Innovative Pedagogies and Ethics in the Age of AI
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- Description
- Contents
- About
Innovative Pedagogies and Ethics in the Age of AI meets the challenges of an era defined by rapidly accelerating artificial intelligence (AI) in higher education. Scholars offer pedagogical innovations in ethics and inclusion vital to the future of teaching and learning. Their research provides theoretical explorations, practical applications, and adaptable frameworks to generate pedagogies that foster meaningful, socially responsible teaching and learning in the age of AI.
The volume brings together leading teacher-scholars from tech ethics, media, communication, the humanities, the social sciences, and STEM. Authors examine how AI is reshaping the conditions of teaching and knowledge production in order to provide both discipline-specific critical guidance and interdisciplinary strategies indispensable to the emergent AI landscape.
Sponsored by the Communication, Information Technologies, and Media Sociology section of the American Sociological Association (CITAMS), Volume 30 of Studies in Media and Communications meets the demand for new forms of critical, inclusive, and ethically grounded pedagogy.
Section 1. Introductions
- Chapter 1. Re-engineering Ethical Pedagogies: Advancing Teacher-Scholars in the AI Era; Katia Moles, Laura Robinson, and Christina Dai
- Chapter 2. A Critical Review of Applications, Agency, and the Imperative of Pedagogical Governance for Educators at the Center of Artificial Intelligence in Higher Education; Ressa Uli Patrissia
- Section 2. Digital Agency and Giving Students Voice
- Chapter 3. Digital Storytelling and Inclusive Pedagogy; Cara Chiaraluce
- Chapter 4. Deconstructing Discussion Boards to Optimize Online Student Engagement; Julie B. Wiest
- Chapter 5. Cultivating Critical Engagement: An Erasmus+ Project Utilizing Autoethnography and Documentary-Making to Empower and Educate Young People; Konstantinos Sipitanos
- Section 3. Embodied Pedagogies
- Chapter 6. Connecting with Life: Teaching Ecological Consciousness; Justin Sabia-Tanis
- Chapter 7. The Impact of COVID-19 on Study Practices: Insights from Higher Education Aspirants Enskillment in Brazil and the U.S.; Leonardo Henrique Brandão-Monteiro
- Chapter 8. Community-Centered Racial Equity Learning in the Digital Age: Reflections on Pedagogical Priorities; Emily S. Wu, Stephany Vallejo, and Anna Ranario
- Chapter 9. Solidarity, Context, and Privilege: How GIS Maps and Ethnographic Methodologies Can Supplement Short-term Volunteering Programs; Jaime D. Wright
Katia Moles is a social ethicist of technology in the School of Engineering at Santa Clara University, USA.
Laura Robinson is a professor in the Department of Sociology at Santa Clara University, USA.