Concurrent Session #2: Thinking Slowly in the Age of AI: A Discussion About the Learning We Value

Alternative Title

Thinking Slowly in the Age of Artificial Intelligence (AI): A Discussion About the Learning We Value

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2023 : Orlando, Fla.)

Location

Cape Florida B

Start Date

24-9-2023 12:00 PM

End Date

24-9-2023 12:30 PM

Publisher

University of Central Florida Libraries

Keywords:

AI tools; Student learning; Critical thinking; Educational technology; Slow thinking

Subjects

Artificial intelligence--Educational applications; Thought and thinking--Study and teaching; Critical thinking--Study and teaching; Creative thinking--Study and teaching; Artificial intelligence--Study and teaching

Description

A potential benefit of access to AI-enabled tools is the ability to speed up many time-consuming processes, including brainstorming, writing, and coding, among others. But are there times we want to slow down student thinking instead? In this facilitated conversation, participants will discuss the tasks students need to learn how to complete in our classes, disciplines, and institutions—even with access to tools that can complete those tasks for them—and explore the value of learning these things.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Educators, Faculty

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Sep 24th, 12:00 PM Sep 24th, 12:30 PM

Concurrent Session #2: Thinking Slowly in the Age of AI: A Discussion About the Learning We Value

Cape Florida B

A potential benefit of access to AI-enabled tools is the ability to speed up many time-consuming processes, including brainstorming, writing, and coding, among others. But are there times we want to slow down student thinking instead? In this facilitated conversation, participants will discuss the tasks students need to learn how to complete in our classes, disciplines, and institutions—even with access to tools that can complete those tasks for them—and explore the value of learning these things.

Accessibility Statement

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