The use of AI as a tool to support teachers and students in creating and using educational content for higher education
Author
Njogu, Alex Muriuki
Term
4. term
Publication year
2023
Submitted on
2023-01-03
Pages
35
Abstract
Artificial intelligence (AI) has moved from handling complex tasks to supporting everyday activities, and education is one of the areas with the most promise—and the most questions. This thesis examines the practical use of a Danish‑developed AI in Education (AIED) platform (CanopyLAB) by teachers and students at Gulu University in Uganda. It looks at how they create and use course content with the platform’s AI‑powered features, and what happens when a tool from the global north is applied in a global south context. The work is a collaboration between Aalborg University (Copenhagen) and Gulu University. It is a case study of the CanopyLAB platform only: there was no direct collaboration with the company, no redesign based on user feedback, and the internal development or deployment of the AI was not examined. Data were collected through online workshops and supported by a literature review. Findings from the literature and Gulu University participants indicate that an AI teaching tool is software that can support teaching, help identify learners’ knowledge gaps, and help develop and publish courses—often with features for both teachers and students. The study highlights inequalities linked to gender and the marginalization of underprivileged communities, which arise when these groups are not adequately involved by AIED developers. To address this, the research underscores the importance of involving AIED stakeholders, including those communities, to gather their opinions, feedback, and concerns. A key bottleneck identified is the limited involvement of the global south in the development of AIED. By focusing on real use in higher education, this thesis adds practical insight into how AI can support learning while emphasizing the need for inclusive, context‑aware design.
Kunstig intelligens (AI) er gået fra at håndtere komplekse opgaver til også at støtte hverdagsaktiviteter, og uddannelse er et af de mest lovende – men også mest udfordrende – områder. Denne afhandling undersøger den praktiske brug af en danskudviklet AI‑læringsplatform (CanopyLAB) blandt undervisere og studerende på Gulu University i Uganda. Studiet ser på, hvordan de skaber og bruger kursusindhold med platformens AI‑funktioner, og hvad der sker, når et værktøj fra det globale nord anvendes i en kontekst i det globale syd. Arbejdet er et samarbejde mellem Aalborg Universitet (København) og Gulu University. Det er et casestudie af selve CanopyLAB‑platformen: Der var ikke direkte samarbejde med virksomheden, der blev ikke lavet redesign på baggrund af feedback, og den interne udvikling eller implementering af AI’en blev ikke undersøgt. Data blev indsamlet via online workshops og understøttet af et litteraturreview. Resultater fra litteraturen og deltagerne på Gulu University peger på, at et AI‑undervisningsværktøj er software, der kan støtte undervisning, identificere læringshuller og hjælpe med at udvikle og publicere kurser – ofte med funktioner for både undervisere og studerende. Studiet fremhæver uligheder knyttet til køn og marginalisering af udsatte grupper, som opstår, når disse grupper ikke inddrages tilstrækkeligt af AIED‑udviklere. For at imødegå dette understreger afhandlingen behovet for at inddrage AIED‑interessenter, herunder disse grupper, så deres holdninger, feedback og bekymringer bliver hørt. En central flaskehals er den begrænsede involvering af det globale syd i udviklingen af AIED. Ved at fokusere på konkret brug i videregående uddannelse bidrager afhandlingen med praktisk indsigt i, hvordan AI kan støtte læring, samtidig med at den betoner behovet for inkluderende og kontekstbevidst design.
[This apstract has been rewritten with the help of AI based on the project's original abstract]