Professional Learning Communities Focusing Upon AI Integration Invite Ethical Research Practices Across the Curriculum

 

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. (2^nd 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)