In This Story
New technology requires a new approach to teaching and learning, and George Mason is rising to the occasion.
Arguments over how AI is changing the world are impossible to escape right now, no matter one’s position on the subject. The only consensus seems to be that, well, it’s complicated…especially when it comes to introducing it academically.
“This is a very precarious moment for both educators and students,” said Ioulia Rytikova, associate chair for academic excellence in the Information Sciences Technology Department. “With AI we have to teach very differently. We have to find a solution that isn’t just saying, ‘do not use it.’”
She remains undaunted, however, and is determined to coach students to success in this brave new world. This means embracing abstract thinking and creativity—for both students and professors. “With all of the activities and assignments we create, we have to make sure that students learn creatively,” Rytikova said.
She calls it cognitive learning, a new approach to teaching students to working alongside AI, instead of abusing or refusing it altogether. “I saw an opportunity to knit together our best AI teaching practices into a coherent, scaffolded pathway,” she said.
Scaffolding, a teaching structure whereby instructors lay a skeletal foundation of fundamentals and then reinforce them with hands-on learning, has been developing in the engineering education community since the early aughts. Cognitive theory takes it to a new level, however, by adding an attractive façade to the frame.
“Cognitive theory allows you to do course design where it ‘tricks’ students into learning,” said Larisa Olesova, a clinical assistant professor in educational technology at the University of Florida and leader of cognitive research component on Rytikova’s team. “We have to reinnovate our courses and find those moments where you can grab the students’ attention and engage them.” These can come in the form of “learning quests,” where students don’t feel a lot of pressure to perform, and can try multiple approaches to problem-solving and only the highest grade is recorded.
“Collaboration in this new system is critical,” Rytikova emphasized. “The first two weeks of a course are critical when you’re building trust with students and trying to get their engagement.”
Much of this approach aims to prepare students for the workforce by motivating them to think on a deeper level and tackle AI and other tech tools with enthusiasm and creativity. It’s not just teaching what the tools are and how to use them, but also when and when not to use them. It’s also building a community of students.