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Actions:

Common platform… sharing knowledge - staff support..

Time  - allow for this..

Bringing students in to the conversation…

Well-being.. belonging.. Student Community.. Communicating need for Studio space…

Present the levels to students, in partnership and see how they feel..

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Group 5

Insuring academic integrity

Link between ai and over assessment is obvious

Cross modular assessments … to consider the balance

Use the assessment scale..

More training in the potential use of AI in their discipline.

Lack of training in the awareness of the use of AI..

Cognitive overload to AI… brain of the student, physchological effects

Requirements are different.. overloading..

Standardisation of output. Maybe requirements of 1st years.. scaffolding the use of use of AI..

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Concerns:

AI relunctance…

Students wanting to use AI, have the

Digital divide… assessment challenges around equity

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How is industry using it..

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Group 4:

Allow 'Process' to be a greater component in assessment..

Strategies for the visibility of their process..

Mental health point of view..

Less on the final outcomes..

Dedicated AI module… making media / text.

Embodied learning, loss of chance/serendipity - focused outcome… allow for experimentation

Feedback —-

Student understanding of Feedback.. something we can concentrate on

Transferrabillity of learning…

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Group 3

Submitting unoriginal work - how to deal with that

Student reluctance to using it

How do we Recognise use of AI in submitted work

When we detect it how do we deal with it..

Link in with how Industry is using it..

Responsible use needs to be integrated everywhere..

Lack of transparency..

How do you share your practice

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Group 2:

Staff knowledge of AI, keeping ahead of students.

Creating - value of AI - how does it support learning

Continuous reflection on student practice… ascertain originality..

Assessment dialogue.. how can we bring that in more..

Develop ability to argue and defend work..

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How do we allow flexibility in assessment

Reflection on the process, engage critical thinking

Change assessment to assess critical learning

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Group 1

How do specify workload..

Outputs are valued differently across different types of modules/projects.. process.

Keeping student centred

Documentation process.. sense of transparency and safety

Importance of assessing process

Cognitive overload..

Spreadsheet to record feedback and how students implemented this feedback

Copyright issues, teach students about this and what are the legal issues.

Staff need to know what the legal / ethical implications of work e.g. if you use AI does that devalue your work, are you no longer able to apply IP/copyright etc - important and crucial questions

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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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Prompt 3 - money, space, time, rigid structural rules about modules and how we assess are a barrier, student personal issues - eg 30% of students not coming in because they feel unwell. Student well-being post pandemic, lack of community in college, issues with resilience, priority given to part time jobs

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Prompt 2 - Possibly don't allow AI in the 1st & 2nd years. Possibly need to attribute marks to tutoring / crits in class. Have Vivas in the Autumn to check the process behind repeats. They are doing this in Kerry already. Change physical layout of spaces - if students had their own studios instead of big mac labs, they might be in more often and it would be easier to keep track of process. More social spaces in general would be good for having students in and allowing us to monitor process more closely - eg model in Fine Art and Architecture. Unlimited resources - move all of media comms into the city, closer to the rest of Crawford and with studio spaces and fab labs. Need a canvas module for students to teach them about the pitfalls of AI and offer alternatives - eg Grammarly. Provide digital badges for these

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Prompt 1 - How do you specify what assessment should be in a 5 credit module? Is it based on time, input? Standardising the required output for a module is very difficult. How do you compare 5 credit written module to 5 credit practical module. Outputs are differently valued in art based modules - students need to be able to fail. Needs to be specific to projects and student centred. When using GenAI, students need to document process of how they've developed something. The importance of assessing process is central, we need to figure out the best ways to assess process. Students need to feel safe to be transparent - to tell us about their process. Fear of cognitive off-loading with AI. What is the implication for a summer repeat when you can't grade process? Give marks based on how they integrate the feedback, have a spreadsheet where feedback is recorded and addressed - say what was integrated, what wasn't and why. Copyright issues - in US law, nothing created with AI can be copyrighted. We need to teach students about this, but we also need figure out what the legal issues are to communicate them.

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Barriers: lack of time for training/experimenting/upskilling; personal resistance towards AI tools (from us, from environmental and ethical viewpoints) and from students as they worry about their futures; the SHEER PACE of change is overwhelming to us and students alike.

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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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Re prompt 3

Students may very well be winning the Arms Race and we might be well behind.

Lecturers must be given the time and resources to research the area and use the tools.

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Re prompt 2

develop a module (along lines of CIT module) that focuses on responsible use of AI in education, perhaps also dealing with the connected issue of media disinformation.

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Continuously updated policy and guidelines, that is concise enough to be useful but vague enough to be adaptable to what we need to apply it to

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create an environment where students can share how they are using AI tools with each other and us lecturing staff

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Prompt 2:

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

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More training for staff in potential use of Ai within their discipline

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Lack of transparency in how students use AI already.

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Re prompt 2: should we engage with psychologists (?) or psychiatrists re the impacts of ‘cognitive offloading’ - students not engaging with course material (using their brains, for want of a better term)

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Prompt 2:

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

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Re prompt 3: lack of training/awareness of Ai

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Prompt 2:

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

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Re prompt 2: More training for staff in potential use of Ai within their discipline

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Clarity around assessment requirements

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We agree that teaching on/about (responsible use of) AI will have to be integrated everywhere (in the curriculum). But what do we continue to teach, what do we remove or replace?

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we need to link in with how industry uses AI tools; as we need to prepare students for what they will be required to do;

-But there is uncertainty around what will happen and change even in the very near future (by the time current students graduate)

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recognising when AI has been used, when do we make a distinction and how do we deal with when we have detected it: do we take off percentages off of marks?

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How do you recognise use of AI in a submitted work?

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How do we deal with stduents reluctance to utilise AI tools?

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biggest issue: students submitting not original work

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Reducing number of assessments, and having cross modular assessments will allow more time for consideration of ethical and pedagogical implications of assessments

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Link between student use of AI and over assessment.

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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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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 2:

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

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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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Prompt 2:

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

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Prompt 2:

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

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

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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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Prompt 2:

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

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Prompt 2:

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

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

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

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