04086nam a22005535i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001300172072001600185072002300201072001500224100009300239245014800332250001800480264006900498300004200567336002600609337002600635338003600661347002400697490004400721505024500765520183601010650003502846650002302881650002102904650003502925650003302960650004702993650002703040650005703067650002903124650002103153650005003174650003303224710003403257773002603291776003603317776003603353830005103389856004603440912001403486912001503500999001703515978-3-031-67991-9DE-He21320251030112914.0cr nn 008mamaa240827s2024    sz |    s    |||| 0|eng d  a97830316799199978-3-031-67991-97 a10.1007/978-3-031-67991-92doi 4aLB1028.3 7aJNV2bicssc 7aEDU0000002bisacsh 7aJNV2thema1 aPratschke, B. Mairéad.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut98295610aGenerative AI and Educationh[electronic resource] :bDigital Pedagogies, Teaching Innovation and Learning Design /cby B. Mairéad Pratschke.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aIX, 119 p. 5 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aSpringerBriefs in Education,x2211-193X0 aThe AI Future of Education -- The AI Ecosystem -- The New Hybrid -- Generative AI Informed Learning Design -- Collaboration, Community and Presence -- The Generative AI learning network -- AI Assessment -- Generative AI in your institution.  aThis volume addresses the gap in knowledge around generative AI and its applications in education. It draws on the recent history of technological innovation and digital pedagogies, locating generative AI in the contemporary discourse around education futures. It argues that a new hybrid model of education is emerging, requiring educational institutions to embed generative AI into course and programme design, delivery and assessment. It also proposes a shift from a focus on learning as output to learning as a process, and explores what that shift might look like. Grounded in educational theory, it offers actionable pedagogy-informed guidance on how to position AI as a collaborator in the construction of learning in a manner that is congruent with the values and aims of education. It offers advice based on evidence-based digital pedagogy, including frameworks for effective teaching and learning with generative AI, that enable educators and designers to put these ideas into practice. The book also explores the wider context informing this shift, connecting narratives from governments and industry leaders on the strategic importance of generative AI and lifelong learning, learning agility, and future skills that make the case for the integration of competency-based assessment into mainstream education. Finally, going beyond pedagogy and practice, it considers of some of the broader issues, including limitations and ethics, and the implications of integrating generative AI into institutional planning and design, and includes a sample roadmap for education leaders to start the process of integrating generative AI into their institutions. This work approaches the topic of generative AI from the vantage point of educators by addressing themes and concerns that will resonate with professionals in the sector. 0aEducational technology.957244 0aEducation, Higher. 0aTeaching.959247 0aProfessional education.965872 0aVocational education.959209 0aSchool management and organization.960047 0aSchool administration.14aDigital Education and Educational Technology.96855724aHigher Education.96898024aPedagogy.96897924aProfessional and Vocational Education.96587624aOrganization and Leadership.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303167990208iPrinted edition:z9783031679926 0aSpringerBriefs in Education,x2211-193X96898440uhttps://doi.org/10.1007/978-3-031-67991-9  aZDB-2-EDA  aZDB-2-SXED  c62762d62762