Slide 14: Case Studies and Practical Implications

• Challenges and insights from student use of AI tools.

• Institutional responses to AI use in education.

• Ethical considerations in using AI.

• Creating supportive environments for ethical AI use.

Slide 14: Case Studies and Practical Implications

Content: Challenges and insights from student use of AI tools. Institutional responses and ethical considerations.

Script: Let's look at some case studies to understand the practical implications of using AI tools in education. In one scenario, a group of 20 MA students at Thompson Rivers University used AI tools like ChatGPT and QuillBot to assist with their writing. This raised questions about academic integrity and the ethical use of AI. Another case involved a PhD student with disabilities who relied heavily on AI-generated content. These examples highlight the need for clear guidelines and support from institutions to ensure that students use AI responsibly and ethically. By addressing these challenges, we can create a supportive environment that fosters ethical and innovative use of AI.

Slide 14(1) https://s.mj.run/_XXqguXY8js https://s.mj.run/6v74wqopTz8 https://s.mj.run/jWwki7ZVLWw Slide 11: Theorizing Tools and Technologies Content: Guidance of Artistic Process Instrumental Model Prosthetic Model Phenomenological Approach Actor-Network Theory Script: To understand the role of technologies in Expressive Arts Therapy (EXA), we can look at several theories. The instrumental model views technology as neutral tools designed to achieve specific goals. The prosthetic model sees technologies as extensions of human capabilities. The phenomenological approach suggests that technologies mediate human experience. Lastly, Actor-Network Theory views technology as part of a network of interactions between human and non-human entities. Each model provides a different lens through which to understand the impact of technology on the artistic process and therapeutic outcomes. Instrumental Model: This model views technology as neutral tools designed to achieve specific goals. In EXA, technologies are used to facilitate artistic expression and therapeutic processes, such as using digital painting software for art therapy or music composition apps for music therapy. Prosthetic Model: This model sees technologies as extensions of human capabilities. Technologies in EXA can enhance or augment a person's ability to create and engage with art. For instance, adaptive technologies can enable individuals with physical disabilities to participate in dance or visual arts. Phenomenological Approach: This approach suggests that technologies mediate human experience. In the context of EXA, technology shapes the way clients and therapists experience and interact with artistic processes. Virtual reality, for example, can create immersive environments for therapeutic storytelling or guided imagery. Actor-Network Theory (ANT): This theory views technology as part of a network of interactions between human and non-human entities. In EXA, technology is seen as an active participant in the therapeutic process, influencing and being influenced by the interactions within the therapeutic setting. For example, a digital art tool is not just a passive instrument but a co-actor in the therapy, shaping the creative process and therapeutic outcomes. --chaos 100 --ar 1:2 --style raw --stylize 1000 --weird 3000

Slide 14(2)  https://s.mj.run/_XXqguXY8js https://s.mj.run/6v74wqopTz8 https://s.mj.run/jWwki7ZVLWw Slide 9: Taught in the Act: Aesthetic Responsibility Script: We are often taught that certain situations in the academic environment require a specific corrective stance. "Taught in the Act" emphasizes balancing creativity and ethics in education, forming what we call an 'ethico-aesthetic pact.' This pact represents a relational agreement among the various elements of the learning environment as they journey together. We must integrate our ethical considerations into our creative practices, ensuring that our use of technology enhances learning while maintaining the integrity of the educational process. An ethico-aesthetic approach requires a commitment to the creative process that honors the emergent qualities of each act. It involves sensitivity to the materials and technologies we engage with, recognizing that our interactions with AI are part of a broader ethical and creative responsibility. Aesthetic Responsibility: Definition: Aesthetic responsibility refers to the ethical and intentional approach taken during the artistic process. It involves commitment to the integrity and depth of the creative work, ensuring that the process is carried out with care and sensitivity. Characteristics: This concept emphasizes the artist's or therapist's duty to maintain a deep, respectful engagement with the artistic process, focusing on the quality and meaningfulness of the work rather than simply achieving a certain aesthetic standard. Example: A therapist ensuring that their approach to using art in therapy respects the client's expressions and experiences, fostering an environment where authentic creativity can emerge. Quote: "Aesthetic response is a phenomenon existing in the presence of the artwork, while aesthetic responsibility describes a phenomenon concerning the artistic process." (The Place of Beauty in Therapy and the Arts, p. 5) --chaos 100 --ar 1:2 --style raw --stylize 1000 --weird 3000