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All Outputs (57)

Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education (2024)
Journal Article
Tzirides, A., Zapata, G., Bolger, P., Cope, B., Kalantzis, M., & Searsmith, D. (2024). Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education. International Journal on E-Learning, 23(3), 319-334

This paper explores the integration of Generative Artificial Intelligence (GenAI) feedback into higher education. Specifically, it examines the views of 11 experienced instructors on fine-tuned GenAI formative feedback of student works in an online g... Read More about Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education.

The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory (2024)
Journal Article
Zapata, G. C., Saini, A., Tzirides, A.-O. (., Cope, W., & Kalantzis, M. (2025). The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitous Learning: An International Journal, 18(2), 1-30. https://doi.org/10.18848/1835-9795/cgp/v18i02/1-30

This study employs Engeström’s second-generation activity theory (AT) to examine the transformative potential of Generative AI (GenAI) in providing formative feedback in higher education. Specifically, this research focuses on the experiences of fift... Read More about The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory.

Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students (2024)
Journal Article
Moyna, M. I., & Zapata, G. C. (2024). Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students. Diversity & Inclusion Research, 1(2), Article e70003. https://doi.org/10.1002/dvr2.70003

This study reports on a project that collected and documented narrative reflections of first‐generation Latinx students at a large
Research 1 public university in the US southwest. The team (2 faculty members and 4 undergraduates) interviewed 23 stu... Read More about Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students.

Generative AI Application in Higher Education Student Work (2024)
Book Chapter
Tzirides, A. O. (., Saini, A. K., Zapata, G., Searsmith, D., Cope, B., Kalantzis, M., Castro, V., Kourkoulou, D., Jones, J. W., da Silva, R. A., Whiting, J., & Kastania, N. P. ‘. (2024). Generative AI Application in Higher Education Student Work. In D. Kourkoulou, A.-O. (Olnancy) Tzirides, B. Cope, & M. Kalantzis (Eds.), Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines (287-301). Springer Nature. https://doi.org/10.1007/978-3-031-64487-0_13

The launch of ChatGPT in November 2022 precipitated panic among some educators while prompting qualified enthusiasm from others. ChatGPT is an example of Generative AI, a combination of technologies that will deliver computer-generated text, images,... Read More about Generative AI Application in Higher Education Student Work.

Combining human and artificial intelligence for enhanced AI literacy in higher education (2024)
Journal Article
Tzirides, A. O. (., Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A. R., You, Y.-L., Santos, T. A. D., Searsmith, D., O'Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, Article 100184. https://doi.org/10.1016/j.caeo.2024.100184

This paper seeks to contribute to the emergent literature on Artificial Intelligence (AI) literacy in higher education. Specifically, this convergent, mixed methods case study explores the impact of employing Generative AI (GenAI) tools and cyber-soc... Read More about Combining human and artificial intelligence for enhanced AI literacy in higher education.

Peer-Reviews and AI Feedback Compared: University Students’ Preferences (2024)
Preprint / Working Paper
Zapata, G. C., Saini, A. K., Cope, B., Kalantzis, M., & Searsmith, D. Peer-Reviews and AI Feedback Compared: University Students’ Preferences

This article seeks to contribute to the existing literature on peer review by comparing human with machine reviews based on the implementation of a chatbot responding with reference to a large language model for the review of open-ended student work.... Read More about Peer-Reviews and AI Feedback Compared: University Students’ Preferences.

Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books (2024)
Journal Article
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. International Journal of Literacies, 31(2), 57-76. https://doi.org/10.18848/2327-0136/cgp/v31i02/57-76

This work explores the incorporation of children’s books into university second language (L2) Spanish instruction for the development of students’ critical multimodal literacies and meaning making. Twenty-three learners’ collaborative analysis of aut... Read More about Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books.

Grammar as concept: The implementation of the PACE model in Beginning Spanish classes (2023)
Journal Article
Ewurama, O., & Zapata, G. C. (2023). Grammar as concept: The implementation of the PACE model in Beginning Spanish classes. Applied Language Learning, 33, 58-70

This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in... Read More about Grammar as concept: The implementation of the PACE model in Beginning Spanish classes.

Multiliteracies, OER, and Inclusive L2 Pedagogical Practices (2023)
Book Chapter
Zapata, G. C. (2023). Multiliteracies, OER, and Inclusive L2 Pedagogical Practices. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (76-96). Routledge. https://doi.org/10.4324/9781003349662-3

The benefits of undergraduate research for students from traditionally underrepresented groups are well documented in STEMM. However, few studies have focused on similar programs in the humanities. The objective of this chapter is to do so by describ... Read More about Multiliteracies, OER, and Inclusive L2 Pedagogical Practices.

Multiliteracies in International Educational Contexts: Towards Education Justice (2023)
Book
Zapata, G. C., Kalantzis, M., & Cope, B. (Eds.). (2023). Multiliteracies in International Educational Contexts: Towards Education Justice. Routledge. https://doi.org/10.4324/9781003349662

Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second-language instructional contexts, with a focus on inclusive practices a... Read More about Multiliteracies in International Educational Contexts: Towards Education Justice.

“PURRfection”: The Participatory Extension of Humor on YouTube (2023)
Journal Article
Zapata, G. C. (2023). “PURRfection”: The Participatory Extension of Humor on YouTube. Information, Medium, and Society: Journal of Publishing Studies, 21(2), 1-15. https://doi.org/10.18848/2691-1507/cgp/v21i02/1-15

This article explores the participatory extension of humor in social media in connection with Burn’s idea of produsage. Specifically, this work offers a discursive analysis of viewers’ comments on the viral YouTube video Kitten Zoom Filter Mishap to... Read More about “PURRfection”: The Participatory Extension of Humor on YouTube.

Generative AI: Implications and Applications for Education (2023)
Preprint / Working Paper
Olga, A., Saini, A., Zapata, G., Searsmith, D., Cope, B., Kalantzis, M., Castro, V., Kourkoulou, T., Jones, J., Abrantes da Silva, R., Whiting, J., & Polyxeni Kastania, N. Generative AI: Implications and Applications for Education

The launch of ChatGPT in November 2022 precipitated a panic among some educators while prompting qualified enthusiasm from others. Under the umbrella term Generative AI, ChatGPT is an example of a range of technologies for the delivery of computer-ge... Read More about Generative AI: Implications and Applications for Education.

Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom (2023)
Journal Article
Zapata, G. C. (2023). Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom. International Journal of Pedagogy and Curriculum, 30(1), 17-35. https://doi.org/10.18848/2327-7963/CGP/v30i01/17-35

This article explores the enactment of inclusive pedagogical practices in an intermediate, Spanish-as-a-second-language mixed writing class in an R1 university in Texas during the COVID-19 pandemic. Specifically, this work examines how the use of aut... Read More about Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom.

Learning by Design and Second Language Teaching: Theory, Research, and Practice (2022)
Book
Zapata, G. C. (2022). Learning by Design and Second Language Teaching: Theory, Research, and Practice. Taylor & Francis (Routledge). https://doi.org/10.4324/9781003106258

Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning.　　

A comprehensive introductory chapter presents th... Read More about Learning by Design and Second Language Teaching: Theory, Research, and Practice.

Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students (2022)
Journal Article
Zapata, G., Moyna, M. I., & Miller, M. (2022). Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students. EuroAmerican Journal of Applied Linguistics and Languages, 9(1), 122-139. https://doi.org/10.21283/2376905x.15.1.263

This case study focuses on an interdisciplinary educational experience in which university Pharmacy and Humanities early and late Spanish-English bilinguals were paired to translate questions related to sociobehavioral aspects of medication use. This... Read More about Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students.