Recently I was invited to keynote the 2nd International Conference of Artificial Intelligence in Higher Education, an online international event offered over 2 consecutive days, organised by the Open Access Publishing Association (OAPA). It was an excellent event with many engaging presentations and lots of ideas shared around the integration of AI into HEd.

Keynote summary

Here is an AI generated summary of my keynote based on the abstract, slides, audio of the presentation, and Mentimeter poll results from audience interaction.

The keynote, presented by Dr. Julie Lindsay of the University of Southern Queensland (USQ), focused on the fundamental shift required in higher education: moving beyond discussions that primarily frame AI around productivity tools or academic threats. Instead, the session explored artificial intelligence transitioning from being merely used to being learned with as an equal partner. Dr. Lindsay, an expert in online global collaboration, posed the central question: “What if your next collaborator wasn’t human – not a tool, not a chatbot, but a learning partner? What would change?”.

This exploration is grounded in a framework drawing from research in global collaborative learning and cosmogogical approaches, recognizing the birth of a fundamentally new learning ecosystem. This new environment is centered on the emerging Human-AI-World ecosystem, where the relationships between humans, AI, and the world are reimagined as interconnected learning domains.

Audience Insights and the Learning Partner Concept

Dr. Lindsay challenged the traditional view of learners as simply users, advocating instead for a mindset of collaboration and co-creation. This mindset was reflected in the Mentimeter poll results: a vast majority of attendees saw AI as a Learning Partner (85%).

A true AI learning partner is defined by its ability to adapt learning to individual styles, provide timely practice and feedback, and enhance learning through meta-cognition. The presentation demonstrated specialized AI agents—such as Explainer Ellie, Skill Building Sally, and Sarcastic Socrates—to showcase how learners experience AI differently when positioned as dialogue partners rather than feedback generators. For instance, Sarcastic Socrates is designed to provoke critical thinking by challenging assumptions. This shift in interaction, prioritizing conversation over simple output retrieval, enables new forms of assessment that focus on learning conversations instead of isolated outputs.

The distinction was clarified between transactional chatbots (a “vending machine” that answers quickly) and adaptive AI agents (a “café barista” that customizes and engages emotionally). The “sticky tip” offered was: A bot answers. An agent helps.

The Three Critical Relationships in the New Ecosystem

The keynote examined three critical relationships fundamental to the Human-AI-World ecosystem:

1. Human-AI partnership: Achieved through co-creation and augmented capabilities. This approach flattens the previously assumed vertical relationship where humans are “above, AI below”.
2. AI-World interface: Facilitated through real-time global collaboration across time zones. This relationship is crucial for enabling asynchronous global team collaboration where the AI agent acts as a memory, mirror, and provocateur.
3. Human-World connection: Driven by authentic problem-solving in real contexts. This is central to the planned Cosmogogy Collaborative project, which will engage global student teams in tackling real-world issues like sustainability.

The concept of Cosmogogy (Lindsay, 2016) supports this ecosystem, defined as the method and practice of learning while connected to the world using digital technologies, where the context of learning is ‘with’ rather than ‘about’.

Productive Tensions and Ethical Reflexivity

Moving forward requires navigating productive tensions that surface new literacies around agency, trust, and risk. Dr. Lindsay emphasized the need for ethical reflexivity as an integral practice, which involves examining our values, assumptions, and decisions within the Human-AI-World ecosystem.The ultimate goal is transformation: embracing AI to enhance human creativity, leverage AI to deepen human empathy, and use AI to amplify human purpose. The challenge is to navigate this intentionally, recognizing that the future of education is not about adding AI to existing structures, but about designing environments where humans and AI grow together. The objective is for educators to become ecosystem architects.

This work introduces tensions related to agency, trust, and risk (e.g., ownership of ideas, amplification of bias). Navigating these issues requires developing ethical reflexivity – examining values, assumptions, and noticing how AI shapes group dynamics.

Ultimately, the future of education is described as AI-engaged, not just AI-enhanced. If allowed, AI can help humans become more human, deepen empathy, enhance creativity, and amplify purpose.

References:

Lindsay, J., & Redmond, P. (2024). Educator capacity for online global collaborative learning: developing a framework. Teacher Development, 29(3), 607–628. https://doi.org/10.1080/13664530.2024.2415385

Lindsay, J. & Redmond, P. (2022). Online collaborative learning starts with the global collaborator mindset. Educational Studies, 50(6), 1466–1484. https://dx.doi.org/10.1080/03055698.2022.2133957 

Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching.  International Society for Technology in Education.