Critical literacy in AI
Educational resources for a pedagogy of de-blackboxing
DOI:
https://doi.org/10.24215/24690090e168Keywords:
deblackboxing, Generative AI, hallucination, critical trainingAbstract
This article explores the impact of generative artificial intelligence (AI) in education, with a focus on the educational resources needed for critical training in higher education. It analyses the adoption of generative AI, particularly ChatGPT, by students. The authors argue that while generative AI has the potential to accelerate learning, it also presents risks, such as cognitive distortion of reality in students without critical AI skills due to epistemological dilution of source control and conceptual consistency leading to ‘hallucinations’ and biases. The need for ‘critical AI literacy’ for teachers is proposed, involving technical understanding, critical evaluation, and practical application in teaching the critical and creative aspects of AI in their disciplines. Finally, it is argued that critical AI literacy requires the de-blanboxing of educational resources, both those already available and new resources specially designed for this purpose.
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