Generative Dialogues: Generative AI in Higher Education

In this student-led episode of the Generative Dialogues series Mengqi Yang, Yicheng Yang and Bowen Wang - three MA DTCE students from the University of Manchester - explore the emotional landscape of our interactions with AI. The conversation delves into their first impressions of artificial intelligence, current experiences with generative tools, and hopes and concerns for the future.

The discussion begins with early encounters with AI through science fiction, where films like "I, Robot" and "Wall-E" shaped their initial perceptions—mixing fascination with underlying anxiety about machines that might one day control humanity. These cultural touchpoints continue to influence how they approach AI, even as their direct interactions have evolved from simple shopping recommendations and museum guide robots to sophisticated tools like ChatGPT. One student shares how AI has enhanced travel planning for a trip to Norway, while another appreciates how it simplifies complex economic concepts, making learning more accessible and efficient.

Despite their enthusiasm, the students express a shared concern about over-reliance on AI tools. They worry about outsourcing creativity and critical thinking, with one participant voicing the fear of being replaced "because I lost my value." As they look to the future, they hope AI will remain "helpers for human beings" in healthcare, education, and other fields, while emphasizing the importance of human control and emotional intelligence that AI cannot replicate. Their advice for newcomers to generative AI strikes a pragmatic balance: use these tools to serve your needs, verify the information they provide, and most importantly, "don't let it limit your creativity." The conversation highlights the delicate balance between embracing AI's potential while maintaining the uniquely human aspects of learning, creation, and connection.

In this special episode of the Generative Dialogues series, Professor Peter Kahn joins Peizhen Wang and Qianyue Yan, students from the MA DTCE, to explore how we position ourselves in relation to AI tools. The conversation examines the tension between viewing AI as an assistant versus maintaining human agency when using generative technologies. Through personal experiences with tools like ChatGPT, Claude, and Microsoft Copilot, participants share insights about the balance between utilizing AI capabilities and staying in control of creative and intellectual processes.

Peter Kahn emphasizes that while AI can serve as "another source of ideas," the starting point and direction should remain human responsibilities. He describes using Claude to review literature on teaching, noting it provided a useful overview but generated unreliable references that required verification. This highlights a key theme: the importance of using AI as "one source amongst many" rather than a singular authority, particularly for academic work.

The student participants describe their experiences of being "led" by AI when lacking initial ideas, with one noting how AI suggestions can form a "double helix" of communication where human and machine ideas intertwine. They discuss practical strategies for maintaining control, including starting with clear goals, verifying references through tools like Google Scholar, and critically questioning AI outputs. The group concludes with advice for newcomers to AI technologies: maintain a sense of responsibility for your work, integrate multiple sources rather than relying solely on AI, and remember that "the real magic happens when we use it to amplify our creativity and problem-solving skills without letting them overshadow our own judgment."

In this companion episode to the Generative Dialogues series, Dr. Paul Smith (Manchester Institute of Education) interviews Mark Carrigan following a lecture where Mark and Professor Steve Pettifer (Computer Science, University of Manchester) engaged in dialogue about AI in education. Mark reflects on the value of finding common ground despite initially appearing to have opposing viewpoints, noting that their differences stemmed mainly from disciplinary perspectives rather than fundamental disagreements.

Mark advocates for "deflating the debate" by recognizing AI as sophisticated software rather than something mystical, while acknowledging disciplinary differences in how AI limitations matter - with hallucinations being more problematic in engineering than in humanities where conceptual work doesn't require the same factual precision. The conversation explores our tendency to anthropomorphize AI systems and the philosophical implications of human-AI relationships, with Mark suggesting AI functions best as "a rubber duck that talks back" - a tool for externalising thought rather than a true collaborator.

Warning against tech companies' narratives about artificial general intelligence, Mark notes these firms run AI services at financial losses while using future-oriented visions to drive investment. The discussion concludes by emphasising reflexivity in AI use - carefully considering what we ask these systems and thoughtfully engaging with their responses - which could make these technologies "a massively positive and productive development" if approached critically within educational contexts.

In this episode of Generative Dialogues, Mark Carrigan hosts a roundtable discussion with Helen Beetham, Louis Major, Felix Kwihangana, Mandi Banks Gatenby, Peter Kahn, and Skye Zhao examining the role of AI in education. The conversation centers on how AI has disrupted the traditional "contract" between educators and students, with participants debating whether we're educating for the future society students will inhabit or for idealized past standards. Felix poses the crucial question: "Are we educating people to become productive members of the society of the future? Or are we educating people to live in a society that we believe should be?"

The panel explores responses beyond the simplistic "ban versus embrace" binary, with Louis referencing David Williamson Shaffer's framework of possible approaches: ignoring AI, trying to outfox it, teaching about it, or teaching with it as a partner. Skye notes that while educational institutions focus on redefining assessment, they often neglect to redefine learning itself in an AI context, questioning whether educators should be "protectors of traditional learning" or partners in "co-learning with technology." Peter suggests AI could expand rather than narrow learning possibilities by providing more diverse forms of support.

Helen challenges the inevitability of AI dominance, pointing to business skepticism about productivity claims and arguing that universities should invest in alternatives rather than uncritically accepting industry narratives. The conversation concludes with concerns about research challenges in this rapidly evolving field, with Louis noting how quickly studies become outdated as new AI versions emerge. Participants emphasize maintaining a position of critical engagement with AI developers while warning against "sleepwalking into a world of productivity" without questioning fundamental educational values and purposes.

In this episode of Generative Dialogues, Mark Carrigan and Helen Beetham discuss the implications of recent developments in academic publishing and generative AI. Key topics include:

1. The Taylor & Francis deal with Microsoft: Discussion of the £8 million agreement for AI access to the publisher's library and its implications for academic publishing.
2. The changing landscape of academic journals: How the traditional journal system is evolving towards platform-based models and the role of AI in this transition.
3. The political economy of academic publishing: Analysis of the profit motives driving publishers and how AI fits into their business strategies.
4. Peer review challenges: Examination of existing issues in the peer review process and how AI might exacerbate or potentially address these problems.
5. The impact on academic careers and reputation: How AI and platform-based publishing may affect scholarly visibility, citation metrics, and career progression.
6. Inequalities in academic publishing: Discussion of how AI and data-driven systems may reinforce existing hierarchies and inequalities in academia.
7. Environmental concerns: Brief mention of the ecological impact of AI-driven publishing and research practices.
8. Alternatives to traditional publishing: Exploration of potential alternatives, including open-access models, artisanal approaches to academic writing, and community-led publishing initiatives.
9. The role of theory in digital education: Reflection on how theoretical frameworks can inform our understanding of these technological shifts in academia.

Throughout the conversation, Mark and Helen balance critical analysis of current trends with cautious exploration of potential positive developments and alternatives. They emphasize the need for academics to engage critically with these changes while recognizing the complex systemic nature of the challenges faced.

In this episode of Generative Dialogues, Mark Carrigan and Helen Beetham reflect on the past year of discussing generative AI and look ahead to future conversations. Key topics include:

1. Shifting perspectives: Both hosts discuss how their views on generative AI have evolved over the course of their conversations, moving from initial techno-optimism to a more nuanced and critical stance.
2. The "AI bubble": Mark and Helen explore the idea of an "AI bubble" and consider the implications of its potential "bursting" or gradual unwinding for practice and policy in higher education.
3. Disciplinary differences: The conversation touches on how different academic disciplines approach and utilize generative AI, highlighting the importance of considering disciplinary contexts when discussing AI's impact on education.
4. Theoretical frameworks: The hosts discuss plans to explore various theoretical approaches to understanding AI, including posthumanism, philosophy of technology, and sociology of knowledge.
5. The role of theory in digital education: Mark raises questions about how theory is used in digital education research and suggests exploring this topic further in future episodes.
6. Practical applications: The conversation touches on the importance of balancing theoretical discussions with practical examples, including teaching prompting techniques and examining student use of AI tools.
7. Future plans: Mark and Helen outline plans for upcoming episodes, including theory-focused discussions and interviews with practitioners in the digital education space.
8. Parallels with social media: The hosts draw comparisons between the current AI discourse and past conversations about social media in higher education, suggesting that AI might follow a similar trajectory of integration and normalization.

Throughout the discussion, Mark and Helen emphasize the need for a balanced approach to generative AI in education, combining critical analysis with practical exploration. They express cautious optimism about the potential for more grounded and nuanced conversations about AI as the initial hype subsides.

In this episode of Generative Dialogues, Mark Carrigan and Helen Beetham discuss the implications of the recent UK election for AI policy and higher education. Key topics include:

1. Labour's emerging AI policy: Helen analyzes recent statements from Tony Blair and Peter Kyle, the new Secretary of State for Science, Innovation and Technology, highlighting concerns about techno-solutionism and the uncritical embrace of AI in public services.
2. The politics of AI in healthcare: Using the example of AI cancer diagnosis, Helen unpacks how AI is being presented as a solution to complex social problems, potentially diverting attention from more fundamental issues.
3. Regulatory capture and big tech influence: The conversation explores the close relationships between tech companies, consultancies, and policymakers, raising questions about the direction of AI regulation.
4. AI and the future of the state: Mark and Helen discuss how AI technologies might reshape public services and the role of the state, considering both utopian and dystopian possibilities.
5. The changing nature of organizations: The pair explore how AI might impact organizational structures, professional judgment, and the relational aspects of work, particularly in resource-constrained environments.
6. Humanism and technology: The conversation touches on philosophical questions about the nature of human judgment and decision-making in an age of AI.
7. Universities and AI: Mark and Helen consider how higher education institutions might be affected by and respond to these technological and policy shifts.

Throughout the discussion, Mark and Helen balance critical analysis of current trends with cautious optimism about potential positive developments in research funding and university support under the new government. They emphasize the need for academics and universities to play an active role in shaping the implementation of AI technologies in higher education and beyond.

In this episode of Generative Dialogues, Mark Carrigan and Helen Beetham engage in a thought-provoking discussion about the intersection of writing, creativity, and generative AI. Drawing on their personal experiences and academic insights, they explore the nuanced ways AI is reshaping our relationship with writing and intellectual inquiry.

Key topics covered:

1. Writing as self-discovery: Mark shares his journey of using AI as a tool for creative exploration, likening it to blogging and the process of articulating inchoate thoughts.
2. AI as a literary interlocutor: The conversation delves into Mark's unique approach to engaging with AI systems, particularly Claude, as a form of literary dialogue rather than simple prompting.
3. Reflexivity and creativity: Helen and Mark discuss how AI interactions can enhance meta-reflexivity and serve as a catalyst for creativity, particularly for those who approach it with a questioning, analytical mindset.
4. The nature of machine creativity: They explore the differences between human creativity, with its biographical elements, and the combinatorial creativity of AI systems.
5. AI as cultural technology: Mark describes his shifting perspective on AI, from viewing it as quasi-intelligent to seeing it as a cultural technology we must learn to navigate.
6. Commercialization concerns: The discussion touches on worries about how commercial interests might shape AI interfaces and user experiences, potentially limiting their reflective potential.
7. Writing enjoyment and AI: They consider how generative AI could potentially encourage greater satisfaction in writing rather than threaten it, if approached thoughtfully.
8. Ethical and societal implications: The conversation extends to broader concerns about AI's impact on society, including its potential effects on human relationships and therapeutic practices.

This wide-ranging dialogue offers listeners a nuanced exploration of generative AI's impact on writing and creative processes, blending personal reflection, theoretical insights, and forward-looking analysis. Mark and Helen's conversation provides valuable perspectives for writers, academics, and anyone interested in the future of human-AI interaction in intellectual and creative pursuits.

Generative AI arrives into a university system that is already to a significant extent automated. Core activities are carried out through digital platforms, key aspects of knowledge work are datafied and algorithmically governed, and university communities are subjected to new digital forms of monitoring and control. Artificial intelligence also has a long history in the academy, both as a subject of research and development, and as a resource for ‘enhancing’ education and scholarship, as well as the administrative functions of the university. In this webinar, three key thinkers on educational automation will address the new challenges, problematics, logics and opportunities presented by generative AI.
Janja Komljenovic (X @J_Kom_) is a Senior Lecturer in Education Futures at the University of Edinburgh. Her research focuses on the political economy of higher education and its digital transformation. She is especially interested in EdTech, digital markets, and datafication in higher education.
Carlo Perotta is Associate Professor of Digital Education at the University of Melbourne. His monograph Plug-And-Play Education: Knowledge and Learning in the Age of Platforms and Artificial Intelligence was recently released by Routledge.
Paul Prinsloo (X @14prinsp @14prinsp@mstdn.social) is currently a Research Professor in Open and Distance eLearning (ODeL) in the Department of Business Management, College of Economic and Management Sciences, University of South Africa (Unisa).

In this episode of Generative Dialogues, Mark Carrigan interviews Helen Beetham about how her experiences with writing, teaching, and community organizing have shaped her perspective on the politics and ethics of generative AI in higher education. Topics discussed include:

1. Helen's experience teaching creative writing and how it informs her critical stance towards AI writing tools. She emphasizes the importance of self-expression, encountering difference, and the productive discomfort of the writing process.
2. The current transactional context of higher education and how generative AI fits into this landscape, potentially exacerbating issues of credentialism and the avoidance of difficulty. Helen stresses the need for solidaristic, collective responses from universities.
3. How Helen's background in community organizing has influenced her sense of agency in relation to technological developments. She discusses the historical and material factors that enable or constrain agency, including the concentration of power in platforms.
4. Helen's long-term perspective on waves of disruption in educational technology and the unique challenges posed by generative AI for teacher-student relationships and the meaning of writing and assessment.

Throughout the conversation, Helen and Mark explore the tensions between individual and collective responses to generative AI, the role of universities in fostering critical engagement, and the importance of maintaining hope and dialogue in the face of challenging technological developments.

In this episode of Generative Dialogues Helen Beetham interviews Mark Carrigan about his experience of working habitually with a generative assistant, exploring how this has shaped his perspective on the politics and ethics of generative AI (possibly for the worse). Topics discussed include:

1. Mark's daily interactions with AI assistants like Claude, and how he finds them incredibly useful not just for productivity but for creative thinking and engagement with ideas. He provides examples from his work that day.
2. The potential benefits and risks of relying heavily on AI assistants, including concerns about deskilling, loss of human capacities, and the commercial imperatives driving the development of these tools.
3. Comparisons between interacting with AI and earlier forms of technology-mediated collaboration and "self-talk" like blogging and social media. The evolving role of AI as a "generalized other."
4. The contrasting experiences and capital (technological, cultural, intellectual) that students and academics bring to their encounters with generative AI, and implications for pedagogy.

In this inaugural episode of our podcast series exploring the impact of generative AI on higher education, hosts Mark Carrigan and Helen Beetham dive into a thought-provoking conversation about the complex landscape of this emerging technology.

Topics discussed include:

1. The rapid arrival of AI tools like ChatGPT in students' hands and the implications for traditional academic practices
2. The potential for creative experimentation with AI in teaching and research, as well as the risks of instrumental use and deskilling of academic labor
3. The challenges of shaping the trajectory of AI in higher education through collective action and proactive engagement by universities
4. The importance of critical, nuanced thinking and open-ended dialogue in navigating the uncertainties and possibilities of this new technological landscape