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Have a lecturer in each dept who would be a go too on AI.

Centralised information of AI for staff for Dept/Faculty.

Inclusive of seminars, for staff and students.

Presentation that you could tailor to your own requirements.

Aquire Gen AI licences that we can use and also have opportunity to play with.

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Assessing academic studies - not just

essays; also research proposals and generation of powerpoints and scripts for presentations. Sarah F.

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Workshops in AI use for practice with VLs

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We will identify visiting lecturers with their research areas in AI Art.

Centralised information for AI information and to share on for the depts/Faculty.

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Have a lecturer in each dept who would be a go too on AI.

Centralised information of AI for staff for Dept/Faculty.

Inclusive of seminars, for staff and students.

Presentation that you could tailor to your own requirements.

Aquire Gen AI licences that we can use and also have opportunity to play with.

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Barriers:

money and resources

Apathy (collective anxiety and tacit consent)

Accelerating technological advancement

Access to expertise regarding AI and Art

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Given unlimited resources:

bringing in experts for mandatory lectures on authenticity, data scrapping, appropriation, and ethics, plus legal advice to bolster frameworks and teaching

Lectures from artists who work with AI

Fully funded PhD scholarships for research in to AI and teaching

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Module learning outcomes to have consideration of AI and to focus on the AI framework / scale.

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Learning outcomes require a review with the consideration of AI in the design.

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Learning outcome in modules to included AI and to use the scale and discussion of ethics with the students.

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Refine what you get research tool to start a project , PowerPoint or image

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Writing elements of course , artist statements , thesis , papers ,

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Mainly written assignments but also relevant to project planning artist statements powerpoints and presentation scripts etc

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Ethics

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It’s ethical use …..

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Greater knowledge needed of forms of AI and their use— to be able to advise

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College wide AI lab space

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Over assessment

Validity of information

Ethics and confidentiality

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Fear of not knowing enough about AI as lecturers.

Time and money to be available for staff in making changes for the future for our students. Time for lecturers to up skill.

Resistance - different messages

Moving too far away from the human condition.

Note: Discourse space in CCAD not available.

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Prompt1:

What single issue relating to assessment, Gen AI, feedback and curriculum design is a priority for our group and where in the curriculum is it focused?”

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Prompt1:

What single issue relating to assessment, Gen AI, feedback and curriculum design is a priority for our group and where in the curriculum is it focused?”

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Ethics and responsibility, learning outcomes not being reached

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Authenticity and Intellectual Property. This is pervasive both before and after graduation in our field

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Over assessment

Validity of information

Ethics and confidentiality

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Prompt 1:

What single issue relating to assessment, Gen AI, feedback and curriculum design is a priority for our group and where in the curriculum is it focused?”

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Prompt1:

What single issue relating to assessment, Gen AI, feedback and curriculum design is a priority for our group and where in the curriculum is it focused?”

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Prompt 3:

What barriers (time / resources / logistics / resistance) must be overcome to make progress on this solution(s)?”

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Prompt1:

What single issue relating to assessment, Gen AI, feedback and curriculum design is a priority for our group and where in the curriculum is it focused?”

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Our single issue relating to assessment is how to effectively communicate MTU Crawford’s AI framework to students at each stage of the programme.

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Prompt 2:

Given unlimited resources, what solution could be developed / implemented to address our problem?”