DIGITAL LEARNING
was harder than I imagined it would be . I became very interested in the question of how students approach learning about subjects that that they do not readily understand , and that they may not naturally want to understand , as I , myself , had now joined their ranks . I found it helpful to name the issue I felt I was up against – I called it “ hesitant engagement ”. I was engaged , because I knew there was a reason to be which went beyond my own immediate interests and needs , but not overly enthusiastically . Still , engagement on any level should be celebrated – it ’ s a start .
A useful summary of research on the subject of student motivation can be found in Adam Boxer ’ s recent article in the Journal of the Chartered College of Teaching ( 2021 ) which outlines the factors that influence student motivation . He maintains that “ one of the most powerful ways to ensure students become motivated in their subjects is through improving their competence in that subject . As such , it may be more important for teachers to think about the best techniques to improve student performance , rather than techniques to increase their short-term engagement or interest .”
I took this to heart . As teachers we spend a lot of time , well , teaching and ( perhaps ) less time learning new things than we would like . At first , I stuck to Chat- GPT , asking questions to which I knew the answers , to gauge how good it was , and to try and understand how it worked . I read all the posts and articles on AI and education on LinkedIn ( Leon Furze , Will Van Reyk and Jeffrey Neill became firm favourites ) and in the media and , through this , found other platforms and LLMs to engage with .
Through these two relatively simple and low-key actions , I found myself gradually becoming more and more confident with the technology . I knew that if I didn ’ t create opportunities which would force me to continue to develop my knowledge , I would stop there , so I volunteered to present at two staff lunchtime teaching and learning takeaway sessions . These provided the opportunity to deeply engage with the topic of GenAI in a manageable and collegiate way . Talking through applications of the technology with colleagues allowed me to share the knowledge I had gained and to reflect on how it could or should be applied within our educational setting .
If you find yourself in a “ hesitant engagement ” situation , my advice would be the following :
• Understand why you feel that you need to engage with the topic
• Read as much as possible about the topic
• Take action based on your reading and research
• Find other people who are engaged in the topic and connect with them
• Reflect on what you ’ ve learned before deciding what , if anything , you need to do next
My experience learning about GenAI over the past year has yielded some significant personal and professional benefits . I have gained confidence in using AI-based technology to conduct research , to streamline my own working processes and to learn about subjects I ’ m interested in but don ’ t know much about . When I encounter stories in the media or elsewhere about GenAI , I have a base of knowledge which allows me to think critically about what is being presented . I ’ m not afraid of the technology because I have made a concerted effort to understand and to use it in a lowpressure way . This is a process that can be applied to learning about almost anything , something I had forgotten before my foray into GenAI , but which I intend to employ as much as possible in future .
Reflecting on my experience , I have a new and better perspective of the experience of both students I teach and students in the wider community . Pushing through my own “ hesitant engagement ” in order to move towards a more willing and intrinsically motivated state , has given me an insight into the point of view and potential struggles a student may have in the subjects I teach - subjects which I love , but they might not .
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