Document Type
Chapter
Abstract
This chapter draws from the authors' experience teaching an undergraduate course in the context of Generative Al (GenAl), and shares three instructional innovations we are implementing in response: 1) establishing an appropriate tone; 2) designing in-class activities to engage critically with GenAl; and 3) revising assessment and grading policies. These adaptations are informed by the framework of Critical Media Literacy (CML), which grounds the course. They aim to strike a balanced view that acknowledges both challenges and potentials of GenAl. This chapter aims to furnish a contextual framework for fellow educators to critically engage with the realm of GenAl. Core principles of this framework include building on what has already been effective, articulating a clear GenAl policy, adopting a perspective that views learning as a process rather than product, humanizing teaching practices, and fostering an environment that encourages students to bring their experiences to the learning process.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
51
Last Page
63
Recommended Citation
Söken, Ali and Nygreen, Kysa, "3. Empowering Educators in the Age of Generative AI: A Critical Media Literacy Approach" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 41.
https://digitalcommons.usu.edu/teachingai/41