As GenAI continues to emerge in teaching and learning in higher education, it is important to capture the evolving practices, research, and policies across Irish higher education institutions. This form gathers information on current initiatives to provide a national overview of how staff and institutions are engaging with these technologies.
We invite contributions on projects, innovations, research, and policies related to GenAI in teaching and learning. By contributing to this dataset, you will help build a clearer picture of the opportunities and challenges associated with GenAI in higher education, inform policy discussions, and foster collaboration between institutions.
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| Title | Gen AI Literacy in Music Education: Problematising Bias and Ethics in Partnership with Students |
| Description | Recent developments in generative AI have posed concerns and challenges around academic integrity in higher education assessment. This modular assessment design initiative draws from authentic assessment design (McArthur 2023) and innovative approaches to real-world practices in group music-making teaching and learning (Green, 2008; Moore, 2019). Instrumental Music leadership is a Third Year music education elective module designed to enable students to develop musical knowledge and skills, and to deepen their understanding of music in the area of instrumental performance and direction. Students develop music leadership skills through the selection and analysis of repertoire, composing and arranging for instrumental ensemble. Based on Green’s (2008) work on informal learning, students choose their own groups, choose the music they wish to arrange and collaboratively engage in musical arranging in class with ongoing feedback from the lecturer. As many Generative AI tools now exist to enable students to do this, the module now includes critique and discussion around AI music production and consumption, and the risks associated with unethical use and bias inherent in many GenAI technologies/platforms. Creativity and originality is therefore strongly encouraged in students’ groupwork and music-making. The module culminates in a real-world project that is designed to simulate their future roles as music leaders in schools. This includes organising an inclusive concert in which all can participate as well as all of the tasks associated with event-management (logistics, venue, timing, advertising, finalising the programme and welcoming guests/patrons etc). Students engage in reflective practice by means of self and peer feedback on musical direction and communication skills. Students also engage in discussion around GenAI reflective journals and critique the potential of authentic non-GenAI reflections for their future practice as musicians and teachers. Listen to this Podcast to which Gwen was invited to share her practice at the University of Liverpool. Additionally, Gwen's presentation at the national conference Navigating the New Frontier: Gen AI & Academic Integrity can be viewed here. Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate. McArthur, J. (2022) Rethinking authentic assessment: work, well-being, and society. Higher Education 85, 85–101. https://doi.org/10.1007/s10734-022-00822-y Moore, G. (2019). Musical futures in Ireland: findings from a pilot study in primary and secondary schools. Music Education Research, 21(3), 243–256. https://doi.org/10.1080/14613808.2019.1593954 |
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| What level(s) of your institution does this work affect? |
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| Links | mic.ul.ie |
| Contact Person | |
| Institution Name | Mary Immaculate College |
| Lead Contact Name | Gwen Moore |
| Contributor(s) and Roles | Dr Gwen Moore |
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