Higher (order) Education: The Role of Colleges in Teaching the Cyborg Student
Posted by anne.grey
Presenter: Clarissa Littler, Computer Science Faculty
Summary
As artificial intelligence tools and autonomous agents rapidly advance beyond simple text generators, higher education faces a shift in how students learn and complete work. In this presentation, Clarissa Littler argues that rather than focusing on how to prevent AI usage or returning to traditional blue-book exams, colleges must reframe their role. Using the philosophical framework of the “Extended Mind Thesis,” AI is presented not as an external authority, but as an extension of student cognition—a collaborative tool for hybrid thinking.
While AI tools can assist with research, coding, and problem-solving, they also make it easier for students to create “informational collages”—stitching together sources without truly understanding the evidence. Because of this, higher education remains essential for teaching epistemic hygiene, metacognition, and interdisciplinary context. Educators are encouraged to move away from treating students as adversaries and instead guide them through ambitious projects, source validation, and personal knowledge management.
Presentation Slides: View Presentation Slides
Presentation Outcomes
- Understand the distinction between simple text generation and modern AI agents capable of reasoning, tool use, and multi-step task execution.
- Apply the “Extended Mind Thesis” framework to view AI tools as extensions of human cognition rather than replacement sources of knowledge.
- Identify the risks of “informational collage” and explain why teaching epistemic hygiene and metacognition is crucial in AI-supported learning.
- Design teaching strategies—such as source verification passes, process journaling, and open-ended “impossible assignments”—that support meaningful learning in an AI environment.
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