Time: 11:00 AM
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We are excited to welcome Alexandra Farazouli, a final year doctoral student at Stockholm University in the Department of Education. Alexandra’s research focuses on the emerging AI technologies and their ethical implications in higher education practices. Learn about her work and replay her webinar…
In addition to her doctoral studies, Alexandra is an active member of the AI expert group at the Centre for the Advancement of University Teaching (CeUL) at Stockholm University. Her insights and expertise promise to provide a thought-provoking discussion on the future of AI in education.
Thesis working title: Emerging technologies and ethical challenges in higher education
Abstract – In my doctoral thesis, I aim to explore how emerging AI-driven technologies introduce ethical and moral challenges to higher education. To achieve this aim, this thesis focuses on how AI technologies mediate experiences, shape attitudes, influence decisions and create new perceptions in learning environments. Constantly evolving and emerging AI technologies, present in educational realities, frame how we experience teaching and learning, have an effect on how we practice educational activities, such as assessment, and fuel new questions around ethics. In this thesis, I choose to focus on assessment practices as they constitute a core and inevitable educational activity often related to ethical issues and dilemmas regarding academic integrity, fairness and equity. Drawing on the postphenomenology school of thought and process philosophy, my study examines Automated Grading Systems (AGS) and AI chatbots as two instances of emerging technologies entering higher education. The overall aim of the thesis is addressed through the studies below, guided by the following sub-questions:
How do AGS mediate assessment practices and what are their ethical implications?
How do AI chatbots mediate assessment practices, and what are their ethical implications?
Study IV: Navigating Uncertainty and Technology Mediation: University Teachers’ Perceptions of Generative Artificial Intelligence in Teaching and Learning (under review)
Study V: What is at stake when practicing Generative AI in Higher education? A critical review of empirical research on ethical tensions, dilemmas and negotiations (in progress)
Other works
On Generative AI and AI chatbots
McGrath, C., Farazouli, A. & Cerratto-Pargman, T. Generative AI chatbots in higher education: a review of an emerging research area. High Educ (2024). https://doi.org/10.1007/s10734-024-01288-w
Cerratto Pargman, T., Sporrong, E., Farazouli, A., & McGrath, C. (2024). Beyond the Hype: Towards a Critical Debate About AI Chatbots in Swedish Higher Education. Högre utbildning, 14(1), 74–81. https://doi.org/10.23865/hu.v14.6243
On AGS
Tornqvist, M., Mahamud, M., Mendez Guzman, E., & Farazouli, A. (2023). ExASAG: Explainable Framework for Automatic Short Answer Grading. In E. Kochmar, J. Burstein, A. Horbach, R. Laarmann-Quante, N. Madnani, A. Tack, V. Yaneva, Z. Yuan, & T. Zesch (Eds.), Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023) (pp. 361–371). Association for Computational Linguistics. https://doi.org/10.18653/v1/2023.bea-1.29
Ljungman, J., Lislevand, V., Pavlopoulos, J., Farazouli, A., Lee, Z., Papapetrou, P., & Fors, U. (2021). Automated Grading of Exam Responses: An Extensive Classification Benchmark (C. Soares & L. Torgo, Eds.; Vol. 12986, pp. 3–18). Springer International Publishing. https://doi.org/10.1007/978-3-030-88942-5_1
CeUL work
Farazouli, Alexandra (2024). Exploring AI for Teaching and Learning. Stockholm University. Educational resource. https://doi.org/10.17045/sthlmuni.28070180.v1
Bendixen, C., Premat, C., Gunnerstad, A., & Farazouli, A. (2024). Preventing plagiarism: Handbook for Stockholm University Staff (Second Edition). Stockholm University. https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-235826