Conaldi, Guido ORCID: https://orcid.org/0000-0003-3552-7307 (2025) From AI anxiety to digital agency: early insights from genAI integration in teaching innovation concepts​. In: SHIFT 2025: University of Greenwich Annual Learning & Teaching Conference, 8th - 9th January 2025, University of Greenwich, London.

Preview	PDF (Conference Program) 50287 CONALDI_From_AI_Anxiety_To_Digital_Agency_(CONFERENCE PROGRAM)_2025.pdf - Published Version Download (5MB) | Preview
	PDF (Powerpoint Presentation) 50287 CONALDI_From_AI_Anxiety_To_Digital_Agency_(POWERPOINT PRESENTATION)_2025.pdf - Presentation Restricted to Repository staff only Download (740kB) | Request a copy

Abstract

This presentation examines an innovative approach to integrating Generative AI (GenAI) in postgraduate education through a series of industry-relevant 'innovation quests' implemented within the GradElevate initiative. Drawing on social constructivist learning theory, we designed collaborative tasks where Business Analytics students work in teams to develop innovative solutions while explicitly incorporating GenAI tools. The initiative represents a response to the rapid emergence of GenAI in professional practice, aiming to develop students' capabilities in ethical and effective AI integration while maintaining authentic learning experiences. Our approach positions GenAI as a learning stakeholder within a collaborative framework, building on Zhou and Schofield's (2024) conceptualisation of AI in social learning environments. The initiative's design incorporates Perkins et al.'s (2024) AI Assessment Scale to support ethical AI integration, while Lodge et al.'s (2023) network of co-regulation framework guides our understanding of how students navigate learning with both peers and AI tools. Initial findings from our first cohort suggest that professional students develop sophisticated strategies for combining human expertise with AI capabilities, particularly when tasks are authentically aligned with industry practice. The presentation will share practical insights about task design, student engagement patterns, and assessment approaches that support meaningful learning with GenAI. We will also discuss how cross-institutional collaboration enhanced our understanding of GenAI integration in postgraduate education.

Item Type:	Conference or Conference Paper (Speech)
Uncontrolled Keywords:	generative AI, social constructivism, collaborative learning, innovation challenges, higher education, co-regulated learning, experiential education, knowledge co-creation.
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Networks and Urban Systems Centre (NUSC) Greenwich Business School > Networks and Urban Systems Centre (NUSC) > Centre for Business Network Analysis (CBNA) Greenwich Business School > School of Business, Operations and Strategy
Last Modified:	06 May 2025 08:48
URI:	http://gala.gre.ac.uk/id/eprint/50287

Actions (login required)

View Item

Downloads