Agnieszka Palalas
Biographic Data
| ID | 8987915 |
|---|---|
| NAME | Agnieszka Palalas |
| GIVEN NAMES | Agnieszka |
| FAMILY NAME | Palalas |
| SIGNATURE | PALALAS A |
| AFFILIATIONS | Athabasca University |
| ORCID | 0000-0001-9408-1152 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Governing generative AI in higher education
As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and pr…
A framework for generative AI policy and guidelines in K-12 education
The rapid emergence of generative artificial intelligence (GenAI) has introduced both opportunities and challenges for education systems worldwide. Educational stakeholders are grappling with fundamental questions of how to guide students on whether and when, and in what ways, they should use GenAI. In this study, a framework was developed to guide K–12 policies and guidelines on the use of GenAI. Using the Delphi technique and collective writing…
The ‘Tragic Dilemma’ of GenAI in Education
Digital well-being begins with inclusion
As higher education institutions increasingly adopt videoconferencing technologies to broaden access to learning, the need for evidence-based, inclusive practices to support digital well-being becomes paramount. Integrating these technologies into the curriculum necessitates careful design considerations to prevent unintended consequences and uphold learners' privacy, safety, equity and humanity. Our systematic review, based on eight dimensions o…
Mobile learning frameworks and pedagogy
This article provides a systematic review of mobile learning frameworks that address issues of pedagogy published between 2011 and 2022. The objective of the review was to gain a clear picture of recent developments in mobile learning frameworks to provide an understanding of current directions in mobile learning pedagogy. Eighteen peer‐reviewed journal articles that presented new mobile learning pedagogical frameworks were examined and evaluated…
Regaining focus
The attentional demands placed on digital learners have grown, with online and blended education increasingly impacted by hyperconnectivity and digital disarray. In this context, it is essential for educators to help learners develop attentional literacy (AL). Building on past research on AL which fused insights from the fields of digital literacies and contemplative pedagogy (CP), this Delphi study examined the concept of AL and associated pract…
The relationship between mobile learning and self-regulated learning
A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) researc…
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The relationship between mobile learning and self-regulated learning
A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) researc…
Mobile learning frameworks and pedagogy
This article provides a systematic review of mobile learning frameworks that address issues of pedagogy published between 2011 and 2022. The objective of the review was to gain a clear picture of recent developments in mobile learning frameworks to provide an understanding of current directions in mobile learning pedagogy. Eighteen peer‐reviewed journal articles that presented new mobile learning pedagogical frameworks were examined and evaluated…
Regaining focus
The attentional demands placed on digital learners have grown, with online and blended education increasingly impacted by hyperconnectivity and digital disarray. In this context, it is essential for educators to help learners develop attentional literacy (AL). Building on past research on AL which fused insights from the fields of digital literacies and contemplative pedagogy (CP), this Delphi study examined the concept of AL and associated pract…
The ‘Tragic Dilemma’ of GenAI in Education
Digital well-being begins with inclusion
As higher education institutions increasingly adopt videoconferencing technologies to broaden access to learning, the need for evidence-based, inclusive practices to support digital well-being becomes paramount. Integrating these technologies into the curriculum necessitates careful design considerations to prevent unintended consequences and uphold learners' privacy, safety, equity and humanity. Our systematic review, based on eight dimensions o…
Governing generative AI in higher education
As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and pr…
A framework for generative AI policy and guidelines in K-12 education
The rapid emergence of generative artificial intelligence (GenAI) has introduced both opportunities and challenges for education systems worldwide. Educational stakeholders are grappling with fundamental questions of how to guide students on whether and when, and in what ways, they should use GenAI. In this study, a framework was developed to guide K–12 policies and guidelines on the use of GenAI. Using the Delphi technique and collective writing…
Artificial Intelligence in Healthcare and Education (3 works) · Generative grammar (3 works) · Ethics and Social Impacts of AI (2 works) · AI in Service Interactions (1 work) · Blueprint (1 work) · Cognitive reframing (1 work) · Computer Science (1 work) · Conversation (1 work) · Corporate governance (1 work) · Delphi (1 work)