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2 - 2:50 p.m. (1:30 - 2:20 p.m. ADT)

Keeping Human Judgement Consequential: A Conversation about GenAI in Teacher Education

Generative AI is often framed in higher education as a question of tools, efficiency, or academic misconduct. This panel instead asks what forms of human judgement must remain consequential when AI participates in teaching and assessment.

Drawing on work at Mount Saint Vincent University, panellists will discuss three complementary frameworks. VAAI examines whether evidence produced under AI-mediated conditions supports the intended interpretation of the assessment. VAAI-LA applies this validity problem to language assessment, where AI can produce, translate, revise, or rehearse the performance from which ability is inferred. BEARA—Build, Evaluate, Apply, Reflect, and Adjust—provides a structured process for pedagogically grounded and critically reflective AI integration. The panel will connect these frameworks with program-level work in teacher education.

Following brief provocations, a moderated discussion will examine areas of convergence and unresolved tensions, including when AI literacy weakens assessment evidence, when accommodations alter the construct being assessed, and when institutional consistency constrains professional judgement. The session positions human-centred education as the preservation of accountable judgement throughout pedagogical and assessment decisions.

Presenter(s): Johanathan Woodworth, Assistant Professor, Faculty of Education

Affiliation: Mount Saint Vincent University

Stream: Authentic Pedagogy and Assessment

Session Format: Panel

AI and Iterative Instructional Reflection: A Collaborative Approach

How can AI help instructors reflect on their teaching and identify places where improvements could be made? This session explores how research-informed AI prompts can support ongoing instructional reflection, drawing on work being developed through the Teaching Chair in Iterative Instructional Reflection at Cape Breton University. The idea is to use AI to raise questions and point out aspects of our instruction that may warrant a closer look, such as hidden prerequisites, alignment between learning goals and assessment, accessibility and inclusion, and the usefulness of feedback to students. Instructors would decide whether and how to make changes. I will discuss how instructors across universities could work together to develop, test, and refine these prompts, and how we might determine whether they support meaningful reflection and better learning experiences for students.

Presenter(s): Shannon Ezzart, Associate Professor of Mathematics and Teaching Chair in Iterative Instructional Reflection

Affiliation: Cape Breton University

Stream: The Learning Experience

Session Format: Short Paper (20 Min)

Perceptions, Attitudes, and Compliance Related to Generative Artificial Intelligence (GenAI) in Higher Education: Preliminary Findings

Generative artificial intelligence (GenAI) is rapidly transforming teaching, learning, and assessment practices in higher education. This presentation shares preliminary findings from faculty and student perceptions, attitudes, and compliance related to the use of GenAI in academic contexts.

Presenter(s): Caroline Gibbons PhD, Associate Professor

Affiliation: Université de Moncton

Stream: SoTL and AI-Accelerated Research

Session Format: Short Paper (20 Min)

What’s the Deal with Artificial Intelligence?

Artificial intelligence (AI) is already transforming our world and, according to some commentators, it is expected to bring some of the most profound changes in human history. Others suggest that such predictions are overblown, that AI companies are peddling hype and even fear to boost the value of their technology. But where does this leave ordinary people as they try to understand how significant the impacts will be? This discussion will focus on the key social and culture outcomes of AI thus far and offer educated guesses regarding what else is likely to transpire.

Presenter(s): Rylan Higgins , Associate Dean of Arts, Professor, Anthropology

Affiliation: Saint Mary's University

Stream: SoTL and AI-Accelerated Research

Session Format: Short Paper (20 Min)

The Abstract Emotion of Minor Workplace Frustration Experienced by a Left-handed Toaster: Hic Sunt Dracones... The Art of Exploring Terra Incognita?

This presentation examines the human capacities for awe, reverence, curiosity, and exploration in contrast to artificial intelligence, which can simulate but not genuinely experience these states. Drawing on philosophy, psychology, educational theory, and architecture, it argues that meaningful learning emerges through uncertainty, embodied experience, and encounters with the unknown rather than through prediction, measurement, and control. The paper critiques educational systems that prioritize grades and performance metrics, suggesting they can diminish curiosity and intellectual risk-taking. Ultimately, it advocates for education as a practice of freedom that cultivates imagination, critical consciousness, and the capacity to know differently rather than simply know more.

Presenter(s): Shane Theunissen, Associate Professor, Department of Child and Youth Study

Affiliation: Mount Saint Vincent University

Stream: SoTL and AI-Accelerated Research

Session Format: Short Paper (20 Min)

Identity as a Dimension of AI Literacy: Building on the TSCAI Model in teacher education

As artificial intelligence (AI) becomes increasingly embedded in educational contexts, teacher education must move beyond preparing preservice teachers to use AI as a pedagogical tool and consider how AI participates in shaping teachers’ emerging professional identities. Existing literature on AI and teacher identity has largely focused on changing teacher roles and practices, with less explicit attention to the theoretical dimensions of identity and subjectivity. This study builds on a conceptual model of how Teacher Subjectivities are Constituted through Artificial Intelligence (TSCAI) to explore identity as a dimension of AI literacy in teacher education.

The study examines how the TSCAI model can inform instructional practices that support preservice teachers in becoming reflective practitioners who recognize AI not only as a technology they may choose to use, but also as a sociotechnical force that participates in shaping their emerging teacher identities. The study contributes to emerging conversations about AI literacy in teacher education by positioning identity not simply as an outcome of AI adoption, but as a critical dimension of what it means to be AI literate. It offers implications for teacher educators seeking to help preservice teachers critically examine how their relationships with AI shape who they are becoming as educators.

Presenter(s): Steven Van Zoost, Associate Professor School of Education

Affiliation: Acadia University

Stream: Authentic Pedagogy and Assessment

Session Format: Short Paper (20 Min)

Case Study on use of “AI Practice” by FeedbackFruits in the LMS.

Presenter(s): Michael Holmes-Lauder, Manager Learning Innovation

Affiliation: University of New Brunswick

Stream: Authentic Pedagogy and Assessment

Session Format: Short Paper (20 Min)