UBC Professor Unlocks Future of Learning with AI Co-Teacher 'Penelope'

The hallowed halls of academia are witnessing a groundbreaking evolution at the University of British Columbia, where a visionary professor is not just embracing artificial intelligence, but actively integrating it into the very fabric of his classroom. Dr. Patrick Pennefather, an Associate Professor of Teaching in the UBC School of Creative Writing and the Institute for Computing, Information and Cognitive Systems, is redefining the educational landscape by co-teaching his graduate-level course, "Designing Interactive Experiences" (DMST 500), alongside an AI sidekick named "Penelope."

Penelope, a sophisticated large language model, isn't just a novelty; she's a carefully considered pedagogical tool.

Her role is multifaceted: to facilitate dynamic discussions, offer diverse perspectives on complex topics, and provide immediate, round-the-clock answers to student queries. Dr. Pennefather envisions Penelope as a means to alleviate his own workload, allowing him to focus on more nuanced instruction, while simultaneously offering students an unprecedented level of support and engagement.

This pioneering initiative stems from Dr.

Pennefather's deep-seated belief that AI, when utilized thoughtfully, can be a transformative force in education, rather than a threat. He emphasizes that Penelope is not designed to replace human interaction or critical thinking, but rather to augment it. Students are encouraged to view Penelope as a collaborative partner, a resource to be consulted, debated with, and critically evaluated.

The very act of interacting with an AI co-teacher becomes part of the learning experience itself, preparing students for a world increasingly shaped by intelligent technologies.

The "Designing Interactive Experiences" course, which typically draws students from various disciplines including computer science, design, and fine arts, is now an unparalleled living laboratory.

Students are not only learning about interactive design but are also actively experiencing and contributing to the design of human-AI interaction in a real-world educational setting. Their feedback on Penelope's performance and their evolving methods of engagement with the AI are invaluable, shaping the future iterations of this innovative teaching model.

Dr.

Pennefather's bold experiment with Penelope marks a significant step forward in understanding how artificial intelligence can democratize access to knowledge, personalize learning, and free educators to focus on the higher-order thinking skills that truly empower students. It's a testament to the idea that the future of education lies not in fearing technological advancements, but in strategically harnessing them to create richer, more responsive, and profoundly engaging learning environments.