Recording: Session recording (link)

Slides: Attached

This presentation discusses the findings of a user experience study we conducted this semester which aimed to provide a clearer picture of UoL student confidence and competence in using Generative Artificial Intelligence tools when researching and planning academic writing assignments.

As well as discussing the common themes identified from the research and exploring our insights into how students are using these tools, we explored how this has informed ways in which we can incorporate teaching of using GAI tools in a productive and effective manner.

Recording: Session recording (link)

Slides: Attached above

Join us online for an introductory session on Generative AI designed for those new to the technology. This session will cover the basics of Generative AI, focusing on its application in educational settings.

Topics include:

• An overview of Generative AI at the University

• Practical examples of Generative AI tools for education.

• Ethical considerations in using AI in the classroom.

• Resources for integrating AI into teaching and learning.

Recording: Session recording (link)

Slides: Attached

From idea to service: In 2023, IT Services created a proof of concept for a chat bot, powered by OpenAI and DialogFlow, which could be used by students to answer questions relevant to their University activities. Since then, IT Services has looked to create a new AI-powered chatbot service which can be used by any area of the University to provide a personalised chatbot for staff and students, able to provide answers quickly to the relevant subject matter.

This will be the first time IT Services demonstrates the new AI chatbot service.

Recording: Session recording (link)

Slides: Attached

Resources:

• Lance Eaton AI policy initiative

• Imperial College London Use Case

If you would like to direct any questions to Owen directly, please contact him via: owen@feedbackfruits.com

We will also be hosting Feedback Fruits for a platform demonstration at a Digital Education Network event in October. Contact CIE@Liverpool.ac.uk for more information.

In this guest slot, we host educational industry expert Owen Patchell (Feedback Fruits) discussing the common approaches seen towards AI and explaining how we can diversify assessment to be more AI proof, aligning them to learning outcomes that are relevant to the employability market where AI will ever present.

Recording: Session recording (link)

Slides: Attached

Resources:

• Environmental Impact of AI (Padlet link)

• Long-Term Sustainability (Padlet link)

The ubiquitous nature of Generative AI, and its almost unchecked growth over the past 12 months, has opened up a swathe of new opportunities and approaches to solving complex human problems.

But the technology is not without its dangers. The datasets on which AI models are built reflect existing biases within them, and the outputs from AIs therefore reinforce these biases. AI technologies also consume a significant amount of energy and contribute to climate change. And ownership of data that goes into, and comes out of, AI models is contested. This session will therefore ask participants to consider the different ethical and sustainability dimensions to the advent of Generative AI.

Recording: Session recording (link)

Slides: Attached

This session will explore how Generative AI can enhance digital accessibility. We will examine practical applications and successful examples of GAI in accessibility, provide tips for integrating GAI tools, and address potential challenges, including ethical and technological concerns. Finally, we will explore emerging trends and the future potential of GAI.

Recording: Session recording (link)

Blog post: The Uncanny Guest (link)

If GAI is the 'uncanniest of guests' (with apologies to Nietzsche) in the University, who seems here to stay what can we do about any their misbehaviour? After decades of seeking to eliminate prejudices and bias, GAI threatens to reinscribe misogyny, racism, homophobia and other unethical discrimination back into the academy.

After centuries of citation tradition and careful attribution of sources, GAI seems intent on shuffling the work of human scholars and presenting it without any clarity as to whence it came. What do we do with this uninvited guest who behaves badly, won't leave and seems intent on asserting that it's their house now anyway?  

Recording: Session recording (link)

Slides: Attached

Resources:

• GenAI Policy Padlet (link)

• Lance Eaton AI policy initiative

  
  

Over the past 18-months academics and professional services colleagues have been grappling with implementing academic integrity policy in the age of generative artificial intelligence. The age of GenAI has thrown up new challenges and magnified a myriad of existing problems with assessment practices. This has led to problems enacting a policy aiming to maintain academic standards.

Join us in this session for a guided discussion through the University of Liverpool’s policy on GenAI use. Colleagues from the Centre for Innovation in Education will share their findings from surveying staff and students on their opinions of the policy and provide a collaborative space where you can share your experiences of using the policy with colleagues, or just listen and learn from other’s experiences.

Recording: Session recording (link)

Slides: Attached

Resources:

• AI Assessment Designer GPT (link)

• Assessment redesign Padlet (link)

This session will consider the impact of Generative AI on the design, implementation, and completion of formative and summative assessments in higher education, and will examine what steps can be taken to best harness the potential, and protect against the dangers, of the technology in an assessment context.

Participants will be invited to consider assessments on their module and evaluate them against a set of criteria, and discuss ideas for the incorporation of (or the removal of) the use of Generative AI in that assessment space - and what benefits it might ultimately bring students.

Recording: Session recording (link)

Slides: Attached

Blood pressure (watch the recording for insight):

• 10:30 - 146/91

• 11:30 - 149/97

• 17:00 - 121/92 (a drop!)

Final year dissertations are a prevalent feature amongst our programmes at the University and are a key component of programmes with the School of Applied Health Professionals and Nursing. GenAI can be used to turbocharge students' literature reviews, improving efficiency. While there is a lot of promise and hype around this topic, my experience suggests that the utility of these tools lies somewhere in between. Piloting of these tools is in the very early stages.

This session will introduce several tools to help students with literature reviews. Participants will have the opportunity to try out the tools with a research question of their choice, and we can reflect on their utility at the end. Hopefully, we’ll get closer to answering the question: Could this transform the way students conduct literature reviews?

Recording: Session recording (link)

Slides: Attached

Resources: ChatGPT conversation example download

Explore how ChatGPT can assist students in understanding their assessment briefs in this talk which draws from a series of assessment support sessions provided by the English Language Centre in the MSc Nursing program during semester 2, 2022/23. These sessions supported a cohort of international students in grasping complex academic requirements.

Positive student feedback from this experimental teaching demonstrates how crafting clear prompts for ChatGPT to identify and explain key instruction words in assessment briefs can help students understand critical terminology and apply it in their essay writing process.

Join us to understand practical strategies and engage in discussions on integrating AI in academic support.

Recording: Session recording (link)

Slides: Attached

Resources:

• Curriculum aligner GPT (link)

• Learning outcome developer GPT (link)

  
  

In this session, we will explore the capabilities of custom GPTs and their uses. Custom GPT and Retrieval Augmented Generative (RAG) models, including those from OpenAI and other platforms, are very flexible and can be tailored to handle a wide range of academic and administrative tasks.

We will explain how these models work, their benefits, and show practical examples of their use. Attendees will learn how to customise and implement their own GPT-based AI solutions to improve efficiency and effectiveness in various areas. This session aims to show the transformative potential of custom GPT models in both academic and administrative settings.

You can download a PDF including all of the resources within this Padlet by clicking the link above.

For any questions, please contact CIE@liverpool.ac.uk

Recording: Session recording (link)

Slides: Linked (navigate with left/right keys)

Miro board: AI Tools for Research

Have you thought about using Generative AI tools for research tasks? Come and find out about some tools that could help you along the way from administration, literature reviews, data collection, data analysis and reporting, dissemination. This will be an introductory session, demonstrating some potential tools that may be useful in your or your students’ research work.

Learn about GAI tools, assessment redesign methods, prompt literacy, and much more.  Read about this course and how to enrol in this blog post.

A short presentation on the use of CustomGPTs for personalised learning.

This video covers the creation of accessible content tailored for diverse user needs, the identification and amendment of non-inclusive language, and the production of multimodal learning materials. With a strong emphasis on user privacy, this session is for educators and students interested in the intersection of technology and inclusive education. Presented as part of the University of Liverpool's Global Accessibility Awareness Day programme.