The following ‘ten considerations for generative AI adoption’ outline key issues identified through dialogue with stakeholders across Ireland’s higher education sector, industry, and associated agencies between September and December 2024
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The following ‘ten considerations for generative AI adoption’ outline key issues identified through dialogue with stakeholders across Ireland’s higher education sector, industry, and associated agencies between September and December 2024
We were both impressed and worried to witness the rapid escalation in the ability of tools like ChatGPT to conjure credible-seeming scholarly prose ex-nihilo. Rather than leaving the assessment strategy in MEEN3010 exposed to AI plagiarism, we decided to shift the focus towards a more authentic and interactive learning activity; a poster session.
A. Hickey, C. O’Faolain, J. Healy, K. Nolan, E. Doheny and P. Cuffe, “A Threat Assessment Framework for Screening the Integrity of University Assessments in the Era of Large Language Models”, presented at 8th IEEE International Forum on Research and Technologies for Society and Industry Innovation, Lecco, Italy, September 2024
Y. Mormul, J. Przybyszewski, T. Siriburanon, J. Healy and P. Cuffe, “Gauging the Capability of Artificial Intelligence Chatbot Tools to Answer Textbook Coursework Exercises in Circuit Design Education”, presented at IEEE International Conference on IT in Higher Education and Training, Paris, France, November 2024
Y. Mormul, J. Przybyszewski, A. Nakoud and P. Cuffe, “Reliance on Artificial Intelligence Tools May Displace Research Skills Acquisition Within Engineering Doctoral Programmes: Examples and Implications”, presented at IEEE International Conference on IT in Higher Education and Training, Paris, France, November 2024
Digital Skills for Success in the Workplace is a five-unit, self-paced online course which equips learners with key digital literacy skills that are essential to study and work in rapidly evolving online environments.
This faculty guide aims to help educators navigate and understand GenAI’s potential role in higher education. Created for faculty who want to explore AI tools and their implications for teaching and learning, the resource allows educators to learn at their own pace about the opportunities and challenges of these technologies.
This project website aims to support students and teaching staff in UCD College of Arts and Humanities in navigating teaching, learning and assessment in the context of new developments in generative AI (e.g. OpenAI’s ChatGPT and Google Gemini).
Artificial Intelligence (AI) technologies and related automated decision-making processes are becoming increasingly embedded in the tissue of digital societies. Their impact cuts across different political, social, economic, cultural, and environmental aspects of our lives. On the one hand, AI can be used to drive economic growth, enable smart and low-carbon cities, and optimize the management of scarce resources such as food, water and energy. On the other hand, AI can also be used in a manner that infringes on human rights and fundamental freedoms, such as freedom of expression and privacy, and risks exacerbating existing socioeconomic and gender inequalities. Furthermore, the implementation of AI systems may lead to values-driven dilemmas and complex problems, often requiring trade-offs that can only be addressed through broad societal consensus.
This guide focuses on the question of how the development of AI policies can be made inclusive. Multistakeholder approaches to policymaking are part of the answer because they create the space for learning, deliberation, and the development of informed solutions. They help decision makers consider diverse viewpoints and expertise, prevent capture by vested interests, and counteract polarization of policy discourse. A multistakeholder approach to AI policy development and the consultation of stakeholders from different backgrounds and expertise are necessary to be able to develop a relevant and applicable policy for the national context.
The objective of this guide is to support policymakers in ministries and parliaments in the design and implementation of inclusive AI policies, while empowering stakeholders including civil society, businesses, technical community, academia, media, and citizens, to participate in and influence these policy processes