Overcoming confirmation bias [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-chong

 

SUB-THEME

Others: Engaging Students for Community Engagement Courses

KEYWORDS

Confirmation bias, student engagement, critical thinking, community engagement

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

We are prone to many cognitive biases and logical fallacies despite and sometimes because of our knowledge and experience. One of the most pernicious ones is confirmation bias, which is the tendency to find evidence to confirm pre-existing beliefs (Wason, 1960). The pervasiveness of confirmation bias has led to many undesirable outcomes in societies, as articulately expressed by Nickerson (1998):

If one were to attempt to identify a single problematic aspect of human reasoning that deserves attention above all others, the confirmation bias would have to be among the candidates for consideration. Many have written about this bias, and it appears to be sufficiently strong and pervasive that one is led to wonder whether the bias, by itself, might account for a significant fraction of the disputes, altercations, and misunderstandings that occur among individuals, groups, and nations.

 

In the context of learning, confirmation bias, not only seeks to collect evidence to bolster our beliefs, but more treacherously, it leads us to ignore or undervalue evidence to the contrary. Humans have somehow evolved this tendency to avoid the discomfort of cognitive dissonance and the pitfalls of societal non-conformity (Ling, 2020).

 

To combat confirmation bias, the first crucial step is to bring this very human tendency to the foremost of our awareness (Gilovich et al., 2002). It demands we challenge our pet hypotheses (Lord et al., 1979), forces us to consider others’ viewpoints and overcome the discomfort of finding we possess uncertain information or that we are simply wrong.

 

In this lightning talk, I would like to share a teaching innovation that I have used for two courses in which students already have pre-existing beliefs that impede their learning. Students who take the module GEQ1000 Asking Questions (now discontinued) and a current C&E course, GEN2061, generally come into courses with the beliefs that they know the content already and/or view the lessons as common sense and therefore are disengaged in the learning.

The activity comprises 2 steps:

  1. Ask students to answer a Yes or No question on whether they think the course is useful for them. Their answer will determine the colour of their responses for Step 2.
  2. Ask students to write down their expectations of the course, i.e. what do they think the course can or cannot teach them and colour their posts according to Step 1.
    The placement of students’ posts will show a segregation of colour consistent with confirmation bias that students are not aware of.

 

Using an activity targeted at revealing the existence of confirmation bias leads to the re-engagement of students in the courses, especially when the need for critical and empathetic thinking is brought to the fore.

REFERENCES

Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). Heuristics and biases: The psychology of intuitive judgment. Cambridge University Press.

Ling, R. (2020). Confirmation bias in the era of mobile news consumption: The social and psychological dimensions. Digital Journalism, 8(5), 596–604. https://doi.org/10.1080/21670811.2020.1766987

Lord, C. G., Ross, L., & Lepper, M. R. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality and Social Psychology, 37(11), 2098-2109. https://doi.org/10.1037/0022-3514.37.11.2098

Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175-220. https://doi.org/10.1037/1089-2680.2.2.175

Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12(3), 129–140. https://doi.org/10.1080/17470216008416717

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