Pedagogical uses of AI tools: reflection on a case study
DOI:
https://doi.org/10.47408/jldhe.vi32.1402Keywords:
Gen AI, academic writing, ethical implications, proofreadingAbstract
Academic writing is central to assessment in UK universities (Goodfellow, 2005). The emergence of easily accessible generative artificial intelligence (GenAI) tools took the sector by storm, with some voices raising critical concerns about academic integrity and the de-skilling of writing, while others pointed to the developmental and time-saving opportunities these tools can offer (OpenAI, 2023; UNESCO, 2023). This presentation reflected on the author’s experience of designing and delivering a workshop on ‘Introduction to proofreading techniques using AI tools’. The workshop was developed as part of a broader Academic Innovation Project designed to support the developmental and ethical use of GenAI tools by student writers at one institution in line with internal and emerging sector policies (such as Russell Group, 2023).
The presentation outlined the workshop plan, including learning outcomes and sample activities, alongside highlighting some of the challenges experienced during the design process. It also offered critical insights into the delivery and impact on student learning, with reference to the author’s reflections as well as student engagement and feedback. A major challenge that can be transferable to other pedagogical uses of GenAI tools was the difficulty in navigating the thin line between, on the one hand, encouraging workshop participants to experiment with a range of tools in a safe learning space and, on the other hand, raising their awareness of the ethical implications and potential risks that over-reliance on such tools may pose to their learning, particularly the development of their academic writing.
References
Barthes, R. (1997) ‘The death of the author’, in K.M. Newton (ed.) Twentieth century literary theory: a reader. London: Palgrave, pp.120-123.
Fengchun, M. and Holmes, W. (2023) Guidance for generative AI in education and research. United Nations Educational, Scientific and Cultural Organisation. Available at: https://doi.org/10.54675/EWZM9535
Goodfellow, R. (2005) ‘Academic literacies and e-learning: a critical approach to writing in the online university’, International Journal of Educational Research, 43(7-8), pp.481-494. Available at: https://doi.org/10.1016/j.ijer.2006.07.005
Hartley, P., Beckingham, S., Lawrence, J. and Powell, S. (2024) ‘Using generative AI effectively in higher education’, in S. Beckingham, J. Lawrence, S. Powell and P. Hartley (eds) Using Generative AI effectively in higher education: sustainable and ethical practices for learning, teaching and assessment. London: Routledge, pp.1-8.
Huxley-Binns, R., Lawrence, J. and Scott, G. (2023) ‘Competence-based HE: future proofing curricula’, in E. Sengupta (ed.) Integrative curricula: a multi-dimensional approach to pedagogy. Bingley: Emerald, pp.131-147.
OpenAI (2023) Educator considerations for ChatGPT. Available at: https://platform.openai.com/docs/chatgpt-education (Accessed: 6 December 2023).
Russell Group (2023) Principles on AI use in education. Available at: https://russellgroup.ac.uk/news/new-principles-on-use-of-ai-in-education (Accessed: 6 July 2023).
UNESCO (2023) ChatGPT and artificial intelligence in higher education: a quick start guide. Available at: https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf (Accessed: 6 December 2023).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).