HEART: Higher Education and Artificial Intelligence Responsive Teaching

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.

Related OER

We are delighted to welcome you to ‘You can UDL it!’ This collection brings together case studies from educators across DkIT, who have successfully implemented Universal Design for Learning (UDL) in their own practice. UDL provides a framework for making learning, teaching and assessment more inclusive, and helps to support all our learners.

In the denouement of the COVID-19 pandemic, talk of a return to “normalcy” in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue their downward slide, placing institutions in the position of having to demonstrate their worth and find solutions to declining enrollments. Data and analytics capabilities continue to evolve, introducing new opportunities and new risks to the institution. Chief among these capabilities, generative AI promises to change teaching and learning in ways many of us have yet to fully understand or prepare for.

For this year’s teaching and learning Horizon Report, expert panelists’ discussions highlighted and wrestled with these present and looming challenges for higher education. This report summarizes the results of those discussions and serves as one vantage point on where our future may be headed.

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