Evaluative Judgment, Generative AI, and Implications for Curricular Practice

The Interdisciplinary Centre for Research in Curriculum as a Social Practice is pleased to invite you to an upcoming guest lecture:

Evaluative Judgment, Generative AI, and Implications for Curricular Practice

This discussion will emphasize how knowledge makers navigate the boundaries of their knowledge when they use generative AI (genAI). We will use evaluative judgement as a theoretical lens to examine how knowledge makers assess genAI outputs. Using this lens, we will present research that reveals connections between these outputs, evaluative judgements, and the biases that people bring to interactions with genAI. At the end, we will discuss implications for curriculum that accommodate the pressure points that knowledge makers encounter when they use genAI.

Guest Speaker:

Christopher Eaton is an Assistant Professor, Teaching Stream and the Associate Director, Research at the Institute for the Study of University Pedagogy (University of Toronto Mississauga). His research investigates how generative AI affects the way people build and communicate knowledge.

Erin Vearncombe is an Assistant Professor, Teaching Stream with the Institute for the Study of University Pedagogy at the University of Toronto Mississauga. She is an international presenter on generative AI, undergraduate writing development and transfer, and the scholarship of teaching and learning and co-editor of a special issue of Discourse and Writing/Rédactologie, "The Present and Future(s) of Writing in the Age of Artificial Intelligence/Le Présent et le(s) Futur(s) de la Rédaction à l'ère de l'Intelligence Artificielle." Her current research focus is generative AI and citation practice in undergraduate writing. 

Kaitlyn Harris is an MA graduate of the Ontario Institute for Studies in Education and a curriculum specialist at the University of Toronto Mississauga. She has research interests in student transition, writing transfer, and multiliterate teaching and learning. Her recent work on experiential writing pedagogy was published in Language and Literacy.

Talla Enaya is a recent graduate from the University of Toronto Mississauga and currently works as a Program Assistant at the Institute for the Study of University Pedagogy. Her research interests focus on the role of generative AI in academic contexts and its influence on teaching and learning practices. Her recent publications explore the topics of probing biases in generative AI and contextualizing university-level AI policies.

When: Friday, December 5,  from 2:30-3:30 pm 

Where: Join Zoom Meeting

Meeting ID: 992 6882 0976

Passcode: 333415