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Generative AI as a Cognitive (Offloading) Partner
					
 Jul 11, 2024 
 10:00AM to 3:30PM

									

				

					Event Categories   In Person,   Session 1,   Session 2, and   Workshop
				

			


	

	

		

			

				

					

						

														

															

						

						

	

		


	Date/Time

	Date(s) - 11/07/2024
10:00 am - 3:30 pm







Led by Ben Lee Taylor


McMaster University




Cognitive offloading refers to intentional strategies, actions, interventions, or tools that “alter the information processing requirements of a task so as to reduce cognitive demand” (Risko and Gilbert, 2016). Common examples of cognitive offloading include taking notes or using a calculator. Generative AI applications like OpenAI’s ChatGPT have joined the ranks of these examples, generating (pun intended) widespread concern and debate about what uses of generative AI (if any) are appropriate for students as they learn. The limited research in this field explores the range of human–AI interactions that have been observed in the learning environment (Lodge et al., 2023), as well as best practices for incorporating cognitive offloading into student assessment more generally (Dawson, 2020).


Informed by this ongoing dialogue, this workshop will see facilitators guide participants through (re)designing an assessment to integrate generative AI technology as a cognitive (offloading) partner for students. Through individual reflection and collaborative design activities, participants will identify the specific learning outcomes of their assessment and the context in which it will be implemented in order to determine uses for generative AI that are both responsible and appropriate. Examples of possible assessment tasks and components will be provided. Given the relative novelty of this technology, however, facilitators will encourage creative and experimental approaches, while still ensuring that the role of generative AI in the assessment design enhances rather than impedes intended learning outcomes.


 




 


Ben Lee Taylor holds a PhD in English from York University, where his doctoral research examined early 20th century satiric art and literature. His experiences teaching during and after the COVID-19 pandemic, however, led him to a postdoctoral fellowship focused on the impact of artificial intelligence on higher education. In this position at McMaster University within the MacPherson Institute, he leads a study on how instructors across Canada are approaching assessment design in an educational environment increasingly disrupted by generative AI tools like ChatGPT. The mixed methods study will run through spring of 2024 and includes several components that aim to help instructors address generative AI in their courses and classrooms.