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Costs of tools, Digital Equity

This is how AI can support diversity, equity and inclusion | World Economic Forum (weforum.org)

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Alternatives modes of work production - use of AI for Image and video generation, presentations etc.

Understanding how to prompt the bot and critically evaluate the responses.

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industry 4.0 affect the education industry

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Northampton guidance for staff and students (in development):

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Northampton guidance for staff and students (in development):

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LLS Home: UON Guidance on Generative AI (GenAI): Home

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LLS Home: UON Guidance on Generative AI (GenAI): Home

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Buckinghamshire New university student guidance

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Buckinghamshire New university student guidance

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Your work and its main content must be created and written by you. Make sure you do not ask AI to create content for you. An important component of your degree is the demonstration of your skill in the English language at the suitable level for your course. Therefore, you must not use AI to write your ideas for you, although it can be used to suggest ways of improving your writing.

If you use AI at any stage in the development of your work, you are required to provide a link to your AI chat in your reference list. To link to your AI generated chat, you can create a shareable link as per the example below. Click on the 'share' button and copy the link from your AI chat.

You should then paste this shared link into your reference list using the following format:
Title of AI Source, version, Company, First Prompt, Date accessed, shared URL link.

Example of the way you should list AI in your reference list:
Bard, (Version 1.0.0), Google, 'Who is the most influential band of all time?', date accessed: 17th August 2023. https://g.co/bard/share/4548a06861d3

ChatGPT, (Version 3.5), OpenAI, 'Who was the most influential band of all time?', Date accessed: 16th August 2023. https://chat.openai.com/share/d4dd510b-4a11-44c0-9351-cd2b657bc5e0

Any work generated by AI should not be copied and pasted directly into your assignment. Although it is generally discouraged to include quotes of AI generated text within your work, if it is appropriate to then please follow the example below for how to do this.

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Artificial Intelligence Guidance for Students

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We've all heard about the on-going and exciting developments of artificial intelligence (AI) in the media, including the capabilities of sites such as ChatGPT and Google Bard. These are fascinating tools which have the power to change the way we think and work. However, as an academic institution, we need to ensure they are used responsibly.

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Generative artificial intelligence: Guidance for students (created by Libraries' Learning Development)

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FAQs

If you are in a hurry and are looking for quick answers to both the big and small questions surrounding generative AI and how you can use it during your studies, take a look at our frequently asked questions, and feel free to suggest additions!

Find out more

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The information outlined on this webpage was last updated on 14 March 2024.

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https://www.imperial.ac.uk/about/education/resources/ai-education-hub/

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Some ideas of how AI can support student in learning and preparing for assessment have been outlined . Mollick and Mollick (2023) provide further guidance in terms of the roles that AI can take.

Mentor - AI provides feedback to the learner

Tutor - AI provides direct instruction that will be personalised

Coach - AI works with the students to increase metacognition, for example reflect on a recent group learning experience

Teammate - AI acts as a team mate providing alternative functions and suggesting ways to help teams function better

Student - students 'teach' AI about a topic and evaluate the output correcting any misconceptions

Simulator - AI builds different role playing scenarios where students can focus on specific concepts or problems to solve

All of the roles AI can assume are explained in detail in Mollick and Mollick's (2023) paper with sample prompts to give the AI appropriate persona and instructions and practical advice.
Mollick, Ethan R. and Mollick, Lilach, Assigning AI: Seven Approaches for Students, with Prompts (September 23, 2023). Available at SSRN: What is AI literacy? https://ssrn.com/abstract=4475995 http://dx.doi.org/10.2139/ssrn.4475995
AI literacy has been defined as:

"A set of competencies that enables individuals to critically evaluate I technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home and in the workplace" AI Unplugged, Georgia Tech University

According to Newcastle University th i s involves:

"recognise AI and when you are interacting with it in existing and new platforms

develop a basic knowledge of how different types of AI work and the human role in AI

critically analyse what AI can do and distinguish between types of AI

develop an awareness of what AI might be able to do in the future

identify the strengths, weaknesses and limitations of AI

develop a critical awareness of how computers learn from data and the impact this has

describe the key ethical issues surrounding AI and its use in education including for academic integrity

critically evaluate information generated by AI and make informed decisions about its use in your work

communicate successfully with AI including creating effective prompts."

Source: https://www.ncl.ac.uk/academic-skills-kit/information-and-digital-skills/ai-literacy/

AI literacy is an emerging concept that is constantly evolving into frameworks that translate what it specifically entails. Some emerging frameworks are:

Developing students' literacy should focus on several areas:

Helping students understand how AI software works

Letting students learn how to use the tool, i.e. gaining practical experience of how to use it

Critically evaluate source and outputs - this includes understanding the limitations of AI in relation to for example searching, or 'hallucinating' sources

Prompt engineering - students' ability to use AI effectively relies on their ability to create suitable prompts and their understanding how different wording might alter the output. Some guidance on that was produced by ChatGPT and can be found

Ethical use of AI to produce work - including departmental rules around AI use and appropriate acknowledgment of AI input. More information on that can be found on the Library webpages.

An example of a session that focused on helping students develop AI literacy can be found in the Reflective Essay case study. You can find the briefing slides in the downloadable documents section of this case study.

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Some ideas of how AI can support student in learning and preparing for assessment have been outlined . Mollick and Mollick (2023) provide further guidance in terms of the roles that AI can take.

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Work closely with awarding bodies/ partner universities to develop stronger guidance. Use JCQ guidance on assessment practice, including: Academic integrity, referencing, use of AI for assessing learners' work etc.