Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry

Knight, S; Dickson-Deane, C; Heggart, K; Kitto, K; Çetindamar Kozanoğlu, D; Maher, D; Narayan, B; Zarrabi, F

Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry

Knight, S

Dickson-Deane, C

Heggart, K

Kitto, K

Çetindamar Kozanoğlu, D Maher, D

Narayan, B

Zarrabi, F

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Publisher:: Australasian Society for Computers in Learning in Tertiary Education
Publication Type:: Journal Article
Citation:: Australasian Journal of Educational Technology, 39, (5), pp. 101-124

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Field	Value	Language
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.contributor.author	Kitto, K https://orcid.org/0000-0001-7642-7121
dc.contributor.author	Çetindamar Kozanoğlu, D
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805
dc.contributor.author	Narayan, B https://orcid.org/0000-0001-8852-5589
dc.contributor.author	Zarrabi, F
dc.date.accessioned	2023-12-28T03:52:48Z
dc.date.available	2023-12-28T03:52:48Z
dc.identifier.citation	Australasian Journal of Educational Technology, 39, (5), pp. 101-124
dc.identifier.issn	1449-3098
dc.identifier.issn	1449-5554
dc.identifier.uri	http://hdl.handle.net/10453/173897
dc.description.abstract	<jats:p>The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made. Implications for practice or policy For practitioners, policymakers, and researchers. the paper provides an overview and synthesis of submission recommendations and their themes, by source type. For respondents to the inquiry (sources), the paper supports reflection regarding synergies and gaps in recommendations, pointing to opportunity for collaboration and policy development. For stakeholders with responsibility for aspects of policy delivery and/or those applying a critical lens to the inquiry and recommendation framing(s), the paper offers actionable insight. </jats:p>
dc.language	en
dc.publisher	Australasian Society for Computers in Learning in Tertiary Education
dc.relation.ispartof	Australasian Journal of Educational Technology
dc.relation.isbasedon	10.14742/ajet.8922
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	0906 Electrical and Electronic Engineering, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.title	Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry
dc.type	Journal Article
utslib.citation.volume	39
utslib.for	0906 Electrical and Electronic Engineering
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	/University of Technology Sydney/Provost/TD School
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
pubs.organisational-group	/University of Technology Sydney/Strength - VI - Visualisation Institute
utslib.copyright.status	open_access	*
dc.date.updated	2023-12-28T03:52:45Z
pubs.issue	5
pubs.publication-status	Published online
pubs.volume	39
utslib.citation.issue	5

Abstract:

The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made. Implications for practice or policy For practitioners, policymakers, and researchers. the paper provides an overview and synthesis of submission recommendations and their themes, by source type. For respondents to the inquiry (sources), the paper supports reflection regarding synergies and gaps in recommendations, pointing to opportunity for collaboration and policy development. For stakeholders with responsibility for aspects of policy delivery and/or those applying a critical lens to the inquiry and recommendation framing(s), the paper offers actionable insight.

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http://hdl.handle.net/10453/173897