AI-GENERATED CONTENT: GUIDELINES, HIGHER-ORDER THINKING SKILLS, AND COPYRIGHTS

Authors

Keywords:

Artificial Intelligence (AI), Copyrights, Critical Thinking, Higher-Order Thinking.

Abstract

Artificial Intelligence (AI) technology has progressed in leaps and bounds and has taken the world by storm with its seemingly endless potential applications that can have both positive and negative effects on society at large. Regulating a powerful and ever-evolving tool, however,  is a slippery slope with no consensus on how laws are applied to specific AI applications and how these will work in diverse contexts (Chauhan, 2022). The implications of regulations for generative AI are about as vast as its potential, and the lack of a comprehensive framework all the more highlights the difficulty in applying policies to varying contexts. It is essential, therefore, for higher education institutions to form a task force of faculty, faculty developers, and instructional designers to develop up-to-date guidelines and best practices through a Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis and warrant regulations that are aligned with their contexts while promoting higher order thinking and an understanding of copyright principles. Strategies and collaborations can be developed, thereby providing a range of perspectives on effective and responsible use of AI technology in education, fostering cooperation and educational opportunities, and ensuring ethical use and awareness of data privacy for educators and users alike.

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Published

2024-05-01

How to Cite

Allen, T., Villaflor-Wilson, R., Muljana, P., & Romero-Hall, E. (2024). AI-GENERATED CONTENT: GUIDELINES, HIGHER-ORDER THINKING SKILLS, AND COPYRIGHTS. Educational Technology Journal, 4(1), 1–5. Retrieved from https://journal.unesa.ac.id/index.php/etj/article/view/27840
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