Learning with Generative Artificial Intelligence Within a Network of Co-Regulation

The emergence of generative artificial intelligence (AI) has created legitimate concerns surrounding academic integrity and the ease with which such technologies might lead to cheating in assessment, in particular. However, fixating solely on potential misconduct is overshadowing a more profound, transformative interaction between learners and machines. This commentary article delves into the relationship between students and AI, aiming to highlight the need for revised pedagogical strategies in the AI age. We argue that the much-discussed approaches that prioritise AI literacy or augmented critical thinking might be inadequate. Instead, we contend that a more holistic approach emphasising self-regulated learning (SRL) and co-regulation of learning is needed. SRL promotes autonomy, adaptability, and a deeper understanding, qualities indispensable for navigating the intricacies of AI-enhanced learning environments. Furthermore, we introduce the notion of a network of co-regulation, which underscores the intertwined learning processes between humans and machines. By positioning the self at the core of this network, we emphasise the indispensable role of individual agency in steering productive human-AI educational interactions. Our contention is that by fostering SRL and understanding co-regulated dynamics, educators can better equip learners for an interconnected AI-driven world

The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process

An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional pressures on academic workloads, affecting the ability to deliver quality formal education that meets the needs of individuals and society. The issue is exacerbated when technology, not pedagogy, drives decision-making, and further intensified by the formalisation of education. Using Mishra and Koehler's TPACK framework, we argue that pedagogical dynamism is both necessary to maintain equilibrium of content-knowledge-pedagogy and a natural outcome. Further we suggest it is possible using Alexandrian design patterns and a return to the "unselfconscious process." We critique existing design pattern work in education, and contribute a meta theoretical exploration of alexander's principles and patterns to designing good-fitting forms impacting education. A scenario of designing for "online," "on-campus" and "multi-mode" delivery of education is woven throughout to highlight implications for teaching practice

Editorial: brain, mind and educational technology

There has been substantial hype around the growing body of research investigating how learning occurs in the brain. Over the last century, in particular, we have learned more about how the brain functions than has been discovered throughout history (Albright, Jessell, Kandel & Posner, 2000). New imaging techniques, such as electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), have been pivotal in driving this research agenda. The emergence of the field of cognitive neuroscience has further helped to align foundational work on uncovering how the brain works with what is known about learning from the psychological sciences. In combination with education, new fields such as ‘educational neuroscience’ have emerged with the aim of translating the findings from the laboratory to the classroom (e.g. Ansari, Coch & De Smedt, 2011)

Exploring metacognition as support for learning transfer

The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for the scholarship of teaching and learning are discussed

Forecasting the Impacts of Silver and Bighead Carp on the Lake Erie Food Web

Nonindigenous bigheaded carps (Bighead Carp Hypophthalmichthys nobilis and Silver Carp H. molitrix; hereafter, “Asian carps” [AC]) threaten to invade and disrupt food webs and fisheries in the Laurentian Great Lakes through their high consumption of plankton. To quantify the potential effects of AC on the food web in Lake Erie, we developed an Ecopath with Ecosim (EwE) food web model and simulated four AC diet composition scenarios (high, low, and no detritus and low detritus with Walleye Sander vitreus and Yellow Perch Perca flavescens larvae) and two nutrient load scenarios (the 1999 baseline load and 2× the baseline [HP]). We quantified the uncertainty of the potential AC effects by coupling the EwE model with estimates of parameter uncertainty in AC production, consumption, and predator diets obtained using structured expert judgment. Our model projected mean ± SD AC equilibrium biomass ranging from 52 ± 34 to 104 ± 75 kg/ha under the different scenarios. Relative to baseline simulations without AC, AC invasion under all detrital diet scenarios decreased the biomass of most fish and zooplankton groups. The effects of AC in the HP scenario were similar to those in the detrital diet scenarios except that the biomasses of most Walleye and Yellow Perch groups were greater under HP because these fishes were buffered from competition with AC by increased productivity at lower trophic levels. Asian carp predation on Walleye and Yellow Perch larvae caused biomass declines among all Walleye and Yellow Perch groups. Large food web impacts of AC occurred in only 2% of the simulations, where AC biomass exceeded 200 kg/ha, resulting in biomass declines of zooplankton and planktivorous fish near the levels observed in the Illinois River. Our findings suggest that AC would affect Lake Erie's food web by competing with other planktivorous fishes and by providing additional prey for piscivores. Our methods provide a novel approach for including uncertainty into forecasts of invasive species' impacts on aquatic food webs. Received December 6, 2014; accepted July 15, 201

On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers

A number of studies have recently demonstrated a high level of belief in ‘neuromyths’ (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiveness. In this study, we explored this assumption by assessing the prevalence of neuromyth acceptance amongst a group of internationally recognized, award-winning teachers and comparing this to previously published data with trainee and non-award winning teacher populations. Results revealed the acceptance of neuromyths to be nearly identical between these two groups, with the only difference occurring on 2 (out of 15) items. These findings suggest that one cannot make simple, unqualified arguments concerning the relationship between belief in neuromyths and teacher effectiveness. In fact, the idea that neuromyths negatively impact upon teaching might, itself, be a neuromyth

Australian students transitioning through the “lost year” of higher education

The Issue Student transitions through university have previously focussed on the move into first year (retention and success strategies) from high school or out of university into the workforce (with career readiness and employability). However, second year transitions have only recently begun to attract attention as an area where students may experience hurdles which impact on their progression and overall degree experience and success. Evidence from Australian universities to date has shown similarities between Australian and International second year science cohorts in their thriving behaviours and their risk of academic slump (Loughlin et al, 2013; Gregory & McDonnell, 2012) Previous success strategies have looked at initial transition into second year (McBurnie et al, 2012, Harrison, 2007) or an embedded support strategy (Quinlavan, 2010). However, a more holistic approach to second year transition using multiple interventions is more likely to demonstrate long-term impact on student transition and success. There is also a need to gather more evidence of the “sophomore slump” within Australian institutions and to work collaboratively to achieve this. Approach Currently at Griffith University in the School of Biomolecular & Physical Sciences multiple aspects of engagement scheme has been implemented across all year levels. However, in second year, identifying and reflecting on individual student cohort challenges and providing support as appropriate is being trialled. Elements of both curricular and co-curricular in activities are incorporated, staff awareness is being developed and the entire process is being overseen by a second year student co-ordinator. At James Cook University initial interest has been cultivated with early adoption of identification of second year challenges specifically in the Faculties of Health and Arts/Education. At Deakin University a successful re-introduction activity for second year students has been hosted for several years and uptake of the Thriving Quotient survey will occur in 2013. At University of South Australia early interest in second year student transitions has developed from first year activities with initial evaluations being conducted. Development of a cross-institutional OLT submission for 2014 that looks at both gathering more evidence of slump using a triangulated data approach and then investigating and evaluating activities that will potentially reduce the impact slump may have on persistence and progression

Pharmacological Investigations of the Dissociative ‘Legal Highs’ Diphenidine, Methoxphenidine and Analogues

1,2-Diarylethylamines including lanicemine, lefetamine, and remacemide have clinical relevance in a range of therapeutic areas including pain management, epilepsy, neurodegenerative disease and depression. More recently 1,2-diarylethylamines have been sold as ‘legal highs’ in a number of different forms including powders and tablets. These compounds are sold to circumvent governmental legislation regulating psychoactive drugs. Examples include the opioid MT-45 and the dissociative agents diphenidine (DPH) and 2-methoxy-diphenidine (2-MXP). A number of fatal and non-fatal overdoses have been linked to abuse of these compounds. As with many ‘legal highs’, little is known about their pharmacology. To obtain a better understanding, the effects of DPH, 2-MXP and its 3- and 4-MeO- isomers, and 2-Cl-diphenidine (2-Cl-DPH) were investigated using binding studies at 46 central nervous system receptors including the N-methyl-D-aspartate receptor (NMDAR), serotonin, dopamine, norepinephrine, histamine, and sigma receptors as well as the reuptake transporters for serotonin, dopamine and norepinephrine. Reuptake inhibition potencies were measured at serotonin, norepinephrine and dopamine transporters. NMDAR antagonism was established in vitro using NMDAR-induced field excitatory postsynaptic potential (fEPSP) experiments. Finally, DPH and 2-MXP were investigated using tests of pre-pulse inhibition of startle (PPI) in rats to determine whether they reduce sensorimotor gating, an effect observed with known dissociative drugs such as phencyclidine (PCP) and ketamine. The results suggest that these 1,2-diarylethylamines are relatively selective NMDAR antagonists with weak off-target inhibitory effects on dopamine and norepinephrine reuptake. DPH and 2-MXP significantly inhibited PPI. DPH showed greater potency than 2-MXP, acting with a median effective dose (ED50) of 9.5 mg/kg, which is less potent than values reported for other commonly abused dissociative drugs such as PCP and ketamine

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learnin