Monthly Archives: March 2023

I couldn´t resist: A SWOT analysis of ChatGPT – implications for educational practice and research

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Source: https://evaluationcomics.freshspectrum.com/comic/chatgpt-and-plagiarism/

After a very good impromptu explanation of how ChatGPT works and will affect the future of research and education by ELS colleague Auke Westerterp in a homemade videoclip (have a look here), a lively discussion started among colleagues about the pro´s and cons of ChatGPT.

I found myself on the side of being skeptical and, indeed, worried. But there were also colleagues who see AI and chatbots as inevitable and potentially beneficial. In fact, it turned out they were already using it in both research and education, and, upon asking around a bit, I found out that many students are using it to (re)write their papers and to save the time of reading (which apparently is seen as an inefficient activity).

I then tried it out myself and was perplexed by what ChatGPT can create in seconds. I out in key words we use in our RiverCommons project which focuses on things like ´rights to nature´, ´water justice,´ ´decolonization´ and sustainable development, social learning, etc. I put in these words and asked ChatGPT to write a 300-word paper, with references APA style. To convince the project leader – Prof Rutgerd Boelens of Wageningen University´s Water Resource Management Group, I also asked to refer to the work of Boelens in the. article. The result was impressive and could have easily fooled the reviewers of a bunch of journals. To top things off, I asked ChatGTP to include a 100 biography of Rutgerd Boelens.

In fact, a good colleague of mine, also active in sustainability in higher education, Debby Cotton based at the University of Plymouth, submitted a paper to a journal, together with colleagues, to a journal which had been written by ChatGTP. They told the editor beforehand. The editor was in for an experiment and the paper went through a proper review process and… was accepted and then published with a discussion of what happened and what might be possible implications of this. The paper – have a look here – got featured in major newspapers like the Guardian and the Washington Post.

In the meantime, my colleagues working on ICT-supported learning had already started working on a SWOT of the use of ChatGPT in education. When I showed my interest in the debate, they asked me to join. Given the magnitude of the phenomenon, I could not resist and agreed to join. The paper just got published in Innovations in Teaching International and can be downloaded here. Have a look and see what you think. One of my concerns, not highlighted in the paper, is that these technologies will only expand our screen time (videophilia) and further disconnect us from places and people and the relations between them. As such they serve Nasdaq-listed companies and their shareholders most, while further eroding life on this Earth (biophilia). Perhaps, now that the AI is becoming so powerful, it will lead to a new discussion about the purpose of education and people´s motivations to learn. That, in the end, might be the best outcome.

Full citation:

Farrokhnia, M., Seyyed Kazem Banihashem, Omid Noroozi & Arjen Wals (2023) A SWOT analysis of ChatGPT: Implications for educational practice and research, Innovations in Education and Teaching International, DOI: 10.1080/14703297.2023.2195846

High school biology students’ use of values in their moral argumentation and decision-making in times of polarization, confusion and unsustainability

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Another paper based on PhD Tore van der Leij just appeared in the Journal of Moral Education. I took the liberty to add a few words to the title… ‘in times of polarization, confusion and unsustainability’ to emphasize the importance of this work.

In this qualitative case study Tore examined the impact of a specially-designed classroom intervention for a group of 15–16-year-old Dutch biology students’ use of values in contemplating five socioscientific issues in the human-nature context. The students worked in small groups to support various aspects of their morality. An ethical matrix was used as a heuristic to explore different arguments and moral values from different perspectives. The collected data consisted of written assignments, group conversations, and individual interviews. The results show that students’ use of values differed from one issue to another. The values they used in their moral decision-making indicated that the influence of the intervention activities, aimed at enhancing a relationship between moral agent (student) and moral object (topic), was limited. The study provides evidence that the intervention positively conduced to students’ cognition of the values that are personally relevant. Recommendations for further theorization, research and practice are discussed.

Here is the link: https://www.tandfonline.com/doi/full/10.1080/03057240.2023.2185595

Full citaton:Leij, Tote, van der, Martin Goedhart, Lucy Avraamidou & Arjen Wals (2023) High school biology students’ use of values in their moral argumentation and decision-making, Journal of Moral Education, DOI: 10.1080/03057240.2023.2185595

Pedagogy of Entanglement and other groundbreaking works – Springer SDG4-Series taking off

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Recently, a few more titles appeared in the Springer SDG4 Series that are expanding horizons, addressing blind spots and offer guidelines for alternative ways of thinking and acting in and through education in light of pressing global sustainability challenges. One of them finally arrived on my desk today: Koen Wessel’s “Pedagogy of Entanglement: a response to complex societal challenges that permeate our lives”. This book is a real treasure that is based on Koen’s dissertation which he completed last year at Utrecht University (with joint supervision from Wageningen University).  You can find the book here.

The Springer Sustainable Development Goals Series aims to provide a comprehensive platform to the scientific, teaching and research communities studying issues in the fields of geography, earth sciences, environmental science, social sciences, engineering, policy, planning, and human geosciences in order to contribute knowledge toward achieving the current 17 Sustainable

Development Goals. Volumes in the series are organized by relevant goal and guided by an expert international panel of advisors.

The subseries that I am co-editing together with Nicole Ardoin of Standford University, focuses on SDG 4: Quality Education and more specifically on the following questions: What kind of quality or qualities must education have in order to be able to contribute to Sustainable Development as expressed by the SDGs? How can such education be developed, implemented and assessed in a wide range of contexts across the globe? How can quality education, that contributes to the well-being of all people and the whole planet, becomeaccessible for everyone?

Topics covered by the SDG 4 subseries include, but are to limited to: education policy and governance for ESD/ESE and Global Citizenship Education (GCE), conceptualizing sustainability competence other possible learning outcomes of ESD and GCE, pedagogical approaches to ESD/ESE and GCE, the role of teacher training/professional development in fostering ESD/ESE/GCE,

assessment of ESD/ESE and GCE-related learning, creating whole school or whole institution approaches to sustainability, making ESD/ESE and GCE accessible and relevant for all learners in a wide range of context across the globe.

Should you be interested in writing or editing a book for this Series, contact Zachary Romano in Springer’s New York office or drop me or Nicole a line!

White Paper on Regenerative Higher Education – Rethinking education in times of dysfunction and collapse

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Regrettably this white paper is only available in Dutch. Some ot the ideas artuclated in the paper can also be found in The Regenerative Education Podcast Series created by PhD Bas van den Berg see: The Regenerative Education Podcasts – Planting the seeds of change

Ik maak sinds een paar jaar deeluit van een Nederlandse  Community of Practice rondom Regenerative Higher Education bestaande uit PhDs en medewerkers van verschillende universiteiten en hoge scholen. Dit White Paper is het resultaat van de samenwerking in de Community of Practice en is samengesteld door Martine de Wit en gebaseerd op interviews met Bas van den Berg, Daan Buijs, Mieke Lopes Cardozo, Marlies van der Wee en Arjen Wals. Met input van Nina Bohm, Linda de Greef, Michaela Hordijk, Naomie Tieks, Koen Wessels, Rosanne van Wieringen, en Roosmarijn van Woerden. De illustraties en vormgeving zijn verzorgd door Mari Genova.

Het paper vertrekt vanuit de vraag:

Onderwijs dat het beste haalt uit onszelf en onze studenten, op weg naar herstel van de aarde. Hoe komen we daar?

Lees hier ons verhaal en laat ons weten wat resoneert, schuurt of wat het anderzins losmaakt!

whitepaperrenerativeeducationDownload

A regenerative decolonization perspective on Education for Sustainable Development (ESD) from Latin America – new research

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Central Figure in the article:  Regenerative education through decolonial praxis.

Led by former Wageningen University PhD Dr. Thomas Macintyre and current Wageningen University Post-Doc, Dr Daniele Tubino de Souza, I was priviledged to collaborate on this new paper that appeared in the latest issue of Compare: A Journal of Comparative and International Education. This paper provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors – one from Colombia, the other from Brazil – which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses.

You can find the full paper here: https://www.tandfonline.com/doi/full/10.1080/03057925.2023.2171262

Full citation: Macintyre, T. Tubino de Souza, D. & Wals, A.E.J. (2023) A regenerative decolonization perspective on ESD from Latin America, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2171262