In this podcast, we discuss the evolving role of generative artificial intelligence (AI) in higher education with Dr. Jerome Lesemann, a professor in VIU’s Earth Science Department. Jerome reflects on his experience with AI in the classroom and how it can allow students to bypass the intellectual labour central to foundational learning. This shift may short-circuit the development of critical thinking, particularly in introductory courses.

The conversation focuses on AI’s implications for traditional pedagogical models, especially Bloom’s Taxonomy. In response to these changes, some perspectives suggest rethinking the hierarchy of learning. Students might begin with AI-assisted creation and then move backward through evaluation and refinement. Others point to partnerships among students, instructors, and technology as a way to support more personalized and collaborative learning.

Ultimately, the discussion highlights the need for thoughtful and responsive curriculum redesign to enhance, rather than replace, the cognitive processes essential to mastery. It also invites educators to move beyond viewing AI primarily as a tool for plagiarism and instead consider how it might be integrated into problem-based approaches that foster higher-order thinking.

Resources we discussed in the episode:

The Shortest History of AI by Toby Walsh (book)

Inverted Bloom’s for the Age of AI by Michelle Kassorla (blog post)