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The Blackboard AI conversation tools have been used in Medical Sciences in Bangor and in Health Science - see the T and L support Team recorded webinar with speakers Dr Dylan Jones ( NWMS) and Julie Roberts (Midwifery): Offer Deallusrwydd Artiffisial o fewn Blackboard / AI Tools in Blackboard (1/5/2025) and also see Dr Dylan Jones Bangor Medical School presentation : Future Teacher Webinar Designing and creating online learning activities and resources June 2025

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Regarding new AI guidance for students recently published.I think it's great that there is a step towards more specificity but I am bit concerned on the complexity of the approach (assessments of different category) and how understandable this guidance and the coversheet will be for students. Have a wide range of students across the university been involved with developing the student facing documents? How will students be supported in understanding this guidance?

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This guide was recently created at Health Sciences as a quick guide for students on what we consider fair and unfair use

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Sway: Create and share interactive reports, presentations, personal stories, and more.

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Sway is an easy-to-use digital storytelling app for creating interactive reports, presentations, personal stories and more. Its built-in design engine helps you create professional designs in minutes. With Sway, your images, text, videos, and other multimedia all flow together in a way that enhances your story. Sway makes sure your creations look great on any screen.

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AI Literacy Coach for Educators (Specifically written for Bangor Uni staff)

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A padlet of my resources and notes here: https://padlet.com/ianwrobertsai/ai-in-he-3lzco1ljjwy509x0

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"Good" use of AI in curriculum: I have had students try AI for troubleshooting errors in statistical coding, and to help generate code for creating improved plots etc. This still requires the knowledge to choose the right statistical test and deciding which plot type is appropriate for example, but saves a lot of time in getting the specifics right, and usually improves presentation of results, so I personally don't see this is "cheating".

Where we are struggling - previous guidance in our school was that for assessments it's very difficult to prove gen-AI use e.g. in essays unless there are clearly falsified/nonsense references, which is a hallmark of gen-AI. But, it's getting smarter and fake refs are becoming less of a problem. How do we prove that AI was used/is this even possible?

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Here at the T&L Support team we see students during 1-2-1 settings (across levels of studies and across disciplines) who know outright that others in their cohort are using AI platforms to paraphrase/write their essays, or even paying someone to write their essays for them. Therefore, the students we see, who are usually the conscientious ones, do the same, knowing they won't get caught. The short guide for students offers us some direction in providing guidance for students, but we are up against varying individual School-based instructions, staff interpretations of the short guide, as well as student expectations and undertandings of what constitutes plagiarism. I wonder if the short guide can be developed further, where students themselves play an integral part of the discussion?

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Some points for discussion:

1. Use of AI in a positive way to assist in research for example searching for academic papers

2. Use of AI in a negative way by students to write their assignments. This is an increasing problem, particularly with some international students who may not have a good level of English.

3. Use of AI to write reports and construct feedback for teaching staff.

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AI in curriculum - touched upon in Academic Integrity Workshop all new students undertake with Academic Director, covered in more details in academic skills/English modules across programmes. AI incorporated into assessments to varying degrees - two modules where specifically integrated into assessment. AI guidance incorporated into assessment briefs (under review).

College uses Academic Integrity declaration for coursework submitted which incorporates declaration of AI usage.

The university guidance is very broad on AI. International students we see are in the main using it and want clear, specfic guidance on how they can use it. The poor use of AI that I see as Academic Integrity officer usually results in 0s for plagiarism - as citations and references are an after thought. We have small class sizes so we can check in detail citations and references but interested to know how university school's are dealing with this.

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Rhowch unrhyw heriau, cwestiynau neu bynciau yr hoffech i’r gweithdy eu trafod yma/Please share any challenges, questions or topics you'd like the workshop to cover here

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Please rhowch eich achosion defnydd ar gyfer AI yma/Please share your use cases for AI here