Purchase instant access (PDF download and unlimited online access):
This chapter presents a framework for integrating Large Language Models (LLM AI) into active learning. It offers educators a roadmap to harness AI’s capabilities in enhancing learning environments. The process begins with defining clear Student Learning Objectives (SLOs), emphasizing critical thinking, problem-solving, and collaboration in line with active learning principles. It then delves into the design of learning activities, spotlighting LLM AI’s role in active learning experiences such as discussions, role play, and group projects. The chapter emphasizes a balanced approach where AI complements, not replaces, human instruction. An iterative process for refining and implementing these learning experiences ensures alignment with objectives and addresses challenges. The importance of an inclusive learning environment is also highlighted. Accompanying the framework is a visual model detailing its cyclical nature. The chapter provides practical examples from various disciplines and concludes by reflecting on LLM AI’s potential in education and areas for future research, including cognitive, ethical, and social considerations.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education. https://eric.ed.gov/?id=ED336049
Bonwell, C. C., & Sutherland, T. E. (1996). The active learning continuum: Choosing activities to engage students in the classroom. New Directions for Teaching and Learning, 1996(67), 3–16.
Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching.
Cain, W. (2023). GPTeammate: A design fiction on the use of variants of the GPT language model as cognitive partners for active learning in higher education. In Society for Information Technology & Teacher Education International Conference (pp. 1293–1298). Association for the Advancement of Computing in Education (AACE).
Cardona, M. A., Rodríguez, R. J., & Ishmael, K. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. US Department of Education, Office of Educational Technology. https://www2.ed.gov/documents/ai-report/ai-report.pdf
Carvalho, L., Martinez-Maldonado, R., Tsai, Y.-S., Markauskaite, L., & De Laat, M. (2022). How can we design for learning in an AI world? Computers and Education: Artificial Intelligence, 3, 100053. https://doi.org/10.1016/j.caeai.2022.100053
Cassidy, R., Charles, E. S., & Slotta, J. D. (2019). Editorial: Active learning: Theoretical perspectives, empirical studies, and design profiles. Frontiers in ICT, 6. https://www.frontiersin.org/articles/10.3389/fict.2019.00003
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243.
Ekin, S. (2023). Prompt engineering For ChatGPT: A quick guide to techniques, tips, and best practices TechRxiv. https://doi.org/10.36227/techrxiv.22683919.v2
Faust, J. L., & Paulson, D. R. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching, 9(2), 3–24.
Heaven, W. (2023, April 6). ChatGPT is going to change education, not destroy it. MIT Technology Review. https://www.technologyreview.com/2023/04/06/1071059/chatgpt-change-not-destroy-education-openai/amp/
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: Perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069–6104. https://doi.org/10.1007/s10639-021-10831-6
Mollick, E. (2023, January 10). How to … Use ChatGPT to boost your writing [Substack newsletter]. One Useful Thing. https://oneusefulthing.substack.com/p/how-to-use-chatgpt-to-boost-your
OpenAI. (2023). GPT-4 system card. OpenAI.
OpenAI. (n.d.) GPT Best Practices. OpenAI. https://platform.openai.com
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Ramer, L. (2023, February 22). Adapt, evolve, elevate: ChatGPT is calling for interdisciplinary action. Times Higher Education. https://www.timeshighereducation.com/campus/adapt-evolve-elevate-chatgpt-calling-interdisciplinary-action
Weise, K., & Metz, C. (2023, May 1). When AI chatbots hallucinate. The New York Times. https://www.nytimes.com/2023/05/01/business/ai-chatbots-hallucinatation.html
Zayapragassarazan, Z., & Kumar, S. (2012). Active learning methods. NTTC Bulletin, 19(1), 3–5.
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, 100025. https://doi.org/10.1016/j.caeai.2021.100025
All Time | Past 365 days | Past 30 Days | |
---|---|---|---|
Abstract Views | 118 | 118 | 41 |
Full Text Views | 1 | 1 | 0 |
PDF Views & Downloads | 6 | 6 | 1 |
Terms and Conditions | Privacy Statement | Cookie Settings | Accessibility | Legal Notice | Sitemap | Copyright © 2016-2025