Task 2: Identifying the structure of an Introduction Using the CARS model

Task Instructions:
1. Download Reference Sheet 1 from VLE

2. Read the introduction below. As you read, use the reference sheet to identify the
different moves as outlined in the CARS model in the introduction below.
Specifically, you need to :

● Highlight the parts of the text which indicate Move 1: Establishing the
territory (the situation) in yellow
● Highlight the parts of the text which indicate Move 2: Establishing the need
(the problem) in green
● Highlight the parts of the text which indicate Move 3: Occupying the niche
(the solution) in blue

3. For each move identify which of the steps outlined in the reference sheet are
present. Write the step in the right column.

Move Introduction Step

The university has always had a longstanding love–hate

relationship with technology. Indeed, universities are often
seen as leaders of technology where the future is ‘created’
through research and design, and then application by industry.
As noted in a recent essay in the Annals of Tourism Research
by Nautiyal, Albrecht, and Nautiyal (2023), it is easy to identify
many such technologies that were either developed within the
university and moved to society or were developed first by
industry but then translated to support the university.
Certainly, an appropriate example is the Internet which was
initially developed within universities for the military and is
now an embedded component of its ecosystem; another
important technology employed throughout the university is
the computer (and software) itself, whether it is in the form of
calculators, mobile phones, laptops, or supercomputers.
However, there are many other technologies whether they are
developed within engineering and computer sciences, medical
sciences, and/or the social and physical sciences. With this
said, the university has long struggled with the integration of
these technologies within classroom settings. And, indeed, the
current discussion of the implications of AI-related
technologies such as ChatGPT highlights the failure of the
university to recognize and then adapt them to effectively
updatecurrent offerings (Lund et al., 2023).

This article expands the discussion of Nautiyal et al. (2023) by

focusing on important AI-related issues facing the university.
Please note that in this essay we use ‘the university’ to refer to
processes supporting education, research, and the many
applied relationships between education and society. We also
recognize that students often take classes that are directly
related to and/or indirectly exposed to many forms of these
technologies. Last, we argue that many of these technologies
comprise some form of ‘artificial intelligence’ (AI) which
affords us (at the university) the opportunity to develop new
ways to improve capacities within our classrooms and our
research.

This complicated relationship between technology and

education has been long and deep. For example, it is widely
believed that while the advent of the alphabet contributed to
a new age of human evolution, it posed a substantial threat to
traditional education methods. In a recent article in the NY
Times titled “What would Plato say about ChatGPT?”, the
author argued that Plato feared the impact of the written word
(the new technology) because he believed that it would lead to
people without memory (Tufekci, 2022). More recently (over
50 years ago) and more personally, one author of this essay
took biometry classes as an undergraduate student where he
used mechanical calculators to compute the required
statistic(s); the professor, like Plato, repeatedly stated that we
needed to learn all requirements for computation to
understand the implications of the particular statistic. Fast
forward 20+ years, students in similar university-based
statistics classes were told that the new computing systems
such as Minitab, SAS, SYSTAT, or SPSS would result in much
‘poorer’ students as they would not have the knowledge to do
their calculations. Now, students have to learn to use even
more powerful tools (e.g., Qualtrics, R, Python, Snowflake,
Tableau, etc.) to create, calculate and visualize statistics. While
the impact of this change is certainly debatable, we argue that
this new technology offers the opportunity to design systems
that empower students to learn to ask and answer even more
complicated (and potentially more valuable) questions.