Zelexio, reinventing learning

We are in the midst of a revolution, at a turning point in our era. Artificial intelligence is omnipresent in our lives, and it's here to stay. The arrival of ChatGPT is making waves in education. Many claim that cheating will be on the increase, and that teachers will no longer be able to easily assess learners' work. ChatGPT generates texts of surprising quality from given constraints and instructions. Given the potential of this technology, we simply have to assess better. Take out your descriptive evaluation grid and focus on the learner's cognitive process. Assessing for professional judgment must become the norm.  

In Bloom's taxonomy, tasks involving creating, evaluating or analyzing require a high level of commitment on the part of learners. We must put them forward! These complex tasks call for a high level of cognitive skills and leave behind high-quality traces for our professional judgment. If ChatGPT can do the job, change it! Move up a notch in Bloom's taxonomy, make your work more complex to allow the student to reflect, to nuance his ideas, to take a stand - in short, to learn. Evaluation is a process that can include various forms of trace, such as discussions to clarify reasoning, multimedia creations, self-assessments, etc. And the joy in all this: no AI can carry out these activities in place of the student.

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Let's take a step back. The appearance of a new technology in teaching has often occurred in the past, and has led to changes in the way we think about assessment. The arrival of the calculator caused an uproar among math teachers. They had to change their methods, especially when it came to arithmetic. Gone were the days when the teacher could rely solely on the answer; from now on, teachers had to consider the approach. What's the situation today? There's a marked tendency to rely almost exclusively on the learner's approach, without giving too much weight to the answer. We could also talk about how automated correction tools have led teachers to check writing strategies, or how search engines have prompted pedagogues to question students about the links between two historical events. In all cases, assessment has been modified to provide a better picture of learning.  

Whatever the level, from primary school to university, the school's aim is to help learners progress in their learning and social development. It's our duty to teach how to use technology properly. Let's not see it as a hindrance to teaching, but as an opportunity, a tool available to us. Let's include ChatGPT in our work and exploit its pedagogical potential. For example, let's get our learners to produce a text using AI and then ask them to analyze the performance of the result. They will then have to make a judgment, qualify the result, give an opinion and defend it. Cognitive engagement will be high, and so learning will be significant.

In conclusion, there are always two ways to embrace change: adapt or oppose. When the light bulb appeared, many people continued to swear by the candle. Yet it's clear that the light bulb is the source of great advances. The same is true of artificial intelligence. Let's exploit all its possibilities and give learners access to the learning of the future. It's time to aim for the top of Bloom's pyramid.

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