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Alexandra FarazouliDoktorand

Om mig

I am interested in the role of Computer Science in Education and how digital technologies meet humanities. Through my research, I aim to further explore, map and explain the ethical considerations emerging from AI and Machine Learning applications in higher education. More specifically my Ph.D. research focus is on the ethics of emerging AI-driven technologies and their implications for educational practices and the different stakeholders in higher education.

My experience in Education and Computer Science led me soon to understand that while technology can become a true enabler to help tackle many of the challenges that exist in educational realities, the use of student data and analytics techniques raise a series of issues that require ethical and legal considerations.

Before joining this doctoral program I was working for the AutoGrade project focusing on pedagogics and the ethical aspects of an automated grading tool at the Department of Computer and Systems Sciences (DSV) of Stockholm University. This experience fueled my interest to conduct further research on AIED (Artificial Intelligence in Education) ethics. 

I am a member of the Higher Education Learning Practices (HELP) research group in the Department of Education (IPD) and the Data Science research group in the Department of Computer and Systems Sciences (DSV) of Stockholm University.

 

Supervisors: Cormac McGrath (IPD), Tessy Cerratto Pargman (DSV), Klara Bolander Laksov (IPD)

 

Thesis title: Ethics of emerging AI-driven technologies and their implications for educational practices in Higher Education. (compilation thesis)

Forskning

Publications:

 

Ljungman, J., Lislevand, V., Pavlopoulos, J., Farazouli, A., Lee, Z., Papapetrou, P., & Fors, U. (2021) Automated Grading of Exam Responses: An Extensive Classification Benchmark. In: Soares C., Torgo L. (eds) Discovery Science. DS 2021. Lecture Notes in Computer Science, vol 12986. Springer, Cham. https://doi.org/10.1007/978-3-030-88942-5_1

 

Psifidou, I., Mouratoglou N., Farazouli A. (2021). The Role of Guidance and Counselling in Minimising Risk Factors to Early Leaving from Education and Training in Europe in Journal of Education and Work 34:7-8, 810-825. DOI: 10.1080/13639080.2021.1996545

 

Farazouli, A. (2020). School choice and private schooling: A comparison between Greece and Sweden in Comparative and International Education Review. Issue: 25, pp 27-45. http://cier.edu.gr/wp-content/uploads/t-25-3.pdf

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices

    2023. Alexandra Farazouli (et al.). Assessment & Evaluation in Higher Education

    Artikel

    AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 - 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.

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