As previously
discussed, a Professional Learning Community (PLC)
invites learning by doing. This process is optimized through intentional, caring,
optimistic, respectful, and trustworthy (ICORT) mindsets (Purkey
& Novak, 2016; Anderson, 2021) that fosters a
positive and supportive learning environment. Professional Learning Communities
are beneficial to educators seeking to identify a clear, shared vision by providing
a collaborative culture that focuses on learning, engaging in collective
inquiry, remaining action oriented, committing to continuous improvement, and
being results oriented (Dufour et al., 2008). A school’s PLC that focuses on generative
artificial intelligence (AI) policy
development and best-practice curriculum integration can identify where additional
support or training is needed to optimize integration of AI into their
instructional practices. Professional
development programs can thereby be tailored to meet these specific needs.
Professional
Learning Communities (PLCs) should play a critical role in developing ethical policies for using
generative artificial intelligence (AI). PLCs can bring together educators,
researchers, and practitioners from various backgrounds, thereby fostering a
multidisciplinary approach to the development of ethical policies and
integration guidelines. Fostering a collaborative environment facilitates the
sharing of knowledge and best practices, which can ensure that policies are
well-informed and comprehensive.
By
encouraging continuous professional development PLCs help collegial educators
stay updated with the latest ethical guidelines and technological advancements
in AI. Skill building is a life-long endeavor
for an effective educator. Regular training and discussions within PLCs
help educators build the skills necessary to navigate the ethical challenges
posed by generative AI.
Collective
problem solving will be necessary. PLCs offer a supportive environment for
educators to discuss and resolve ethical dilemmas
associated with generative AI. The
collaborative nature of PLCs encourages innovative solutions to ethical issues
by drawing upon the collective creativity and expertise of the community.
PLCs
can help standardize ethical practices across institutions by developing and
disseminating uniform policies and guidelines for the ethical use of generative
AI. PLCs can collaboratively establish benchmarks and standards. This will optimize consistency in ethical
practices across different educational settings.
PLCs
can promote a culture of accountability whereby members hold each other
accountable for adhering to ethical standards and practices. The supportive nature of
PLCs encourages educators to seek guidance and support when facing ethical
challenges. This culture of accountability, therefore, reduces the risk of
unethical practices.
Through
PLCs and educational contexts, practicing educators can create teaching and
learning opportunities that require application of ethical policies by
providing real-world
examples and case studies that illustrate the impact of generative AI.
Ongoing feedback from community members helps refine and improve ethical
policies. This ensures AI policies and
curriculum integration remain relevant and effective.
PLCs
can cultivate ethical leaders. Effective leaders will advocate for responsible AI
practices within their institutions and beyond. Collectively, PLCs have the
potential to influence broader policy decisions at institutional, regional, and
national levels.
PLCs
can thereby provide access to a wealth of resources, including research
articles, ethical guidelines, and training materials that support the
development of robust ethical policies. Collaborative
efforts within PLCs
can result in the creation of toolkits and frameworks that simplify the implementation
of ethical AI policies and curriculum integration. The dynamic nature of
PLCs allows for rapid adaptation to new ethical challenges and technological
developments in generative AI.
Professional
Learning Communities enable proactive measures that can address potential
ethical issues before they become widespread problems. By leveraging the
collective expertise, collaborative spirit, and continuous learning environment
of PLCs, educators can develop and implement effective ethical policies for the
responsible use of
generative AI in education. This ensures that AI technologies are used to
enhance learning while safeguarding the rights and well-being of all
stakeholders.
We
cannot teach what we ourselves do not know.
As an evolving ethical leader, how can you advocate for an AI-focused
Professional Learning Community at your school to play a crucial role in
promoting ethical research practices and AI integration among your collegial educators?
Begin by seeking
to organize regular workshops and seminars on the importance of ethical
research, covering topics such as informed consent, data privacy, academic
integrity, economic influence, and environmental impact. Invite or share experts that address AI
ethics and education, especially as related to real-world implications,
potential costs, and best practices.
Advocate
for your PLC to distribute clear guidelines and policies on ethical research
and AI integration in the curriculum. These should include those specific to AI
and data usage in educational contexts. Share case studies and examples of both
ethical and unethical
research practices to illustrate the consequences and benefits.
Propose
that your PLC create online forums or discussion groups. This provides a place where educators can
share experiences, ask questions, and provide support related to ethical
dilemmas involving AI. This will encourage a culture of peer review where
educators can give and receive feedback on their research proposals and
practices with an ethical lens.
Encourage
development of project-based learning (PBL) that ethically utilizes AI. Discuss
the development and facilitation of these projects that require educators to
apply ethical AI considerations. Pair less experienced educators with mentors
who can guide them through the ethical aspects of their PBL opportunities.
While
an AI-focused Professional Learning Community at your school should be a
place for collaborative teaching and learning it also needs to provide regular
evaluation and feedback. Monitoring and
evaluating research projects to ensure compliance with ethical standards. The
PLC can establish channels for educators to provide anonymous feedback on
ethical concerns within the community.
An
AI-focused Professional Learning Community can implement awards or recognition
programs for educators who demonstrate exemplary ethical AI practices and
curriculum integration. Recognizing the ethical considerations of AI throughout
the curriculum encourages cross-disciplinary learning opportunities whereby
educators can explore ethical issues from various perspectives. These shoutouts
to best practice promotes ethical utilization and AI integration throughout the
curriculum.
By
implementing these strategies through an AI-focused PLC, an effective educational
leader promotes transparency and professional development. This fosters a
culture of ethical research practices among educators and learners. The PLC and
these strategies can thereby help to ensure that generative
artificial intelligence is used
responsibly and effectively throughout the curriculum in educational settings.
To Cite:
Anderson, C.J. (May 31, 2024). Professional learning communities focusing upon AI integration invite ethical research practices across the curriculum. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C. J. (2021). Developing your students' emotional intelligence and
philosophical perspective begins with I-CORT. Journal of Invitational
Theory and Practice, 27, 36-50.
Atlas, S. (2023) ‘ChatGPT for higher education
and professional development: A guide to conversational AI’, College of
Business Faculty Publications [Preprint]. Available at: https://digitalcommons.uri.edu/cba_facpubs/548
DuFour, R., DuFour, R., &
Eaker, R. (2008). Revisiting professional learning communities at work: New
insights for improving schools. Bloomington, IN: Solution Tree
Press.
Dufour, R. (2006).
Learning by doing: A handbook for professional learning communities at work. Bloomington,
IN: Solution Tree Press.
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International
Alliance for Invitational Education. Retrieved from: Fundamental of Invitational
Education | IAIE
U.S. Department of Education, Office of
Educational Technology (2023), Artificial Intelligence and Future of Teaching
and Learning: Insights and Recommendations. Retrieved from: Artificial Intelligence and
the Future of Teaching and Learning (ed.gov)
