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MSc thesis: Integrating of GPT technology into the Workflows of Learning…
MSc thesis: Integrating of GPT technology into the Workflows of Learning Experience Designers
RQ1: How do learning experience designers (LXDs) reflect on the integration of generative artificial intelligence tools into their work practices?
What are the opportunities, negative effects, challenges, concerns, skills and coping strategies for successfully integrating GPT technology into learning design?
Competencies and Competency Profiles of LXDs
GPT technology as a Support for Creative LXD activities
text-based content
accessible design
better human resource allocation
narrative learning
analysis of text and media
freeing up time for tasks requiring LXD expertise and creativity
collaborative partner
assessment design
feedback tine-tuning
self-directed learning and researching
previous research
Luo et al.
writing objectives
selecting and modifying content
design material
les use for implementation and evaluation - confirmed here too.
streamlining administrative, technical and creative tasks
need to ensure authenticity. Artificial content is nonauthentic
same data security policy as in Ericsson
my findings are contradicting this:Others were worried about the GPT's impacts on the ID, concluding that by outsourcing writing to the tool, one is outsourcing the ID expertise to the tool too
same in Ericsson: Regarding the content or text authorship, participants were found to complain about a lack of policies and discussions on how to distinguish and communicate what GPT tools were used for and what was done by humans.
fear of being replaces is also confirmed
Tlili et al
simplifying complex topics
giving feedback
supports self-directed learning
plagiarism and discouragement from self-directed learning
data security risks (sensitive information sharing)
Bolick & Silva
saving time
text generation
assessment design
disagreement that visuals outputs are ready to be used
agree that is cannot understand the nuances learning and business needs.
Czerkawski
Divergent thinking
major usage in the C
Convergent thiking
confirmed that it is not used much.
for specific assessment and teaching activities
how it fits into ADDIE or Design Thiking?