Integrering av AI-tjänster inom Högre Utbildning

: En Guide baserad på Blooms Digitala Taxonomi

Abstract

During 2023, the utilization of AI services such as ChatGPT and DALL-E increased, with expectations of reshaping structures within work, communication, health, and education domains. AI technology holds the potential to achieve educational objectives as outlined in Agenda 2030; however, it currently risks increasing social inequality if not made accessible to all. While there is little doubt regarding the capacity of AI services to support students, research concerning support for educators remains limited. Knowledge development and engagement in AI development are of the highest priority for educators. The purpose of this study is to theoretically underpin and conceptualize a design concept, based on Bloom's digital taxonomy, to explore how university educators can be supported in understanding and utilizing AI services in teaching. The methodology employed in the study is concept-driven design research, following Stolterman and Wiberg (2010). Drawing from prior research on AI and higher education, a design concept was developed with the aim of supporting university educators' progressive learning about AI services. The study concludes that university educators are receptive to a guiding process and can perceive the benefit in integrating Bloom's digital taxonomy with the TAC model. Furthermore, it is essential for the design concept to be sufficiently straightforward for educators with limited technical proficiency to grasp, and its adoption should be motivated by a clear need.

Date of Award	2024-Jun
Original language	Swedish
Supervisor	Montathar Faraon (Supervisor) & Martin Wetterstrand (Examiner)