Change Process Case Study

This case study shows how change process characteristics are being applied at the University of Southern Queensland through the “Artificial Intelligence Pedagogy Project” (AIPP), an initiative focused on integration of Artificial Intelligence into learning, teaching, assessment and research.

Building a Community of Practice for change

Refer to ‘Elements of Digital-First Design’ a chapter of Section IV to review Wenger’s Communities of Practice (CoP) model.

The Artificial Intelligence Pedagogy Project revolves around a CoP called the Artificial Intelligence for Learning and Teaching Collective (AILTC). It is through this structure that members of the UniSQ community come together around the broad challenge of integrating AI into learning and teaching.

The Domain

The AILTC is an inclusive community of practice that aims to represent a wide range of perspectives, including those of educators, researchers, developers, students, policymakers and other stakeholders. The shared concern is how best to leverage AI within the higher education context. Key shared challenges include how to integrate AI into assessment, to support staff efficiency and to provide opportunities for all stakeholders that are equitable, ethical, and accessible.

The Practice

Under the umbrella of the AIPP, the AILTC holistically encourages connected and collaborative sharing of ideas, experiences and resources. The development of “champions” aims to inclusively provide support for the individuals and groups applying AI tools and affordances into learning and teaching. Collectively the goal is to learn how to use AI for the greater good and raise awareness, support the desire, knowledge and access to new ideas and practices, and foster ongoing collaboration to reinforce the change. The key mantra is that no individual should be expected to embrace change in isolation from others or be left to fend for themselves during an evolving change process.

The Community

As a CoP the AILTC provides ongoing virtual and in-person networking opportunities. It offers participants avenues to interact with peers, industry experts, and practitioners, thereby fostering collaboration and potentially catalysing new projects or research endeavours. A regular symposium brings the CoP together, including external AI thought leaders, to showcase AI-powered educational innovations, share best practices, and disseminate research findings to the broader academic community.

References

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.