Towards a critical and reflective media education of conversational and generative artificial intelligence technologies
(2024) ReDMIL 2024 — Location: Louvain-la-Neuve (9.September.2024)
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- Abstract
- The growing popularity and accessibility of artificial intelligence is a source of concern and questioning. The question of human value while facing a machine demonstrating 'intelligence' prompts a great deal of reflection on the opportunities offered by these technologies, but also on how to flourish in their use. Adopting a critical approach to these technologies invites us to rethink how to consider these objects and the ways they are used, specifically in education. A cross-cutting question emerges: how can we educate critically about artificial intelligence? This question leads us to rethink the relevance of current media literacy frameworks, which take into account the reception contexts of individuals with a high degree of agentivity towards a media object whose content remains 'stable' between its conception and reception. However, conversational and generative artificial intelligence brings a new possibility of variation in the content itself, which is bound to change, complicating not only the study of content reception, but also the apprehension of the technology itself, which is associated with imaginary worlds and is more than ever influenced by emotions.
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Citations
Zander, L. (2024). Towards a critical and reflective media education of conversational and generative artificial intelligence technologies. ReDMIL 2024, Louvain-la-Neuve. https://hdl.handle.net/2078.5/241399