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Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

ChatGPT - glossary item

ChatGPT is described as a form of artificial intelligence (AI) software, created by the OpenAI company. It is a form of conversational technology, building on previous chatbot designs. The GPT acronym standing for Generative Pre-Trained Transformer (Bozkurt et al., 2023). Concerns include ChatGPT's potential of this technology to supplant human intelligence, breach copyright in how information is used, and enable or encourage violations to academic integrity such as plagiarism or cheating (Blose, 2023).

What is striking about ChatGPT and other similar AI agents is their ability to present language as a soft technology just like humans do, a technology that has marked and reasoned almost all human advances (Bozkurt et al., 2023, p. 57)

Reference
Blose, A. (2023, April 12). As ChatGPT enters the classroom, teachers weigh pros and cons. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/chatgpt-enters-classroom-teachers-weigh-pros-and-cons

Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., … Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1). http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709

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Glossary 19 alphabetic listing of glossary items with links to notes that describe each item plain 2023-06-28T15:29:30+00:00
Here is an alphabetic listing of the glossary items included in this dissertation document. Each item is linked to a note where the item is defined, described, and/or examples provided. These glossary items are also embedded throughout the document as notes within pages, where they provide 'just in time' clarification for you, the reader.
- Actor Network Theory
- Affinity Spaces
- Alternative Dissertation
- Artificial Intelligence (AI)
- Black Box technology
- Block Chain
- ChatGPT
- Computer Assisted Qualitative Data Analysis Software (CAQDAS)
- Creative Commons
- Cynefin framework
- Data Gathering
- Digital Rights Management (DRM)
- Educommunication
- Emirec
- Episteme / Phronesis
- Faculty of Education (FoE)
- #FemEdTech
- Free and Open Software (FOSS)
- Homo Faber
- Hupomnemata
- Interpretive Phenomenological Analysis (IPA)
- Learning Management Systems (LMS)
- Makerspace
- Massive Open Online Course (MOOC)
- Media and Information Literacy (MIL)
- Organization for Economic Co-operation and Development (OECD)
- Open Educational Practices (OEPr)
- Paywall
- Platforms
- PDF
- Portable Graphics Network (PNG)
- Post-Intentional Phenomenology (P-IP)
- Practice - both noun and verb
- Research Ethics Board (REB)
- Safety, Security, Privacy, Permission (SSPP)
- Social Sciences and Humanities Research Council, Canada (SSHRC)
- Teacher Candidates (TCs)
- Teacher Educators (TEds)
- Teacher Educator Technology Competencies (TETCs)
- TPACK
- Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans
- UNESCO
- Uniform Resource Locator (URL)
- Universal Serial Bus (USB)
- Visitors / Residents
Dimension 1.1
Communication as a human right for a common good
Belshaw (2011) suggests communication as a nuts-and-bolts element of digital literacies, one of the eight essential digital literacies identified in his research, while recognizing that digital literacies “are transient: they change over time, may involve using different tools or developing different habits of mind … They can be scaffolded and developed but to do so involves more than training, it involves education” (p. 204, emphasis in the original). Belshaw (2011) draws on research by Tornedo (2004) who brings to mind a linkage to media and digital literacies where communication is a basic human right within a growing and sustainable democracy. Many participants spoke of their belief of their role in education to extend learning as a common good.

As noted in the findings, communication skills and fluencies using web-based tools are foundational to the participants’ open teaching practices. This is evident through their lived experiences in self-directed learning and self-driven explorations of digital communicational technologies to enhance their teaching, and their students’ learning experiences e.g. FJ’s push to learn how to create podcasts for their course during the pandemic as a means of communicating course content. The communication strategies applied by the participants include the use of technologies that take a turn toward oral traditions (Belshaw, 2011) as well as increasingly visual forms of text production to communicate in multiple formats. Participants mention their active use of video and audio communications to supplement and enhance text-based messages for course work to ensure student understanding.

As also noted in the findings, the participants grapple with the ethical use, creation, and communication of media produced with digital technologies, but more worrisome for a few of the participants are those media productions by technologies which are occurring with the advent of increasingly capable artificial intelligence (AI) software options (Borenstein & Howard, 2021; Chen et al., 2021; Gibbs, 2022), particularly with the ChatGPT form of artificial intelligence writing software, bringing this to the forefront in current educational contexts (ContactNorth, 2023). A shift in OEPr and MDL will potentially emerge as the application of block-chain technologies impacts educational practices, as mentioned by ER. These technological changes require additional skills, fluencies and competencies to further inform TEds’ MDL as they push toward OEPr as a communicational mechanism as a human right for a common good.