The course is designed for instructors who are already familiar with generative AI tools such as ChatGPT and are looking for ways to apply them to teaching and student learning. The course will develop pedagogical approaches designed, on the one hand, to foster general AI literacy and subject-specific AI competencies among students and, on the other hand, to ensure that the development of AI-independent foundational competencies among students is not neglected. Various levels of design are considered: activities in classes / courses, self-study, and—at the curricular level—the structure of the modules and the entire degree program. In addition, ethical considerations are taken into account to determine where AI technology can support students’ development and growth, and which areas of higher education should be deliberately designed to be AI-free.
Learning Objectives
: Participants
- will engage in pedagogical reflections on how to foster students’ basic competencies despite—or rather, in conjunction with—generative AI tools (ChatGPT, etc.),
- discuss approaches for fostering AI literacy and subject-specific AI skills among their students,
- discuss the use of AI technology in higher education in light of ethical criteria.
Type
Online event
Further Information
https://www.hd-sachsen.de/anmeldung/generative-ki-werkzeuge-in-der-hochschullehre-didaktische-herausforderungen-und-chancen
Registration
https://kursmanagement.hd-sachsen.de/sign_up/5aa94abd80432a0732fb90a424bfe090
Course Leadership andOrganization
Stefan Müller has been a lecturer in higher education pedagogy at the West Saxon University of Applied Sciences in Zwickau since 2011 and has also been working at the Saxon Center for Higher Education Pedagogy since 2022. He conducts courses on higher education pedagogy, advises university faculty, evaluates classes / courses, and implements innovative teaching and learning projects in collaboration with professors. In addition, he supports students in developing their academic skills. Stefan Müller has been involved in teacher continuing education since 2004. Prior to that, he worked in therapist training and as a vocational school principal. His academic background lies in sports science and business administration (Master’s degree).
Contact:
Daniel Winkler, University Pedagogy Specialist at the HSZG