Case One: Pt. II

On March 30th, we will draft two interventions into how colleges and universities might react to the emergence and rapid evolution of AI chat bots. One group will work on crafting critical digital literacy learning goals for a college’s general education curriculum, and the other will produce a white paper anticipating what learning is going to look like in ten years for the purposes of helping colleges and universities prepare. 

Critical Digital Literacy Learning Goals 

JP, Benjamin, Jess, Connie

Prior to class next week, this group goals should find, collect, and organize existing digital literacy learning goals and curricula from colleges and universities that can serve as a model or jumping off point for their document. Each member of the group should evaluate these goals, think through their implications, applying the themes of the course and especially the concerns (and possibilities) from our discussion of Chat GPT. Beyond learning goals, you might think about where in a college curriculum these goal might be pursued. Are they embedded in existing required courses? Scattered throughout? Do colleges need new courses? Please look at the general education curricula of various institutions, which should be available on college websites (i.e., City College, Columbia, Rutgers).  

You’ll spend the first part of next week’s class drafting your goals, and then will be asked to present them to the rest of the class for discussion.

White paper on what learning is going to look like in ten years 

Sule, Amanda, Colin, Vynessa, Pam

This is a speculative project, and I imagine this group producing a document that might be distributed to university administrators to help guide their strategic planning. Attention here should be paid to each of the pillars of criticality that we’ve established this semester: economics, pedagogy, data, theory, and rhetoric. Also important (and threaded through all of our conversations thus far) is the consideration of labor.

This group might start by identifying speculative moments or arguments in readings we’ve done (there are several in the readings on Chat GPT) or references linked from those readings. Each member might prepare 1-2 pages of thoughts that can be combined into a draft and shaped in the first hour of next week’s session, and then shared with the rest of the class for feedback.