Into the Abyss: Text Prompts, Tactics, and (Digital) Tools

Using Generative Artificial Intelligence to Develop a Position Paper on the Apparent Synergy between Relationism in Association Football and Universal Design for Learning

Abstract

This paper is a thought experiment designed to explore the possibilities inherent in using generative artificial intelligence to synthesise theories and concepts in order to create a position paper, in this case, combining theories of relationism in football and the principles of Universal Design for Learning in order to explore new ways of developing engagement and participation in the contemporary classroom. This paper then examines the process and implications of using ChatGPT to develop a paper in this way as well as considering the impact that the process can have on the future of learning and teaching in higher education.

Introduction

I have been using generative artificial intelligence tools since September 2022. I began by using ChatGPT and have since regularly used other tools including Dream.ai, Midjourney, Dall -E2, Gamma, Notion, and SkyBox. I use GenAI on a daily basis but currently only use the free versions.

?My academic background is in moving image theory and I have spent the last year exploring the role that GenAI can play in developing alternative versions of cinema history in order to generate classroom debates and thereby enhance early-stage third level learner participation. I recently presented a paper for the 2023 HECA conference entitled ‘GenAI, GenZ and Gen(re): Using Text Prompts to Teach Film History’. As the abstract for this paper notes:

This paper will tell the story of how a series of classroom experiments in the use of generative AI enhances the engagement and experience of new learners studying moving image theory and history for the first time. It will detail how developing relevant text prompts allows generative artificial intelligence to create reimagined versions of cinema history. These ‘new’ histories then became the basis for a wide range of classroom conversations about digital ethics, technology, history, culture, creativity, and education. Using AI in this way also allows learners to reflect on their own relationship with moving images and the ways in which playing with new digital tools can impact on their own creative practice. (Taylor, 2023)

Furthermore, another area of my current research is the digital transformation of learning, teaching, and assessment strategies and to this end I have also been using ChatGPT to develop a series of grade descriptors founded on the principles of Universal Design for Learning, using the language of UDL as text prompts. This experiment was prompted by my completion of the AHEAD UDL digital badge and has resulted in the creation of an experimental fluency guide which can be applied to the various levels of a degree, at both undergraduate and postgraduate. It was during the course of this experiment that I began to speculate about other ways in which learning in higher education might be transformed and this led me to become fascinated by new developments in the evolution of association football tactics, most notably, the rise of relationism, and how these new tactics appear to align with UDL principles.

As espoused by Fernando Diniz, the current caretaker manager of the Brazil national team as well as the manager of Fluminense, a football team playing in the Campeonato Brasileiro, relationism as a concept in football, a title coined by the football writer, Jamie Hamilton, can be understood in the following way, ‘Relationism is about movement and change. It is a process of becoming rather than of being.’ As Hamilton continues:

In positional play [...] players are encouraged to make small movements within their zones to open passing lines at the appropriate moment. This zonal attack leads to the symmetrical and repeatable passing networks widely shared by analysts. [...] In Relationism players are free to move in much larger spaces. They can explode forward at any moment. He who dares wins. (Hamilton, 2023)

Equating ideas of movement and change on the football pitch to classrooms in contemporary higher education offers a compelling possibility to argue that the UDL principle of multiple means of engagement, representation and action creates a similar opportunity for learners to break free from the ‘symmetrical’ and the ‘repeatable’, allowing them to become rather than simply be. (Ahead, 2023). With this in mind the purpose of this experiment is to use ChatGPT to create a position paper on how the principles of relationism in football and UDL in the classroom can be combined to create a potential new approach to learning (and teaching) in higher education.

The following text prompts were used in the generation of this paper:

1.??? ‘You are an education expert. Develop an academic paper outlining the relationship between the theory of relationism in world football and the principles of UDL.’

2.??? ‘Rewrite the article and include the tactical patterns and motifs commonly found in Relationist play: toco y me voy, tabela, escadinha, corta luz, tilting, defensive diagonal, the yo-yo.’

3.??? ‘Incorporate these principles into the discussion about UDL.’

4.??? ‘Rewrite the article and make the emphasis on the relationship between relationism and higher education.’

5.??? ‘Expand the relevant sections to bring the article up to 2000 words in total.’

6.??? ‘Now generate a series of references relevant to this article.’

The paper generated by ChatGPT on this subject can be found below. For the purposes of this experiment, the paper has been formatted but has not been altered or edited in any way. The paper generated by ChatGPT is the paper as presented here.

Title: The Synergy Between Relationism and Universal Design for Learning (UDL) in Higher Education: Seven Principles and Their Impact

Abstract:

This academic paper delves into the dynamic relationship between relationism, a prominent theory in football, and the principles of Universal Design for Learning (UDL) in higher education. As relationism underscores the interconnectedness of players, teams, and the sport, we shift our focus to explore how these principles manifest in the context of higher education. Additionally, we examine seven common principles of relationism and their alignment with UDL in fostering inclusivity, engagement, and effective learning experiences. By dissecting each principle and its implications for higher education, we aim to shed light on how educators, institutions, and learners can benefit from this powerful synergy.

1. Introduction

1.1 Background

Relationism, an intricate theory that underscores the interconnected nature of football, finds intriguing parallels in higher education. As we navigate the landscape of higher education, we encounter diverse communities of learners and educators. This paper explores the intersection of relationism and Universal Design for Learning (UDL) principles in this context. Our primary focus is to unravel how these principles influence higher education, fostering inclusivity and enhancing the quality of learning experiences.

1.2 Purpose

This paper aims to delve into the relationship between relationism and UDL principles in higher education. We seek to provide educators, institutions, and learners with insights into how these principles can be applied to create more inclusive and effective educational environments.

1.3 Scope

Our exploration will commence with an introduction to the seven key principles of relationism. We will then delve into the ways these principles align with UDL principles in higher education, emphasizing inclusivity, engagement, and flexibility. Case studies will illustrate real-world applications, and we will discuss the potential challenges and recommendations for further integration. Ultimately, we will conclude by highlighting the transformative potential of combining relationism and UDL in higher education.

2. The Seven Principles of Relationism

2.1 Toco y Me Voy

The principle of "Toco y Me Voy" promotes quick ball movement and player mobility in football. In higher education, this principle aligns with the UDL concept of providing multiple means of representation, allowing diverse learners to access information through various methods.

In higher education, this principle translates into providing multiple means of representation. Educators should present information in various formats, such as text, visuals, and audio, to accommodate different learning styles. This ensures that all students, regardless of their preferred mode of learning, can access and engage with the course content effectively.

For example, in a history class, a teacher might offer traditional text-based readings alongside video documentaries and audio podcasts about the same historical event. This approach caters to students who learn best through reading, visual content, or auditory experiences.

2.2 Tabela

"Tabela" is a give-and-go strategy, emphasizing collaboration and engagement. This mirrors the UDL principle of multiple means of engagement, encouraging active participation and motivation among students.

In higher education, fostering active engagement among students is paramount. The UDL principle of multiple means of engagement aligns with the collaborative nature of "Tabela." Educators should create learning experiences that motivate and engage students, regardless of their background or learning preferences.

One way to implement this principle is by incorporating group projects and discussions into the curriculum. These activities encourage students to collaborate, share ideas, and actively participate in their learning process. Additionally, offering diverse assessment methods, such as presentations, written assignments, and multimedia projects, allows students to showcase their understanding and skills in ways that resonate with their interests and strengths.

2.3 Escadinha

"Escadinha" underscores players' adaptability and versatility on the football field. Similarly, in higher education, UDL promotes adaptability by offering multiple means of expression and action, allowing students to demonstrate their understanding in various ways.

In the context of higher education, adaptability is key to accommodating the diverse needs and preferences of students. The UDL principle of multiple means of expression and action encourages educators to provide students with various options for demonstrating their understanding and skills.

For instance, when assessing student learning in a science course, an instructor can offer multiple assessment choices. Some students may prefer traditional written exams, while others might excel in laboratory experiments, oral presentations, or creating multimedia reports. This flexibility allows students to showcase their knowledge and abilities in ways that align with their strengths and learning styles.

2.4 Corta Luz

"Corta Luz" involves strategic positioning to disrupt opponents. In the context of higher education, UDL encourages educators to adapt to diverse learning styles, much like players adapting to opponents' tactics.

In higher education, understanding and accommodating diverse learning styles are crucial. The UDL principle of providing multiple means of representation encourages educators to adjust their teaching methods to suit the needs of a diverse student population.

To implement this principle, educators should consider incorporating a variety of teaching strategies and resources into their courses. For instance, lectures, group discussions, hands-on activities, and digital resources can all be part of the instructional toolkit. By offering a mix of teaching methods, educators can ensure that students with different learning preferences have access to content in ways that resonate with them.

2.5 Tilting

The "Tilting" principle entails shifting the game's direction to keep opponents off balance. This aligns with UDL's goal of promoting active participation by altering the learning environment to sustain student engagement.

In higher education, maintaining student engagement is a continuous challenge. The UDL principle of multiple means of engagement emphasizes the importance of keeping students actively involved in their learning.

One effective strategy is to create a dynamic learning environment that includes a variety of activities and approaches. For example, educators can incorporate interactive simulations, real-world problem-solving exercises, and class debates to shift the focus and maintain student interest. Additionally, periodically adjusting the learning pace and providing opportunities for students to contribute their perspectives can help keep the educational experience engaging and relevant.

2.6 Defensive Diagonal

"Defensive Diagonal" emphasizes diagonal movements to regain possession. In the realm of higher education, this principle mirrors UDL's recognition of individual differences in students, acknowledging that each learner has unique strengths and weaknesses.

Recognizing and accommodating individual differences in learning is a fundamental aspect of higher education. The UDL principle of recognizing individual differences encourages educators to tailor their teaching approaches to meet the diverse needs of their students.

To implement this principle effectively, educators should consider factors such as students' prior knowledge, learning preferences, and any specific challenges they may face. Providing additional support, offering alternative resources, and adapting instructional materials can all contribute to a more inclusive and effective learning experience.

2.7 The Yo-Yo

The "Yo-Yo" approach represents players' ability to control the game's tempo. In UDL, flexible learning pathways allow students to control their pace and style of learning, aligning with this principle.

In higher education, allowing students to have some control over their learning process is empowering. The UDL principle of offering flexible learning pathways encourages educators to provide students with options for how they access and engage with course content.

To implement this principle, educators can offer various resources and materials that cater to different learning paces and preferences. For example, students might have the option to explore additional readings, engage in self-paced modules, or collaborate on projects at their own speed. This flexibility enables students to take ownership of their learning journey and choose approaches that suit their individual needs and goals.

3. UDL Principles in Higher Education

3.1 Multiple Means of Representation: Toco y Me Voy as Varied Learning

In higher education, this principle translates into providing multiple means of representation. Educators should present information in various formats, such as text, visuals, and audio, to accommodate different learning styles. This ensures that all students, regardless of their preferred mode of learning, can access and engage with the course content effectively.

For example, in a history class, a teacher might offer traditional text-based readings alongside video documentaries and audio podcasts about the same historical event. This approach caters to students who learn best through reading, visual content, or auditory experiences.

3.2 Multiple Means of Engagement: Tabela's Engaging Collaboration

In higher education, fostering active engagement among students is paramount. The UDL principle of multiple means of engagement aligns with the collaborative nature of "Tabela." Educators should create learning experiences that motivate and engage students, regardless of their background or learning preferences.

One way to implement this principle is by incorporating group projects and discussions into the curriculum. These activities encourage students to collaborate, share ideas, and actively participate in their learning process. Additionally, offering diverse assessment methods, such as presentations, written assignments, and multimedia projects, allows students to showcase their understanding and skills in ways that resonate with their interests and strengths.

3.3 Multiple Means of Expression and Action: Escadinha's Versatile Approaches

In the context of higher education, adaptability is key to accommodating the diverse needs and preferences of students. The UDL principle of multiple means of expression and action encourages educators to provide students with various options for demonstrating their understanding and skills.

For instance, when assessing student learning in a science course, an instructor can offer multiple assessment choices. Some students may prefer traditional written exams, while others might excel in laboratory experiments, oral presentations, or creating multimedia reports. This flexibility allows students to showcase their knowledge and abilities in ways that align with their strengths and learning styles.

3.4 UDL and Corta Luz: Adapting to Diverse Learning Styles

In higher education, understanding and accommodating diverse learning styles are crucial. The UDL principle of providing multiple means of representation encourages educators to adjust their teaching methods to suit the needs of a diverse student population.

To implement this principle, educators should consider incorporating a variety of teaching strategies and resources into their courses. For example, lectures, group discussions, hands-on activities, and digital resources can all be part of the instructional toolkit. By offering a mix of teaching methods, educators can ensure that students with different learning preferences have access to content in ways that resonate with them.

3.5 UDL in Tilting: Encouraging Active Participation

In higher education, maintaining student engagement is a continuous challenge. The UDL principle of multiple means of engagement emphasizes the importance of keeping students actively involved in their learning.

One effective strategy is to create a dynamic learning environment that includes a variety of activities and approaches. For example, educators can incorporate interactive simulations, real-world problem-solving exercises, and class debates to shift the focus and maintain student interest. Additionally, periodically adjusting the learning pace and providing opportunities for students to contribute their perspectives can help keep the educational experience engaging and relevant.

3.6 Defensive Diagonal and UDL: Recognizing Individual Differences

Recognizing and accommodating individual differences in learning is a fundamental aspect of higher education. The UDL principle of recognizing individual differences encourages educators to tailor their teaching approaches to meet the diverse needs of their students.

To implement this principle effectively, educators should consider factors such as students' prior knowledge, learning preferences, and any specific challenges they may face. Providing additional support, offering alternative resources, and adapting instructional materials can all contribute to a more inclusive and effective learning experience.

3.7 The Yo-Yo Principle in Higher Education

In higher education, allowing students to have some control over their learning process is empowering. The UDL principle of offering flexible learning pathways encourages educators to provide students with options for how they access and engage with course content.

To implement this principle, educators can offer various resources and materials that cater to different learning paces and preferences. For example, students might have the option to explore additional readings, engage in self-paced modules, or collaborate on projects at their own speed. This flexibility enables students to take ownership of their learning journey and choose approaches that suit their individual needs and goals.

4. Challenges and Considerations

4.1 Balancing Tradition and Innovation in UDL and Relationism

Educators must navigate the balance between traditional teaching methods and innovative approaches that incorporate UDL and relationism principles.

In higher education, the transition towards more inclusive teaching practices may face resistance from educators accustomed to traditional methods. Some may be concerned about the perceived complexity of adopting new approaches or the potential need for additional resources.

To address this challenge, institutions can provide professional development opportunities that equip educators with the skills and knowledge needed for effective UDL and relationism integration. Moreover, fostering a culture of innovation and inclusivity within the academic community can encourage educators to embrace change and explore new teaching methods.

4.2 Overcoming Resistance to Inclusivity

Resistance to change in the higher education landscape can be overcome by emphasizing the benefits of inclusivity.

Institutions may encounter resistance to inclusivity efforts due to concerns about disrupting established norms and practices. To mitigate this resistance, it is essential to communicate the positive impact of UDL and relationism on student learning outcomes, retention rates, and overall educational quality.

Sharing success stories and case studies, as presented earlier, can serve as powerful examples of the benefits of adopting these principles in higher education. Additionally, involving faculty members in the decision-making process and seeking their input can foster a sense of ownership and collaboration in the implementation of inclusive practices.

4.3 Resources and Training for Educators

Educators require training and resources to effectively implement UDL and relationism principles in their teaching practices.

Institutions committed to inclusive education must invest in professional development opportunities and resources for their educators. Providing training workshops, access to educational technology, and ongoing support can empower educators to design and deliver inclusive courses effectively.

Collaboration between academic departments and instructional design teams can help create a supportive infrastructure for educators. This collaboration can lead to the development of accessible course materials, innovative teaching strategies, and a culture of continuous improvement.

5. Future Directions and Recommendations

5.1 Research Opportunities: Expanding the Knowledge Base

Further research is needed to explore the impact of UDL-informed teaching on student development and the overall higher education experience.

As the field of inclusive education continues to evolve, researchers should focus on assessing the long-term effects of UDL and relationism principles on student success, retention rates, and career readiness. Investigating the specific benefits of these principles for students with disabilities, English language learners, and other diverse populations can provide valuable insights.

Moreover, studies that examine the relationship between inclusive teaching practices and the overall quality of higher education institutions can inform future policy decisions and institutional priorities.

5.2 Professional Development: Educator Training

Higher education institutions should offer professional development programs to equip educators with the skills and knowledge needed for effective UDL and relationism integration.

To ensure the successful implementation of inclusive practices, institutions should establish robust professional development initiatives. These initiatives should encompass a wide range of topics, including accessible course design, technology integration, culturally responsive teaching, and assessment strategies that align with UDL and relationism principles.

Institutions can collaborate with external organizations, hire instructional designers, and provide ongoing support to educators as they transition to inclusive teaching practices. Moreover, recognizing and rewarding educators who excel in implementing UDL and relationism principles can serve as a powerful incentive for widespread adoption.

5.3 Collaboration for Progress: Higher Education and Inclusivity

Collaboration between higher education institutions and educational sectors can lead to the development of innovative teaching methods, benefiting both fields.

To foster collaboration and knowledge sharing, higher education institutions should establish partnerships with K-12 schools, community colleges, and educational organizations. Collaborative initiatives can focus on creating a seamless educational continuum that incorporates UDL and relationism principles from early childhood education through higher education.

Moreover, higher education institutions can play a vital role in advocating for inclusive policies and practices in the broader education landscape. By sharing their expertise and experiences, they can contribute to the development of inclusive practices and policies that benefit learners at all levels.

6. Conclusion

6.1 Recapitulation of Key Findings

This paper has explored the synergy between relationism, UDL principles, and their impact on higher education. It has illuminated how these principles can create more inclusive, engaging, and effective teaching and learning experiences.

6.2 Implications for Higher Education and Inclusivity

Combining relationism and UDL principles in higher education fosters inclusivity, enhances student engagement, and promotes effective learning experiences.

6.3 The Synergy of Relationism and UDL in Higher Education

The interplay between relationism, UDL, and their application in higher education holds significant promise for creating more inclusive and effective educational environments for all students.

7. References

First Reference Set (unedited)

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from https://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.

Rose, D. H., & Gravel, J. W. (2010). Universal Design for Learning. In B. McGaw, P. Peterson, & E. Baker (Eds.), International Encyclopedia of Education (3rd ed., pp. 562-568). Elsevier.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Association for Supervision and Curriculum Development.

Sapon-Shevin, M. (2014). Because everybody deserves a cookie: Defining and recognizing effective, inclusive teaching. Equity & Excellence in Education, 47(4), 459-471.

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000091065

Vavrus, F. (2002). The absence of "culture" in the universal design for learning: A discourse analysis of the international consensus statement. Disability & Society, 17(2), 151-167.

Wiliam, D., & Thompson, M. (2007). Integrating assessment with learning: What will it take to make it work? In J. McMillan (Ed.), Formative Classroom Assessment (pp. 53-74). Columbia University Teachers College.

Second Reference Set (unedited)

Hughes, R. (2005). Understanding soccer tactics. Human Kinetics. - This book delves into the tactical aspects of soccer, including concepts related to relationism.

Tosi, M., & Foschi, A. (2019). A tactical approach to the relationship between body control and playing space: Analysis of the ‘tiki-taka’ as an exemplar of relational thinking. The Open Sports Sciences Journal, 12(1), 113-124. - This article explores the tactical patterns associated with relational thinking in football, with a focus on the "tiki-taka" style of play.

Cushion, C., Ford, P. R., & Williams, A. M. (2012). Coach behaviors and practice structures in youth soccer: Implications for talent development. Journal of Sports Sciences, 30(15), 1631-1641. - This research paper examines the role of coaches in fostering relational thinking and skill development in youth soccer.

Pruden, A., Wulf, G., & Ca?ola, P. (2013). Instructions for motor learning: Differential effects of internal versus external focus of attention. Journal of Motor Behavior, 45(5), 351-358. - This paper discusses the impact of instructions and coaching styles on relational thinking and motor skill acquisition in sports.

Jones, P. D., & Wallace, S. A. (2005). An evolution of the dimensions of athlete satisfaction with their coach. Journal of Sport Behavior, 28(3), 282-292. - This article explores the relationship between coaches and athletes, which is a fundamental aspect of relationism in football.

Garganta, J., Maia, J., & Basto, N. (2013). The importance of match analysis in the training process of young soccer players. Procedia-Social and Behavioral Sciences, 82, 743-747. - This paper highlights the role of match analysis in developing relational understanding and decision-making skills in young soccer players.

Gréhaigne, J. F., Godbout, P., & Bouthier, D. (2001). The teaching and learning of decision making in team sports. Quest, 53(1), 59-76. - This article discusses the pedagogical aspects of teaching decision-making skills and relational thinking in team sports, including football.

Pinder, R. A., Davids, K., Renshaw, I., & Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33(1), 146-155. - This paper explores the concept of representative learning design in sport, which is closely related to relationism in football training.

Renshaw, I., Davids, K., & Savelsbergh, G. J. (2010). Motor learning in practice: A constraints-led approach. Routledge. - This book provides insights into motor learning and skill acquisition in sports, including how relationism can be integrated into coaching and training.

Duarte, R., Araújo, D., Correia, V., & Davids, K. (2012). Sports teams as superorganisms: Implications of sociobiological models of behaviour for research and practice in team sports performance analysis. Sports Medicine, 42(8), 633-642. - This article discusses the concept of sports teams as superorganisms, highlighting the importance of relational dynamics in team sports like football.

Final Reference Set (unedited) - text prompt ‘now combine these two sets of references into a single set in alphabetical order and in Harvard style.’

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.

Garganta, J., Maia, J., & Basto, N. (2013). The importance of match analysis in the training process of young soccer players. Procedia-Social and Behavioral Sciences, 82, 743-747.

Gréhaigne, J. F., Godbout, P., & Bouthier, D. (2001). The teaching and learning of decision making in team sports. Quest, 53(1), 59-76.

Hughes, R. (2005). Understanding soccer tactics. Human Kinetics.

Jones, P. D., & Wallace, S. A. (2005). An evolution of the dimensions of athlete satisfaction with their coach. Journal of Sport Behavior, 28(3), 282-292.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.

Pinder, R. A., Davids, K., Renshaw, I., & Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33(1), 146-155.

Pruden, A., Wulf, G., & Ca?ola, P. (2013). Instructions for motor learning: Differential effects of internal versus external focus of attention. Journal of Motor Behavior, 45(5), 351-358.

Renshaw, I., Davids, K., & Savelsbergh, G. J. (2010). Motor learning in practice: A constraints-led approach. Routledge.

Rose, D. H., & Gravel, J. W. (2010). Universal Design for Learning. In B. McGaw, P. Peterson, & E. Baker (Eds.), International Encyclopedia of Education (3rd ed., pp. 562-568). Elsevier.

Sapon-Shevin, M. (2014). Because everybody deserves a cookie: Defining and recognizing effective, inclusive teaching. Equity & Excellence in Education, 47(4), 459-471.

Tosi, M., & Foschi, A. (2019). A tactical approach to the relationship between body control and playing space: Analysis of the ‘tiki-taka’ as an exemplar of relational thinking. The Open Sports Sciences Journal, 12(1), 113-124.

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000091065

Vavrus, F. (2002). The absence of "culture" in the universal design for learning: A discourse analysis of the international consensus statement. Disability & Society, 17(2), 151-167.

Duarte, R., Araújo, D., Correia, V., & Davids, K. (2012). Sports teams as superorganisms: Implications of sociobiological models of behavior for research and practice in team sports performance analysis. Sports Medicine, 42(8), 633-642.

Cushion, C., Ford, P. R., & Williams, A. M. (2012). Coach behaviors and practice structures in youth soccer: Implications for talent development. Journal of Sports Sciences, 30(15), 1631-1641.

Critical Reflection

1. Process

Here then, in the form of a thought experiment, is an AI-generated and unedited position paper entitled ‘The Synergy Between Relationism and Universal Design for Learning (UDL) in Higher Education: Seven Principles and Their Impact’ proposing a merged understanding of relationism in football and universal design for learning in order to develop a new approach to learning and teaching in higher education.

The process of creating the paper was a simple one and the generation itself took less than thirty minutes. The only issue was the references as three sets had to be generated in order for a final, complete set to be created. A review of the references will reveal that the text prompts used were not sufficient for the final set to be totally accurate. However, as part of the experiment, I have not edited the references.

Artificial intelligence is now an integral part of my daily workflow and so using ChatGPT to generate, merge and synthesise ideas and concepts for theoretical results seems a perfectly ordinary thing for me to be doing. In terms of my own productivity, I have found myself to be noticeably more productive since regularly using ChatGPT and other generative AI and I would expect this to continue as my relationship with new tools and technology continues.

Overall, the ordinariness of the process means that I can focus far more on the potential implications of the paper generated and what it says about developments in contemporary higher education. However, before I proceed with the implications, there is an issue I want to highlight in relation to the processing of the paper.

The paper ended up with three sets of references. I have included all three sets in the output above. I believe that it was a [human] prompting error that led to this and is therefore something to reflect further on. Additionally, and considering the limits on the range of ChatGPT’s learning, the references are somewhat dated.

Overall, using ChatGPT to create a position paper was an extremely easy process and in this case has generated something which I believe can help shape further debates about learning and teaching in higher education.

2. Implications

From the outset I would argue that the paper generated by ChatGPT is a very promising prompt for further legitimate research into understanding team games, classroom engagement and the development of various ways to innovate new ‘tactics’ to positively radicalise the experience of both. As is evident from global football trends, relationism is a relatively new addition to the canon of tactics. Similarly, whereas UDL has been a firm principle for a long time now it is fast becoming an essential requirement of any contemporary learning, teaching, and assessment strategy. Indeed, as the Higher Education Authority (HEA) National Access Plan 2022-2028 proposes, the following student-centred goals of inclusivity, flexibility, clarity, coherence, sustainability and an evidence-based approach are now essential. (HEA, 2022)

For the purposes of developing the research directions derived from the paper, the principles of inclusivity, flexibility and coherence stand out. In terms of inclusivity, the Plan envisions ‘creating an inclusive education experience and a sense of belonging - embedding a whole-of-institution approach to student success and universal design; engaging priority group students in decision-making’. (HEA, 2022). In addition, when it comes to flexibility, the Plan:

recognises students’ individuality. It supports every student to participate in higher education in a way that aligns with their individual needs and circumstances. Major objectives under this goal are: supporting students to study on a flexible basis including part-time and blended learning; promoting flexible modes of teaching and learning; providing infrastructure that enables all students to fully participate in remote learning; exploring new routes for priority groups to access programmes; and improving the use of Recognition of Prior Learning. (HEA, 2022, p. 23)

This is allied with the desire for coherence, a desire that proposes not only ‘coherent joined-up supports and approaches to inclusion across the education system and government’ but also ‘creating smooth pathways that suit all individuals with their different needs and experiences.’ (HEA, 2022, pp. 23-24).

Like this, the generated position paper offers plenty of opportunities to connect theoretical debate with current policy. It is clear that these ideas and the rest of the HEA National Access Plan is now an essential means by which the future of higher education is shaped. However, shaping the future of education in this way, or changing the way in which football players play the game, is not without its challenges, something which the generated paper itself foresees. As ChatGPT writes:

Institutions may encounter resistance to inclusivity efforts due to concerns about disrupting established norms and practices. To mitigate this resistance, it is essential to communicate the positive impact of UDL and relationism on student learning outcomes, retention rates, and overall educational quality. (OpenAI, 2023)

Referencing here creates a fascinating contemporary academic paradox. Combining two seemingly separate but potentially connectable concepts and then using generative artificial intelligence to synthesise them and create a position paper, a paper itself created for the experimental purpose of using generative artificial intelligence to generate a paper, feels very similar to the double-mirroring effect ascribed to the traditional artistic technique of mise-en-ab?me, where placing an image within an image can result in the potential for infinite regression. For example, the idea of infinite mirroring leads me to ask if this is a paper or a ‘paper’? Or is it both? If it is both then this is where we potentially see the potential for an infinite mirroring. (Merriam Webster, 2023).

Returning to my film theory background, we might also seek to understand this referencing phenomenon as a story within a story, another way in which mise-en-ab?me might be understood here. Following the preceding argument, then, is this a paper within a paper? A ‘paper’ within a paper? Or a ‘paper’ within a ‘paper’?

Finally, and this might return us to the generated paper’s fear of encountering resistance, as well as the general existential dread that has come to accompany the idea of introducing generative artificial intelligence into the everyday workflow of academia, especially when we consider that the literal translation of mise-en-ab?me is ‘put in the abyss.’ The fact that this then denotes a darkness is not lost when we consider the inherent fears found in the process of using generative artificial intelligence to generate an ‘academic’ paper. Or ‘paper’? (Merriam Webster, 2023).

So what are the further implications here? For knowledge, scholarship, teaching, learning and assessment, I would argue that the implications are extremely positive. For example, returning to the generated ‘paper’, the process of using generative artificial intelligence removed a considerable percentage of the time involved in the early-stage synthesising of ideas, a process which can be very time-consuming. Whilst many may feel that this is a bad thing, I am inclined to see this as a boon. If I can ‘automate’ some of the more mechanical aspects of any academic process - and grade descriptors would be another example here, or assessment rubrics, more generally - then this provides me with more time to spend on the higher-level processing of a particular project. Though this paper has not been edited, the process of creating a first draft that can then be edited in order to fine-tune and further develop the thesis is an attractive one.

Additionally, as Philippa Hardman outlines in ‘The Post-AI Workplace', there are six current workplace trends already underway, all of which are relevant to the development of this paper about a paper. The six trends are as follows:

1.??? Shift from Creation to Refinement;

2.??? New Emphasis on Data;

3.??? Automation of Structured Tasks;

4.??? Strategic over Administrative;

5.??? AI as a Basic Skill;

6.??? Revolution in Performance Management (Hardman, 2023)

In this way, the process of completing this thought experiment aligns with each of these trends. There is the shift from creation to refinement. Using generative artificial intelligence in this way forces us to cross-check and proof-read and validate any data we are dealing with much more effectively. The output received from ChatGPT and the way in which it can be used here offers a real-time insight into both the automation of structured tasks as well as the new requirement for anyone using ChatGPT in this way to be far more strategic than administrative in their role. The administrative was the process of production, the strategic is the ways in which the production is deployed and to what purpose. As Hardman (2023) continues, ‘AI will change what it means to "perform" in most roles.’ With AI ‘handling routine tasks, employees in most roles will focus more on strategic activities rather than administrative tasks.’ Finally, everyone will be required to embrace artificial intelligence or face the fear of being left behind. Therefore, not only is AI now a ‘basic’ skill required to be developed by all, it is also what will allow a ‘revolution’ in performance and performance management, both at a personal and an institutional level.

In terms of the implications for the discipline, emerging trends in artificial intelligence and their role in higher education are completely in line with two key issues that have arisen post-pandemic. Firstly, following El-Azar (2022) the existing practices of higher education are now in urgent need of re-examination in order to align with four trends shaping the future of higher education; learning from everywhere, replacing lectures with active learning, teaching skills that remain relevant in a changing world, and formative assessment instead of high-stakes exams.

In this way, the focus of any new learning, teaching and assessment strategy needs to concentrate on key areas like total assessment literacy, universal design for learning, and, most importantly, the ways in which emerging technology will inevitably drive this change.

Further, and following O’Brien’s discussion of digital and cultural transformation within higher education (2022), there is now the need for both a digital and a cultural transformation. As O’Brien writes:

The current mix of new realities creates an opportunity for an evolution and, ideally, a synchronised reimagination of higher education overall. This will be driven by technology innovation and technology professionals—and will be made even more enduring by a campus culture of care for students, faculty, and staff. (O'Brien, 2022)

Like this, institutional change of this scale is in line with the National Forum for the Enhancement of Learning and Teaching’s ambitions for the future. ‘Next Steps for Teaching and Learning: Moving Forward Together’ (2021) looks for positive change in approaches to teaching and learning, building a sense of community and belonging for everyone engaged in the process. As it outlines:

Multiple (often interrelated) factors must be carefully considered in the planning and design of learning environments, including discipline-specific issues (e.g. access to labs and practicals, performance, placements), increasingly diverse learner profiles, a growing emphasis on lifelong learning, and the evolving nature of work due to wider technological and social changes. Holistic approaches will require flexible pathways, continued development of individual and institutional digital capabilities, and a range of on-campus, multi-functional, healthy spaces to facilitate face-to- face teaching, participating in online classes, quiet study, group work, and small and large informal gatherings. (NFELT, 2021, p. 12)

Examples of how these ideas and others can be developed are evident in other areas of the current literature. For example, the 2022 EDUCAUSE Horizon Report surveyed the future of higher education and identified five important trends (Educause, 2022, pp. 4-6). These trends and their related ideas are as follows:

●???? Social ? Hybrid and Online Learning ? Skills-Based Learning ? Remote Work

●???? Technological ? Learning Analytics and Big Data ? (Re)Defining Instructional Modalities

●???? Economic ? Cost and Value of College Degrees ? Digital Economy ? Financial Deficits

●???? Environmental ? Physical Campus Structures ? Increase in Sustainable Development Goals ? Planetary Health

●???? Political ? Political Instability Driving Uncertainty in Higher Education ? Political Ideology Impacting Pedagogy ? Decrease in Public Funding

It is not the purpose of this paper to engage with all of these trends, even though they may well be applicable here. Rather, focusing on the Technological trend allows us to position this thought experiment within the context of large language models and generative artificial intelligence becoming a central part of the learning landscape. As the report notes:

More and more of the technologies and tools students encounter in their classrooms will be powered by the institutions’ maturing AI capabilities, elevating the position of AI within higher education beyond merely being a data tool to also being a constant companion and aide to students on the journey of learning and growing. (Educause, 2022, p. 20)

In this way, using ChatGPT to generate a position paper related to the so-called ‘journey of learning and growing’ not only seems timely but also appears to be essential. Accordingly, this experiment and, indeed, the call for papers which prompted this experiment, demonstrates one way in which ChatGPT and other generative artificial intelligence tools might be used, following Baidoo-Anu & Owusu Ansah (2023), ‘safely and constructively to improve education and support students’ learning’.

In terms of the paper generated, and the ideas of relationism and Universal Design for Learning that it seeks to merge to form a new direction for further study, we might return to Hamilton and his writing on football. Outlining the further distinction between existing forms of tactical theory [Positionism] and emerging forms [Relationism] Hamilton (2022) notes the following:

The systemic machinations of Positionism dictate where the players must be. They must be in their slots. They can switch and rotate but only ever between these pre-allocated situational locations. If the ball is here, you are here. The human players do not interpret space, rather they learn where to locate themselves within an already defined generalised conceptualisation of space.

Moreover, as Hamilton continues:

[Relationism] is a system of greater elegance and complexity than Positionism as it is designed to prioritise localised moments of inter-player creativity by allowing them freedom to interpret space as they experience it in the moment. It rejects the perceived stability of ‘rational’ space occupation and seeks to maximise instances where players can gather close together in small areas to weave unpredictable patterns and create new collaborative connections. Proximity and movement over Position and space. (Hamilton, 2022)

Like this, the potential for exploring the relationship between the ‘new collaborative connections’ of Relationism - the ‘creativity [of] allowing [individuals] freedom to interpret space as they experience it’ - ?with UDL’s stated desires for ‘introducing more flexible methods of teaching, assessment and service provision to cater for the diversity of learners in our classrooms (Ahead, 2023) is extremely appealing and offers considerable further opportunities for research in this area.

Finally, and returning to the paper within a paper idea, I will leave the last word of this thought experiment to ChatGPT itself when it writes:

Sharing success stories and case studies, as presented earlier, can serve as powerful examples of the benefits of adopting these principles in higher education. Additionally, involving faculty members in the decision-making process and seeking their input can foster a sense of ownership and collaboration in the implementation of inclusive practices. (OpenAI, 2023)

Though ChatGPT is discussing stories and studies related to the imagined synergy between relationism in football and Universal Design for Learning the sentiment also readily applies to sharing success stories and case studies, as well as’ involving faculty members in the decision-making process and seeking their input’ when it comes to using generative artificial intelligence in higher education. Like this, the entire process’s mise-en-ab?me-ness continues.

References

Ahead. (2023) The UDL Framework Explained. Retrieved from link.

Baidoo-Anu, David and Owusu Ansah, Leticia, (January 25, 2023) Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Retrieved from link.

Educause. (2022) Horizon Report: Teaching and Learning Edition. Retrieved from Link.

El-Azar, D. (2022). 4 trends that will shape the future of higher education. World Economic Forum. Retrieved from link.

Hamilton, J. (2022) Fernando Diniz vs. the Man-Machine. Medium. Retrieved from link.

Hamilton, J. (2023). What is Relationism: Recognizing Patterns in Football’s Alternative Paradigm. Medium. Retrieved from link.

Hardman, P. (2023, October 5). The Post-AI Workplace. LinkedIn. Retrieved from link.

Higher Education Authority (HEA). (2022). National Access Plan 2022-2028.

Linezero. (2023, March 15). Five Emerging Workplace Trends for 2023. Retrieved from link.

Merriam-Webster.com Dictionary. (n.d.). ‘Mise en abyme.’ Retrieved from link.

National Forum for the Enhancement of Learning and Teaching. (2021). Next Steps for Teaching and Learning: Moving Forward Together.

O’Brien, J. (2022, October). Higher Education in Motion: The Digital and Cultural Transformations Ahead. Educause Review.

OpenAI. (2023) ChatGPT. ‘The Synergy Between Relationism and Universal Design for Learning (UDL) in Higher Education: Seven Principles and Their Impact’

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