HEART: Higher Education and Artificial Intelligence Responsive Teaching

Creator(s)

Abey Campbell, Adam Kane, Gisela Tuchszer, Joanna Kacprzyk, Julia Jones, Kate Duffy, Matteo Toscani, Rianna Magee, Susanne Schilling

Organisation(s)

University College Dublin

Discipline(s)

Education, Mathematics and Statistics, Natural Sciences, Teaching & Learning

Topic(s)

Accessibility & Inclusion, Accessibility and Inclusion, Assessment and Feedback, Teaching and Learning Practice

License

CC BY

Media Format

Other

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Description

This project explores the impact of AI text generation on 3rd-level education in Ireland, using modules delivered in the UCD School of Biology and Environmental Science (SBES) at University College Dublin. It was co-created by students and staff.

Benefit of this resource and how to make the best use of it

Experts anticipate that using artificial intelligence (AI)-based tools such as ChatGPT will become a new standard in our professional lives, but what are the implications of this disruptive technology for teaching and learning in higher education, especially in STEM subjects? We argue that rather than banning AI writing tools, both students and educators need to develop understanding of the possibilities and limitations associated with this technology. Further, AI usage needs to be addressed by university plagiarism and academic integrity guidelines.

This project explores the impact of AI text generation on 3rd-level education in Ireland, using modules delivered in the UCD School of Biology and Environmental Science (SBES). In this document you will our team presents the summary of progress to date and reflections on the key findings from the . We wish to thank the Strategic Alignment of Teaching and Learning Enhancement (SATLE) fund for making this project possible.

Creative Commons Attribution (CC BY)

This work is licensed under a CC BY license, allowing sharing and adaptation with proper attribution.

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Campbell, A., Kane, A., Tuchszer, G., Kacprzyk, J., Jones, J., Duffy, K., Toscani, M., Magee, R., & Schilling, S. (2023). Heart: higher education and artificial intelligence responsive teaching. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/heart-higher-education-and-artificial-intelligence-responsive-teaching/ License: Creative Commons Attribution (CC BY).

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Related OER

This open course is designed to facilitate the development of your Artificial Intelligence (AI) literacy so that you can explore and innovate using Generative AI (GenAI) within your teaching, learning, and assessment practices.

In light of the potential opportunities and challenges of these technologies, this course will facilitate you in exploring the fundamentals of GenAI and AI Literacy, whilst focusing on an ethical practice. You will consider innovative ways in which you can respond to the challenges arising from the impact of these technologies in Higher Education.

Completion of this course will support you in developing a GenAI teaching strategy to apply to your own practice.

This report discusses the views of final year students and graduates who attended a TCD led, multi-institutional one-day workshop on what student success means to them, and what they identified as the facilitators of and barriers to achieving that success. The findings were based on the analysis of four types of inputs for the seminar: written submissions by students on the theme prior to the seminar, student talks, a panel discussion and workshop discussions on the day of the seminar. In order to have a framework to discuss the concept at the seminar, a thematic analysis was performed on the written submissions which students submitted prior to the seminar. Three broad categories of success were identified: academic, personal and social. While initially academic success features predominantly, as students progress through their studies, they develop a more holistic perspective where personal and social success become increasingly important to them. Student success is a broad concept. It is different for and personal to each student and changes with the student’s journey from initial entry to college through to graduation.

While Generative AI technologies have existed for many years, recent rapid advances in the field have pushed these technologies into mainstream use across society. As higher education institutions grappled with these new technologies, initial responses focused on potentially significant threats to academic integrity. However, as our understandings have evolved, there is an increasing awareness that these developing technologies also present opportunities for teaching, learning, assessment and research in higher education.

Against this rapidly evolving backdrop, we in the Centre for Academic Practice (Trinity College Dublin) found ourselves faced with new challenges. How could we best support our educators to respond to the challenges of GenAI? How might we influence and support strategic initiatives and policy development regarding GenAI for teaching, learning and assessment at the institutional level? Conscious that our colleagues across the sector were facing similar challenges, we decided to initiate a cross-institutional collaboration with teaching and learning leaders from across the sector, where we could tackle this together!

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