Graduate Learner Experiences: Using Generative AI Tools for Digital Resource Design

Abstract

A problem of practice has emerged for many post-secondary educators in Canada and beyond related to the meteoric rise of generative artificial intelligence (GenAI) tools for use by learners and staff in education contexts. The fundamental problem, as explored in this pragmatic, mixed methods action research is as follows: There are very few research studies examining the usefulness of GenAI tools for post-secondary teaching and learning. This study has helped address the problem by exploring the usefulness of GenAI tools for digital resource design projects with a small group of university graduate learners. In partnership with learners the following contextual findings were discovered: learners are curious and want to explore GenAI tools; GenAI tools are useful for many learning design tasks; GenAI tools are new and therefore require training and practice to be used effectively; supporting and trusting learners to develop critical thinking about academic integrity and the human loop of GenAI use is important in applied practice; there are several challenges with GenAI tools including cost, access, accuracy and reliability, environmental impacts, and ethical development of databases. As part of teaching practice, faculty must be aware of the challenges and benefits of these tools to help learners prepare for their future of work.

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