Published
11-3-2026
Type of Work
Article
Abstract
This report explores how screen production educators in the ASPERA community are responding to the rapid integration of generative Artificial Intelligence (genAI) in teaching and learning. Framed by Sean Cubitt’s (2020) notion of Common Intelligence, we investigate two guiding questions: How are students engaging with genAI tools in their productions, and what are the implications for educators? Methodologically, we engaged in qualitative professional dialogue with screen practice educators through three mechanisms during the 2024 ASPERA Conference: lightning provocations, an anonymous Mentimeter survey, and a facilitated roundtable discussion. These activities provided a collaborative forum for educators to share practice-based insights, reflect on student engagement, and interrogate ethical and pedagogical challenges. Findings reveal diverse applications of genAI – from accessibility accommodations and creative enhancement to post-production workflows – alongside concerns about academic integrity, authorship, and institutional preparedness. Four key themes emerged: the urgent need to develop ethical guidelines; the framing of AI as a learning tool rather than a shortcut; the importance of supporting educators to build their AI capabilities; and the role of institutions in responding to student and industry expectations. Rather than prescribing universal solutions, we advocate for flexible, discipline-specific approaches that support experimentation and ethical engagement.
Citation
Ely-Harper, K, Meissner, N, Thompson, J, Wilson, R, Young, T: “Generative AI/machine learning in the screen production classroom and the implications for tertiary educators.” Media Practice and Education. 1-15. Open Source Online. (March 2026). https://doi.org/10.1080/25741136.2026.2642462
Link to Published Work
Included in
Film Production Commons, Other Film and Media Studies Commons, Screenwriting Commons, Visual Studies Commons