#125: Reconceptualize Conversational AI as a Learning Medium, From a Holistic Learning Perspective

Current university policies predominantly restrict conversational AI use in coursework, based on assumptions that students engage with AI under transmission orientations. However, these policies overlook transactional pedagogical possibilities. This study reconceptualizes conversational AI as a medium for holistic learning through structured transactional engagement rather than information delivery. Drawing upon Miller's Holistic Learning paradigm and Computer-Supported Collaborative Learning (CSCL) principles, we conducted semi-structured interviews with 12 educators enrolled in a Holistic Learning postgraduate course to examine: (1) current perceptions and concerns, (2) capacity to distinguish transmission from transactional AI applications, and (3) necessary implementation conditions. Findings demonstrate most educators readily recognized conversational AI's pedagogical function depends on prompt design rather than technological properties. I propose integrating CSCL script principles with Miller's six connection types to operationalize transactional AI through multi-level prompt design. This framework moves beyond the ban-or-permit binaries toward nuanced, pedagogically-grounded implementation that honors both academic integrity and innovative learning design.