Risk att AI skapar kompetensklyftor: en anledning att organisera för lärande : Ett pedagogiskt perspektiv på AI-anpassning

Sammanfattning

The purpose of this study was to increase knowledge about how conditions for learning are shaped, in connection with an organization's pedagogical effort to adapt operations to generative AI. The research questions addressed how learning was shaped depending on context and on the fact that, what was to be learned was generative AI. The study was designed as a qualitative multiple case study and encompassed two distinct organizational units within the same organization, which made it possible to shed light on how the work with generative AI took shape both in a context of HR-related work and in a healthcare practice. Data collection was primarily via interviews, and the theoretical framework was based on theories of learning, organizational learning, competence and power. The results showed a picture of two organizational units that, based on different driving forces, attributed different values to the pedagogical intervention, which resulted in different ways of organizing for learning. When the management in one unit enabled dialogue and implemented generative AI in the unit's practice, conditions for organizational learning were developed. In the other unit there was no organization of dialogue, it was up to the individual to organize for the exchange of experiences with colleagues, whereupon learning remained with the individual or in the immediate group. The importance of dialogue was further emphasized by the fact that it was generative AI that was to be learned, as the dialogue about what responsible use is and how AI competence shapes power structures within the organization, became conditions in itself. When generative AI is introduced through an educational intervention, not only driving forces and organization of learning practice become prerequisites for AI to develop the operations, also the power influence of AI-competence and the ability of employees to conduct dialogue within the organization, shape the conditions for learning.